LCModules SI

Live & Learn Environmental Education
Learning Circles Manual
A Live & Learn Environmental Education Publication

PO Box 1454
Honiara—Guadalcanal
Solomon Islands
Phone: 677 24453 Email: liveandlearn@solomon.com.sb
June 2006
This publication forms part of the Solomon Islands Community Capacity and Sustainability Development
Project.
Supported by AusAID.
© Live & Learn Environmental Education 2006

Communities
Working Together,
Sharing Water:
Learning Circle Module
Solomon Islands Community Capacity and Sustainability Development Project
Communities Working Together, Sharing Water: Learning Circle Module
Learning Circle Outline
This outline provides information about the sessions.
Topic Issues covered Page

1. Access To Water - A Explore what equality of access to water means and 4
Basic Human Right discuss why access to water is a basic human right.
2. Access To Water - Identify our own experience in regards to access to 6

What Is Our water and discuss the issues. Conduct interviews with
Experience? the community to find out their experiences.
3. Water and Health Explore the link between water and health and discuss 8
the threats to the health of our river and its impact at a
global level.
4. How Clean Is Our Test the quality of our river and drinking water to see 11
Water? how clean or (polluted) our water is
5. Water and Rubbish Explore ways that we can improve ways we dispose off 13
rubbish
6. Water Conservation Exploring ways of conserving water 16
7. Water Infrastructure Exploring issues in providing water infrastructure to 19

communities
8. Governance of Exploring what ‘Governance’ mean and how we can 21

Water work together to improve ‘Governance of Water’
9. Community Exploring ways in which communities become more 24

Decision-making involved in decision-making about management of
water
10. Solutions, taking Identifying our own solutions on the issues and 29
ACTION strategies for solving water problems.
Page 3
Session 1: Access To Water ‐ A Basic Human Right
Learning Outcomes
4. Read about the situation in the Solomon Islands
• Understand the concept ‘equality of access to on the Information Sheet for Session 1. After
water’. reading the information, brainstorm as a group
• Understand that not everyone in the Solomon the following questions:
Islands and the world have equal access to
• What percentage of people in rural areas have
fresh water.
access to ‘clean water’?
• Identify that access to water is a basic human • What percentage of people in Solomon Islands
right. do not receive piped water supply?
Time 45 minutes
Materials Brown paper, marker pen, flipchart.
Learning Circle Instructions

1. Brainstorm as a group what you think the terms
‘access’ and ‘equality of access’ mean. Write your
responses on a piece of paper on the wall.
2. Read the information about ‘Availability of Fresh

Water’ on the Information Sheet for Session 1.
After reading the information, brainstorm as a
5. Using the Water Flipchart, look at the picture on
group the following questions:
Page 1 and discuss the following questions:
• Why is fresh water essential for every person
• What are your first impressions of this picture?
on Earth?
• Identify what the people are doing in this
• What are the factors that influence availability
picture.
of fresh water?
• Identify the state of the river, the forest and the
houses.
3. Read information on the global perspective on
access to water on the Information Sheet for
• How have these changes occurred?
Session 1. After reading the information, • Do people downstream have the same right to
brainstorm as a group the following questions: a clean, healthy river system as those living
upstream?
• Why is access to water a basic human right? • In what way do they suffer the consequences of
• Why do you think access to water a pre- someone else’s actions? How can these people
requisite for all other human rights? protect their livelihoods?
• How many people in the world do not have
equal access to water?
Page 4
Information Sheet for Session 1: Water ‐ A Basic Human Right
Availability of Fresh Water A human right is something that every person on
Earth has a right to, as these are the basic needs for
The availability of fresh water for personal uses such survival and existence. They are the basics that every
as for drinking, washing, cooking, cleaning and also human needs to live. One of them is water - water is
for agriculture, are essential to every person on a basic human right.
Earth. Whether freshwater is sourced from a well,
pump, tap or from the river, creek or stream, we all
need to be able to reach and access freshwater. The Local Perspective - Water
Access in the Solomon Islands
Many people do not have a continuous supply of
fresh water. Factors that influence and impact upon a ‘According to the 1999 census, 60% of the
person's continuous supply of freshwater are many, population has access to water supplied by the
varied and complex, and are often inter-related/ Solomon Islands Water Authority (SIWA) in urban
connected. areas, or the Rural Water Supply and Sanitation
project (RWSS). Some households have rain water
For example, drought, lack of infrastructure, tanks. About 69% of the rural population has access
excessive water use/consumption, inequality of to what is termed ‘clean water’. This is in the form
access to water, lack of political will/ability to of ‘gravity feed’ supplies. In small islands the main
provide water infrastructure/utilities, poverty and source of water is from wells and from rainwater
deprivation. These issues all influence a person's captured in water tanks. A 1999 census figure states
access to fresh water. about 38% do not receive piped water supply
(meaning 64% do have it)’ (UNDP 2002: 62).
The Global Perspective - Access to

Water is a Human Right
Not all people in the world have equal access to
fresh water. "Lack of access to water – for drinking,
hygiene and food security – inflicts enormous
hardship on more than a billion members of the
human family,” said the United Nations (UN)
Secretary-General Kofi Annan. The UN Committee
on Economic, Cultural and Social Rights has declared
– safe and secure drinking water is a human right.
“Water is fundamental for life and health. The
human right to water is essential for leading a
healthy life in human dignity. It is a pre-requisite to
the realisation of all other human rights” (UN
Website).
Page 5
Session 2: Access To Water ‐ What Is Our Experience?
Learning Outcomes • What is the experience of others in your
community?
Identify the community’s own experiences in regards
to access to water. 2. The next step is to identify the experience of
other people in your community about their
Time Half day experiences in accessing fresh water. In order to
identify the community’s experience, we will
conduct interviews with community members.
Materials Paper and pens
Guidelines for conducting an interview are on the
Information Sheet for Session 2. Please read it
Learning Circle Instructions together as a group. Use these guidelines to
1. Now that we understand the issue of access to prepare and conduct your interviews.
water in a global and national context, this activity 3. Identify which questions you would like to ask.
will explore our own situation in regards to Some examples are, ‘What is your experience of
access to fresh water. finding water in your community’? or ‘What
Method for discussion of the questions concerns do you have about water’? You could
below: also ask questions that you have answered
yourselves in the activity previously.
• Write down your responses to the questions.
• When you are finished pair up with another 4. Identify the people you would like to interview.
You may like to interview the chief, community
person and share with each other what you
leaders, women, and youth.
have written down.
• Now two pairs join up to be a group of four to 5. Identify whether you will conduct one on one
share your responses and to continue the interviews or you could have two people
discussion. conducting the interview with one respondent, or
• Now double the size of the group again – to you could interview a number of community
groups of eight. members at one time.
• Continue until the entire group is reunited. 6. Conduct your interviews.
Finish the discussion in the group as a whole.
• Write the key points from your discussion on a 7. Present your interview results to the group.
piece of paper to keep as a record. What did people tell you? What are their
experiences? Write down your key findings on a
piece of paper to keep as a record.
Please discuss the following questions:
8. After the presentations, discuss the following
• Do you have access to freshwater? questions:
• Where do you get your water? How far do you
• Do different members of the community have
have to go?
different experiences?
• What are the problems you experience in
• What are the main problems in regards to
accessing fresh water?
water in the community?
• Have you ever not had access to freshwater? If
• How do we use this information to improve the
yes, what happened?
situation in the community?
• Is there inequality in access to fresh water in
your local area?
Page 6
Information Sheet for Session 2: Conducting an Interview
Guidelines For Conducting An 8. Be sure that you have clearly understood the
answer. If not, ask the respondent to repeat the
Interview answer. Always ask the respondent to explain
words and ideas that you do not fully understand.
Preparation Do not assume that you know what the answer is
• Make sure the purpose of your interview is clear. because of your own knowledge and experience.
• Make a short list of questions (four or five are 9. Avoid passing judgement, giving advice or your own
enough) to guide the interview. opinion.
10. Tell the respondent when you are going to change
Introduction the topic so that the respondent can be prepared.
• Always introduce yourself at the start of the 11. Avoid discussions that are not useful. Keep to the
interview. topic of the interview.
• State clearly the purpose of your interview. 12. Watch your body language as it tells the
• Ask the respondent if he or she has time to respondent what you are feeling and can help or
disturb the interview.
discuss the topic with you at this moment or to
suggest another time that is convenient.
Closing the Interview
• Explain that your conversation will be
• Keep the interview short. Interviews rarely last
confidential.
more than one hour and most last only 45 minutes.
Conducting the Interview • Summarise the main points as you have understood
1. Begin with some friendly general conversation to them and ask the respondent if your summary
help the person feel at ease. correctly reflects what was said.
2. Then ask a question which is easy for the • Ask the respondent if there are any questions he or
respondent to answer. Do not begin with a she would like to ask you.
personal question, it may cause offence and stop
the free flow of information. • Thank the person for their time and trouble.
3. Only express one idea in each question to avoid

Guidelines for Recording an Interview
confusing the respondent.
• Use a discreet notebook.
4. Avoid questions where the respondent only needs
to answer yes or no because that can stop the flow • Record the detail of what is said in the language
of information used.
5. Do not ask “why” very often because it can make • Record body language and feelings expressed.
the respondent feel anxious or angry.
• Record observations and how the interview went
6. Beware of asking questions that try to influence the
respondent’s answers. For example, never ask • Record who said what and whether others agreed.
“Don’t you think that …”? This is called a leading
• Make follow-up notes after the interview with the
question.
observer.
7. Avoid using negative questions such as “Do you
think that people should not…”? These questions • Record personal impressions.
can confuse the respondent.
Page 7
Session 3: Water and Health
Learning Outcomes industry, piggery, soil erosion, logging, toilet or
many villagers?
To identify the impacts on health of polluted and • What are the health impacts of polluted water
unclean water.
in a village?
• What are the effects of bad health on a
Time 60 minutes community?
• How does a polluted river affect our health over
Materials Brown paper, marker pens, flipchart time?
Learning Circle Instructions Method for discussion:
1. Read the paragraph on the importance of clean a) Arrange the chairs (or sit on the floor) in a
water on the Information Sheet for Session 3. circle so that everyone has a clear view of
Discuss as a group the following questions: everyone else.
• Why is water essential for life? b) Each participant has the opportunity to speak,
• What happens when water is polluted? without interruption, for no more than two
• What happens when water is not located close minutes on the questions.
by?
c) Move around the circle left to right in order.
2. Read the paragraph on the importance of rivers Do not comment on what anyone has said
in the Solomon Islands and the threats to clean while she or he is speaking.
water on the Information Sheet for Session 3.
Discuss as a group the following questions: c) After everyone has spoken, you are free to
comment on what different individuals said.
• Why are rivers vital and life-sustaining to the
people of Solomon Islands?
• What do people use rivers for? 4. Read the paragraph on the health impacts of
unclean water at a global level (see the
• What are the threats to clean rivers in Solomon
Information Sheet for Session 3). Discuss as a
Islands?
group the following questions:
3. Let us think about our own freshwater, the • What are the ways that diseases can be
water we use for drinking, washing, cooking and
transmitted by faeces?
cleaning. Read the questions below. The method
• In 1990, how many people died around the
for discussion is detailed below.
world from diarrhoea?
• Is the water you drink ever dirty or has it ever • What percentage of these people were
made you sick? children?
• How clean do you think your drinking water is? • How can we make sure that we do not become
• Is the water source close to any agriculture, one of these statistics?
Page 8
5. Using Page 2 of the Water Flipchart, look at the [c]

pictures and discuss in small groups the • What is the connection between going to the
questions listed below: doctor and river health?
• What are the health impacts of a polluted
[a] river?
• What is occurring in this picture? Describe the • How does a river become polluted?
actions of the people and their connection to
the river. [d]
• In what ways do the villagers’ actions affect the • What are these children doing?
quality of the river? • Imagine a situation where you could not go for
• How does the quality of the river affect the
a swim in your local river. Why would this
health of the people? happen?
• Have you heard of this happening before?
[e]
• What do you see in this picture?
What are these people doing?
• How does education help us to look
after our rivers?
• Is there a similarity between this
picture and what we are doing now?
[f]
• Tell us about this picture – what are
these people doing?
• How would river health affect these
people?
• In what ways could these people
pollute the river?
[b]
• What is occurring in this picture?
• What do you see as the consequences of this
transaction for:
- The person who sells the fish
- The person who buys the fish
• What happens when everyone along the river
starts to sell fish? How many fish should be left
for the villagers themselves?
Page 9
Information Sheet for Session 3: Clean Water
The Importance of Clean Water Clean Water Contributes To Better
The quality of the water we drink is important for Health – The Global Perspective
everyone on Earth. Water is essential for life. Lack of clean water and basic sanitation is the main
Without water we could not survive. Every human reason diseases transmitted by faeces are so
on the planet needs water to drink so that we can common. In 1990 diarrhoea led to 3 million deaths
live. Yet some people on Earth do not have enough around the world, 85 percent of them among
water to drink or the water is polluted so that if children. Connecting all households to a reliable
people drank the water they would get sick. If source of water that is reasonably protected from
people do not have access to clean water nearby, contamination is an important step towards
then people will travel long distances for water. This improving health and reducing time spent collecting
is time we could use for other things instead, such as water (UN MDG).
education, employment and family.
Rivers in the Solomon Islands – The

Local Perspective
Rivers are vital life-sustaining eco-systems for the
people of the Solomon Islands. They provide a
lifeline to food and subsistence living for present and
future generations and are an important link
between the forest and the reef. Despite their
importance, rivers fall victim to logging, mining,
agriculture and are also being used as prime waste
dumps effecting inner-reef lagoons, fisheries habitats
and mangrove swamps. The wet season sees fertile
soil erode from the large riverbanks and carried
down the river onto fringing reef causing increases in
water nutrients levels and algae growth on hard
coral communities.
Timber projects pollute the rivers, creeks and

streams. Due to these operations, the forest and
land is cleared with the topsoil and nutrients
exposed and so wash into the rivers and streams
with the rains. This pollutes the water that is used by
local communities for drinking, washing and cooking.
Page 10
Session 4: How Clean Is Our Water?
Learning Outcomes
2. The next step is to do water quality testing of
To identify the condition of our local river and the water. Read the instructions in the booklet
drinking water source. that comes with the water quality testing kit.
Take samples of the water and test for pollution.
Time Half day
3. After you have conducted the water quality
Materials Water quality testing kits, paper and testing. Discuss and present your results to the
group.
pens.
4. Using the Water Flipchart, look at the pictures
Learning Circle Instructions on page 3, and discuss the following questions:
1. Now that we have talked about water, we need
to go and have a look. Take a walk down to your
local river. Choose a place where people use the
river. When you get down to the river, discuss
as a group these questions:
• What do people use the river for?

