CONTENTS · Web viewSECTION 1 About the Togean Islands. Conservation Education Campaign for the...

CONTENTS

SECTION 1

About the Togean IslandsConservation Education Campaign for the Togean IslandsInitial Conceptual ModelResults of Community Survey summaryRevised Conceptual Model

SECTION 2

The Flagship Species

SECTION 3

Campaign Implementation and Lessons Learned

SECTION 4

Signs of Success

SECTION 5

Recommendations

Acknowledgements

Appendices

1

SECTION 1

SITE DESCRIPTION: THE TOGEAN ISLANDS

LocationThe chain of Togean Islands occupies the center of the Tomini Gulf in Central Sulawesi, Indonesia. It lies between 0o8’21” - 0o45’12” South latitude and 121o33’21” – 122o23’36” East longitude (Figure 1).

The whole group of these islands stretches over a distance of 90 km. It is

composed of 6 main rugged islands and 60 relatively smaller and lower satellite islands. The land is mainly hilly or mountainous. The maximum elevation on the 6 main islands ranges from 354 m to 543 m.

Amongst the bigger islands, Una-Una is somewhat isolated and is about 30 km north of the chain. Una-Una together with Batudaka, Togean and Talatakoh, form the western part. Waleakodi and Waleabahi form the eastern component. The total land and marine area cover almost 200,000 ha, with approximately 100,000 ha of marine area.

Administratively, the Togeans consist of 2 sub-districts (kecamatans). Kecamatan Una-Una (the west) consists of 21 villages, while Kecamatan Walea Kepulauan (the main chain of islands) is formed by 16 villages.

PeopleRecent data on the Togean Islands’ population recorded approximately 33,749 inhabitants (Toloka Foundation, 2001), comprising of Togeanese, Bajau, Bobongko, Saluan, Buginese, Gorontalo and Javanese ethnic groups. The 1st 4 ethnic groups are believed to be the indigenous people. The Bajau people are full-time fishermen, while Bobongko are known as farmers. Other ethnic groups are part-time fishermen and farmers. They mainly grow cash crops, such as cocoa, cloves and coconut. Few people are involved in the government and tourism sector.

Poverty is the overwhelming economic issue throughout the islands. A total of 29 villages are classified as ‘poor’, in which the annual income per capita is less than Rp 700,000 (approximately USD 78).

2

Figure 1: Map of the Togean Islands

ClimateIn general, these islands have monsoon climate with relatively low rainfall compared to many other sites of Indonesia. The heaviest rainfall at Gorontalo (80 km north of Togean Islands) occurs in 2 periods, between April – July and November – December, in which monthly rainfall fluctuates between 110 – 119 mm per month.

In Indonesia, the prevalent winds are the southeast (May – September) and northwest (November – March), although the pattern is highly variable depending on locality. Conservation International (C.I) Marine RAP (1988) noted that reef morphology in several sites in the Togeans indicated that prevailing winds are generally from the northeast, and the Minahasa Peninsula moderates their influences.

This reference, also recorded that the temperature at sea-level ranges from 29 oC to 33 oC. This temperature is warmer in comparison to the Philippines and Milne Bay. Significantly, this report recorded that coral bleaching occurred in 21 out of 24 sites studied, where the warmest temperatures were evident.

BiodiversityThe Togean Islands still have crystal clear seawater, and are globally very important as part of the region’s ‘coral triangle’ (between Sulawesi, Philippines and Papua New Guinea). The marine and coastal area consists of 3 major ecosystems: coral reef, mangrove and seagrass bed.

The coral reef ecosystems in these islands have 4 major types of reef structures, namely: fringing reef, patch reef, atolls and barrier reef. The 1998 CI-Marine RAP (Allen, et al., 2001) in Togean and Banggai revealed that this ecosystem is rich in marine biodiversity. At least 262 species of coral are found in the Togeans. Among these, 45 species of coral can only be found in Togean, of which 42 species are from the Acropora genus. The endemic Acropora togianensis is commonly found. The survey suggests that about 60 % of coral reefs are still in good condition. Furthermore, 541 species of mollusc from 103 families were also recorded in this assessment. Also, a diverse reef fish fauna was observed: 596 fish species in the Togeans and 464 species in Banggai.

The mangroves protect the island against erosion and support a wide range of flora and fauna. In addition, the beaches are home for the coconut crab (Birgus latro), a species that is included in the list of Indonesian protected fauna.

In terms of the terrestrial biota, an endemic species of macaque is only found in the forest of Malenge Island. This is the Togean macaque (Macaca togeanensis), locally known as Fonti or Yakis. The lowland forest of the Togeans are also home for the Sulawesi Hornbill (Rhyticeros cassidix).

Threat to Togeans’ Biodiversity Destructive fishing techniques – especially those using dynamite and cyanide - are a major threat to the marine resources here. Although, these destructive behaviours have been in practice since colonial times, the technique and method has undergone significant development. In the early days, the destructive material was made of natural ingredients (e.g. explosive powder, locally known as serbuk kuning, stuffed into a dry coconut shell). Now the technique includes the use of dynamite made of crop fertilizer stuffed into a soft-drink bottle. In addition, instead of throwing the bomb into the seawater, a detonator is now frequently used (Sundjaya, 2001).

3

Allen et al. (2001) explained that the threat toward Togeans’ environment not only comes from illegal fishing methods. Land-based threats are also a cause for concern. The lowland forests have been heavily logged. Uncontrolled native forest-clearing for agriculture has also taken place, contributing to erosion, which in turn leads to sediment deposits in coastal waters. The sediment can smother and kill coral reefs.

