TABLE of CONTENTS: Annexes

3. Graphic support material for the modules

The bespectacled crocodile

by John Hall

An illustrated manual for facilitating Holistic Management in pastoral communities.

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					ANNEX # 1

ANNEX # 2

INSTRUCTIONAL FORMAT OF THE MODULES

*Module*	*Summary of pedagogical objectives (i.e., participants shall be able …)*	*Summary of activities*
*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.

Module

Summary of pedagogical objectives (i.e., participants shall be able …)

Summary of activities

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

Trust building

(2 hrs.)

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

· Customary greetings,

· introductions;

· Informal discussion with unserialized posters

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

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

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)

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)

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;

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)

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

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;

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;

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)

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

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.

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.

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;

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)

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

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

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.

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.

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

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

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)

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

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

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

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

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)

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.

Relative value of paddocks

(1 hr.)

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

· Brainstorming session on factors determining relative value

· Valuation of the paddocks by placing pebbles on the map

· Discussion: duration of stay on the parcels

Events and constraints

(1 hr.)

· To identify events and constraints to be taken into account in planning;

· To define strategies and find solutions

· Brainstorming session on events

· Creation of a calendar

· Study of constraints encountered and development of appropriate strategies

Finalization of the manage-ment plan

(1 hr.)

· To finalize an acceptable and implementable grazing plan

· Determination of livestock movements

· Creation of a “snake calendar" on the map of the grazing area

Instructional Unit: Herd management (3 modules; 3 hours)

Number of animals

(45 min.)

· To explain the potentially positive impact of a large number of animals;

· To assess the capacity of the grazing area to support outside users and design appropriate strategies

· Introduction to the instructional unit: the herd moving in an “obligatory direction”

· Critical incident exercise aimed at clarifying the notion that a large number of animals can have a positive impact.

Moving herds between paddocks

(1 hr.)

· To establish the relationship between time management, division into paddocks and herd movements on the paddocks

· Brainstorming session on the advantages and disadvantages of various herd driving methods;

· Role-playing aimed at examining the importance of community organization in adhering to the plan

Supervising the herd

(1 hr.)

· To describe a system of improved herd guarding that would be set up by the community

· Exercise with unserialized posters to identify actors, followed by classification of responsibilities to be assumed

· Work in sub-groups on factors to consider in assigning each party’s responsibilities

Instructional Unit: Monitoring and re-planning (3 modules; 4 to 5 hours)

Monitoring: choice of indicators

(2 hours)

· To identify measurable indicators relevant to landscape, production and quality of life

· Introduction to the instructional unit: the "Observation Game" presenting the idea of monitoring

· Process of monitoring and re-planning, with unserialized posters

· Brainstorming session with indicators and their allocation among the three parts of the goal

Monitoring: collection and analysis of results

(2 hours)

· To process the results of monitoring in such a way as to gauge whether the desired goal is getting closer or further away.

· Pocket chart used to identify persons responsible for data collection, and frequency of this collection

· Creation of the table of results (Monitoring table)

· Practical exercise: data analysis

Re-planning

(30’)

· To establish a revised grazing plan that can be accepted and applied by all users

· Critical incident exercise used to elucidate reasons for re-planning

ANNEX # 3
GRAPHIC SUPPORT MATERIAL FOR THE MODULES

FOLDER # 0: LOGO FOR THE OUTREACH/TRAINING CYCLE

Icon (square image, 10x10 cm)

0001. Crocodile wearing eyeglasses

FOLDER # 1: TRUST BUILDING

Icons (square images, 10x10 cm)

Generic icon for community outreach

101. Palm of a hand

Icon: trust building

111. "happy face"

Unserialized posters (A4 format )

121. Cow in degraded grazing area

122. Conflict between herdsman and farmer

123. Woman milking a cow

124. Woman driving a flock of goats

125. Woman and child with nurse

126. Family eating a meal together

127. Woman chasing a cow out of her vegetable garden

128. Purchase of clothing for a child

129. Sale of a goat at the market

130. Nurse with patients

131. Representative of the administration visiting a village

132. Marriage

133. Brush fire

134. Extremely degraded landscape

FOLDER # 2: WHOLE TO BE MANAGED

Icon (square image, 10x10 cm)

211. Whole to be managed: village, family and cow

Village map:

ü Bristol paper, 50x 65 cm.