• Do you know whether people are using the
river for drinking, washing, cooking, swimming,
dumping rubbish or toilet?
• Can you see any pollution?
• What condition do you think the river is in?
• Should the river be used as a dumping ground?
• What should the river be used for?
If you are at what you consider to be a polluted

river, ask:
[a]
• Where is this pollution coming from?
• What are the people doing in this first picture?
• Are there health problems as a result of this
• What are they using the river for?
river?
• How would the health of the river affect the
• Who or what is polluting the river?
hopes, dreams and actions for people in this
• Why are they polluting the river? What would
picture?
make them change?
• What must occur so that the river is not
polluted?
• What would happen if the river continued to be
polluted?
Page 11
[b]
• Describe this picture. [d]
• Do we need a clean healthy river system for • What are these young children doing?
people only? • How do young people’s actions affect the
• What is the link between this fish in the river health of the river?
and communities? • What is the connection between this picture
• How are the communities downstream affected and the previous ones?
by a clean environment?
5. Keep a diary for a week and write down ways
that you and your family add to the problem of
water pollution. Also answer the following
questions:
• What are the actions that lead to polluted

rivers and streams?
• What are the practical ways we can reduce
water pollution in our area?
• What can we do to clean up our river?
[c]
• What do you think these two men are shaking
hands on?
• What is the connection between this picture
and the previous one?
• Why do you think young people are included in
this picture?
• What are excluded from this picture?
Page 12
Session 5: Water and Rubbish
Learning Outcomes 2. This is an activity to explore what rubbish is and
what it is made from.
• Identify that waste and rubbish has become a
problem in communities. α) Bring a collection of common waste, including
• Identify practical ways that we can dispose of paper, plastic, used cans, glass bottles and jars,
waste and rubbish. vegetable peelings and garden refuse.
β) Divide yourselves into five groups.
Time Half day
χ) Give each group one of the following:
Materials Pieces of rubbish, brown paper and (i) An assortment of tin cans
marker pen (ii) Several items of plastic
(iii) A number of glass bottles and jars
Learning Circle Instructions (iv) Old newspapers, magazines and envelopes
(v) Old vegetable cuttings, peelings, etc.
1. Discuss as a group the following questions (write
your answers on a piece of brown paper): δ) Discuss the following questions in your group
and then report back to the larger group:
• How do you dispose of rubbish?
• What are these things made of?
• How are people in your community disposing of
• Where were the raw materials obtained?
rubbish? (What do people do with their
• Where and how were they made?
rubbish?)
• How much energy is used in making it?
• Do you think these methods are effective?
• What happens to them when we throw them
• Has there been an increase in rubbish over
away?
time in your community? (If you are not sure
ask the elders in your community).
3. Read the Press Release from World
Environment Day 2004 on the Information
Sheet for Session 5. Discuss in pairs the
following questions. Report back your
answers to the whole group.
• Why do you think waste is becoming a

‘universal problem amongst all the islands’?
• What do you think is the significance of an
international meeting coming together to
discuss the issue of waste management in the
Pacific region?
Page 13
4. The next step is for us to go and have a look at to dispose of rubbish and waste?
the current situation in regards to rubbish and
wastes in our own community. Everyone is to • What do you think about the idea of separating
walk around the community together to look at rubbish and dealing with it in different ways?
ways that people deal with rubbish and waste. • Do you think the suggestions are practical and
realistic?
5. When you get back, discuss the following
questions: 8. Trial for one week: Dispose of your rubbish as
suggested in this chart. Ask your family to do the
• What did you see when you went for the walk? same. Evaluate the methods after a week or two.
• What do we do with plastics? Is it a better way to deal with rubbish? Do these
• Is this the best way to deal with rubbish? suggestions work?
• Do you think we need to improve the situation
and clean up our community?
6. How can the current situation be improved?

Please discuss and brainstorm on the following
questions. Write your answers on a piece of
brown paper.
• How can we deal with our rubbish better?

• How do we reduce rubbish and plastics in our
environment?
• How do we encourage/educate people not to
throw rubbish around?
7. Read the chart on the Information Sheet for

Session 5. Is this a new way to think about how
Page 14
Information Sheet for Session 5: Water and Rubbish
World Environment Day 2004 Press Release
Press Release: 8th Special Session of the Governing Council of the United Nations Environment Programme
and the Global Ministerial Environment Forum 29 to 31 March 2004 Nairobi, 30 March 2004 – Urgent
international assistance is needed to help small island states deal with a rising tide of rubbish and wastes.
Studies by the United Nations Environment Programme (UNEP) indicate that along with issues including water
shortages and inadequate sanitation services, waste is fast becoming another key problem. Litter is described
as a “universal problem amongst all the islands” in the region. “Pollution of water supplies is potentially region-
wide, due to inadequate treatment of domestic waste water and inadequate solid waste disposal,” says one
report. “A short walk along any coastline close to human habitation in the Pacific Islands will reveal many
examples of inappropriate waste disposal,” says the report.
How To Deal With Rubbish: Suggestions

Type of Rubbish Good things to do with the rubbish Bad things to do with the rubbish
and why and why
Plastic • Wash it in clean, safe water and use it • Leave it lying around. It will not rot
again, it could be useful. away.
Food Wastes • Dig into the ground to help more • Leave it about so flies and animals get
food grow. into it.
• Feed it to animals like chickens and • Leave it near a water source so it rots
pigs. and attracts flies and animals.
Toilet Wastes • Put in the toilet so that people won’t • Let them get into the water source
touch them and get germs that make for the village and make others sick.
them sick.
Metal, old vehicles, • Take them to the area the village has • Leave them in the village to develop
taiyo tins, batteries set up as a dump to be buried. rough edges where people can cut
themselves and get infected cuts.
Paper • Burn it so it disappears. • Throw it on the ground so it makes
the village look untidy.
Waste water or • Drain it away. • Leave it around so mosquitoes can
dirty water breed.
• Leave it around so people think it is
clean water and drink it.
Broken glass or a • Bury it. • Leave it around where people can cut
glass bottle themselves
• Put it in a river or stream where
people could tread on it.
Page 15
Session 6: Water Conservation
Learning Outcomes 2. This activity will explore how much fresh water
there is in comparison to salt water.
• To understand that water is a finite resource.
• To understand the term ‘conservation’ and Find a five gallon/25 litre container/bucket and fill
it with water.
importance of water conservation.
• To identify ways to conserve water in our • If this water represented all the water in the
own communities. world, how much of this water would be fresh?
• Take a teaspoon and scoop up water to fill the
Time 60 minutes – activities continue outside teaspoon. Only this amount of water would be
the workshop for two weeks fresh.
• What is wrong with the rest of the water? Most
Materials Bucket, water, teaspoon, brown of it is in the oceans and is very salty.
paper and marker pens, paper and coloured pens/ • Are you surprised there is so little fresh water in
pencils the world compared to salt water?
• Do you feel differently about the water you
Learning Circle Instructions have?
1. Water as a Finite Resource.
2. Read the information on The Need for Water
• Brainstorm the definition of the term ‘natural (Information Sheet for Session 6) and discuss as a
resource’. group the following questions:
• Write down the definitions on brown paper. • How many more people are using the Earth’s
• List the different forms of natural resources in water each year?
the Solomons. • In 100 years the amount of water used globally
has increased how many times?
• Which natural resources do we need so that
• What do you think will result as more people
we can live? Put a tick next to them.
need to access water that is a finite resource?
• List the ticked resources in order of priority,
beginning with the most important. Why have 4. Read the paragraph on Conservation of Water
you prioritized them in this way? (Information Sheet for Session 6). From this
information brainstorm and discuss as a group
• Brainstorm a definition of the term ‘finite’.
what you think conservation of water means.
• Look at the list of natural resources again and Write your comments on a piece of brown
identify which resources are finite. paper to keep as a record.
• Highlight the word ‘water’. Why is water a
finite natural resource?
Page 16
2. How much water do we use in one day? Do you you should try to practice these habits. Record
know how much water you use in one day? We results in your chart.
will guess the amount and then attempt to • Did your conservation practices make any
measure the amount used. How could we difference in the amount of water used? Refer
improve our use of water so that it is not to your chart and compare the amounts of
wasted? water used before and after conservation
practices were used. Which practices were easy
• List the ways you use water in your daily life. to adopt? Which were more difficult?
• Describe or draw pictures of situations in which
you believe water is being wasted. Share your 6. What are the ways that we can encourage
picture/s and talk about ways that you could others to conserve water? eg. Encourage your
use water without wasting it. families to adopt water conservation practices.
• Keep track of the water you use over a one- Design a poster advertising the benefits of
week period. Design a chart to record your conserving water. The poster may include a list
water use and the number of gallons used. of things people can do to save water.
How can we keep track of this?
• Identify three to five ways you can conserve
water. Write these down. For the next week,
Page 17
Information Sheet for Session 6: Water Conservation
The Need for Water
Each year 80 million more people around the world will tap the Earth’s water. In the past 100 years, the
amount of water used around the world has increased ten times. Some countries have abundant, untapped
stores of water to support growth well into the future. But others are already using most of their water, and
major increases in supplies will be expensive. Far from plentiful, rural water has to be shared by the growing
cities, the growing rural areas, and a thirsty environment (UN MDG).
Conservation of Water
The conservation of water is important in managing our fresh water resources. We need to use our fresh
water wisely without wasting water or using water excessively. We need to share this precious resource with
our community, country and the world.
Page 18
Session 7: Water Infrastructure
Learning Outcomes
• To identify the challenges in
providing and maintaining
water infrastructure.
• To identify ways to improve
and take action on the
provision of water
infrastructure in the
community.
Time 60 minutes
Materials Brown paper and

marker pens

1. Please read the information below and
discuss as a group this question:
• What are some of the difficulties in

providing adequate infrastructure? • Did people in the survey say that infrastructure
was an issue?
2. Discuss the condition of water infrastructure in • How can we improve the water infrastructure in
your village. Brainstorm the issues and write them our community?
up on brown paper. (eg. Are the pipes and hoses • Who do we need to talk to?
working and pumping water? Are pipes broken, • How do we maintain and keep our water
damaged, stolen, not being used properly?) infrastructure in good condition?
• What actions do we need to take to improve our
3. Identify what we need to do to improve water
water infrastructure?
infrastructure in our community. Write down your
• How do we raise the money to pay for
answers to the questions and then share in groups
infrastructure?
of three or four. When finished discussing the
• What are the reasons the infrastructure is
questions as a small group report back to the
whole group. broken? How do we fix it? Does anyone in the
community have the skills to fix the problem?
Page 19
Information Sheet for Session 7: Water Infrastructure
The Pacific Island countries/Solomon Islands face water supply and contamination problems because of ageing
water infrastructure and treatment systems. Without funds or money to improve water infrastructure and
water utilities, the pipes are getting old and need repair. The water pipes are rusting and breaking, with water
leaking out and being wasted. Some countries and communities cannot afford to fix these problems, which may
only continue to deteriorate over time.
Many people in the Solomon Islands are moving and migrating to live in urban areas. The large increase in the
urban population creates major challenges in providing freshwater for all citizens. Large towns do not have
infrastructure that can cope with the demands of the growing population. As a result there is a greater chance
for contamination and pollution of water sources and disposal of water and sanitation issues.
Page 20
Session 8: Governance of Water
Learning Outcomes • In small groups, select a facilitator.
• To understand the concept of governance. • Start by cutting out circles of different sizes
from one of the coloured sheets of paper.
• To understand the concept of governance of
Then place one to these circles in the centre
water. of a large sheet of paper.
• To identify the community’s relationship to • Now choose (or draw) circles of different
various community, organizational and sizes from those you have cut out, depending
governmental stakeholders. on the relative importance of the individual/
institution represented. A big circle
Time 60 minutes represents a very important person or
organisation, a smaller circle represents a less
Materials Brown paper and marker pens, important one.
coloured sheets of paper, scissors
• If the circles are separate this means that
Learning Circle Instructions there is no contact between the individuals/
institutions. If the circles are touching then
1. Read the text on the Information Sheet for information is shared between them. If there
Session 8 about governance of water. As a group is a small overlap there is some co-operation
answer the following questions and write your in decision-making and if there is a large
answers on brown paper to keep as a record. overlap then there is considerable co-
operation.
• What does the
governance of • When the groups have
water mean? finished, walk around as a whole
• What are the group to view and discuss each
difficulties in the of the diagrams. How have
effective things changed in the past ten or
governance of twenty years? What kinds of
water? improvements would you like to
• Why would see regarding the institutions
governance start in and individuals represented?
our own town or • Keep a paper record of the
village? diagram.
2. Venn Diagrams. The aim of this activity is to

3. Write down your answers to the following
identify the key institutions, organisations, and
questions on a piece of paper and put them in a
people responsible for decision-making affecting
box. After everyone has put their pieces of
your community/village.
paper into the box, shake the box up and then
each person takes out a piece of paper and reads
Page 21
out the suggestions and ideas. Write these up on

a piece of brown paper to keep as a
record.
• How can we influence the governance of

water?
• Who governs our water? Name the
agencies responsible.
• What responsibilities do these agencies
have in regards to our water?
• What are our own responsibilities in the
governance of our water?
4. Using the Water Flipchart, look at the

pictures on page 4 and discuss as a group
the following questions:
• List the different groups of people n this picture