Area StatusSeveral stakeholders have proposed the creation of a conservation or reserve area in the Togeans. In 1989, the Governor of Central Sulawesi (letter number 503/3931/DINHUT/1989) proposed that 100,000 ha in the western part of Togeans be designated as a Marine Park. The Ministry of Environment proposed that the same area be designated as a Marine Nature Reserve. Bappenas (1993) proposed the Togeans to be a Multiple-use Reserve. Just recently, The Toloka Foundation with support from the Natural Resources Management Project (NRM)/EPIQ USAID, developed mapping system for the Togeans (Toloka Foundation, 2001). This was developed using a community-based participatory approach. The resulting map exhibits the current condition of the island and community land-use, including agriculture. It has been proposed that this map be a reference in determining the status of the area, including its zonation. Unfortunately, these ideas have not yet been acted upon.

4

Key: participated in 1st meeting only participated in 2nd meeting only participated in both meetings

CONSERVATION EDUCATION CAMPAIGNFOR THE TOGEAN ISLANDS

PROJECT PLANNING

1. Stakeholder MatrixLocal stakeholders were involved in the project-planning process in an effort to raise project “ownership” by the Togean community, as well as to obtain valuable information and perspectives about the marine and coastal environment in the target area. Two stakeholder meetings were conducted. The participants are detailed below:

Table 1. Stakeholder Matrix – initial community meeting

NoParticipant/ Stakeholder Name Key Issues Interest/Motive

Potential Contribution Consequences

(what participant brings

to the meeting)(what the meeting can

give to participant)

1Head sub-district of Una-una

A. Bakir

KKN, regional autonomy, conflict resolution, government endorsement

potential for buy in/endorsement, knowledge in government structural issues, budget for development project

alternatives in creating government proposal/ project for developing the area

provide government view and perspectives, ensure project buy in and support at the regional government level

2Head sub-district of Walea Kepulauan

M. Iqbal R


potential for buy in/endorsement, knowledge in government structural issues, budget for development project

alternatives in creating government proposal/ project for developing the area


3Sub-district's Secretary of Walea Kepulauan

Admin Lasimpala


potential for buy in & support in project implementation, knowledge in government structural issues, budget for development project

alternatives in creating government proposal/ project for developing the area, get input directly from community level


4Walea Kepulauan Sub-district's Staff

Kadir Salelang, Ilyas AK, Arifin

Ute


potential for buy in & support in project implementation, knowledge in government structural issues, budget for development project

alternatives in creating government proposal/ project for developing the area, get input directly from community level


5 Una-una Chief Police Officer Arifin Kadir Law enforcement

knowledge in law enforcement in the area, destructive fishing cases

support and cooperation in finding ways to reduce destructive fishing

provide local legal perspectives and practices, ensure law officer participation, build knowledge

6Walea Kepulauan Deputy Police Officer

A. Toya Law enforcementknowledge in law enforcement in the area, destructive fishing cases

support and cooperation in finding ways to reduce destructive fishing

provide local legal perspectives and practices, ensure law officer participation, build knowledge

5

7Togean Communication Forum (FORMAT)

Ilham Salelang (Una-una) & LL

Latowale (Walea Kep)

community access to nature resource, community participation, nature resource management

potential for collaboration, knowledge on key person in each village, project benefit for their village, traditional resources usage

incorporate traditional knowledge and practices in this project

ensure community buy in and participation, incorporating local and traditional knowledge to the issues, balance between government and community 'hidden' agenda.

8 Adat Incerahe, Udin Latif (AMAT) ;

Yasin L (AMASUTA)

traditional and local knowledge, traditional rights in nature resource management

potential for traditional information, knowledge in traditional rights, nature resources management, key person to be involved in the project

incorporate traditional knowledge and practices in this project

ensure community buy in and participation, incorporating local and traditional knowledge to the issues, balance between government and community 'hidden' agenda.

/continued…..No

Participant/ Stakeholder Name Key Issues Interest/Motive


(what participant brings



9Jaringan Pencinta Alam Togean (JAPAT)

Aco L

environmental destruction/degradation, private investor activities within the sea area

knowledge in environment issues in the area, environment perspectives from young generation, potential collaboration for youth activities

ideas and design for youth activities, increase young generation role in nature conservation

ensure youth participation, build knowledge, raise interest of youngster to the project

10Jaringan Ekowisata Togean (JET)

Ghalib Labatjo

political and economic instability impact to tourism, continuity in tourism entrepreneur

improve tourism site quality, increasing number of visitation, facing the tourism crisis

Generate ideas, play role in conserving the natural resources

build knowledge and support from the tourist industry

11 Fishermen

Bahtiar Pangewang

(Malenge); Asri Saudang

(Kabalutan/also BPD

member)

destructive fishing, market, fishing technology and food technology

market development, fishing technology and tools, dealing with the economic crisis

improve tools and technology in fishing, alternative food technology

ensure fishermen participation, build knowledge

12

Community Organization (KSM)/Community's local facilitator

Mangkona (KSM

Samaturu), Basri Kandusu & Sarini (KSM Biga Bangkit), Risman Labatjo

(Lembanato)

knowledge of community empowerment program

potential for buy in, knowledge on community's problem, have skills and experience in community gathering/mobilization

alternative in creating project proposal, might get new perspectives on project planning and implementation

ensure community participation, might support project implementation

13 Local NGO

Erwin Husain (Toloka

Foundation); Wirdan Al

Hasni (PIJAK Foundation)

knowledge about what had been done, problems from local NGOs perspectives

potential for local NGO buy in, potential for collaboration in project implementation

alternative in creating project proposal, might get new perspectives on project planning and implementation

ensure other NGOs participation, might have negative sentiment to international NGO

14 Village Head & Staff

SY.A. Engke & Muhtar

Lawodang & Abd. Dahab. S. Rahasa & Abd.

alternative program to support village welfare

potential for village buy in, information of village and the people need to improve their welfare

opportunity to meet sub-district officer, meet other village staff, information about threat & opportunities

ensure village participation, might expected project as giving out fund

6

Hanan (Malenge); Sudirman

Djudirahi & Nurlan A

(Lembanato); Abd. Rasyid S.