ü Pencils and erasers

ü Felt-tip markers

Postcards (1/2 A4 format)

Users

221. Conflict between farmer and herdsman

222. Man cutting down grass

223. Man felling a tree

224. Stripping bark from a tree (harmful cutting)

225. Forest completely leveled, tree trunks carried away by truck

226. Transhumant Moors (w/ camels)

227. Transhumant Peuhls (w/ distinctive hat)

228. Woman carrying wood

229. Woman drawing water from a well

230. Village meeting (on a mat) with outside visitors (wearing Peuhl hat).

Landscape: use "ecological succession " module (Folder # 11, images 1121 through 1126)

Infrastructure

241. Mixed livestock herd

242. Vaccination crush

243. Mechanized well

244. Cistern trailer

245. Mill

246. Borehole

247. Farming equipment

248. Concrete houses (n.a.)

249. Dispensary.

FOLDER # 3: COMMUNITY ORGANIZATION

Icon (square image, 10x10 cm)

311. Organization: two intertwined mechanisms

Unserialized posters (1/2 A4 format)

Decision-makers

321.Village chief

322.Farmer

323.Herder

324.Woman

325.Hunter

326.Fisherman

327.Wood-cutter

328.transhumant Moor

329.civil servant

330.girl

331.boy

332.auxiliary (villager holding a notebook);

333.trader

334.notable personage

Tasks to be performed

341. herdsmen talking amongst themselves

342. herdsman talking to a farmer

343. herdsman talking to a transhumant herder

344. herdsman going out to meet a transhumant herd

345. discussions under a tree

346. training session

347. group leaning over a grazing area map (n.a.)

348. guarding the herd in the grazing area

349. watering the herd

350. young person with notebook using a tape measure (n.a.)

351. person handling money (n.a.)

352. protection of a cultivated parcel (n.a.)

353. vaccination of livestock.

Venn diagram

ü Bristol paper, 50x65 cm.

ü Felt-tip markers.

FOLDER # 4: CONFLICT PREVENTION

Icons (square images, 10x10 cm)

411. Conflict prevention icon: a handshake

Cards indicating reasons for conflict (represented by lightning bolt). 10 x 10 cm format.

421. Crops

422. Trees

423. Stock watering (well)

424. Grazing

425. Crowding/mixing of personal property in the village

426. Brush fire

427. Sick animal

FOLDER # 5: QUALITY OF LIFE

Icons (square images, 10 x 10 cm)

Generic icon: the Goal

501. Pot resting on three stones of a hearth

Specific icon: quality of life

511. Woman (from waist up) holding a baby

Unserialized posters (3 identical stacks, 1/2 A4 format)

Goods and services

521. Entrance to a mosque

522. television

523. radio

524. refrigerator

525. bicycle

526. jewelry

527. running water (faucet)

528. well water

529. borehole

530. electricity

Activities and status

541. Religion: reading the Koran

542. Schooling

543. Adult literacy training

544. Continuing living in the village

545. Becoming a soccer player

546. Having access to a maternity clinic

547. Joining the military or the police force

548. Becoming a civil servant

549. Going to live in the city

550. Having a large family and staying in the village

FOLDER # 6: PRODUCTION

Icons (square images, 10 x 10 cm)

611. Production icon: cow with calf

Unserialized posters (1/2 A4 format)

621. Farmer: peasant hoeing his field

622. Herder: mixed herd

623. Fisherman in boat with net

624. Hunter with rifle and game

625. Farmer sowing seed

626. Merchant in front of his store

627. Wood-cutter felling a tree

628. Handicrafts: women making mats

629. Weaver

630. Raising small animals: poultry and rabbits

631. Grain mill (with miller)

632. Small commerce (women selling vegetables at the market)

633. Woman working in her market garden

634. Woman milking

635. Woman making cheese

636. Tailor

637. Woman picking fruit in an orchard

FOLDER # 7: LANDSCAPE

Icons (square images, 10x10 cm)

711. Icon for landscape goal: luxuriant vegetation

Posters for story with a gap: (double A4 format)

721.Poster of Ndourndour in degraded condition

722.Poster of Ndourndour in rehabilited condition

Assorted images (1/2 A4 format)

Flora (vegetation)