– What groups in society do they represent? ie.
(a) schools (b) church (c) family (d) children (e)
government (f) environment
• How are these groups connected to the picture
in the centre?
• What role do these groups have in looking after
our rivers?
Page 22
Information Sheet for Session 8: Governance of Water
The term governance essentially means governing or authority. Those who govern water, generally determine
the way our water is provided and supplied to our communities. The governance of water is important for us
to learn about, as there are many complex factors, which influence effective governance of water. Some
problems of governance include: lack of money/economic resources to supply or improve water infrastructure
and utilities, high levels of overseas debts, lack of technical expertise, reliance upon overseas aid and external
donors. Other issues of governance of water include accountability of governments, political instability, lack of
financial independence, external (overseas) perceptions of needs of local communities.
Governance is more than government. Governance means working together. Governance starts in your town
or village. Good governance respects your rights and upholds the law.
Page 23
Session 9: Community Decision‐Making
Learning Outcomes • The ‘boys/men’s only group’ consider the
following (and take notes): What do you think
• To identify the decision-making process in
is important for the girls and women in the
regards to water. village environment (assumptions)? Write
• To identify the impact of our decisions on down in order of importance.
each other and the environment. • The ‘girls/women’s only group’ consider the
• To identify that there needs to be equality of following (and take notes): What do you think
participation and in decision-making between is important for boys and men in the village
men and women. environment (assumptions)? Write in order of
importance.
Time 60 minutes • After the lists have been completed by each
group pair the groups.
Materials Brown paper and marker pens,
• The boys/men ask (and note) the girls/women
paper and coloured pencils
what is important to them in the village
Learning Circle Instructions environment and vice-versa (participation).
• Compare and discuss the differences in
1. This session will look at how the community can
become involved in decision-making about answers between the assumptions and
management of our water resources. As a group participation.
read through the following questions and discuss
together. Write your answers on pieces of A good decision-making process will allow the
brown paper. participation from all community members and
will avoid making too many assumptions.
• How are decisions made about water in our
community? 3. Using the Water Flipchart, look at the picture on
• How do these decisions affect people within page 5, and discuss the following questions:
and beyond our community?
• How can we make good decisions about our • What are your first impressions of this picture?
water resources – ones that work for our Describe what you see.
community and for other communities? • What is the role of men in community/
• What is the role of women in community environmental decision-making?
decision-making? • What is the role of women in community/
environmental decision-making?
2. This activity will demonstrate how easy it is to • What is the role of youth in community/
make assumptions about how people of the environmental decision-making?
opposite sex think and perceive the • Who should be involved in discussing
environment. Separate the participants into environmental matters that affect our rivers?
gender groups, males and females. • What would be the benefits of including
Page 24
women, youth and those living downstream in Interested parties will present their cases at a
decision-making? public hearing scheduled by government
• What can you see as potential consequences of officials. They must prepare arguments to be
not including everyone who is affected by river presented at the hearing. Government
health? officials will hear all arguments before making
decisions.
4. Read the case study on the Information Sheet for
Session 9. In small groups read the following Step 3.
questions, discuss and write down your answers Give each team a copy of its role card. Each
on a piece of paper. When you have all completed team (with the exception of the government
the task, report back to the larger group. officials) must prepare a three-minute oral
briefing that summarises the team’s opinion
• Apply a list of agreed factors for good decision on why the factory should or should not be
making for these communities. built. Persuade the government officials that
• Who needs to be involved in decisions about what your team’s position is correct. Allow ten to
goes into the river and is taken from the river? fifteen minutes for the teams to prepare for
• How can we make sure that we identify everyone the hearing.
who needs to be involved?
Step 4.
• What (if any) processes/structures need to be
The government officials should read their
established to ensure everyone who needs to be
role card, appoint a member to chair the
involved is involved?
hearing, another to time the testimonies, and
a third to find out who the presenters are
5. Role-play about a Factory Construction Conflict.
from each team and the order of the
Read the following steps and role-play the
presentation.
scenario.
Step 5.
Step 1.
The chairperson should present the official’s
Divide yourselves into seven teams: Factory
decision to the teams after all their
Official, Local People, Marine Biologists,
presentations.
health Inspectors, Cassava Farmers Co-
operative, Government Officials, and Step 6.
Environmentalists. Each team will make a Group discussion on the officials’ decision.
paper label of the team name. You might discuss:
Other options to a food processing factory.
Step 2.
How are such decisions actually made in
A big international company is planning to
your locality?
construct a large food processing factory
Whether hearing other testimonies made
beside the river near your village. Such
you change your feelings on the subject?
development will affect the lives of cassava
farmers and villagers along the river that have
been living there for generations. The
government must decide what to do.
Page 25
Information Sheet for Session 9: Community Decision‐Making
Case Study Role Cards for Factory
A river links 10 communities as it winds its way from Construction Conflict
the top reaches of the mountains, down through the
valley into the plains and then down to where it
reaches the sea. These 10 communities live along the
banks of the river and use it daily for many purposes.
Factory Representatives
You belong to an international food
manufacturing company and with your new
Role Play site, your company will earn millions of
dollars. Deliver a package that will please
The Scenario both the government and the landowners.
A big international company is planning to You need to draw their attention on the
construct a large food processing factory benefits the landowners and the government
beside the river near your village. Such will gain from the construction of the factory
development will affect the lives of cassava at the proposed site. Disclose some
farmers and villagers along the river that monetary values or special benefits that your
have been living there for generations. The company intends to circulate within the
government must decide what to do. government. Problems you might encounter
Interested parties will present their cases at include commercial cassava farmers who use
a public hearing scheduled by government the nearby river for irrigation and
officials. They must prepare arguments to be environmentalists who would like to keep
presented at the hearing. Government the present state of the village environment.
officials will hear all arguments before making
decisions.
Page 26
Local People Marine Biologists

For your entire life you have lived in this From the various monitoring tests you have
area. The factory would mean that your made on marine and fresh water ecosystems,
natural resource-subsistence farming land it has shown a considerable decrease in the
and river would be destroyed. Cassava is population of fish, clams and other shellfish
your main food crop and you can’t afford to in the area due to water pollution. A factory
give your small piece of family land to this will certainly mean more pollution and so a
massive factory construction. Also, your decrease in resources for future generations.
river will be liable to pollution and this will Fish and shellfish are sources of body
destroy your fresh water food resource. The protein. People will be vulnerable to many
food company has promised to upgrade the diseases. Also the capacity to sustain families
village school and provide funds for a new will be affected e.g. parents having low
church hall. 200 young people will be incomes due to unproductive resources and
provided with employment at the factory. so communities will be left with poverty-
You will have to consider the positive against stricken families.
the negative.
Environmental Organisation
You are an environmentally friendly non-
Cassava Farmers Co-operative government organization. You are very
concerned about the health of the river and
Investors for your Cassava Farmers Co-
surrounding vegetation if the factory is to be
operative project are going to lose millions
built. Highlight the vast mass destruction this
of dollars because your production yield will
factory will bring upon the beautiful natural
be affected. Close to 10% of your cassava
environment, the wildlife that will be
production land will be destroyed and water
endangered and the general beauty of the
quality for irrigation will also be affected.
local flora and fauna. This natural beauty
Your marketing value as a cassava producer
attracts hundreds and thousands of eco-
will be greatly decreased and so investors
tourists to our country through the tourism
will stop investing in your cassava producing
industry. Our country is rated as one of the
company. This means a gloomy future for
most beautiful places on Earth.
you and bankruptcy for your co-operative.
Page 27
Health Inspectors
Your main concern is the level of people’s
health in relation to environmental
influences. You do not want to allow the
people’s health to be at risk. A factory in
your area would mean air pollution, noise
pollution, water pollution and fish poisoning.
These are very high risks to your health. All
different kinds of health problems link to
poverty and other social issues. Local fresh
food resources like fish, prawns, and shellfish
from your river will be depleted due to
pollution. This reduces your consumption
capacity of fresh protein leading to sickness
and diseases.
Government Officials
You are the ones who have to decide
whether to allow the factory to be built. You
must listen to all the teams’ presentations.
As the government for the whole nation,
one of your foreign policies allows for
company investments in the country to draw
foreign investors, which will increase the
government’s foreign reserve – leading to
increasing the country’s wealth and modern
society. The factory will employ a little more
than three thousand full time workers and
six hundred casual workers. This will be a
great solution to the high rate of
unemployment in the country as well.
Page 28
Session 10: Solutions, Taking ACTION
Learning Outcomes • Reflection:
• To identify the vision of the future for the − What did you see? What are the possibilities?
community and the barriers and constraints to − What are the obstacles?
achieving this vision. − What community resources could be used to
move from the present to the future vision?
• To identify the key water issues for the − What is one significant action that could be
community. taken, very realistically, from where we stand at
• To identify strategies to solve these problems. the present?
− Who’s willing to take it?
• To detail a plan of action.
− What are the next steps?
Time 60 minutes
Materials Brown paper and marker pens,

paper and coloured pencils

1. This activity is about community visioning.
Discover possibilities and opportunities for
community action by drawing two ‘views’ of our
community: (i) ideal vision and (ii) what’s real
today. 2. This activity will focus our attention on the
solutions to the problems and issues we have
• Divide yourselves into small groups of 4 to 6 been discussing through this Learning Circle
people Module.
• Each group is to work together to create two
• In the centre of a piece of brown paper, write
drawings of your community:
one water issue and circle it.
(i) Vision: Depict your desires and dreams
• Brainstorm and discuss the potential solutions
for an ideal community
to the issue. Write down the solutions on the
paper around the circle enclosing the issue
(ii) Real: Show your ‘real community’ with
statement. Circle each solution.
images of obstacles and problems that
stand in the way of reaching your vision, • Using the Water Flipchart as a guide, look at
plus possible resources which might help the picture on page 6, to assist the discussion.
you overcome these concerns. The questions are:
• Each group is to hang your community • What is the problem?

drawings side by side and describe both your • Perceptions – Culture – Sustainability
ideal and real communities. • Who is affected?
Page 29
• What attempts have been made to solve the us to plan the next stage.
problem?
• What has the outcome been? • Decide on a project.
• How has the outcome affected those involved? • Draw a picture or capture key ideas about:
• What further action is needed to solve the Vision: What does this project look like when
problem? it is completed and successful? Reality: What
• How can the community mobilise this action? barriers or obstacles do we face?
• Decide Purpose: Why is this project
• Evaluate each solution, listing all the pros and
important?
cons under each. Consider cost, time,
resources, environment, jobs, history, culture, • Set up a large time-line calendar: Make blocks
etc. when evaluating the solutions. Might a for each day or week starting with today
proposed solution benefit some people, while (beginning date) to when you want the project
making the situation worse for others? Might a completed (ending date).
proposed solution create more problems in • Brainstorm all the tasks that need to be done.
the long run? Write each task with an action verb on one
• As a group rank the solutions (see below). post-it. For example, a community clean-up
project might have tasks like making posters
and flyers, distributing posters and flyers to
3. This activity will help us rank our solutions.
schools and community businesses, recruiting
Write solutions in the left-hand column of the volunteers, etc.
Ranking Solutions Matrix (a copy can be found • Review each post-it and assign to a person
on the Information Sheet for Session 10). Write who will be responsible for getting it done.
the description of its impact in each column and Write the name in the top left hand corner.
give it a ranking from one to five using the
• Block out the time and sequence of tasks that
criteria listed along the top row.
need to be done by placing post-its on the
4. Using the Water Flipchart, look at the picture on calendar and assign each a deadline. Write the
Page 7. The words on the Solutions cycle may date in the top right hand corner.
be considered ground rules for the next stage of • Review the post-its and fill in any missing tasks
action. that now come to mind – write a post-it for
each additional task and place on the planning
• What is the solution?
calendar.
• Rights – Responsibility – Respect
• Participation • Review progress, as a group, on a regular
• Focus on solutions not blame basis. Cross out each accomplished task with a
• Respect other people’s view bold red line. Move post-its to new date if
behind schedule.
• Inclusive decision-making
• Be open to new ideas • Celebrate every small task when it gets done!
• Dialogue must lead to action • Celebrate the overall success of the project
when it is completed!
5. This activity will help us focus our ideas and help
Page 30
ACTION
Solution How much How much What kind and how What will be Will it create Has this solution Is it culturally Total
will it cost? time will it many resources do the effect on jobs/ been tried appropriate?
take? we need? the employment? before? What
environment? happened?
1 = high cost 1 = a lot of 1 = a lot of 1 = low impact 1 = no jobs 1 = no success 1 = not

time resources appropriate
5 = low cost 5 = high impact 5 = many jobs 5 = high success
5= short 5 = less need for 5 = very
time resources appropriate
Information Sheet for Session 10: Solutions, taking
Page 31
Environment
and Peace ‐
Talking About Forests
in the Solomon Islands:
Environment and Peace - Talking about Forests in the Solomon Islands:

1. The Value Of Our Explore the term ‘natural resources’ and identify them 36
Natural Resources within the community and discuss their value to
community life.
2. Identifying Changes Identify changes with our natural resources over time 37
Over Time in our community.
3. Exploring Identify the consequences of logging and its far-reaching 40

Consequences effects
4. What Do We Know Discuss personal experiences of logging and conducting 41

About Logging? interviews with community members to understand
their experiences.
5. The Economic Explore the significant role of money in connection to 46

Impacts Of Logging logging and discuss its short term and long-term
economic costs.
6. Community Decision- Discuss decision-making in the community about 49

Making logging and also discuss the idea that everyone in the
community needs to be involved in decision-making.
7. The Rights Of Future Discuss the concept of the right of future generations 51
Generations and consider the impacts this would have on decision-
making process in the community.
8. The Current Status Identify the current rate of logging and discuss the 53
Of Logging In The long-term consequences of unsustainable logging.
Solomon Islands
9. Why Do Conflicts Explore why conflicts occur between people and 55
Happen? discuss why it sometimes leads to violence.
10. Natural Resources Discuss ways in which the use and distribution of 56
And Conflict natural resources trigger conflicts.
11. What Will We Do Identify solutions and develop a plan of action. 57

Now?
Page 35

Session 1: The Value Of Our Natural Resources
Learning Outcomes A note-taker in the group keeps a written record
in a field diary of the discussion and makes notes
• To understand the term ‘natural resources’. from which to draw up the transect map later.
• To identify the natural resources within the The team members need to look clearly on the
walk. You may go away from the original road if
community.
something of special interest is seen.
Time 2 hours When you get back the note-taker draws the
transect map showing the natural resources the
Materials Brown paper and marker pens, group has identified.
notebook and pencils
When the transect diagrams are complete, each
Learning Circle Instructions group then presents their diagram to everyone.
Discuss what was identified through your transect
1. Discuss the following questions with one other diagram.
person and then share your answers with the
whole group. List your comments down on brown 3. Follow up discussion questions:
paper to keep as a record.
• What do these diagrams show us about our
• What are ‘natural resources’? village and the natural resources we use?
• What natural resources do you need to live in • What does this activity tell us about our
your village? knowledge of natural resources in the surrounding
• How do our daily activities rely upon these natural area?
resources? • How much do we rely upon these natural
• What would happen in your village if you did not resources?
have these natural resources? • What would happen if these natural resources
were destroyed, polluted, or taken away?
2. Go and have a look at the natural resources in the
village. This activity is called a transect walk. This 4. Taking action on what we have learnt. Discuss in
means we will walk through the village and identify small groups and then write down your answers on
and draw a map of all the natural resources we see brown paper and present them to the group.
along the way. Discussion questions to consider are:
Steps: • How can our knowledge of these natural

Before starting the walk, your group (divide resources be shared with others in the
yourselves into small groups) will talk about the community?
different things you are going to draw on your • Has this activity identified any problems we need
map, and agree on the road you will need to take to work on? What kind of problems? List them.
so that you will be able to see these things. • How can we improve our use of these natural
resources?
Your group then walks along the agreed road. As
• Write up a plan of ACTION: what shall we do
you walk, you must look out for signs of things that
next.
you have identified.
Page 36