Kantja, Muhammad R

& Atjo Ambololo (Tumotok)

in natural resource management

15Village Representative House (BPD)

Abubakar

Village regulation, village taxes on natural resources, village natural resources management

potential for villages buy in & support in project implementation; knowledge on village and the people's everyday live

information about threat & opportunities in natural resources management,

ensure village participation, support village in drafting regulation

16 Tourism entrepreneur

Fatah/Bolelanga Cottage

visitor number, business prospect

trend in tourist visitation and itinerary

nature resources as tourism attraction, expanding market

ensure enterprise involvement and support

/continued….

NoParticipant/ Stakeholder Name Key Issues Interest/Motive


(what participants bring



17 Local guide Farid Labollovisitor number, business prospect

trend in tourist visitation and itinerary

nature resources as tourism attraction, expanding market

ensure enterprise involvement and support

18 Religious leader

Ustadz Anwar H

moral issues, religious missionary

conservation from religious aspects

religious and conservation relationship

ensure religious leaders support and involvement, build knowledge in conservation issues

19

Walea Kepulauan Sub-district's Office of Education and Learning

Nurlaila Tahir

school curriculum, conservation/environment material, quality of educational tools, quality of graduate student

educational quality and condition at present

education material and activity

ensure educational authority involvement and participation, build knowledge, reach more people

20

Rep. Of Una-una Sub-district's Office Education and Learning

Deki Labollo





21 Teacher Arpan Hasan Basri





22 Teacher/women

Ustzh. Mardiyah

school curriculum, conservation/environment material, quality




7

of educational tools, quality of graduate student

23 WomenRahima (Mama Ece) & Ninong

Labolo

Decision-making in family, gender base employment

women role in decision making for nature resource management

decision making patterns, gender role practices in daily life

ensure women and family participation, maintain gender balance, get women perspectives

Most of the 1st-meeting participants attended the 2nd meeting. 32 people attended the 1st meeting, and 23 people attended the 2nd meeting.

It seems that from the 1st invitation, people were curious about the organization and program. In addition, public transportation was available for the 1st meeting. During the 1st meeting, the venue for the 2nd meeting was offered by the head of the village and agreed by the participants. Unfortunately, the 2nd village was not on the route of commercial public transportation. Nevertheless, the 2nd meeting’s discussion was more ‘participatory’; the stakeholders were ‘talking’ to each other, instead of just to the meeting’s facilitator.

The discussions were also very informative and more focussed and specific - helping to make the conceptual model clearer (compare Initial Conceptual Model with the Revised Conceptual Model).

8

Key: participated in 1st meeting only participated in 2nd meeting only participated in both meetings

Figure 2: Initial conceptual model, as the result of 1st stakeholder meeting. The meeting was conducted in Malenge Village, August 8, 2001.

Destructive fishing

Economy needs

Lack of information

Lack of education

Mangrove destruction

Coral & sand mining

Rare/protected sea animal hunting

Improper placement of fishing tools

Waste/garbage pollution

Illegal housing

Siltation

Forest fire

shifting cultivation

Illegal logging

erosion

Irresponsible investation

Lack of law enforcement

No alternative for building material

TOGEAN’S COASTAL &

MARINE ENVIRONMENT

9

COMMUNITY SURVEY RESULT - SUMMARY

Data Collection Process Data collection to validate the Initial Conceptual Model and to help identify SMART objectives for the campaign was conducted using structural interview techniques. A questionnaire consisting of 30 open and multiple-choice questions solicited information on the respondents’ personal data (age, main occupation), opinion and knowledge about the Togean environment (direct threats, intensity and type of mangrove usage, basic ecological knowledge), media preference (type of music, favorite radio station and program, newspaper preference) and the flagship species for campaign and possible slogan. 500 questionnaires were distributed to 24 villages (covering 2 subdistrict/kecamatan) within the Togean Islands. 380 questionnaires from 20 villages were returned and 377 were considered valid for analysis using Survey Pro software.

The student visited villages throughout the Togeans and explanations as to the purpose of the site assessment process were made to the Village Head. The Head of the Village selected the interviewer. The interviewer was trained briefly in survey techniques. A short printed manual on how to do the survey was also given to interviewer.

The actual process of conducting the questionnaire survey differed slightly from the plan suggested during the Conservation Education Campaign (CEC) placement in Kent and in the manual. This is because of the dispersed location of the islands and political/NGO sensitivity. Without the Head Villager’s consent, the survey would have not been possible. A small amount of money was given to interviewer to pay for sending the filled questionnaire to the sub district capital.