731.Very large cultivated field

732.Banks of a river

733.Extremely lush underbrush

734.Pond

735.Cultivated hills

736.Village in the middle of the forest

Fauna (wildlife)

741. Deer

742. Wild boar

743. Monkey

744. Pelican

745. Hyena

746. Hare

FOLDER # 8 WATER CYCLE

Icons (square images , 10x10 cm)

Generic icon of the Ecosystem's building blocks

801.The four pillars of a traditional dwelling

Specific icon: Water cycle

811. Gray cloud in blue sky

Images for semi-structured exercise (1/2 A4 format)

821. Cloud without rain

822. Cloud with rain

823. Percolation into cultivated field

824. Torrential runoff

825. Evaporation from a pond, forest

826. 5 arrows, 16 cm long.

FOLDER # 9. NUTRIENT CYCLE

Icon (square images, 10 x 10 cm)

911. nutrient cycle icon: cow manure on the ground

Images for semi-structured exercise (1/2 A4 format)

921. Cow excreting manure

922. Cow nibbling grass

923. Fodder plants

924. 3 arrows, 16 cm long

Consolidation (images in 1/2 A4 format)

931. plant litter (crushed grass) on the ground

932. termite hill

933. representation of nutrient cycle

FOLDER # 10: ENERGY FLOW

Icon (square images, 10x10 cm)

1011. Energy flow icon: sun shining

Demonstration by facilitators: (Images in 1/2 A4 format)

1021. Sun

1022. Vegetation

1023. Arrow

FOLDER # 11: ECOLOGICAL SUCCESSION

Icon (square images, 10x10 cm)

1111. Succession icon: stylized rabbit

Unserialized posters (1/2 A4 format)

Degradation: (representation of various stages of degradation)

1121. Desert landscape

1122. Landscape invaded by sand dunes

1123. Emaciated cow in desert landscape

1124. Erosion in a stony creek bed

1125. Landscape consisting of tree stumps

1126. Landscape that appears to be regaining its plant cover

Restoration (process of restoration: use images from “future landscape” module: folder # 7)

Tallying vanished species

ü About forty half sheets (cut the long way) of colored A4 paper);

FOLDER # 12: ANIMAL IMPACT

Icons (square images, 10x10 cm)

Generic icon for tools

1201. Farming implements (plow, axe, scythe) hanging on a wall

Specific icon: animal impact

1211. Cattle running in a cloud of dust.

Structured exercise: (2 series of 4 images, A4 format)

“Without impact” series (landscape with identical house in all four images)

1221. Dry season: average vegetation, a few motionless animals

1222. Dry season: reduced vegetation, same motionless animals

1223. Dry season: vegetation has completely disappeared, and the same animals are still there

1224. Rainy season (green grass): moderate vegetation, same animals

“With impact” series (landscape with identical tree in all four images)

1231. Dry season: large stampeding herd, followed by a herdsman and raising a cloud of dust;

1232. Ground after the animals’ violent passage: plants are trampled, ground is strewn with clods of earth, no animals

1233. vegetation has recovered after the animals’ passage: animals are no longer there, but it appears that the rainy season is approaching;

1234. Rainy season: animals graze on a luxuriant pasture.

FOLDER #13: GRAZING AND REST

Specific icon: Grazing (square images, 10x10 cm)

1311. Cow about to nibble a plant

Illustrated sequences (3 sequences of 6 images each, 10.5 x 25 accordion format)

grasses

calotropus

1321. Overgrazing

1322. Overgrazing

1323. Overgrazing

1324. Overgrazing

1325. Overgrazing

1326. Overgrazing

Initially normal

Grows weaker

Disappears

Initially under control

Spreading

Has invaded everything

1331. Normal grazing

1332. Normal grazing

1333. Normal grazing

1334. Normal grazing

1335. Normal grazing

1336. Normal grazing

Initially normal

Stays the same/spreads

Initially under control

Remains under control

1341. Long rest

1342. Long rest

1343. Long rest

1344. Long rest

1345. Long rest

1346. Long rest

Initially normal

Initial growth spurt

Stabilizes

Declines

Degenerates into a crown

Disappears

Initially under control

Initial growth spurt

Grows more dominant

Is the only survivor

FOLDER # 14: TIME

Icon (square images, 10x10 cm)

1411. Time : alarm clock

Sequential posters (accordion posters)