Session 2: Identifying Changes Over Time
Learning Outcomes tick (9) and ‘worse’ changes with a cross (8),
and changes you are not sure about with a
• Identify the historical changes over time within question mark (?).
the community.
4. Do the same with the ‘Things That Stay The
Time 60 minutes Same’ sheet.
Materials Brown paper and marker pens, 5. Report back your findings to the group as whole.
copies of the two tables: ‘Things That Are Changing’
6. Discuss the following questions as a group:
and ‘Things That Stay The Same’.
• What were the beneficial changes identified?
Learning Circle Instructions • What were the beneficial things that have
1. Brainstorm as a group and write your answers stayed the same?
on brown paper to the following question: • What about the harmful changes?
• What about the harmful things that have
• How common is change? What different sorts stayed the same?
of change are there? How does change occur?
• What is the difference between natural change 7. Now we will go into greater detail as we
and change brought about as a result of human construct a timeline of key events and changes
activity? within the community.
• What kind of changes do you feel are the most
important in your own life? a) In small groups think back in time as long as
you are able to put together a timeline of
2. Write down some of the changes you feel are your own community.
occurring within your community, using the
sheet ‘Things That Are Changing’. b) On a piece of brown paper, write down
the time that various changes and events
3. Work in small groups to discuss and agree, if occurred within the community.
possible, whether different changes are for the
‘better’ or ‘worse’ in their affect on people or
the environment. Mark ‘better’ changes with a
Page 37

c) Time lines may show: 8. Brainstorm as a group the following questions:
• Changes in patterns of rainfall, soil, and • How do we move towards creating beneficial
agriculture/gardens, land use, ways of change within our community?
feeding children, and diseases; • How do we maintain the beneficial continuity
• Changes in availability of food, water, within our community?
• What can we do to stop changes that are for
shelter, medicine;
the worse in our community?
• Natural resource issues: polluted water,
health issues, threats of logging, no
gardens;
• The introduction of technology, such as
water pipes, electricity, toilets/sanitation;
• The building of infrastructure such as
roads, schools;
• Population growth;
• The impact of previous projects;
• Changes in administration and

organizations; and
• Major political parties.
d) When your timelines are complete,

present and discuss your timelines with
the whole group.
e) As follow up questions to the activity,

discuss:
• What do you consider to be the three

most significant changes over time within
your community?
• In what way can history and learning about
changes in the past help us to improve the
current situation?
• How can this information help us to make
good decisions?
Page 38

Information Sheet for Session 2: Identifying Changes Over Time
Things that are changing A change for

the better?
Things that stay the same Is this for the

better?
Page 39

Session 3: Exploring Consequences
Learning Outcomes c) Discuss what consequences may follow on
from the first ones. Such ‘second order’
• To understand what consequences are. consequences are written in the next ring.
• To identify that consequences continue long
d) The third and fourth order consequences can
after the event.
be discussed written in the next circles.
Time 45 minutes
e) The end result is a wheel showing a range of
possible consequences likely to happen from
Materials Brown paper and marker pens this issue.
Learning Circle Instructions f) Present and discuss your consequence wheel

to the group.
1. What do you think are ‘consequences’? Think of
some examples in your own life when you have
g) Discuss as a group the following question:
experienced consequences. Discuss in a small
group and report back to everyone. Write your • How does this consequence wheel help us think
answers on a piece of brown paper. about the consequences of decisions or actions
we take?
2. The Consequence Wheel. Read the small
story below and follow the steps.
Approval has been given to clear fell the forests

upstream from your small village. The logging
company throws the waste into the river. The
top-soil washes down the river and down into
the reef lagoon. The waste from the logging goes
beyond the nearby village to reach other villages
along the river.
a) Divide yourselves into groups of four and

identify one issue from the story above and
write this issue in the centre of the sheet of
paper. Draw a series of circles around this
point.
b) The first question is ‘What are the immediate

consequences?’ Your group discusses what
you think these might be and write them
round the first circle. This shows they are the
first consequences to happen from this issue.
Page 40

Session 4: What Do We Know About Logging?
Learning Outcomes Discussion Questions:
• To share personal experiences of logging. • What is your personal experience of logging?

• What are some stories you have heard about
• To learn about other people’s experiences.
logging?
• To identify the community’s experiences and • Do you know anyone who has had land logged?
views on logging. What happened?
• What do you think are the good things about
Time As long as the discussion takes logging?
• What problems have happened as a result of
Materials Brown paper and marker pens logging?
• What happens to the environment after logging?
Learning Circle Instructions • What happens to the water, food, medicines,
shelter and timber after logging?
Logging is a big issue in the Solomon Islands and has a
• What issues emerge in the family/community
big impact on the people, environment and the
after the logging has finished?
Government. There are a variety of views about
logging. We believe that in order to make good
2. Identify what the community thinks about logging.
decisions about logging, we need to talk about the
In order to identify the community’s experience,
impacts of logging in the Solomon Islands. This learning
values and ideas, we will conduct interviews with
circle is part of this important discussion.
community members. Guidelines for conducting an
interview are provided on the Information Sheet 1
1. This first session is to discuss our own experiences
for Session 4. Please read together as a group. Use
of logging. We will share our own experiences of
these guidelines to prepare and conduct your
logging and answer the questions below.
interviews.
As this is a sensitive subject, it is a good idea to
3. Write down some questions you would like to ask
review the ground rules for the Learning Circle.
members of your community about logging. You
These are provided on the Information Sheet 1 for
can ask the community the same questions that
Session 4 so that everyone can read it together.
you were asked here.
4. Identify the people you would like to interview.

You may like to interview the chief, community
leaders, women, and youth.
5. Identify whether you will conduct one on one

interviews or you could have two people
conducting the interview with one respondent, or
you could interview a number of community
members at one time.
6. Conduct your interviews.
Page 41

7. Present your interview results to the group. What logging occurs?

did people tell you? What are their experiences? • What are the promises that companies give to
Write down your key findings on a piece of brown landholders?
paper to keep as a record. • Is it true from your experience that they promise
these things?
8. After the presentations, discuss the following • Do logging companies fulfil their promises to the
questions: community?
• Do you believe that you get good compensation
• How do people feel about logging? What did they
for your land?
say?
• Is it true that children will have no place to live or
• Were there a variety of ideas or did people say
to make gardens?
the same thing?
• What happens to people when they lose their
• What are the main problems in regards to logging
connection to their land?
for the community?
• Do you believe that people live the money life,
• How do we use this information to improve the
stop working in the gardens, eat store food and
situation in the community?
drink alcohol after the company starts work?
• How does understanding the community’s views
• Discuss, from your experience, how people
about the issue help us to make decisions about
change after the company comes.
logging?
• Can we use this information to do awareness and
education with our community?
9. Read the information from the Melanesian

Conservation Trust on the Information Sheet 2 for
Session 4. The information details how the Trust
understands the impacts of logging on the
environment and the community.
Read the information and answer the questions as

a whole group.
• What good things are found in the forest?

• What are some of the things trees do in the
forest?
• What happens to the forest when the logging
companies comes?
• What does the forest turn into?
• What happens to the soil when logging comes?
• How does logging affect the rivers, beaches and
reefs?
• Have you found that women have to walk further
distances to find good ground for gardens and
clean water?
• Does the incidence of malaria increase after
Page 42

Information Sheet 1 for Session 4: Discussing Logging
Ground Rules for Learning Circle 5. Do not ask “why” very often because it can make the
respondent feel anxious or angry.
Discussions
1. Arrange the chairs (or sit on the floor) in a circle so that 6. Beware of asking questions that try to influence the
everyone has a clear view of everyone else. You can only respondent’s answers. For example, never ask “Don’t
speak if you are holding the pillow (or any other soft you think that …”? This is called a leading question.
object that can be passed or thrown around, such as a 7. Avoid using negative questions such as “Do you think
cushion, ball of newspaper) otherwise you should remain that people should not…”? These questions can
silent and listen to what is being said. confuse the respondent.
2. When an individual has finished talking they can pass the 8. Be sure that you have clearly understood the answer. If
pillow on – either to someone with their hand raised not, ask the respondent to repeat the answer. Always
who is requesting to speak, or to someone else. ask the respondent to explain words and ideas that you
3. You may place the pillow in the centre of the circle on do not fully understand. Do not assume that you know
the floor, from where it can be picked up by anyone in what the answer is because of your own knowledge and
the group. If someone receives the pillow and doesn’t experience.
want to speak, they can just pass it on. 9. Avoid passing judgement, giving advice or your own
4. After everyone has spoken, you are free to comment on opinion.
what different people have said. 10. Tell the respondent when you are going to change the
topic so that the respondent can be prepared.
Guidelines For Conducting An Interview
11. Avoid discussions that are not useful. Keep to the topic
of the interview.
Preparation
• Make sure the purpose of your interview is clear. 12. Watch your body language as it tells the respondent
what you are feeling and can help or disturb the
• Make a short list of questions (four or five are
interview.
enough) to guide the interview.
Introduction Closing the Interview

• Always introduce yourself at the start of the • Keep the interview short. Interviews rarely last more
interview. than one hour and most last only 45 minutes.
• State clearly the purpose of your interview. • Summarise the main points as you have understood
them and ask the respondent if your summary
• Ask the respondent if he or she has time to discuss
correctly reflects what was said.
the topic with you at this moment or to suggest
another time that is convenient. • Ask the respondent if there are any questions he or
she would like to ask you.
• Explain that your conversation will be confidential.
• Thank the person for their time and trouble.
Conducting the Interview
Guidelines for Recording an Interview
1. Begin with some friendly general conversation to help
the person feel at ease. • Use a discreet notebook.
• Record the detail of what is said in the language used.
2. Then ask a question which is easy for the respondent to
answer. Do not begin with a personal question, it may • Record body language and feelings expressed.
cause offence and stop the free flow of information. • Record observations and how the interview went
3. Only express one idea in each question to avoid • Record who said what and whether others agreed.
confusing the respondent. • Make follow-up notes after the interview with the
4. Avoid questions where the respondent only needs to observer.
answer yes or no because that can stop the flow of • Record personal impressions.
information
Page 43

Information Sheet 2 for Session 4: Impacts of Logging
The Melanesian Conservation Trust
The following information is taken from a book published by the Melanesian Conservation Trust. The
information details how the Trust understands the impacts of logging on the environment and the community.
‘Ou
rf
The orests a
y ar re a
whi e part
ch m also a of G
Man ust b gift od’s
y e p f r om crea
like good th assed o our
a
tion
.
fo in n nc
grou od, fre gs are f to our c estors ‘Fores
nd sh w ound hild ts can
mat a i r e l ong be de
erial for m ter, me n the fo n. time stroye
bask s fo r a k d i r es to g d. Fo
ets. mak ing g cines, g t, comp
anies row. rests
t a ke a
othe T rees in g ho a r de n o od t h e co m e W h en
r pl p rote u ses, s, fo r e st wil i n a n d cut l o ggi ng
fro m ants and down
wa s in t ct the la canoes way.
I n M
l not
gr ow the tre
shad h h e fo n d. T and elanes b ack in es,
e o ing aw rest rees now g
ra s s
ia, m
a n
the sa
f ay t and l a nds y are me
grou
nd f the tre he g prevent When
the fo ( ku n a
i ) us e as tha
ro m es ood rain r d t are
gett help s and b est is t o be
ing s p oil. Th irds d
ie, an
destro
yed th
forest
s.
too r ev ent e f o r d t he e a ni m
hot garde g
and th e n s ’. r o und i s a ls
dry’ no go
. od
• What good things are found in the • What happens to the forest when the
forest? logging companies comes?
• What are some of the things trees do in • What does the forest turn into?
the forest?
Page 44

‘ Lo g
g
reef ing spo
s to
ther o. W ils the ‘Most
e is h rive
Rain noth en the r, b
e a t h e land
loggin
gc
t
rive
was
hes
ing
to h
rees
are
c h e s an holde ompanies
rs, b o ld th cut d l a n dhold r s. Ma in Me
t lanesi
each he soil e so
i
dow
n h o
ers t
h a
ny co
m p anies a che
es, s awa l in , spital t the prom at
ea a y, s p s y wi
‘W h e nd r poil lace. But m , roads, go ll br
i
ise th
e
n th eefs ing ost g od j ob ng s
rive ’. the ood j s, and chool
rs a e fores most
co m obs g d e velop s,
wom nd t is h p a n i o t o m e
e sea d estro os pitals e s do no e x patria n t .
will n who are
poll yed The r , or ro
ads th t bui
l d
tes. A
nd
be f will u a n d th o a ds a n a t h e sch
find orce
d to
suff te
er th d, it e only d brid t they prom ools,
clea w e i s to ma ges th i s e to bui
gard n w al k m o st as th e o ut the k e i t a t t hey d ld.
en at long easy
from s. Wh er and dista they b u
logs.
T
f or th
e com
o bui
ld are
e n g n i l t h e
have malaria mo ood ces well o roads pany
to tak
to ta it is re peo ground to good.
T
r mai
ntaine
and b
r id ges a e
ke c th e w ple f o r h e c o d a n re
are ome g e t si t re e s to r e m p anies d w ill soo n o t
of th n w c place almos n be
em’
. ho w k they d
o the on t nev no
ill replan es the er re
t, they y cut plant
plant down
the w . W he
rong o n
nes’.
• What happens to the soil when logging • What are the promises that companies give to
comes? landholders?
• How does logging affect the rivers, beaches • Is it true from your experience that they
and reefs? promise these things?
• Do logging companies fulfill their promises to
the community?
• Have you found that women have to walk
further distances to find good ground for
gardens and clean water?
• Does the incidence of malaria increase
after logging occurs?
Page 45
‘Man
y co
they mpan
will ies
land. g et go tell the l
od c a
than
But
ou ompe ndholder
the m r land i nsati
on fo that
s
we s oney s wo r
ell o t rth m their ‘When
make ur la he comp uc h
m
the co
mpani
gard n d w a n i es gi o re t h ings c es star
child ens. e will ve u an ha t work
re n w If w n o t s . I f st a r t ppen , many
ill h e se be a t o l i v to the bad
make a l l b le t e t h e money p e o p
gard ve n out to raditio le. Pe
place e n s o pl l and o n a l lif e b e l i f e and o p le
to go . When o ace to li ur in thei
r g
hind. P
e
leave
t h
slave t he y ur ch v e or ardens ople s e ir
so m ild to Their and st top wo
comp n foreign ay beco ren have bodies
and m
ar t t o
e at stor
rking
anies plant me r no Many e food
’. ation ascal people inds b .
s or s, or w ork – w i l l have e c ome
i n fo t hese p n o w e a k .
reign alcoho eople garden
l and will s s and
g a tart d no
be hap mbling rinkin
py’. , and g
they w
ill nev
er
• Do you believe that you get good • Do you believe that people live the
compensation for your land? money life, stop working in the gardens,
• Is it true that children will have no eat store food and drink alcohol after the
place to live or to make gardens? company starts work?
• What happens to people when they • Discuss, from your experience, how
lose their connection to their land? people change after the company comes.
Page 46

Session 5: The Economic Impact Of Logging
Learning Outcomes
3. Read the article written by SIDT on the
• To discuss the significant role of money in Information Sheet for Session 5 and answer the
connection to logging. questions:
• To explore the short term and the long-term
• What would people like money for?
economic costs of logging.
• Is royalty income from logging divided equally
• To explore alternative ways to earn money. between landowners?
• What are the short-term economic impacts?
Time 60 minutes • What are the longer-term economic impacts?
Materials Brown paper and pens. 4. Read the poem on the Information Sheet for
Session 5 and then discuss these questions:
• Discuss what you think this poem is saying.
We need to reconcile our conflicting needs. We
need to protect our forests for our survival and • Do you agree with what it is saying? Why/why
future generations, but we need to earn money to not?
pay for immediate necessities and needs. What
options are available to us? 5. Please read the paragraph
from the Melanesian
1. Brainstorm as a group the following Conservation Trust on the
two questions. Write down your Information Sheet for Session 5
answers on brown paper. and discuss these questions:
• What are the things we need • List the ways that we can make
money for? money from the forest.
• How do we earn money to pay for these things? • Can we earn money from any of these ways?
• How can we earn money without sacrificing our
2. What is the impact of logging for the forests?
Government’s economy? Read the newspaper
article “Forests is our Life” on the Information
Sheet for Session 5 and answer these questions.
• How much money does the government earn

through logging?
• What is the draft Forestry Bill 2004 aiming to
achieve?
• What would happen if we lost our forests
through over-harvesting?
Page 47