Summary of Survey Results

A. Respondent Description

Box 1. Age

Box 2. Occupation

Age

28.4% 28-35 years 20.4% 21-27 years18.0% 36-45 years 12.5% 46-55 years11.9% 16-20 years 4.8% 10 - 15 years3.4% over 55 years 0.5% refused to answer

Main Occupation

32.6% Farmer 21.0% Fishermen13.5% Housewives 10.1% Unemploy5.8% Student 4.8% Seller 3.7% Teacher 1.6% Tourism service1.3% Civil servant 1.3% Motorcycle rent driver0.5% No permanent job 0.5% Nurse0.5% Carpenter 0.5% Entrepreneur0.3% Police/army 1.9% Other

10

B. Information/Entertainment Media Preferences

Figure 3. Favourite Radio Station

Table 2. The Big 5 - Favorite program based on main occupationOverall Farmer Fishermen Housewives Unemployed Student Other

News 53.1% 61.1% 52.7% 46.7% 28.6% 42.9% 61.3%Music 23.1% 10.6% 23.0% 26.7% 60.0% 33.3% 19.4%

Religious 8.3% 4.4% 12.2% 13.3% 5.7% 9.5% 8.1%Village 8.0% 15.9% 6.8% 4.4% 5.7% 0.0% 1.6%

Soap opera 2.0% 1.8% 1.4% 4.4% 0.0% 4.8% 1.6%Other 5.4% 6.2% 4.1% 4.4% 0.0% 9.5% 8.1%Totals 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Table 3. The Big 5 - Favorite program based on ageOverall 28-35 yrs 21-27 yrs 36-45 yrs 46-55 yrs 16-20 yrs Other

News 53.1% 64.1% 39.2% 65.0% 48.7% 34.9% 58.1%Music 23.1% 16.5% 37.8% 6.7% 0.0% 60.5% 19.4%

Religious 8.3% 4.9% 9.5% 8.3% 25.6% 0.0% 6.5%Village 8.0% 8.7% 6.8% 10.0% 17.9% 0.0% 3.2%

Soap opera 2.0% 2.9% 1.4% 1.7% 2.6% 0.0% 3.2%Other 5.4% 2.9% 5.4% 8.3% 5.1% 4.7% 9.7%Totals 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Box 4. Favourite type of music

35.7% Dangdut24.8% Samrah/Qasidah/Gambus22.9% Pop 7.2% Pop Manado4.5% Rock 2.7% House music/rave0.8% Keroncong 1.3% other

Box 3. Preference time of radio listening

32.8% afternoon, 12.00 - 15.00 17.7% morning, 06.00 - 09.0014.5% afternoon, 15.00 - 18.00 14.2% morning, 09.00 - 12.0014.0% night, 18.00 - 21.00 6.7% night, after 21.00

Box 5. Favourite Newspaper

43.2% Mercusuar36.1% Never read newspaper18.8% Poso Pos1.9% MAL

11

C. Perception and Knowledge of Togean’s Environment

Table 4. Direct threat to environment as perceived by different occupation groups

Overall Farmer Fishermen Housewives Unemployed Student Other

Bomb fishing 85.7% 85.4% 96.2% 76.5% 81.6% 90.9% 81.2%Cyanide fishing 67.6% 68.3% 91.1% 52.9% 47.4% 72.7% 59.4%illegal logging 37.9% 47.2% 38.0% 27.5% 34.2% 27.3% 34.4%Deforestation 15.4% 16.3% 11.4% 23.5% 10.5% 4.5% 18.8%Marine destruction 9.8% 6.5% 5.1% 13.7% 15.8% 13.6% 14.1%Mangrove destruction 8.2% 13.0% 2.5% 3.9% 7.9% 0.0% 12.5%

Coral mining 6.9% 5.7% 6.3% 3.9% 2.6% 4.5% 15.6%Environment destruction 4.8% 3.3% 0.0% 11.8% 10.5% 0.0% 6.2%

Garbage/litter 2.9% 3.3% 5.1% 3.9% 0.0% 0.0% 1.6%* multiple answers can total over 100%

Figure 4. The impact of tree-cutting on the marine condition

Siltation

Don’t know

Sea water become brown color

No effect

Difficult to catch fish

Can have land for agriculture

12

Table 5. How respondents in different occupation categories perceived the impact of tree-cutting on the marine environment

Farmer Fishermen Housewives Unemployed Student

Siltation 33.3% 20.3% 27.5% 36.8% 18.2%Don’t know 22.8% 26.6% 29.4% 13.2% 18.2%Sea water become brown color 13.0% 12.7% 13.7% 34.2% 18.2%

No effect 13.8% 20.3% 7.8% 10.5% 22.7%Difficult to catch fish 10.6% 15.2% 15.7% 5.3% 13.6%Can have land for agriculture 6.5% 5.1% 5.9% 0.0% 9.1%

Total 100.0% 100.0% 100.0% 100.0% 100.0%

13

Mangrove: Its Usage and Function

Figure 5. Mangrove usage frequency

Table 6. Use of mangrove wood based on different groups

Overall Farmer Fishermen Housewives Unemployed Student Other

Firewood 70.5% 70.5% 69.6% 84.3% 71.1% 63.6% 62.5%Building material 19.1% 29.5% 16.5% 7.8% 7.9% 9.1% 21.9%Never use 9.3% 4.9% 8.9% 7.8% 15.8% 18.2% 12.5%Place to catch fish 8.2% 9.0% 10.1% 7.8% 2.6% 9.1% 7.8%

Coloring material 7.2% 10.7% 8.9% 5.9% 5.3% 0.0% 3.1%

Recreation 5.3% 3.3% 2.5% 5.9% 5.3% 4.5% 12.5%Cosmetic/face powder 1.9% 1.6% 0.0% 3.9% 5.3% 0.0% 1.6%

Salt 0.8% 1.6% 0.0% 2.0% 0.0% 0.0% 0.0%Other 1.6% 2.5% 3.8% 0.0% 0.0% 0.0% 0.0%* multiple answers can total over 100%