Process of degradation: (6 images 11x25 cm)

1421. Cow is present: plant is flourishing

1422. Cow is present: plant has been grazed

1423. Cow is present: plant has been heavily grazed

1424. Cow is present: plant has been very heavily grazed

1425. Cow is present: plant is disappearing

1426. Cow is present: plant has completely disappeared.

Rational use (10 images, 11x30 cm)

1431. Without cow: plant flourishing

1432. With cow: plant starts to be grazed

1433. With cow: plant is grazed a bit more

1434. Without cow: plant is in condition in which cow left it

1435. Without cow: plant develops once again

1436. Without cow: plant continues to develop

1437. Without cow: plant has regained size it had in # 1431

1438. With cow: repeat of image # 1432

1439. With cow: repeat of image # 1433

1440. Without cow: repeat of image # 1434

FOLDER # 15: FIRE

Icon (square image, 10x10 cm)

1511. Brush fire

FOLDER # 16 TECHNOLOGIES

Specific icon: Technologies (square image, 10x10 cm)

1611. Tractor with driver

Tool reminder icons

1621. Animal impact (# 1211)

1622. grazing (# 1311)

1623. time (# 1411)

1624. fire (# 1511)

Unserialized posters (horizontal, 1/2 A4)

Structures

1631. barbed wire

1632. ravine correction

1633. shelter for livestock

1634. wells and watering troughs

Equipment

1641. sprayer

1642. trailer

1643. plow

1644. mill

Inputs

1651. improved seed

1652. veterinary drugs

1653. feed concentrate

1654. saplings from nurseries

Agricultural work

1661. clearing

1662. irrigation

1663. top dressing of crops

1664. fodder harvesting

FOLDER # 17 WEAK LINK

Icons (square images, 10x10 cm)

Generic icon: Testing guidelines

1701. Woman shaking a sieve

Icon: weak link

1711. A few links of a chain

“Weak link” game (2 sets of 4 Bristol cards, 15x21 cm) showing symbols of the four building blocks of the ecosystem, attached by a loop of string that players slip over their arms.)

Building blocks of the ecosystem

1721. Icon for water cycle (# 811)

1722. Icon for nutrient cycle (# 911)

1723. Icon for energy flows (# 1011)

1724. Icon for succession (# 1111)

Solar chain

1731. sun + plant

1732. plant + animal

1721. animal + paper money

FOLDER # 18. CAUSE AND EFFECT

Icons (square images, 10x10 cm)

1811. Cause and effect icon: hammer

Unserialized posters: What is to be done? (postcard size images, 15-21 cm)

1821. Man being hit with hammer

1822. Nurse

1823. Aspirin

1824. Glass of water

1825. Package of band aids

1826. Three characters shown (from the waist up): the one delivering the blows, the one receiving the blows and the third person who intervenes to stop the blows.

FOLDER # 19: ECOSYSTEM AS A WHOLE

Icon (square image, 10x10 cm)

1911. Ecosystem icon: 4 pillars of a traditional dwelling (# 801)

Pocket chart:

ü Flip chart

ü 6 envelopes 18x24 cm

ü about fifty pieces of paper (business card size) for the vote

Icons of tests (square images, 10x10 cm) (for modules 8-11)

1921. icon for water cycle (# 811)

1922. icon for nutrient cycle (# 911)

1923. icon for energy flows (# 1011)

1924. icon for succession (# 1111)

FOLDER # 20: ADDITIONAL RESOURCES

Icon (square images,10x10 cm)

2011. Icon for additional resources: a few pieces of paper money

Pocket chart:

ü Plywood panel

ü 6-8 envelopes, 18x24 cm, to be affixed to the panel

ü About 50 "ballots”, business card size, preferably colored paper

Illustrations in the pocket chart (playing card size, 10.5x15 cm);

2021. Mixed herd (cattle, small ruminants, donkey)

2022. vaccination (drugs and syringe in foreground)

2023. jewelry

2024. bale of hay

2025. sacks of grain

2026. bicycle

2027. cart (without animal)

2028. farming implements: shovel, pickaxe, etc.

