ANNEX # 1

Instructional Unit: Outreach (4 modules; duration: 6 to 7 hours)

1.

Trust building

(2 hrs.)

·         To express oneself freely; to feel at ease and participate

·         Customary greetings,

·         introductions;

·         Informal discussion with unserialized posters

2.

The whole to be managed

(45 min.)

·         To describe the resources and their users, and explain why all the latter must be involved

·         Illustration of the whole to be managed;

·         participants create a map of their village

3.

Community organization

(2-3 hrs.)

·         To design appropriate forms of community organization     

·         Inventory of forms of organization and of roles performed within the community;

·         Analysis of roles and responsibilities to be assumed

4

Conflict prevention

(30 min.)

To develop conflict prevention and resolution strategies

·         Lead-in exercise on exclusion vs. inclusion, to demonstrate the importance of the concept;

·         Brainstorming sessions on potential conflicts;

·         Use of story with a gap to help in delineating a prevention strategy.

Instructional Unit: Holistic goal (3 modules; duration: 3 hours)

5

Quality of life

(1 hr.)

·         To make a distinction between quality of life and the means of achieving it;

·         To explain the various ways of attaining the same goal

·         Demonstration: the 3 stones of the hearth as a symbol of the 3 components of the goal

·         Participants express the village’s “hopes and dreams” by using the unserialized posters (holistic goal)

6

Production

(1 hr.)

·         To explain the importance of all production activities taken as a whole;

·         To explain how new activities envisioned can enable people to achieve a certain quality of life.

·         Brainstorming session (with unserialized posters) on production activities compatible with the quality of life expressed by the community;

7

Landscape

(1 hr.)

·         To explain how it is possible to restore the environment;

·         To describe the future landscape

·         Introduction, using an open-ended story, to the idea that the environment can be improved;

·         Brainstorming session (with unserialized posters) on the future landscape envisaged by the community

Instructional Unit: Ecosystem’s building blocks (4 modules; duration: 3 to 4 hours)

8

Water cycle

(1 hr.)

·         To explain the water cycle;

·         To explain the relationship between “effective” water, soil caping, and percolation

·         Demonstration: the four pillars of a house as an introduction to this unit;

·         Participants create a concrete representation of the water cycle using the unserialized posters;

·         Demonstration of compacted vs. loosened soils

9

Nutrient cycle

(1 hr.)

·         To explain the nutrient cycle

·         To explain the relationship between soil fertility and the nutrient cycle;

·         Participants establish a concrete representation of the nutrient cycle using the unserialized posters;

10

Energy flow

(30 min.)

·         To explain the role of soil, water and sun in forage production

·         Participants establish a concrete representation of energy flow using the unserialized posters;

11

Succession

(1 hr.)

·         To explain the relationship between succession and biodiversity

·         To explain the relationship between biodiversity and stability;

·         Exercise to establish a ladder of succession using unserialized posters;

·         Brainstorming session on vanished plant and animal species;

·         Discussion of relationship between succession, biodiversity and stability;

Instructional Unit: Tools (5 modules; duration: 4 to 5 hours)

12

Animal impact

(45 min.)

·         To explain the potencially positive impact of livestock on soil crust and vegetation

·         To explain how animal impact is a tool that can be chosen like any other

·         Introduction to the concept of animal impact by means of a series of images (e.g., stampeding herd);

·         Discussion of the relationship between animal impact and building blocks of the ecosystem

13

Grazing and rest

(1 hr.)

·         To explain the positive impact of rational grazing upon vegetation

·         Analysis of 3 series of images: differences between overgrazing, rational grazing and prolonged rest.

14

Time

(1 hr.)

·         To explain the effect of controlling time on pasture regeneration;

·         To explain the consequences of a failure to control time

·         (Introduction of the instructional unit (daba, scythe, axe, etc.)

·         Story/anecdote to introduce the concept of time;

·         Analysis of 2 series of images to point up notions of resting time and the dangers of continuous grazing;

·         Concluding role-play.