Table 7. Function of mangrove forest based on different group perspectiveOverall Farmer Fishermen Housewives Unemployed Studen

t Other

Protect from island erosion 59.7% 64.2% 54.4% 52.9% 63.2% 54.5% 62.5%

Place of egg fish 41.1% 43.9% 36.7% 43.1% 31.6% 18.2% 53.1%Prevent flooding 10.6% 7.3% 15.2% 7.8% 7.9% 13.6% 14.1%Don’t know 8.2% 8.1% 8.9% 11.8% 7.9% 13.6% 3.1%Reduce mosquito 4.2% 3.3% 7.6% 2.0% 0.0% 13.6% 3.1%No answer 1.1% 2.4% 0.0% 0.0% 0.0% 0.0% 1.6%Other 0.5% 0.8% 0.0% 0.0% 0.0% 4.5% 0.0%* multiple answers can total over 100%

1-3 times/month

Never use

Everyday

1-3 times/week

1 time/year

Depend on needs

1-2 times/year

Other

14

D. Flagship Species and Slogan for Conservation Education Campaign

Figure 6. Main Attraction of Togean Island

Table 8. Flagship Species preference by occupation

Overall Farmer Fishermen Housewives Unemployed Student OtherNapoleon wrasse 33.2% 25.2% 34.2% 41.2% 47.4% 22.7% 35.9%Hornbill 28.1% 38.2% 16.5% 19.6% 28.9% 31.8% 28.1%Coconut crab 11.7% 12.2% 11.4% 13.7% 7.9% 4.5% 14.1%Holothruidae 11.1% 10.6% 21.5% 9.8% 5.3% 18.2% 1.6%Green turtle 10.1% 8.1% 12.7% 7.8% 5.3% 18.2% 12.5%Don’t know 2.7% 3.3% 2.5% 2.0% 2.6% 0.0% 3.1%No answer 1.3% 0.0% 1.3% 3.9% 2.6% 4.5% 0.0%Other 1.9% 2.4% 0.0% 2.0% 0.0% 0.0% 4.7%Totals 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Table 9. Campaign Slogan Preferences

Lestari Alamku, Jaya Togeanku Save My Nature, Victory My Togean 29.4%

Torang perlu suntung, Ngana butuh ikan, Torang semua jaga laut lebe baik

I need squid, you need fish. All of us, we take better care of our ocean 15.1%

Alam Togean hanya ada di Togean Togean’s nature can only be in Togean 14.6%

Cintaku, Togeanku My love, My Togean 11.7%

Togean - alami dan abadi, menyenangkan hati

Togean – natural and forever, bring happiness to all of us 11.1%

Other 18.0%Totals 100.0%

Sea

Beach

Tradition & culture

History

Forest

Other

15

REVISED CONCEPTUAL MODEL

In order to review the outcomes of the 1st stakeholder meeting and to review the results of the first community survey, a 2nd stakeholder meeting was held. It was conducted in Tumotok Village, September 9, 2001.

The 2nd meeting produced a revised version of the conceptual model and confirmed the flagship species and slogan for the campaign. Below is the revised conceptual model.

16

Insufficient human resources

District (kabupaten) policy

TOGEAN’S COASTAL &

MARINE ENVIRONMENT

Mangrove destruction

Destructive fishing technique (bom & cynide)

Coral mining

Unsustainable harvesting of

rare/protected animal

Waste/litter dumping

Inappropriate housing location

siltation

Forest fireIneffective agriculture technique/habit

Illegal logging (commercial & small scale)

Erosion

Irresponsible investation

Economy disrepancy between those who done destructive act

& non

Information lack of

alternative

Lack of environmental

awareness

Lack of law enforcemen

t

Lack of alternative building material

Coral reef destruction

Collusion & corruption

Economic dev. Prog. (of govt) opportunities not reach target community

Lack of information

/knowledge of law

Ineffective law officer

No control of explosive material

Inaccurate knowledge on conservation

Water catchment supplydeforestation

Dry season

Figure 7. Revised Conceptual Model

17

THE TOGEAN’S CONCEPTUAL MODEL SUMMARY

The National Government for the Togean’s has recognized the “Coastal and Marine Environment” as an important habitat - upon which the human community depends their livelihood. It is intended by national government to be a pilot for small islands management. It will be referred to herein as “the target habitat”.

Destructive fishing techniques (using dynamite & cyanide) are the major direct threats to the target habitat. Other direct threats are coral mining and the harvesting of rare/protected fauna, such as the coconut crab (Birgus latro) and the Napoleon wrasse (Cheilinus undulatus). Destructive fishing and coral mining are directly related to coral reef destruction. While most people are aware of this impact and the relationship between the coral reef’s condition with fish supply, most of them do not know of sustainable alternatives.

Within the coastal environment, mangrove destruction and deforestation are common threats to the islands, exacerbating siltation and reef degradation. Other factors that influence the target condition are the availability of fresh water and fuelwood. Almost all the villages in the Togean Islands, depend on the mangrove forest for their firewood and building material needs. The questionnaire survey showed that about 60 % of respondents are aware of the importance of mangrove forest in protecting the islands from erosion and as fishery nursery grounds. In contrast, a study of 5 villages (Nugroho & Al Hasni, 2001) showed that ineffective techniques of mangrove harvesting contribute to its destruction. The questionnaire also showed that only 30 % of respondents were aware of the effects of mangrove cutting on erosion and siltation.

Commercial and small-scale logging, as well as land conversion and ineffective use of agricultural land, contributes to deforestation in the Togean Islands. These result in erosion which leads to siltation. They also affect the water supply in the area - in some villages, fresh water is scarce and this situation can become worse in the dry season.