2029. concrete houses

2030. paper money

FOLDER # 21: EXTERNAL DEPENDENCE

Icon (square images, 10 x 10 cm)

2111. External dependence: donkey in foreground with truck in background

Brainstorming

Presentation of the subject (images,1/2 A4 format)

2121. New truck

2122. Donkey harnessed to a cart

Unserialized posters: illustration of brainstorming (images, 1/2 A4 format)

2131. Bale of hay

2132. Bucket of water

2133. Driver

2134. Can of oil

2135. Jerrican

2136. Insurance card

2137. Vehicle registration

2138. tire

2139. tool kit

FOLDER # 22. SOCIETY AND CULTURE

Icon (square images, 10x10 cm)

2211. Society and culture icon: village meeting under a tree

Maxi-flans: (silhouettes on 50x65 cm Bristol cards), or postcards (1/2 A4 format)

2221. Village chief

2222. His son

2223. Transhumant herdsman

2224. Technician

2225. District commander

FOLDER # 23: SYNTHESIS OF TESTS

Specific icon:

2311. Repetition of generic icon for test criteria: the sieve (# 1701)

Pocket chart

ü plywood panel

ü 6-8 envelopes, 18x24 cm, to be affixed to the panel

ü About 50 “ballots”, business card size, preferably of colored paper.

Icons of the 6 tests

2321. chain: weak link (# 1711)

2322. hammer: cause and effect (# 1811)

2323. 4 pillars of the house: ecosystem as a whole (# 1911)

2324. bank notes: additional resources (# 2011)

2325. donkey and truck: external dependence (# 2111)

2326. meeting under a tree: society and culture (# 2211)

FOLDER # 24 CHOICE OF PLANTS TO BE PROMOTED

Generic icon Management principles

2401. a few bricks in a wall

Specific icon: identification of species

2411. plant with red flower

Icons for table of folders (10 x 10 cm cards)

Ø Various types of plants

2421. Grass

2422. Legume

2423. Creeping plant

2424. Succulent plant

2425. Shrub

2426. Tree

Ø Selection criteria

2431. Good nutritional quality for animals (small ruminants)

2432. Persists outside the rainy season (representation of the two seasons)

2433. Drought-resistant (sun)

2434. Produces abundantly (plant on grocer’s scale)

2435. Also used by people (plant being picked by a women)

2436. Resists erosion (plant in a dried-out stream bed)

FOLDER # 25: MINIMUM RESTING TIME

Icons : Specific icon: mRT (square images, 10 x 10 cm)

2511. Plant with alarm clock in foreground

Sequence of illustration: use the 10 sequential images in accordion format,from the “time” module # 1431 through 1440;

FOLDER # 26: MAXIMUM GRAZING TIME

Specific icon: MGT (square images, 10 x 10 cm)

2611. Cow with alarm clock in foreground

Sequence of illustrations: use the same sequence of 10 images in accordion format from the “time” module #1431 through 1440, “ also used for the previous module.

FOLDER # 27: OVERGRAZING

Specific icon: Overgrazing (square images, 10 x 10 cm)

2711. Plant being cut off at the base with scissors

FOLDER # 28: mRT, MGT, AND DIVISION INTO PADDOCKS

Specific icon: Division into paddocks (principles) (square images, 10 x 10 cm)

2811. Image of village grazing lands

FOLDER # 29: RANGE-LAND MAPPING

Icons (square images, 10 x 10 cm)

Generic icon: Programming

2901. Hand writing with a pen in a notebook

Specific icon: dividing the grazing area into paddocks

2911. Icon for paddock creation: tree trunk marked with red paint

Illustrative labels for village lands map (square images, 5x5 cm)

2921. Crops

2922. Well

2923. Village

2924. Mosque

2925. Isolated house

2926. Health post

2927. Sand dunes

FOLDER # 30: RELATIVE VALUE OF PADDOCKS

Specific icon: overall capacity (square images, 10 x 10 cm)

3011. Handful of grass on a scale

FOLDER # 31: EVENTS AND CONSTRAINTS

Specific icon: seasonal events (square images, 10 x 10 cm)

3111. Landscape with rain on the left side and sun on the right side

Labels to be affixed to the grazing management plan (5x5 cm)

3121. Poisonous plant

3122. crops

3123. dried-up pond

3124. flooded parcel

3125. brush fire

3126. fly/ parasite

3127. milking of a cow

3128. calf suckling

3129. predators (jackal)

3130. harvest residues

3131. well (dried up)

3132. vaccination (syringe)

3133. arrival of transhumant herders

3134. cutting fodder with a scythe

3135. puffy cloud

3136. sun: excessive temperature (n.a.)