Information Sheet for Session 5: The Economic Impact Of Logging
Forests is our Life – Solomon Star Native American Poem
Friday 13Th August 2004 'Only when you have felled (cut) the last tree,
For Solomon Islanders the forest is the source of all
Caught the last fish and
their domestic needs. It is the provider of wood for
cooking, timber of domestic housing, habitat for Polluted the last river, will you
wildlife, food and medicine for survival. Not only
that but it also provides income for this country Realize that you cannot eat money'.
through its export industries and domestic
industries. These industries provide about $50
million for landowners and about $90 million for the
government each year through their logging
activities. While it is good for the economy, the
Department of Forestry, Environment and
Conservation is currently working hard on a draft
Forestry Bill 2004 to ensure those involved in the
industry harvest the forest in a sustainable manner.
According to the department’s permanent secretary
Steve Likaveke, we need to use our forest with care
From the Melanesian Conservation
and respect to sustain us into the future. ‘If we lose
our natural forest, there is a real danger to our life Trust
and marine resources as well as decline in revenue Logging is only one way to make money from the
for the government and the people” he said. forest. There are also other ways to earn money
from the forest. In some parts of Melanesia, people
get money from their forests by selling eggs from
wild birds, gathering special foods (like okari nuts),
making baskets or carvings for sale, growing and
selling orchid plants or butterflies, or selling honey
from wild bees. In other places in the world, people
living in the forest get money from helping to
protect special plants and animals, or gathering
plants used in medicines (MCT: p. 89).
Page 48

Which is the best asset – forest or Frequently, the roading and infrastructure provided
by logging companies has been considerably less that
money? (SIDT Link Magazine)
that promised. In the case of roads, they have been
Most landowners enter into logging agreement poorly constructed and maintained.
because they believe that there will be economic
advantages. They desire money to obtain services There are short term economic benefits from large-
(such as health, education, religion, consumer goods, scale harvesting. However, inequitable distribution of
infrastructure development, stores, roads, bridges, royalties, non-development of Solomon Islander
schools, clinics) and investment in for the future. labour and skills, and lack of planning for
infrastructure and maintenance have meant that the
However, either because of the false company’s economic benefits are typically transitory. This has
assurances, greed, or frustration in not being able to been the experience of most Solomon Islander
generate alternative sources of income, landowners communities which have permitted large-scale
are being enticed into signing large-scale logging harvesting. Benefits are typically short-term. In the
agreements without taking sufficient precautions to longer term, economic impacts have been negative.
determine if this is a wise forest use, or to
determine if the benefits will outweigh the potential For rural people, there are significant potential
negative impacts. adverse economic impacts from large-scale
harvesting. Perhaps the most important of these is
The following economic benefits are said to result the loss of resources needed to support the
from large-scale logging: customary subsistence lifestyle. Most communities
which have permitted large-scale harvesting have to
• Increased household income (that can be used return to subsistence lifestyle when harvesting is
for consumable goods, services, church completed. If the forest and marine resources
donations, family support) etc; needed for subsistence lifestyle were damaged or
• Employment opportunities; destroyed, the quality of the post harvesting lifestyle
also decline. This is a direct economic cost.
• Training opportunities;
• Development of roads; Unfortunately, whilst any economic benefits of large-

scale harvesting have been transitory, the adverse
• Development of infrastructure (schools, economic impacts have often been permanent.
clinics).
However, there are problems associated with these

‘benefits’. As we all know, royalty income is not
always divided equally amongst rural people. In fact,
it is not necessarily divided equally between
landowners. The impact of this is that perhaps the
majority of rural people do not benefit by a
significant increase in family income.
Page 49

Session 6: Community Decision‐Making
Learning Outcomes 2. In small groups discuss the following questions:
• To discuss decision-making in the community. • What is the current method for decision-
• To discuss decision-making about logging. making about logging in the community?
• How are decisions made about logging in the
• To understand that people have different ideas Solomon Islands?
about logging. • Who is involved in the decision-making process?
• To understand that we need to include • What can we do to improve the way decisions
everyone in the decision-making process. are made in our community?
• How can we include the community in decisions
Time 60 minutes about logging?
Materials Brown paper and pens, two large

pieces of posterboard cut into two circles. One
larger piece and one slightly smaller piece, pinned
together at centre divided into six to eight sections
(‘pie pieces’).

1. As a group brainstorm the following questions.
Write your answers on pieces of brown paper.
• What does ‘decision-making’ mean?

• What kind of decisions do we make – by
ourselves or with others?
• What issues does our community make
decisions about?
• Who is included in community decision-making?
• What kinds of decisions are made about our
environment?
Page 50

3. Role-play the multiple perspectives there can be • What did you learn? How did it feel to stand in
on the one issue. Please read the scenario below another’s shoes?
and follow the steps. • What can be gained, individually and
collectively, by taking the time to hear multiple
A logging company has proposed to cut the perspectives?
forests owned by your community. It has the • How important is it to hear everyone’s view on
potential to benefit the community in some ways
the issue?
and have bad impacts on the community in other
• What are the consequences of this need to
ways. A community meeting is called to discuss
hear everyone’s view on community decision-
this issue.
making processes?
Steps: • What needs to change so that we hear
a) Identify six to eight key stakeholders for everyone’s perspective?
the issue and place their names on each
section of the smaller, inner wheel
b) Divide the group into the number of

stakeholders named and have the group sit
in a circle around the wheel.
c) Each participant lines up with a

stakeholder and places his/her name on a
post-it on the larger wheel.
d) Round One - you must speak from the

perspective of that stakeholder.
e) Round Two - wheel turns – you are now

with a new stakeholder and speak from
that point of view.
f) Round Three - and further rounds - wheel

turns again - continue to speak from each
new stakeholder’s point of view.
g) Continue discussion until participants have

spoken from every stakeholder
perspective.
Page 51

Session 7: The Rights Of Future Generations
Learning Outcomes brainstorm. It should, again, include positive and
negative impacts.
• To understand the concept of rights of future
generations 4. Work in groups to consider what needs and,
• To understand the impact this would have on therefore, what rights future generations should
have. This needs to begin with a consideration of
decision-making processes in the community
the proposal set out on the Information Sheet
for Session 7. It is based on work done by
Time 60 minutes
economists interested in sustainable
development.
Materials Brown paper and pens
• What is meant by human-made wealth?
Learning Circle Instructions Provide some examples, (e.g. homes, shops,
1. Read the paragraph on 7 Generations on the businesses, industries, money).
Information Sheet for Session 7 and answer the • What is meant by natural wealth? Provide some
following questions: examples, (e.g. mineral resources; clean air and
water; a diverse range of
• Discuss how species (animal and
this would plant); good soil for
affect the way farming; clean beaches).
you make • What is happening
decisions? at present that might
• How would this mean the next
affect the way generation inherits less
we use our of any of these than we
natural have?
resources? • What are people
doing to make sure that
2. Brainstorm with the next generation does
the whole group ‘Things we have inherited from inherit as much as we did?
previous generations’. This should include • Does thinking about future generations change
problems we have inherited as well as the the way you think about what you do and what
benefits. The results of the brainstorm should impact it has? Why/why not?
then be sorted into two columns headed
‘Benefits’ and ‘Problems’. Is it easy to decide 5. Read the article written by Baines on the
which is which? Information Sheet for Session 7.
3. The discussion should then focus on how we • What are his thoughts on the impacts of
live, in the present, affects the lives of future logging on future generations?
generations. This should be done as a
Page 52

Information Sheet for Session 7: The Rights Of Future Generations
7 Generations
The Native American Indians have an interesting way
of thinking when having to make important decisions
that affect the community and the land. The Native
Americans – when making a decision must think of
the consequences of that decision – 7 generations
ahead. They must consider the well-being of their
family living 7 generations from now.
Article by Baines
'A decision to log is momentous. Unwisely, it usually
involves all of a landowning group's forest. If only a
portion were so allocated, options on the future use
of the remaining forest could be kept open for
decisions by a different generation facing different
circumstances. Logging liquidates a resource that
may have served a lineage for many centuries, that
harbours all of that line's historical links with the
past, and that has been traditionally viewed as a
resource borrowed from future generations. The
logging of a landholding group's forests may be the
most dramatic development impact they will
experience. Its environmental and social
consequences can be very debilitating' (Baines,
G.B.K., 1989. Traditional Resource Management in the
Melanesian South Pacific: A Development Dilemma).
A Proposal
‘The argument is that to be fair each generation
should inherit no less ‘wealth’, natural and human-
made, than we the present generation have
inherited. So the next generation has a right to
expect to inherit as least as much ‘wealth’ as we did.
As long as each generation does this, no single
generation has to worry about generations far into
the future. Each generation ‘looks after’ the one that
follows’.
Page 53

Session 8: The Current Status Of Logging In The Solomon
• What was the total harvest of logs last year?
Islands • What is the sustainable yield of logs per year?
• What does Mr Raymond say will be the effects
Learning Outcomes from unsustainable harvesting?
• If we continue to harvest logs at the current
• To identify the current rate of logging.
rate, when will all commercial forests be gone?
• To discuss the long-term consequences of • What do you think the economic impact will be
unsustainable logging. for the Government?
Time 60 minutes 2. Read the newspaper article ‘Forest Owners

Blame Govt’ about current rates of logging (see
Materials Brown paper and pens Information Sheet for Session 8). Discuss in
small groups the questions below:
• What are the Western Province resource
1. What is the current state of logging in the owners concerns?
Solomon Islands? Read the newspaper article, • What responsibility do they think the
‘Logging Industry Oversteps Sustainability’ on the
Government should take in regulating logging?
Information Sheet for Session 8 and answer the
• Who’s responsibility is it to ensure that over-
next series of questions:
logging does not occur?
Page 54

Information Sheet for Session 8: The Current Status Of Logging In The
Solomon Islands
Logging industry oversteps sustainability
Solomon Star Wed 6th October 2004, By George Herming
The country’s logging industry is project (SIFMP) Dan Raymond 2,400 jobs for locals and as well
projected to harvest a total of said this amazing figure is 3.5 as revenue for both government
900,000 cubic metres of logs this times higher than the sustainable and landowners” he said…. It is
year which extremely rate. Mr Raymond warned that if projected that in 2019 all
outweighed the required this rate continued to increase, commercial forest will be gone
sustainable yield of 250,000 cubic the country’s natural forest for and Solomon Islands will have to
metres approved for each year. commercial logging would be wait until 2064 before it can
…Manager of the Solomon gone in the next 15 years. “This revive its logging industry.
Islands Forestry Management would result in the loss of about
Forest owners blame govt -

Solomon Star: Wed 24th November 2004
'The government should thousand cubic metres of round over the years, we would not be
shoulder the blame for the logs a year. affected and alarmed with the
unsustainable harvesting of current rate that is more than
round logs in the country’, local The resource owners said three times the sustainable rate"
resources owners said yesterday. although the huge increase in the resource owners said.
logging has become the
Reacting to recent revelation economic backbone of the They said the logging companies
about logging industry breaking country this year, the should have been informed at
the records of unsustainable restrictions stipulated in the the first place and had their
harvesting (this year) since country's legislation should be operations monitored to ensure
independence, a group of implemented to promote they comply with the national
resource owners from Western sustainable harvesting. sustainable cut from the natural
Province said had the forest, which is about 255,000
responsible government "The present recent effort by cubic metres of logs every year.
department(s) done their job, the forestry department to try
such problem would have been and work out what will happen if In the meantime, figures collated
prevented. our forests continue to be by the Central Bank of Solomon
logged at the current rate is like Islands indicated that by the end
The record of unsustainable crying over "spilt milk". of the year the logging industry
harvesting nearly reached one would have harvested 900-
million cubic metres of round "Had the forestry department thousand cubic metres of round
logs per year, which is beyond played its role to monitor and logs for export.
the sustainable level of 200 – promote sustainable harvesting
Page 55

Session 9: Why Do Conflicts Happen?
Learning Outcomes To gain greater understanding of other 'ways
of looking at the world':
• To understand why conflicts occur between
people • Gather more information;
• To discuss why conflicts sometimes lead to • Listen to the other side openly and try to
violence put their "boots" on;
• Recognise that there is another "world"
Time 60 minutes
that you need to find more about.
Materials Brown paper and marker pens

2. In pairs, read the Solomon Star and highlight
Learning Circle Instructions reports of local and international conflict.
1. Read the following introduction to this topic. Categorise them into conflict that is:
Many conflicts happen because people fail to a) being responded to in a non-violent way
communicate across each other's differences.
The way people view their individual "worlds" b) being responded to by violence
will depend on many things including their:
• In the articles you read, were there more violent
Age Work Culture or non-violent conflicts? Why do conflicts so
often lead to violence?
• How can we resolve conflicts in a non-violent
Gender Training or Income
way?
education
• What skills do we need to learn to do this?
Race Life Religious
Accepting and respecting difference – be it

racial, gender, cultural, religious, class, or other
– can help to prevent conflicts from developing
and turning into violence and oppression. It is
these different ways of looking at things that
often lead to conflict or a breaking down of
relations between people. People tend to look
at the world from their own perspective.
• Give an example of an instance where you have

a completely different opinion than someone
else.
Page 56

Session 10: Natural Resources And Conflict
Learning Outcomes 2. Imagine: Close your eyes and sit in silence.
Imagine you are listening to a conversation of
• Identify the conflicts that occur over natural two community members. One is from the
resources. community near the logging/or other
• Discuss the impacts of these conflicts on environmental issue. The other is from a
communities. community along the same river about 30 kms
downstream. They are having an angry argument
• Identify possible ways to deal with conflict
about an issue.
better.
•What is being said in this
Time 60 minutes Conflict is often seen as argument? Who has been left out
unhealthy and destructive of the argument?
Materials Brown paper and • What are the ways in which
but at times it has been a
marker pens we can resolve this issue?
positive force that has
• How can we bring people
Learning Circle changed relationships together who have different ideas
Instructions between and among people. and needs?
1. It has been said that logging in the Conflict is normal – itʹs the • How do we take action to
resolve conflicts in a better way?
Solomon Islands has started way that people handle it
• How can we build and keep
individuals and communities arguing that makes the difference in good relationships in the village?
with each other over land issues.
relationships. • How do we work together
How can we resolve our conflicts?
Discuss the following questions: better?
• Are conflicts generated over natural resource

use?
• In what way do people argue over the use,
access and control over natural resources in
Solomon Islands?
• Are you aware of conflicts that emerge over the
issue of logging?
• What are people’s concerns?
• What are the possible outcomes of conflicts?
• What are the current ways for resolving conflict
at the village level?
• What are the tribal and traditional methods for
resolving land disputes?
• Who is involved in conflict resolution?
Page 57