Ineffective law enforcement and irresponsible activities of local/foreign investors also contributes to destructive behaviour. Government development programs and funding are often perceived as being unfair and not strategically planned or implemented.

This conceptual model was prepared to describe the Togean’s coastal and marine environment. It represents the community’s thoughts and perceptions. The development of this conceptual model went through the process of stakeholder meetings and a community survey.

18

References

Sundjaya (2001). Destructive Fishing in Togean Islands Coral Reef Conservation for Community Livelihood (Preliminary notes from field). Conservation International – Indonesia, Palu, Central Sulawesi. (unpublished).

Allen, G.R, T.B. Werner and S.A McKenna (Eds), 2001. A Rapid Biodiversity Assessment of the Coral Reefs of the Togean and Banggai Islands, Sulawesi, Indonesia (draft). RAP Bulletin of Biological Assessment 20. Conservation International, Washington DC

19

SECTION 2

FLAGSHIP SPECIES DESCRIPTIONNAPOLEON WRASSE

(Cheilinus undulatus, Rupell 1835)

Species Description: Characteristics and BehaviourIn taxonomy nomenclature, this fish is categorised (Ruppell, 1835 in www.fishbase.org) as below:

Phylum: Chordata Class: Actinopterygii (ray-finned fishes)

Order: Perciformes Family: Labridae (Wrasses)

subfamily: Cheilininae

During the juvenile stages, this fish is pale green with dark vertical lines. As it reaches its adult stage, the body colour becomes green-blue with darker vertical lines. On the forehead it develops a ‘bump’ (this fish is also known as Humphead wrasse). There are irregular lines on the face and 2 black lines behind the eyes (it is also known as Maori wrasse). It has thick lips. This fish can grow to a gigantic size. It has been recorded at 229 cm in length and 191 kg (www.fishbase.org)

Randall, Allen, and Steene (1990) and Leiske and Myers (1994) described this fish as a solitary species, but it may be found in pairs. This species usually shies of humans except at some tourist centers where divers feed it. Adult Napoleon wrasse rove across the reefs by day and rest in reef caves and under coral ledges at night. Although there is no accurate information on the longevity, they probably live to be at least 40 –50 years old.

Napoleon wrasse feed on a wide variety of molluscs, fishes, sea urchins, and

crustaceans (Randall, Allen & Steene, 1990; Leiske & Myers, 1994). They are one of the few major animals that eat the poisonous Crown-of-Thorns-starfish (Acanthaster plancii). In addition, they eat other toxic prey such as boxfish (Ostraciontidae) and sea hares.

Species Distribution The Napoleon wrasse is widely distributed in the Indo-Pacific region. It ranges from the Red Sea and East Africa to the Tuamoutu Islands, and from New Caledonia and Australia to the Ryukyu Islands of Japan (Randall, Allen & Steene, 1990; Leiske & Myers, 1994).

In the Togean Islands (Central Sulawesi, Indonesia), according to the 1998 CI Marine RAP (Allen, Werner, & McKenna (Eds). 2001), this species was found in:

Figure 8: Cheilinus undulatus (www.divernet.co.uk)

20

http://www.fishbase.org/

http://www.fishbase.org/Summary/FamilySummary.cfm?ID=362

http://www.fishbase.org/Summary/OrdersSummary.cfm?order=Perciformes


Site 1: South tip of Waleabahi Island (0o 23.74’ S, 122o 24.20’ E) Site 12: Una-una village, Una-una Island (0o 08.75’ S, 121o 39.55’ E) Site 20: Southeast side Batudaka Island (0o 31.49’ S, 121o 51.62’E) Site 28: Dongolalo Point (0o 57.35’S, 123o 28.95’ E)

The same survey conducted in the Banggai Islands, found the fish in: Site 37: Atoll South of Treko Island (2o 06.89’ S, 123o 26.65’ E) Site 47: Makailu Island (1o 20.73’ S, 122o 49.65’ E)

According to several fishermen in Kabalutan Village, this species is now relatively hard to find compared to 10 years ago1. The traditional fishing ground for this species is near the village. The local names for these locations are: Sappa ruma, Pasibata, Silanga malalang, and Torohua masing.

Species Habitat TypeCheilinus undulatus is a tropical reef–associated species. It can be found in the marine depth range from 1 - 60 m. This species inhabits steep outer reef slopes, channel slopes, and lagoon reefs (www.fishbase.org). The juvenile lives among branching corals in shallow lagoons, especially where staghorn Acropora corals abound. The adults prefer the upper edges of lagoon pinnacles and steep coral slopes (Randall, Allen & Steene, 1990; Leiske & Myers, 1994).

Species Population: Size & TrendsAccording to the 1998 CI Marine RAP result (Allen et al. 2001) conducted in the Togean Islands, the level of relative abundance was categorised as occasional – in which this species is infrequently sighted and usually in small numbers but may be relatively common in a very limited area.

Pet-Soede et al. (2001) studied the species and size composition of fish community structures using the underwater visual census (UVC) on Indonesian coral reefs subjected to different levels of fishing intensity. The comparison was made between reefs in Spermonde Archipelago and Komodo Island. The research indicated that in Komodo, density of C.undulatus was about 15 individuals/ha, while none were found in Spermonde during the research period. In addition, C.undulatus contributed 5 % to total fish biomass at reefs in Spermonde and Komodo.