3137. conflicts

3138. felling of trees

3139. monitoring

3140. stock watering

FOLDER # 32: FINALIZATION OF THE GRAZING PLAN

Specific icon: grazing plan (square images, 10 x 10 cm)

3211. village lands image (# 2811), but with alarm clock in foreground

FOLDER # 33: NUMBER OF ANIMALS

Icons (square images, 10 x 10 cm)

Generic icon: Driving livestock

3301. Herd moving in the direction of a large red arrow

Specific icon: Number of animals

3311. Group of cattle crowded together

Icons for modules studied previously

3321. Whole to be managed (# 0211)

3322. Animal impact (# 1211)

3323. Time (# 1411)

3324. Events and constraints (# 3111)

Mini posters A4 format. (illustration of story)

3331. men quarreling

3332. discussion in the village

3333. arrival of administrative official

3334. discussion at the well

3335. watering of livestock

3336. man wearing djellaba

FOLDER # 34: MOVING HERDS BETWEEN PADDOCKS

Specific icon (square images, 10 x 10 cm)

3411. View of landscape through the door of a house

Posters: the various ways of proceeding (posters, format A4)

3421. Five small herds moving about separately

3422. Livestock grouped into three medium-sized herds

3423. All animals grouped into a single herd.

Reasons for reluctance to group herds (1/2 A4 format)

3431. Risk of contagion from sick animals

3432. Animals fight (n.a.)

3433. Watering takes too much time (n.a.)

3434. Animals get mixed up (n.a.)

3435. Animals are more difficult to supervise (n.a.)

FOLDER # 35: SUPERVISING THE HERD

Specific icon: guarding: (square images, 10 x 10 cm)

3511. Herdsman with turban and staff

Unserialized posters (horizontal 1/2 A4 format)

Ø Images illustrating need for guarding

3521. Cow grazing in cultivated field

3522. Cow wandering among houses (n.a.)

3523. Herd being watered (n.a.)

3524. Cow with calf, being milked near a house

3525. Large herd on the move under the control of a herdsman

3526. Fenced-in field, with animals outside (n.a.)

3527. Large transhumant herd appearing on the horizon (n.a.)

3528. One cow alone in the middle of the grazing area, with the rest of the herd at a distance

3529. Cow tearing the thatch off the roof of a house

3530. Sick cow amidst other healthy animals (n.a.)

3531. Cow peering into a well from which women are drawing water

3532. Ill-tempered bull chasing village children

Ø Representations of people who can perform guarding tasks

3541. Herdsman (supervising the herd icon)

3542. Auxiliary: young person with notebook (n.a.)

3543. Supervision committee: group of men (n.a.)

3544. Women with cattle switches

3545. Children with cattle switches

3546. Old people with cattle switches

3547. Farmer (with his daba on his shoulder)

3548. Hunter with his rifle

FOLDER # 36: MONITORING: CHOICE OF INDICATORS

Icons (square images, 10 x 10 cm)

Generic icon: Monitoring and re-planning

3601. Pair of eyeglasses

Specific icon: Monitoring: choice of indicators

3611. ‘holistic goal’ icon (# 501) with ‘monitoring’ inset

Icon illustrative "the model in pictures"

3621. Quality of life goal (# 0511) with ‘monitoring’ inset

3622. Production goal (# 0611) with ‘monitoring’ inset

3623. Landscape goal (# 0711) with ‘monitoring’ inset

Production indicators (square images, 10x10 cm)

3631. Milk production

3632. Production of young animals (calves, lambs)

3633. Sale of livestock

3634. Distribution of supplementary feed

3635. Grain production

3636. Sale of vegetables

Landscape/environment indicators (square images, 10x10 cm)

3641. plant diversity

3642. Rainfall

3643. Water erosion

3644. Wind erosion

3645. Rodents

3646. Flies/ parasites

FOLDER # 37: MONITORING: DATA COLLECTION & ANALYSIS

Specific icon: Monitoring : collection and analysis of results (square images, 10 x 10 cm)

3711. Holistic goal icon, with “monitoring” inset (like # 3611)

Cards portraying people responsible for monitoring (10x10 cm format)

3721. Auxiliary

3722. Extension worker

3723. Village chief

3724. Head of household

3725. Management committee (n.a.)

3726. Representative of the administration

3727. Herdsman

3728. Villager

3729. Village girl

3730. Village boys

Representation of the “Holistic model in pictures”

Since the two participatory monitoring modules – “choice of indicators” and “data collection & analysis” – deal simultaneously with goals of landscape, production and quality of life, monitoring will be symbolized, on the “holistic model in pictures”, by the icons for these elements of the holistic goal, with the “monitoring” inset in the lower right-hand corner.