Session 11: What Will We Do Now?
Learning Outcomes Reflection:
• To identify our visions of the future. • What did you see? What are the possibilities?
• To identify strategies for change. • What are the obstacles?
• What community resources could be used to
Time 60 minutes move from the present to the future vision?
• What is one significant action that could be
Materials Brown paper and coloured pens/ taken, very realistically, from where we stand at
pencils/paint the present?
• Who’s willing to take it?
Learning Circle Instructions • What are the next steps?
1. This is a visualisation activity, where we imagine

2. Read and discuss the newspaper article, ‘Petition
what life may be like in the future, in the local
Drive to Protect Forest’ on the Information
community, in Solomon Islands, or in the world.
Sheet for Session 11.
Steps:
• How could a petition influence the decision of
a) Relax and close your eyes government?
• Why are people supporting the Forest Bill
b) Imagine going on a journey into the future, 2004?
to the world in 2050. How old will you be • Why do some laws need to be changed?
then and what do you imagine the world • How do laws regulate ours and other’s actions?
will look like? There is no right or wrong
answers to this. 3. With all the knowledge and information from
this learning circle, we know we need to take
c) Make a note of what ‘picture’ of the future ACTION on what we have learnt. Discuss and
first comes to mind and think about this. consider the following questions.
d) Open your eyes and now draw or paint • How do we resolve the problems communities
this image, without talking to anyone else. face in making decisions about their forests?
• How can we increase our power in negotiating
e) Now in pairs or small groups describe
with logging companies?
your pictures to each other.
• How can we resolve our conflicting needs in
f) Can these images be categorised in any protecting our natural resources while earning
way? For example, positive or negative; the necessary money to get by?
personal, local or global; or by subject • How can we begin to resolve our conflicts and
matter. troubles with each other?
• How do we assist the decision-makers in our
community make good decisions that benefit us
all?
Page 58

• How do we influence the decisions of • Review the post-its and fill in any missing
government in regulating the logging industry? tasks that now come to mind – write a
• How can we move towards our positive visions post-it for each additional task and place on
of the future? the planning calendar.
• Review progress, as a group, on a regular
4. This activity will help us focus our ideas and help
basis. Cross out each accomplished task
us to plan the next stage.
with a bold red line. Move post-its to new
date if behind schedule.
Steps:
• Celebrate every small task when it gets
• Decide on a project. done!
• Draw a picture or capture key ideas about: • Celebrate the overall success of the
Vision: What does this project look like project when it is completed!
when it is completed and successful?
Reality: What barriers or obstacles do we
face?
• Decide Purpose: Why is this project
important?
• Set up a large time-line calendar: Make
blocks for each day or week starting with
today (beginning date) to when you want
the project completed (ending date).
• Brainstorm all the tasks that need to be
done. Write each task with an action verb
on one post-it. For example, a community
clean-up project might have tasks like
making posters and flyers, distributing
posters and flyers to schools and
community businesses, recruiting
volunteers, etc.
• Review each post-it and assign to a person
who will be responsible for getting it done.
Write the name in the top left hand
corner.
• Block out the time and sequence of tasks
that need to be done by placing post-its on
the calendar and assign each a deadline.
Write the date in the top right hand
corner.
Page 59

Information Sheet for Session 11: What Will We Do Now?
Petition Drive to Protect Forest
Solomon Star Thursday 28th October 2004
Today is D-day for the Forest Bill 2004 as it goes before the Cabinet for consideration.
Thousands of Solomon Islanders are now throwing their support behind the new Forest Bill by signing a
petition supporting the Act.
The petition has been coordinated by the NGO sector and has travelled out across every province of
Solomon Islands. “The new Act is essential to allow for effective management of the forests of Solomon
Islands. The old Act became law in 1969. That is 35 years ago. Almost everything about the way we manage
and use our forests has changed since then.”
The new Act is up-to-date and allows for these changes. It does many things the old Act didn’t do properly
including:
• Protecting landowners rights
• Guaranteeing minimum returns that are reasonable for Landowners
• Allowing Provinces to have more say in managing their forests
• Supporting best practice logging and penalising those companies that can’t log well
• Making the Code of Practice for Logging mandatory for all companies
• Encouraging plantations
• Improving the process for taking a logging license
• Encouraging small scale sawmilling and domestic processing
• Stopping middlemen from spoiling landowners and companies
We are already harvesting at three and a half times the sustainable rate. In ten years there will be no more
logging because all the area available for logging will have been logged.
Page 60

Page 61
Communities Advocating
for Change:
Communities Advocating for Change: Learning Circle Module

1. What is advocacy? Find out what advocacy is and compare it with other 66
forms of communication
2. Before You Begin Identify if and when advocacy is the right strategy to 70
Your Advocacy take.
Campaign
3. Identify the Issue Identify an advocacy issue you would like to focus on. 76
Conduct research on the issue.
4. Deciding on an Set advocacy objectives, what you want to achieve 80

Advocacy Objective
5. Identify Who to Target those people who have the power to turn your 83
Target advocacy objective into a reality.
6. Developing a Strong Create a strong advocacy message to send to your 85

Advocacy Message targets
7. Developing Develop ways to communicate your message and 86

Communication create an impact
Strategies
8. Connecting with your Demonstrate the importance of networking and create 91

network a map of your own network
9. Implementing your Put your communication strategies together in 95

Advocacy Campaign developing a clear plan of action for doing advocacy
10. Monitoring & Explore the action and reflection cycle when doing 97
Evaluation of the advocacy
Advocacy Campaign
Page 65
Session 1: What is Advocacy?
Learning Outcomes • What do you see as the differences and
similarities of this definition of advocacy, with
At the end of this session, participants will:
your own list of ideas?
• Information Sheet 1 for Session 1 has two
• Explore definitions of advocacy
further definitions of advocacy.
• Identify and describe what advocacy is and is
not 3. Examples of advocacy
• Understand the activities.
difference between
• As a group, brainstorm
advocacy and IEC
examples of advocacy you know
(Information, Education
of in the Solomon Islands or
& Communication),
overseas. Write your examples
public relations/
on flipchart paper.
advertising.
• Are these examples of
advocacy or are they of other
Time 2.5 hours
activities?
Materials Flipchart
4. What advocacy is and is
paper and marker pens
not.
Learning Circle Instructions Sometimes advocacy gets confused with other

1. What is advocacy? Brainstorm words you activities such as Information, Education and
associate with ‘advocacy’. Communication (IEC), or public relations/
advertising. One way to understand what advocacy
• Each person says one or two words that come involves is to explore what it is NOT.
into their minds.
• Distribute the Activity Sheet for Session 1.
• Record the main points on flipchart paper. If
Divide participants into 2 or 3 groups. Ask
words are repeated, add a tick next to the
participants to read the activity.
word or phrase that is repeated.
• Tick the box, if they think the activity is
• When you have run out of ideas, check if Advocacy, or Information, Education &
everyone agrees with the points listed. Communication (IEC), or Public Relations/
Advertising.
• Go through the handout together when
2. Read the definition of advocacy on the
Information Sheet 1 for Session 1. everyone is finished. Clarify confusion.
• Finally look at the Information Sheet 2 for
• What is your understanding of this definition of Session 1.
advocacy?
Page 66
Information Sheet 1 for Session 1: What is Advocacy?
‘Advocacy is the act of supporting or arguing in favour of a cause, a policy or an idea.
Advocates typically seek to influence public opinions, social attitudes and government,
community or institutional policies’.
(Social Change Media: The Tool Kit for Arts Advocates: Effective campaigning on a shoe string)
‘Advocacy is speaking up, drawing a community’s attention to an important issue, and

directing decision-makers towards a solution. Advocacy is working with other people
and organizations to make a difference’.
(CEDPA: Cairo, Beijing and Beyond: A Handbook on Advocacy for Women Leaders)
‘Advocacy consists of different strategies aimed at influencing decision-making at the

local, provincial, national, and international levels, specifically:
Who decides – elections, appointments and selection of policy-makers, judges,

ministers, boards of advisors, managing directors, administrators, etc.
What is decided – policies, laws, national priorities, services, programs,

institutions, budgets.
How it is decided – accessibility of citizens to information and the process, extent

of consultation, accountability and responsiveness of decision-makers to citizens
and other stakeholders.
Policies and decisions are solutions to concrete problems. Effective advocacy requires
sharp understanding and analysis of a concrete problem, and a coherent proposal for a
solution’.
(InterAction: Women’s Advocacy Workshop materials)
Page 67
Activity Sheet for Session 1: Advocacy, IEC & PR/Advertising
Activity Advocacy Information Public Relations/

Communication Advertising
& Education (IEC)
Save the Children meeting with Home Affairs Minister about

getting the Child Rights Bill passed into law.
Women attend a local landowners meeting about logging and

say they are against the logging company.
Youth meet with their Chief and discuss their proposal for a
regular program of events for youth in the village.
Civic Education Program runs workshops in communities

about good governance, democracy and public participation.
SIPPA facilitates community workshops about reproductive

health, STI’s and HIV/AIDS.
Anccor Milk donating milk powder to the national soccer

team: article and photo in newspaper.
A group of local and international NGOs use a petition signed

by thousands of people, pressure the national government to
support the Forests Bill 2004.
Women representatives from the National Council of

Women hold meetings with legislators in government to
include compulsory women’s representation in parliament.
RRRT (Regional Rights & Resource Team) meet with the

Ombudsman to discuss the inclusion of human rights agenda
into law.
Radio messages on: BPI fiberglass, George Wu, XJ6, Tongs.
Radio messages on: drink driving, smoking cigarettes, health

programs.
RAMSI holds a press conference on the good work they have

achieved and success over the last 2 years.
Voice Blong Mere radio program highlights activities,

programs and issues relevant to women.
Youth groups in Honiara target youth worker in Honiara City

Council to implement a youth program.
Page 68
Information Sheet 2 for Session 1: What Advocacy Is and Is Not
The following chart illustrates the difference between advocacy and several related concepts. Advocacy can
usually be seen as different from other approaches by what they want to do.
Approach Who is the Who is the What do they How do they do it? How do you know
organizer? target group? want? if you succeed?
Information, NGOs Individuals Raise awareness Mass media campaign Measuring
Education, and change knowledge/ skills
Communication Government Segments of a behaviour Community outreach acquired and
(IEC) community behaviour change
(women, men,
youth) Focus groups
Service Delivery
statistics
Public Relations Commercial Consumers Improve the Large-scale advertising Improved public
institutions, company’s image (radio, TV, print perception
companies and increase sales media)
Increased sales
Public events
Increased market
share
Community Community Community Build a Door-to-door visits Issue-specific process

Mobilization members and members and community’s and outcome
(empowered & organizations leaders capacity to Village meetings indicators
active) prioritise needs
and take action Participatory Rural Quality of
Appraisal (PRA) participation
Advocacy NGOs Public Change decisions, Focus on decision- Process indicators

institutions and programs, policies makers with the power
Community decision-makers and resources to affect advocacy Interviews
Groups objective
Discussion groups
High-level meetings
Surveys
Media
Objectives achieved
Public events (debates,
protests, etc.)
Page 69
Session 2: Before You Begin Your Advocacy Campaign
Learning Outcomes 3. Challenges and opportunities in advocacy. Split
the participants into two groups.
• Discuss the factors to successful advocacy
• Identify when advocacy is the right strategy to Group 1: talk about what you see as the
challenges facing community organizations in
take
doing advocacy activities.
• Explore the challenges and opportunities for
communities involved in advocacy • Keep brief notes of your discussion. When
everyone has finished, identify any common
• Identify the steps in the advocacy process
views and record on flipchart paper. Share
ideas with the whole group.
Time 3 hours
Group 2: talk about opportunities and

Materials Flipchart paper and marker pens
circumstances in the Solomon Islands that might
assist community groups involved in advocacy.
1. What are the factors for successful or • Keep brief notes of your discussion. When
unsuccessful advocacy? Divide participants into everyone has finished, identify common views
two groups. Each group is to discuss one of the and record on flipchart paper. Share ideas with
questions below. When discussion is finished the whole group.
summarize your ideas onto flipchart paper.
When each group is finished, present your ideas 4. What do advocates need? Divide yourselves
to the rest of the group. into the same groups as the previous activity.
• Factors that contribute to successful advocacy Work through the Activity Sheet 1 for Session 2,
• Factors that contribute to unsuccessful advocacy which identifies some of the things a gardener
might need when planting a garden. Think about
2. When is advocacy the right action to take? advocacy. Can you make a similar list of what
Based on your experience and your list of you need to do advocacy work?
factors that contribute to un/successful advocacy,
• When finished present your answers to the
from the previous activity, discuss in two groups:
group.
• When is advocacy the right action to take?
• Are there situations when advocacy is not the 5. Steps in the advocacy process. Break into two
right action? or three groups. Each group will need a set of
advocacy cards (see the Activity Sheet 2 for
Look to the Information Sheet 1 for Session 2 Session 2). Each card has a step in the advocacy
for further information. process with an explanation of that step below
it.
Page 70
• Imagine your team is planning

an advocacy campaign.
Organize the cards to show the
order in which you would do
each step of the advocacy
process.
• Each group presents their work
and talks about any discussion
over certain cards. Ask any
questions you have of this group
before moving on to the next
group.
• Write the steps in the advocacy
process from each group on
flipchart paper.
• After discussion write up the
steps in the advocacy process from the
advocacy module.
6. Discussion
• Discuss the similarities and differences in the

way you ordered the steps.
• Did you have the same or different starting
points? Same or different end points? Did any
of you ‘group’ a number of steps together as a
package?
• Would you add any other steps?
• Give reasons for your choice.
You might look at the Information Sheet 2 for

Session 2 if you want to review and summarize the
ideas explored in this activity.
Page 71
Information Sheet 1 for Session 2: When to Use Advocacy
When to Use Advocacy
Advocacy can bring significant risks – particularly if it involves public campaigning. If it

doesn’t work, not only will you fail, but you may do so in public, shaming your cause
and maybe making things worse for those you want to help.
Advocacy is useful:
1. When your own experience or research shows you cannot achieve your
objectives in any other way.
2. When you are sure you have (or will have) the capacity (time, resources,
commitment) to carry it through.
3. When you have enough enthusiasm and energy to keep the campaign going for as
long as needed to achieve your objectives.
Page 72
Activity Sheet 1 for Session 2: What do Advocates Need?
If a gardener needs to: Then people involved in advocacy need to:
Decide what kind of garden to plant Decide what issue to advocate on
Chose the land to use
Collecting of planting material to use
Take good gardening tools
Make a clear road to your garden
Learn how to plant from other gardeners
Share your gardening knowledge with

others
Have enough strength to walk home
Page 73
Activity Sheet 2 for Session 2: Advocacy Cards
Identify the Issue