1 This was revealed during the PRA (participatory rural assessment) during the process of developing a village regulation to secure traditional fishing ground from destructive fishing techniques. According to several fishermen, between 2001 and 2002 they felt lucky if they caught 3 kg of Napoleon wrasse, while 10 years ago (demand from international market was not high) they caught about 60 kg. (Sundjaya & Sundjaya, Field notes and logbook, 2002)

Figure 9: Map of Kabalutan Village & traditional fishing ground

21


Species Reproductive RateAllen & Steene (1996) report that most wrasse are capable of changing sex from female to male. However, it is not clear if this sex changes applied to C. undulatus. If it does apply, the biological process was not explained. Yudana (2001) reported that sex alteration occurs when they reach 5 –10 years old or weigh 10 –15 kg. Again, it was neither clear if it happens to C. undulatus (as part of the Labridae family), nor how the process of sex change happened.

Sadovy (2001) explained that the lifespan of this species is at least a couple of decades, with low replacement rates. This means that it is unlikely to recover readily from anything other than the low levels of local fishing effort to which it was exposed in the past. This explanation is supported by facts described by Yudana (2001), in which this species finds it difficult to reproduce outside of its habitat. According to Yudana (2001), experiments to breed this species in captivity found that the replacement rate is low. The survival rate of this species in this experiment was only 2-3 %. This means that only 2-3 young Napoleon wrasse will survive and reach adulthood from 100 individuals at birth.In addition, Wiwik Heny Winarsih (Kompas, 2002) explained in an interview that major challenges in aquaculture for this species include the difficulty in obtaining a mature wrasse from the wild and a high mortality rate during the initial larval stage. According to Winarsih, the reproduction pattern of the Napoleon wrasse follows the lunar system with fluctuations in reproduction frequency and number of eggs being produced.

Risk of ExtinctionA major threat to the existence of the Napolean Wrasse is created by the high demand for its consumption as food - especially from Hong-Kong (Johannes & Riepen, 1995; Sadovy, 1997; Lee and Sadovy, in press in TRAFFIC East Asia and WWF Hong Kong Report). A study by TRAFFIC East Asia and WWF Hong Kong revealed that this species is consumed more as a status symbol than for its taste and texture. The combination of high demand, prestige gained from the ‘exotic’ gourmet and the fact that it is an endangered species has resulted in a high economic value for the fish (Barber & Pratt, 1997). This all contributes to the use of destructive fishing techniques, using cyanide, to catch this fish in live form.

According to a fisherman in Kabalutan Village (Togean Islands – Indonesia), 10 years ago this fish did not have a high economic value. At that time, this species could be easily seen, swimming underneath houses2. The younger form was used as bait to catch fishes usually - by fisherwomen. But since then, this species has become difficult to find in the wild. According to several fishermen, in 1998 they could catch about 60 kg per year, while in 2001 catching 1-3 of this species (weight about 3 kg) is considered lucky.

Conservation StatusThe status of this fish in the 2000 IUCN Red list is vulnerable. According to this list, the species is facing a high risk of extinction in the wild in the medium-term future, based on population reduction, in the form of:

2 Bajau (Sama’) ethnic (the majority of Kabalutan Village in Togean Islands - Indonesia) were known to set up houses (permanent or temporary) in the sea, above coral areas.

Figure 10. Fishing house of Bajau (Sama') ethnic Figure 10. Fishing house of Bajau (Sama') ethnic group - (owned by Pua' Loonggroup - (owned by Pua' Loong))

22

1) An observed, estimated, inferred or suspected reduction of at least 20 % over the last 10 years or 3 generations, whichever is the longer, based on (and specifying) actual or potential levels of exploitation

2) A reduction of at least 20 %, projected or suspected to be met within the next 10 years or 3 generations, whichever is the longer, based on a decline in area of occupancy, extent of occurrence and/or quality of habitat actual or potential levels of exploitation.

Social – Economic ImportanceThe Napoleon wrasse or C. undulatus as it is known in the English and scientific literature are not the words that the Togean’s people used locally. This important species is locally known by the Togean people as Maming. Interestingly, the seafaring ethnic in Togean - the Bajau people – have different names for the fish during different phases of its life. For the small Napoleon wrasse (below 1 kg) the Bajau people call the fish Kukuhu, while for the adult (or those weighing more than 1 kg) the name is Langko’e (Saudang, 2001, pers. comm). This indicates a significant meaning of this creature to people’s daily lives.

This species in the live form (along with the Polka dot grouper – Cromileptis altivelis) currently has the highest price within the live fish market. Hence, it has a high economic value for the Togean people. Usually, local fishermen catch this fish and sell it to middlemen (who have access to the international markets). While waiting for middlemen, the fish is kept alive in “fish camps” 3.

The high economic value is tied up with the wealth gained by those involved. By selling a live Napoleon wrasse, a fisherman can get a satellite dish (for television), electronic goods, ceramic tiles for their house, etc. Some fishermen would rather let their motorboats sink than lose a Napoleon Wrasse (Lowe, 1999).

Regulations regarding this species, especially in terms of its trade, were available. Nevertheless, from initial and brief observation and discussion with some community members, these regulations were not enforced. These available regulations are:

Minister of Agriculture’s Decree, No. 375/Kpts/IK.250/5/95: Prohibition of Capturing Napoleon Wrasse (Cheilinus undulatus)

Minister of Trade’s Decree, No. 94/Kp/V/95: Prohibition in Exporting Napoleon wrasse (Cheilinus undulatus)

General Directorate of Fisheries’ Decree, No. HK. 330/S3.6631/96: Regulation on Size, Location, and Ways of Capturing Napoleon wrasse (Cheilinus undulatus)

Even though brief field observation (in 2 live fish camps in Tumpang village, mid-November 2001) showed that Napoleon wrasse were captured for trade, there was no data available in the Fishery Office (Province level) on the annual trade value for this fish.