FOLDER # 38: RE-PLANNING

Specific icon: Re-planning (square images, 10 x 10 cm)

3811. Repetition of the icon symbolizing the finalization of the grazing plan;

Plan/monitoring/oversight/re-planning cycle (1/2 A4 ladscape format)

3821. Transhumants arriving

3822. Group discussing over tea

3823. Management committee looking at the grazing plan

3824. “Conflict prevention” icon (# 0411)

3825. “Finalization of the grazing plan” icon (# 3211)

3826. “Participatory monitoring” icon (# 3611)

3827. Four arrows

ANNEX # 4
MONITORING INDICATORS

	QUALITY OF LIFE
Social cohesion	ü Frequency of conflicts ü Decision-making by consensus ü Organization of visits between villages ü Participation of all sub-groups in the community
Women’s participation	ü Management plans take women’s needs into account ü Women represented on Management Committee ü Participation of women in decision-making
Access to basic services	ü Existence of a dispensary/ health post ü Pharmacy ü School ü Adult literacy center ü Mosque ü Koranic school
Housing	ü Type of construction material used for dwellings ü Availability of community buildings
Water supply	ü Proximity ü Quality ü Availability / permanence
Stability of population	ü Displacement of families (time spent in one place) ü Transhumance of livestock
Personal well-being	ü Clothing purchases ü Personal hygiene ü Consumption of tea and other “luxury” items

QUALITY OF LIFE

Social cohesion

ü Frequency of conflicts

ü Decision-making by consensus

ü Organization of visits between villages

ü Participation of all sub-groups in the community

Women’s participation

ü Management plans take women’s needs into account

ü Women represented on Management Committee

ü Participation of women in decision-making

Access to basic services

ü Existence of a dispensary/ health post

ü Pharmacy

ü School

ü Adult literacy center

ü Mosque

ü Koranic school

Housing

ü Type of construction material used for dwellings

ü Availability of community buildings

Water supply

ü Proximity

ü Quality

ü Availability / permanence

Stability of population

ü Displacement of families (time spent in one place)

ü Transhumance of livestock

Personal well-being

ü Clothing purchases

ü Personal hygiene

ü Consumption of tea and other “luxury” items

PRODUCTION

Livestock

ü Quantity of milk produced (estimate; trend)

ü Marketing of milk (estimate; trend)

ü Duration of lactation (in months)

ü Calving (annual rate)

ü Age at first calving

ü Herd growth

ü Sale (number of head)

ü Mortality (esp. of young animals)

ü Condition of livestock at the end of the dry season

ü Distribution of supplemental feed during the dry season

Agriculture

ü Crop yields

ü Fodder harvest

ü Cultivated area

ü Crop diversity

ü Yield of picking/gathering (e.g. of gum arabic)

ü Frequency of damage caused by livestock

Handicrafts, trade

ü Production of articles (trend)

ü Participation in weekly markets (trend)

LANDSCAPE

Erosion

ü Exposed roots (rate)

ü Ravines (number, depth)

Water

ü Capacity of ponds (estimate; trend)

ü Amount of time ponds last (estimate; trend)

ü Depth of wells: water table (estimate; trend)

Fauna

ü Insects (presence of specific species; density)

ü Small rodents/mammals (idem)

ü Game animals (idem)

ü Predators (idem)

Soils

ü Denuded spots (rate)

ü Crust (hardpan) (rate)

ü Dunes (presence; area)

ü Plant litter (rate of coverage)

Other

ü Incidence of harmful cutting (number)

ü Brush fires (frequency)

ANNEX # 5
BASIC VOCABULARY

In preparing a training session, it is critical that the facilitator be in agreement with the relevant communities on the local-language equivalents for the terms most commonly used in presenting the holistic model.