15

Fire

(1 hr.)

·         To explain the positive or negative impact of fire, depending on the circumstances;

·         To explain how fire is a tool that can be chosen like any other

·         To be established at a later date;

16

Technologies

(1 hr.)

·         To explain the difference between technologies and other tools discussed in this unit

·         Brainstorming session on the best-known technologies;

·         Exercise comparing technologies with other tools

Instructional Unit: Testing guidelines (7 modules; 5 hours)

17

Weak link

(1 hr.)

·         To explain that the ecosystem functions like a chain with interconnected links;

·         Identification and strengthening of the weakest link.

·         Introduction to the unit through presentation of the “filter”

·         Explanation of the game

·         “Weak Link” game

·         Utilization of results

18

Cause and effect

(30 min.)

·         To distinguish the cause from its effects.

·         Card game: participants must distinguish for a given issue, its cause from its effect

19

Ecosystem as a whole

(30 min.)

·         To explain the possible impact of decisions upon the ecosystem, and why it must be taken into consideration

·         Game about impact on the ecosystem: the “candidate tools” must go before a “jury” made up of building blocks of the ecosystem before they can be accepted.

20

Additional resources

(30 min.)

·         To explain the idea of additional resources;

·         To identify the optimal allocation in view of a given objective;

·         Investment game: players can “invest” (with play money) in the tool they think will have the maximum yield in view of the goal being pursued.

21

External dependence (45 min.)

·         To evaluate their own capacity to ensure the sustainability of investments     

·         Game: brainstorming session and comparison of resources needed for two different technologies

22

Society and culture

(45 min.)

·         To evaluate the acceptability of a given action for the various human groups both within and outside of the community

·         Role-playing in which participants identify and discuss the importance of the test

23

Synthesis of tests

(1 hr.)

·         To explain why tools must be tested;

·         To use the battery of 6 tests;

·         Participants review in turn several tools using the pocket chart;

Instructional Unit: Management principles (5 modules; 4 to 5 hours)

24

Plants to be promoted

(1 hr.)

·         To choose forrage plants the development of which would improve the quality of grazing lands

·         Introduction to the instructional unit: the bricks used to build the wall;

·         Brainstorming session on potential plants, followed by a brainstorming session on selection criteria

·         Choice of plants to be promoted, using a pocket chart

25

mRT: minimum resting time

(1 hr.)

·         To determine the mRT (in rainy and dry seasons) of plants that herders want to rehabilitate

·         Series of images to outline the mRT concept;

·         Discussion and determination by the group of mRTs of plants to be promoted

26

MGT: maximum grazing time

(45 min.)

·         To determine the MGT (in rainy and dry seasons) of plants that the population wants to rehabilitate

·         Series of images to outline the MGT concept;

·         Discussion and determination by the group of MGTs for plants to be promoted

27

Overgrazing

(1 hr.)

·         To explain the relationship between adherence to the mRTs and MGTs of plants to be rehabilitated and the process of overgrazing

·         Game using candy to introduce the concept of selection;

·         Open-ended story (illustrated) and discussion to develop the concept of overgrazing

28

mRT, MGT and division into paddocks

(1 hr.)

·         To determine the number of paddocks needed in order to adhere to the mRTs and MGTs of species to be promoted

·         Interactive presentation of the idea of dividing grazing land into paddocks;

·         2 practical exercises: one concrete example and one based on species to be promoted

Instructional Unit: Planing of grazing (4 modules; 4 to 5 hours)

29

Range-land mapping

(90 min.)

·         To divide the grazing area into paddocks, indicate the boundaries of these paddocks, and identify them by assigning names to them.

·         Presentation of the instructional unit: hand, ballpoint pen and notebook

·         Production of the map 1) in the dirt and 2) on paper;

·         Discussion of markers, division of site into paddocks and naming of paddocks

·         Walk-through of paddocks, followed by a discussion of how to go about creating them.

30

Relative value of paddocks

(1 hr.)

·         To gauge the relative value of each paddock and program livestock movements