Identify the Advocacy Objective(s)
Advocates generally begin with the issue around
Advocates identify an advocacy objective (short-
which they want to promote change. The issue is
term, specific, measurable) based on the
focused, clear, and widely felt by the members of
advocacy issue.
the advocacy group.
Identify the Decision-Making Audience Develop a Strong Advocacy Message

Advocates identify the key decision-making Advocates develop a strong advocacy message
audience – the decision-makers that have the and fit it to the interests of the decision-making
power to bring about a change/decision. audience.
Develop a Communication Strategy

The communication strategy is selected to Build Support with Network and Allies
deliver the advocacy message to the decision-
The advocacy group seeks to build support
making audience. This may include a press
conference, a briefing kit for decision-makers, a among their network and civil society members
public debate, a conference, a radio program, etc.
Mobilise Resources to Support your

Advocacy Campaign Implement Advocacy Plan of Action
The advocacy group mobilizes resources Advocates implement their advocacy strategy
(people, equipment, supplies, space, etc) including according to a plan of action.
raising funds to support the advocacy campaign.
Information Collection Monitoring & Evaluation

Data (information) collection runs alongside these Monitoring and evaluation takes place
steps because it supports many of the other steps. In throughout the advocacy process. Before
order to select an important advocacy issue, undertaking an advocacy campaign, advocates
advocates often need to gather information. need to determine how they will monitor their
Information collection is an on-going step. action plan.
Page 74
Information Sheet 2 for Session 2: Steps in the Advocacy Process
1. Advocates generally begin with the issue around which they want to promote change. The issue is
focused, clear, and widely felt by the members of the advocacy group.
2. Then advocates identify an advocacy objective (short-term, specific, measurable) based on the
advocacy issue.
3. Advocates identify the key decision-making audience – the decision-makers that have the power
to bring about a change/decision.
4. Advocates develop a strong advocacy message and fit it to the interests of the decision-making
audience.
5. The communication strategies are selected to deliver the advocacy message to the decision-
making audience. This may include a press conference, a briefing kit for decision-makers, a public
debate, a conference, a radio program, etc.
6. The advocacy group then seeks to build support among their network and civil society members.
7. The advocacy group mobilizes resources (people, equipment, supplies, space, etc) including raising
funds to support the advocacy campaign.
8. Finally, advocates implement their advocacy strategy according to a plan of action.
9. Data (information) collection runs alongside these steps because it supports many of the other
steps. In order to select an important advocacy issue, advocates often need to gather information.
They often need to research the position of a decision-making audience on the advocacy issue.
Information collection is an on-going step.
10. Monitoring and evaluation also takes place throughout the advocacy process. Before
undertaking an advocacy campaign, advocates need to know how they will monitor their action plan.
What will success look like? What will be different after the advocacy campaign is completed? How
will the group know the situation has changed?
Page 75
Session 3: Identify the Issue
Learning Outcomes • Collect the pieces of paper and write them up
on flipchart paper. Read them out to everyone.
• Identify an issue that will be the focus for the
Then each participant must decide which three
Advocacy program issues on the flipchart paper are the most
• Identify how the community feels about the important to advocate on. Each participant
issue goes up and ticks three issues. Count up the
ticks.
Time 3 hours • The issue with the most ticks is the issue that
you will focus on for the advocacy workshop.
Materials Flipchart paper and pens
2. Analyzing and understanding the advocacy issue
• Using the issue the group has decided to focus
For the purposes of this learning circle it would be on, break into 4 groups with each group
helpful if the group could agree on one answering two questions in the Activity
main priority issue that you want to seek Sheet for Session 3.
support for, or to promote a change in As well as your
• The questions provide a good starting
decision-making. It might be an issue that own research….it is point in developing the information you will
some of you are already working on. Or important to know need to plan a successful advocacy
you might want to choose an issue that campaign. You can use these questions as
what the
you believe is important in your a framework for building up your advocacy
community but which does not get much community thinks...
message.
attention. • Write up your answers on flipchart
paper and present your answers to the group.
By agreeing to look at one issue in this learning
circle, we can focus our discussions and identify
3. What does the community believe about the
ways you could use advocacy on issues that are
issue? As well as your own research into how
important to you.
the issue affects the community, it is important
1. What issue will we focus on? to know what the community thinks about the
issue you are working on. It can influence your
• By yourself, think about some important issues, strategies, your message and how you
challenges or problems you think need to be communicate it. It will also let you know
addressed. Think about the issues you face in whether you need to increase awareness in the
your daily work or in your community. community at the same time, or before, your
• Distribute pieces of paper to each participant. advocacy activities.
Each participant writes down one issue that
they want to address and advocate on. Ask
participants to help each other if they have any
trouble writing it down.
Page 76
Finding out the community’s views about the • Plan to conduct community interviews in the
issue can influence, for example evening, after the workshop. Next morning
present your interview findings to the group.
• Whether and how you involve community
support as part of your campaign.
• Whether a strategy you are planning is going
to have the support of the community.
• How comfortable people feel talking about
the issue.
• Whether you need to do education and
awareness about an issue before you start
your advocacy campaign.
The Information Sheet for Session 3 provides

extra information.
4. Discussion:
• Brainstorm ideas on
finding out how
local people feel
about the issue you
have agreed to
work on. List all
new points on
flipchart paper.
• Then look at
Information
Sheet for Session
3: What Does
the Community
Believe About
the Issue. Which
of these approaches
could be used in your community?
• Identify some guideline questions to ask
community members. Example of questions
are:
• How do you feel about the issue?
• How does the issue affect you?
• What do you want in regards to the
issue?
• What are the challenges?
Page 77
Activity Sheet for Session 3: Research Questions on an
Advocacy Issue
e) What are the challenges?
a) Who is most affected by the issue?
• What are the challenges to addressing
• Who is affected the most? this issue?
• Who loses, and what do they lose? • How can they be solved?
• Who wins, and what do they win?
f) What are the resources (finance,
b) What are the consequences of the issue? equipment, people)?
• For the individuals most affected? • What resources will we need to

• For their families? address this issue?
• For society? • Where and how can we find these
resources?
c) What is the economic impact of the
issue? g) What is the history of the issue?
• What are the economic costs of the • What is the history of the issue in the
issue, and who bears these costs? community?
• What are the economic benefits of the • What past actions were made to solve
issue, and who benefits? it?
• What happened?
d) What is the social impact of the issue?
h) What do people believe about the issue?
• What are the social costs of the issue,
and who bears these costs? • What does our group believe about the
• What are the social benefits of the issue?
issue, and who benefits? • What do the decision-makers we want
? to influence believe about the issue?
Page 78
Information Sheet for Session 3: What Does the Community Believe
About the Issue?
As well as your own research into how the issue • General community member who may be
affects the community, it is important to know what affected by the issue
the community thinks about the issue you are
working on. It can influence your strategies, your
message and how you communicate it. It will also let
you know whether you need to increase awareness Surveys
in the community at the same time, or before, your You may be able to gather useful information about
advocacy activities. community knowledge and attitudes by contacting a
sample of residents, if your sample is big enough, and
Finding out the community’s views about the issue if it represents a wide variety of people in the
can influence, for example community, eg. Women, men, youth, young, old,
those who have/have not been to school, rich or
• Whether and how you involve community poor. You ask each of these people the same
support as part of your campaign. questions then take notes of what each of them say.
• Whether a strategy you are planning is going
to have the support of the community.
• How comfortable people feel talking about the
Discussion groups
issue.
A discussion group is a group of people sitting down
• Whether you need to do education and together and talking about issues. The discussion is
awareness about an issue before you start guided by the facilitator who asks questions to the
your advocacy campaign. group to be discussed. The facilitator also keeps the
discussion focused. It can be a good way to find out
issues or questions that you might not have thought
of and tell you how people react to your ideas.
Interviews with Community
Leaders and Community Members
These people might be:
• Church leaders
• Youth group leaders
• Respected local professionals (e.g. doctors,

nurses, accountants)
• Representatives of the business community
• Educators (e.g. school principals, teachers)
Page 79
Session 4: Deciding on an Advocacy Objective
Learning Outcomes People and organizations often set objectives that are
not clear or too ambitious. This can lead to a number
• Know how to develop objectives of problems including:
• Decide on your advocacy objectives • Frustration and bad feeling because people feel
they never achieve their objectives.
Time 3 hours
• A loss of respect from outsiders who may think
that the organization doesn’t achieve anything.
This may lead to reluctance to provide financial,
moral or institutional support.
• Confusion about what you are trying to do
1. What are advocacy objectives? As a group share
• Lack of direction and focus for your activities.
your experiences with setting objectives (e.g. for an
organization or personal objectives).
One way to help ensure your objectives are
Your objectives should be a clear, general statement appropriate is to make them SMART. Look to the
of the changes you want to see. Information Sheet for Session 4.
It should describe a desired future condition – what

the problem/issue will look like if you are successful.
Your objective should identify: 2. Creating your advocacy objective.
• The decision maker who has the power to • Working in small groups, think about the issue you
convert the advocacy objective into a reality (e.g. are focusing on for this workshop.
Minister of Health, local Member of Parliament). • Write a sentence clearly stating the issue you want
You can ask ‘Who has the power to make the to address.
change?’ • Then write a one-sentence objective that meets the
• The specific action, response, or change you SMART criteria.
want the objective to fulfill (e.g. adopt a certain
Each team presents its issue statement and its
policy or allocate funds to support an initiative).
objective to the rest of the group.
• The timeline and degree of change. Advocacy
objectives usually focus on a 1-2 year period. Can Those listening should focus on:
your objective be achieved within a 1-2 year time
frame? • Is the objective clear and realistic?
• Will we know if we have achieved our objective?

Challenges in setting objectives
Based on feedback and discussion, improve the
Objectives tell you and others what you want to
objectives as necessary.
achieve. If you’re not clear about your objective, you
will find it hard to explain it to others. Writing down
Is it possible to combine the objectives from different
your objective helps you to be clear and makes sure
teams into one single objective that still meets the
that everyone involved knows exactly what you are
SMART criteria?
working towards.
Page 80
Information Sheet for Session 4: Objectives Must be SMART
Your objectives should be a clear, general statement • Confusion about what you are trying to do
of the changes you want to see.
• Lack of direction and focus for your activities.
It should describe a desired future condition – what
the problem/issue will look like if you are successful.
Your objective should identify: One way to help ensure your objectives are
appropriate is to make them SMART:
a. The decision maker who has the power to
convert the advocacy objective into a reality (e.g.
SMART Criteria
Minister of Health, local Member of Parliament).
You can ask ‘Who has the power to make the
change?’ Specific – know exactly what you want to do
b. The specific action, response or change you want
the objective to fulfill (e.g. adopt a certain policy
or allocate funds to support an initiative) Measurable – know how much change you want
to bring about, preferably actual numbers or
c. The timeline and degree of change. Advocacy
percentages
objectives usually focus on a 1-2 year period.
Can your objective be achieved within a 1-2 year
time frame?
Achievable – your idea is no good if you can’t
actually do it. Real change takes time and
Objectives tell you and others what you want to
resources. If you are over-ambitious and set
achieve. If you’re not clear about your objective, you
goals that are unrealistic, your group and the
will find it hard to explain it to others. Writing down
community may be disappointed or discouraged.
your objective helps you to be clear and makes sure
that everyone involved knows exactly what you are
working towards.
Relevant – you can’t do everything at once.
People and organizations often set objectives that
Focus on what’s important now.
are not clear or too ambitious. This can lead to a
number of problems including:
• Frustration and poor morale because people

Timed – be clear about when you want each
feel they never achieve their objectives.
change to happen.
• A loss of respect from outsiders who may
think that the organization doesn’t achieve
anything. This may lead to reluctance to
provide financial, moral or institutional
support.
Page 81
Activity Sheet for Session 4: Are your Objectives SMART?
Criteria Yes Maybe No
Specific
Do you know exactly what you want to do?
Measurable –
Do you know how much change you want to bring
about, in actual numbers or percentages?
Achievable –
Is your objective achievable?
Is it over-ambitious or unrealistic?
Relevant –
Is this the most important issue to work on now?
Timed –
Are you clear about when you want each change to
happen?
Page 82
Session 5: Identify Who to Target
Learning Outcomes • Sort through the list to see who has the most
power to turn your objective into a reality. Some
• Identify the decision-makers who can create
may influence the process but are actually not
the change decision-makers.
• Identify those who can influence the decision-
makers 2. Power Analysis Map
Time 3 hours • Divide the participants into two groups.

• Copy the power map from the Activity
Materials Flipchart Sheet for Session 5 onto a piece of flipchart
paper and marker pens paper.
• Write your advocacy objective at the top
Learning Circle of the paper.
• Include the people and organizations from
Instructions
the previous activity into the power analysis
There is little point trying to map.
influence someone who • For each person or organization make a
can’t influence the decision- mark on the map in the appropriate place
making process. So you (support, neutral or opposition) to show their
need to find out who will position regarding your advocacy objective. You
need to make a decision on can use the people listed from the previous
your proposal. If you can’t activity and also add more if you wish.
get to them directly, you • Present your power analysis map when
need to reach people who complete.
can influence them.
1. Who do we need to convince?
• Brainstorm as one group, and

make a list of who you think is
the decision-maker that can turn
the objective into a reality?
• Ask ‘Who has the power to make
the final decisions on the issue we
are working on’?
• Write your list up on flipchart
paper.
Page 83
Activity Sheet for Session 5: Power Analysis Map
Advocacy Objective
Support Neutrality Opposition
Page 84
Session 6: Developing a Strong Advocacy Message
Learning Outcomes • Identify the characteristics of the message that
make it appealing (or why they liked the
• Identify what makes a good advocacy message
message).
• Create your own advocacy message for your • Record your points on flipchart paper.
campaign
Time 3 hours An effective and