The following list is, of course, not restrictive. Future users of the manual are urged to fill it out on an as-needed basis, but always with the community involved.

English

Annuals (plants)

Brush fire

Cause

Conflict

Cycle (of water, nutrients)

Degradation

Delimitation (of paddocks)

Ecosystem

Effect

Energy flow

Environment

Erosion

Farmer

Feed

Goal (of the community)

Grass

Grazing (time)

Grouping together (of livestock)

Health

Holistic (e.g., management)

Landscape

Litter (from plants)

Manure

Module (training)

Monitoring-evaluation

Nutrients (mineral, organic)

Image (i.e., picture)

impact (animal)

Iterativity

Overgrazing

Paddock (of grazing land)

Percolation

Perennials (plants)

Planning; Programming

Quality of life

Range-land

Reproduction

Resting (time)

Run-off (of water)

Shepherd/herder

Shrubs

Succession (ecological)

Sustainability

Symbol

Transhumant

Watering (of livestock)

Weak link/limiting factor

Etc…

ANNEX # 6
SUGGESTED IMPLEMENTATION SCENARIOS

To follow, the outreach team is invited to consider some strategies that might be envisaged in implementing the outreach cycle with the target communities.

Assuming that it takes about 40 hours to go through all 38 modules that make up the cycle, three possible scenarios are envisaged:

First approach : An intensive "crash course"

(a single community at a time; extremely intense)

Hours/day	Days/week	Hours/week	Duration (in weeks)	Total hours
6	7	42	1	42

Second approach: semi-intensive, associative

(simultaneous training of two neighboring communities)

May be more realistic,

Hours/day	Days/week	Hours/week	Duration (in weeks)	Total hours
3 1/2	4	14	3	42

Third approach: extensive, and also associative

(simultaneous training of up to three neighboring communities).

Disadvantage: it is difficult to maintain the continuity of the teaching process

Hours/day	Days/week	Hours/week	Duration (in weeks)	Total hours
3	2	6	7	42

The bespectacled crocodile

by John Hall

ANNEX # 1

ANNEX # 2

INSTRUCTIONAL FORMAT OF THE MODULES

To develop conflict prevention and resolution strategies

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

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

Instructional Unit: Herd management (3 modules; 3 hours)

Instructional Unit: Monitoring and re-planning (3 modules; 4 to 5 hours)

ANNEX # 3
GRAPHIC SUPPORT MATERIAL FOR THE MODULES

ANNEX # 4
MONITORING INDICATORS

QUALITY OF LIFE

Category

Indicator

Social cohesion

Women’s participation

Access to basic services

Housing

Water supply

Stability of population

Personal well-being

PRODUCTION

Category

Indicator

Livestock

Agriculture

Handicrafts, trade

LANDSCAPE

Category

Indicator

Erosion

Water

Fauna

Soils

Other

ANNEX # 5
BASIC VOCABULARY

ANNEX # 6
SUGGESTED IMPLEMENTATION SCENARIOS

The bespectacled crocodile

by John Hall

ANNEX # 1

ANNEX # 2

INSTRUCTIONAL FORMAT OF THE MODULES

To develop conflict prevention and resolution strategies

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

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

Instructional Unit: Herd management (3 modules; 3 hours)

Instructional Unit: Monitoring and re-planning (3 modules; 4 to 5 hours)

ANNEX # 3 GRAPHIC SUPPORT MATERIAL FOR THE MODULES

ANNEX # 4 MONITORING INDICATORS

QUALITY OF LIFE

Category

Indicator

Social cohesion

Women’s participation

Access to basic services

Housing

Water supply

Stability of population

Personal well-being

PRODUCTION

Category

Indicator

Livestock

Agriculture

Handicrafts, trade

LANDSCAPE

Category

Indicator

Erosion

Water

Fauna

Soils

Other

ANNEX # 5 BASIC VOCABULARY

ANNEX # 6 SUGGESTED IMPLEMENTATION SCENARIOS

ANNEX # 3
GRAPHIC SUPPORT MATERIAL FOR THE MODULES

ANNEX # 4
MONITORING INDICATORS

ANNEX # 5
BASIC VOCABULARY

ANNEX # 6
SUGGESTED IMPLEMENTATION SCENARIOS