persuasive message is not
just about words. It’s about
Learning Circle Instructions ideas that address people’s
1. What makes a good communication message? needs, concerns or
An effective and persuasive message is not just problems in a way that is
about words. It’s about ideas that address effective, efficient and
people’s needs, concerns or problems in a way
that is effective, efficient and appealing.
2. Creating your own advocacy message.
• Identify four or five advertising messages from
the radio or newspapers that are popular and • Divide yourselves into small groups.
that community’s may be familiar. For example: • Brainstorm a short catchy advocacy message
o Water is Life for your campaign. This message will
o Real Men Don’t Hit Women summarize your advocacy objectives; what you
o Solrice is Namba Wan want and why.
o Rainbow Not Rambos • Remember the message will target the decision-
• Brainstorm as a group, ‘Why are these makers.
messages are effective’? • When complete, display your advocacy
message to the group.
Page 85
Session 7: Developing Communication Strategies
Learning Outcomes and other authorities. This role-play will show
us how to improve our communication skills
• Identify communication strategies for our during meetings such as these.
advocacy message
• Divide participants into a number of groups.
• Role-play meeting with decision-makers
Each group is to role-play a meeting with a
decision-maker in which you present your
Time 3 hours
advocacy issue.
• Have a look at your list of key decision-makers,
from the previous sessions, that have a role in
making the change to your advocacy objective.
Use these people as the decision-makers you
1. Strategies to communicate our advocacy message. are to have a meeting with on your advocacy
objective.
• Discuss as a group how you are going to achieve
your objectives and communicate your message. • Divide each group so that there is a decision-
What approach is going to work best? maker for each group, in which the others
• In small groups, brainstorm possible strategies to need to present their case. The community
communicate your advocacy message. Write members will identify a spokesperson and
down every new idea on flipchart paper. associate to attend the meeting.
• When complete, present your ideas to the group. • In preparation for your meeting with the
Discuss any similarities or differences in strategies decision-maker, read through the Information
to communicate your message to the decision- Sheet 1 for Session 7.
makers. • Prepare your argument and case for your
• Summarize and make one list of all the strategies advocacy issue.
identified by the participants. • When you are ready, each group presents their
role-play.
2. When you have finished, review the list, asking the
• When everyone is finished, discuss and reflect
questions highlighted in the Activity Sheet for
Session 7. on what happened. Discussion could lead
community members to suggest possible ways
• Cross out any idea if you answered ‘No’ or ‘Not of dealing with decision-makers. Questions to
Sure’ more than once. the participants include:
• For the strategies remaining, choose a maximum
• What did you see happen in the role-play?
of 4 and improve them so that you can
• How would you characterize the role of the
confidently say ‘Yes’ to each one of the questions
spokesperson?
from the Activity Sheet. If you can’t do this easily,
• What was good about the way the
cross out the idea.
spokesperson presented his or her case?
• What was not good?
3. Role-play: Meeting with Decision-makers
• What could have been done better to
This role-play will provide us practice in meeting present their case?
with decision-makers and those in government
Page 86
Information Sheet 1 for Session 7: Meeting with Decision‐Makers
What to think about when meeting • Decide whether it would be helpful to
support your advocacy efforts with public
with decision-makers
pressure (e.g. by telling the media about
1. If you can, talk with decision-makers so you your meeting and what you want).
know their general position on your issue before
any official meeting. If this is not possible, talk to
5. Think before the meeting about problems or
people who know them. You want to find out as
questions that might come up and work out how
much information about their views as you can
to deal with them.
so you can focus on issues that concern them or
ideas they might support. 6. Support your proposal with clear and strong
arguments about how it will address the issue
2. Is there someone in the organization you want
and what will happen if things don’t change.
to influence who supports your ideas? Can you
involve them in presenting your proposal to 7. Show how the suggested change can be
decision-makers? If not, can they give you implemented.
suggestions about how best to present your
ideas? 8. Make it as easy as possible for decision-makers
to respond well – e.g. by showing:
3. Are you clear about the issues to cover in a
meeting with decision-makers? You will be more • How your proposal can be implemented
effective if you:
• Where the necessary resources can be
• Limit the proposals you put forward; found
• Agree within your group on priorities • That your proposal will make a difference
before any meeting; and
• Agree on the specific results you want.
4. Who you seek to influence in the decision-

making process will effect what you need to
prepare.
• There is little point trying to influence

someone who can’t influence the decision-
making process.
• Your presentation should be directed
towards the position and interests of the
person you are meeting with and how much
time they have available.
Page 87
Information Sheet 2 for Session 7: Recognizing Opposition’s Tactics
As well as identifying our network, it’s useful to identify potential opposition and what they could do to upset
your advocacy campaign. How can you tell if someone is working against you? Below is a list of tactics that
might help.
Tactics of our opposition:

Deflect Pass the issue on to a lower official who has no real power.
Delay Make you think they are addressing the issue, when nothing is really being done - e.g. forming a
‘study commission’ that has no real power to give you the change you want.
Deny Say your claims and your proposed solutions are invalid.
Discount Minimize the importance of the problem, question your legitimacy as an agent of change or
both.
Deceive Make you and your group feel like they are taking meaningful action, when in fact have not and
may never have had intended to consider your issues.
Divide Try to create differences among your group and its supporters.
Appease Appease or pacify your group, or people who are undecided about the issue, through offers of
jobs, services, and other benefits.
Discredit Create doubt about your group’s motives and methods.
Destroy Try to destabilize or eliminate your group through legal, economic, or scare tactics.
Deal Avoid conflict by offering a deal, working with your group towards a mutually acceptable
solution.
Surrender Agree to your demands. But the success is not complete until the opposition follows through
with its promises.
Page 88
Activity Sheet for Session 7: Check List for Each Strategy
For each communication strategy: Yes Not No

Sure
1. Will it help us work toward our objective?
2. It is possible? Do we have the resources it requires?
• People, money, materials, equipment and facilities?

• Things that you can’t see – time, knowledge, skill,
political influence, status, energy?
• Do we have these resources now? or, Is it likely that
we may them in the next 6 months?
3. Will the strategy make good use of our resources?
• Will it help us achieve a number of objectives at the

same time, or take the least resources?
• Will it strengthen us as an group (e.g. help us learn or
build our network)?
• Will the strategy make the best use of people who
support us?
• Will the strategy produce the change we want in our
opponents (people who are against us) or with the
decision-makers?
• Is it likely to have enough impact on the problem to
make it worth doing?
• Will the result be worth the cost (time, money,
energy, etc.)
Page 89
Information Sheet 3 for Session 7: Strategies for Advocacy
1. Attend a Meeting
Participate in a meeting organized by a group that is already working on the issue that concerns you.
Whether you are interested as an individual or as an organization, there are probably a number of groups
that are working on issues related to yours with whom you can share ideas and strategies.
2. Establish or join a Coalition

This should consist of interested individuals and organizations. It is likely that you have common interests
or goals.
3. Request a Meeting
Request that Government officials or their staff meet with you and your organization to discuss some of
your concerns about their policies, or to reinforce your support for their position. Offer examples of how
important programs are and why they are worth saving. Follow up the meeting with a note thanking the
member for supporting, or at least listening to, your position.
4. Write a Letter/Distribute a Petition

Write to your local or state representative. It has been said that 15 letters will get the attention of a state
representative.
5. Invite Representatives to Visit

Get representatives to visit your programs or communities. Spending time with constituents will help to
educate legislators about what you do, and how important certain programs are for the community. It will
also give them an opportunity to attract media attention and publicly express their support for the issue
the community is fighting for.
6. Organize an Event
Tell your story to a wider audience. Organizing an event, to highlight the issue attracts the media. Or
conduct a survey about what the issue is and stage a press conference to release the results.
7. Write an Editorial Piece or Letter to the Editor.

Write to your local newspaper. Get other organizations, concerned individuals and other community
supporters to do the same.
Page 90
Session 8: Connecting with your Network
Learning Outcomes Write comments up on flipchart paper. Look to
the Information Sheet 1 for Session 8 for more
• Describe and demonstrate what networking is ideas.
• Identify your network and how they can help
your advocacy campaign
2. Mapping your own network
Time 3 hours
In small groups, refer to the map in the
Information Sheet 2 for Session 8, as an example,
Materials Ball of string, flipchart paper and develop a map of your own network. Include
marker pens individuals you already work with or people you
have met that you could connect with again and
Learning Circle Instructions get involved in your advocacy work.
1. Building a web of connections
You will need a ball of wool or string. The group 3. Community resources
stands in a circle facing inwards. One person
In teams of two, fill in the table in the Activity
starts off holding the ball of string. Holding onto
Sheet for Session 8 with as much information as
the end of the ball of string, they throw the ball
you can. You might need to do this in stages
to the first person who says a word they
filling in as much information as you have now.
associate with networking. Holding onto a
section of the string, this person then throws the
ball of string to the next
4. Snowballing technique
person who says a word
they associate with You can use the ‘snowball
networking. Once, technique’ to expand your
everyone has network.
contributed one idea,
keep going with Start with someone in your
suggestions until you run network and ask them to list
out of ideas, or string! several other groups who are
What have you created? already working on your issue
or who might be interested in
During this exercise, helping your group.
write up all the
comments about networking onto a piece of Then ask each new person in the network to
flipchart paper. After the activity, review and identify more potential people or organizations,
summarize their comments about networking. until you have enough.
You may also ask why networks are important.
Page 91
Information Sheet 1 for Session 8: Why is Networking Important?
Networking is about building links – seeking out, developing and using contacts within and outside your group
so that you can:
• Have an influence on decisions you don’t directly control.
• Find and share information.
• Get ideas about how other people or organizations are addressing problems.
• Build relationships to strengthen your influence.
• Be involved in projects or campaigns working with others.
• Have more resources for activities of common interest.
• Increase the strength of an issue through collective action and people power.
• Get the support that comes from knowing you are not working alone.
Page 92
Information Sheet 2 for Session 8: Mapping your own Network
Kate,
Community
Action Group
Pamela, Rob,
Govt. Church
Employee leader
Ian,
Wendy,
Manager
Member,
Community
Youth group
program
Your
Advocacy
Network
Angela,
Honiara- Family
based NGO members
Tina, Peter,
Women’s Manager
Officer Local NGO
Frank,
Co-worker
Page 93
Activity Sheet for Session 8: Resource People in our Community
Who is already working What are they doing? How is it going? How can we work
on the issue? together?
Who else might be What could they do on the issue? How can we encourage them to get
involved? involved?
Page 94
Session 9: Implementing your Advocacy Campaign
Learning Outcomes α. Strategy: these are the ways you have
identified to communicate your advocacy
• Design your advocacy action plan
message.
Time 1.5 hours β. Activity: show all the work and things you
need to do to implement your strategy. You
Materials Flipchart paper and pens should list the order in which you will do
them.
Learning Circle Instructions χ. Who? Identifies the person responsible for
1. Reflection on action plans each of the activities.
δ. Resources: these are all the things you need
Discussion: for each of the activities.
• What were the best and worst action plans you ε. Time: shows when you will implement each
have worked with and why? of the activities.
• Are your action plans a good sign to what you φ. Indicators: are what it would look like if you
actually do? Explain your answer. have done each of the activities. At the end
of the action plan they are a sign whether
2. Putting your strategies in sequence you have done your activities or not.
• Look back to the session where you identified a γ. Monitoring: At the end of doing each of the
number of strategies you would use to activity’s provide feedback on how it went.
communicate your advocacy message to the How could it be improved next time?
target decision-makers. • Take strategies you have agreed on so far and
• Put the list of strategies in order from the one
for each one, in sequence from the previous
you would do first until the strategy you would activity, develop an action plan that shows how
implement last. Put you’re strategies in you will carry out your work over the next 12
sequence as if you were involved in a real months.
advocacy campaign. List them down on
flipchart paper and present to the group.
3. What you need in your Advocacy Action Plan
The Activity Sheet for Session 9 shows a number

of things to consider when developing an action
plan. You need to find a method that works for
you and helps you implement your plans and
actions. You may want to consider:
Page 95
Activity Sheet for Session 9: Advocacy Action Plan
Strategies Activities Who? Resources Time Indicators Monitoring
Example:
Use the Contact SIBC Chairperson Paper and pen March Letter sent
media for interview of advocacy
by writing committee
them a letter Interview
conducted
Conduct
interview
Page 96
Session 10: Monitoring & Evaluation of the Advocacy Campaign
Learning Outcomes
• Recognize the process of monitoring &
evaluation with advocacy
Time 3 hours
Materials Flipchart paper and marker pens

1. Process of Monitoring & Evaluation
The diagram in the Information Sheet for Session

10 describes an ongoing cycle of reflection and
action.
This cycle shows us that we need to review our

actions and our action plan after each activity so
that we know if we are doing the right thing and
whether we need to change our activities to fit
the changing situation.
Page 97
Information Sheet for Session 10: Process of Monitoring &
Evaluation
Stages of the Monitoring & Evaluation Cycle:
Plan Do /
& Design Implement
Evaluate – Get feedback,

check with think, review,
what you
reflect
wanted to do
1. Do/Implement: This is the action stage when you actually go out and do what is in your action plan. e.g. Hold
a meeting, send a letter, etc.
2. Get feedback, think, review, reflect: After you carry out the action, you need to reflect and think about
what you have done and how it went. Did you get a positive or negative response? Was it easy or difficult to
work together? Where you organized? Did you do want you wanted to achieve? You can do this by asking
yourself or you can meet with the organizing group who was involved in carrying out the action and ask
questions and reflect together.
3. Evaluate – check with what you wanted to do: Once you gather the feedback as part of your review and
reflection, then you can evaluate and see whether you should change what you are doing or continue the way
you planned.
4. Plan & Design: After your evaluation, you have the opportunity to revise, design and plan again, your next
step in your action plan, your next activity. You may need to change your plan and your activities because of
your reflection and evaluation stages in the cycle. This process will only help you to improve each time you
implement each of your activities.
Page 98
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Live & Learn Environmental Education

Learning Circles Manual

A Live & Learn Environmental Education Publication

© Live & Learn Environmental Education 2006

Communities Working Together, Sharing Water: Learning Circle Module

Topic Issues covered Page

2. Access To Water - Identify our own experience in regards to access to 6

6. Water Conservation Exploring ways of conserving water 16

7. Water Infrastructure Exploring issues in providing water infrastructure to 19

8. Governance of Exploring what ‘Governance’ mean and how we can 21

9. Community Exploring ways in which communities become more 24

Communities Working Together, Sharing Water: Learning Circle Module

Materials Brown paper, marker pen, flipchart.

Learning Circle Instructions

2. Read the information about ‘Availability of Fresh

Communities Working Together, Sharing Water: Learning Circle Module

The Global Perspective - Access to

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module

3. Only express one idea in each question to avoid

Communities Working Together, Sharing Water: Learning Circle Module

Learning Circle Instructions Method for discussion:

Communities Working Together, Sharing Water: Learning Circle Module

5. Using Page 2 of the Water Flipchart, look at the [c]

Communities Working Together, Sharing Water: Learning Circle Module

Rivers in the Solomon Islands – The

Timber projects pollute the rivers, creeks and

Communities Working Together, Sharing Water: Learning Circle Module

• What do people use the river for?

If you are at what you consider to be a polluted

Communities Working Together, Sharing Water: Learning Circle Module

• What are the actions that lead to polluted

Communities Working Together, Sharing Water: Learning Circle Module

• Why do you think waste is becoming a

Communities Working Together, Sharing Water: Learning Circle Module

6. How can the current situation be improved?

• How can we deal with our rubbish better?

7. Read the chart on the Information Sheet for

Communities Working Together, Sharing Water: Learning Circle Module

How To Deal With Rubbish: Suggestions

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module

Materials Brown paper and

Learning Circle Instructions

• What are some of the difficulties in

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module

2. Venn Diagrams. The aim of this activity is to

Communities Working Together, Sharing Water: Learning Circle Module

out the suggestions and ideas. Write these up on

• How can we influence the governance of

4. Using the Water Flipchart, look at the

• List the different groups of people n this picture

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module

Local People Marine Biologists

Communities Working Together, Sharing Water: Learning Circle Module

Communities Working Together, Sharing Water: Learning Circle Module