In accordance with the community survey, 33 % of respondents chose this species as the mascot for the CEC. Among these respondents, fishermen (34 %), housewives (41 %), and unemployed (47 %) groups were the largest groups that chose this species.

Figure 11. Views on the animal that gives most pride

3 In mid-1997, prices given to fishermen who sell Napoleon wrasse alive was $7.50 per kg; while the prices paid in fish camps was $ 125 (Lowe, 1999). In 1995, the price for this species in a Hong Kong restaurant was $ 180 per kg (Robert E. Johannes and Michael Riepen, Environmental, Economic, and Social Implications of the Live Fish Trade in Asia and the Western Pacific, Consultants Report to The TNC and The South Pacific Forum Fisheries Agency, 1995 in Lowe, 1999)

23

Respondents that chose the Napoleon as the flagship species for the campaign based their answers on various reasons. Most of the reasons were because of its high price in the market and the fact that it needs protection due to the threat of extinction.

Mascot Species(The 3 Favourites)

Reason for Choosing the Species as Mascot for CEC(% Cross tab; N)

Overall

(100 %; 377)

Rare/Difficult to

find(27.6 %;

104)

Expensive

(25.2 %; 95)

Need Protection

(24.9 %; 94)

Other

(22.3 %; 84)

Napoleon wrasse (Cheilinus undulatus)

33.2 %

125 resp.

25.0 %

26 resp.

51.6 %

49 resp.

50.0 %

47 resp.

3.6 %

3 resp.Red-knobbed Hornbill (Rhyticeros cassidix)

28.1 %

106 resp.

26.0 %

27 resp.

0.0 %

no resp.

26.6 %

25 resp.

64.3 %

54 resp.

Coconut crab(Birgus latro)

11.7 %

44 resp.

20.2 %

21 resp.

8.4 %

8 resp.

6.4 %

6 resp.

10.7 %

9 resp.Other 27.1 % 28.8 % 40.0 % 17.0 % 21.4 %Totals 100.0 % 100.0 % 100.0 % 100.0 % 100.0 %Table 10: Reasons for choosing Napoleon wrasse as CEC’s Mascot.

Animal that BEST represents Togean Islands and gives PRIDE is:

Napoleon wrasse

Red-knobbed Hornbill Coconut crab

a – Overall (N=377)

c – Fishermen (21 %; 79)

b – Farmers (33 %;123)

e – Unemployed (10 %; 38)

d – Housewives (14 %; 51)

f – Student (6 %; 22)

g – Other (17 %; 64)

Occupation ( % cross tab; N):

24

Figure 12.Crown-of -Thorn Starfish (Acanthaster plancii)

Based on the above rationale, it is shown that the Napoleon wrasse has important value for the community in Togean Islands from the social, and economic perspectives. Using this important species as a flagship species will serve as a means to build care and pride toward the Togean’s environment and their people.

Ecological ImportanceThe other reason for using the Napoleon wrasse as the flagship species for CEC in Togean is due to the important role this species plays in the ecosystem. As this fish is associated with reefs, using this species as a mascot will help to send out the message to take care of the reefs. This in turn leads to conserving the marine ecosystem. Key messages that can be addressed by using this species are:

The importance of healthy coral reefs and the role they play Sustainable use of marine resources The importance of mangroves and the role they play The relation between land and marine

environment How to keep the coral reefs intact

In several cases, sea animals that feed on coral reefs also can threaten the coral’s life. The Crown-of- thorn Starfish/CoT (Acanthaster plancii) feeds on corals. If there is an ‘unbalanced’ number of the predatory CoT, there will be uncontrolled feeding on coral – which can lead to its death. One important predator for this poisonous starfish is the Napoleon wrasse (the other predator is the Triton’s trumpet shell). Some scientists believe that population explosions of CoT, which threatens the life of coral reefs, is due to over-harvesting of its predators, such as the Napoleon wrasse.

Coral Reefs and Other EcosystemsHealthy coral reefs play a major role in the marine ecosystem. They depend on the quality of other related ecosystems. Conservation of these related ecosystems will ensure a healthy coral reef and benefit many reef-associated inhabitants.

Mangrove forest is one partner of the coral reef. Mangrove forest is important in acting as a filter between the land and the coral reef. Run-off soil from the land will be restricted in its reach to the coral reefs by the mangrove. From the ocean direction, mangrove forests protect the coast from the effects of waves, storms and typhoons. Destruction of the mangrove forest will affect the life of coral reefs by allowing mud and silt to settle on the corals and freshwater to spread onto the reefs.

The mangrove ecosystem is essential as a nursery ground for shrimps and fishes, including the young of many reef fishes. The mangrove is an important habitat for oysters, mussels, and cockles. For the people (of Togean), mangroves are a source of firewood, building material, net dye, salt and traditional face powder (Togean’s Community Survey 2001).

Lowland forest on the islands can directly affect the coral reefs condition. In order to keep the coral reefs intact, the remaining forest must be protected. Survey results indicated that only about 40 % people were aware of one or more impacts of forest conversion on the marine environment.

The effect of Cutting Down Trees to Sea Condition( % cross tabs; N)

25

Table 11: The effect of forest conversion to marine condition based on different occupations

In addition, some people in Togean thought that because after cutting down forest trees they planted other plants (such coconut, cocoa, and cloves), there would be no negative impact on the environment (see discussion in the 2nd stakeholder meeting, September 2001). The relationship between the natural forest and plantation/agriculture is not clearly understood.

In the forest, trees are arranged in different layers. The first layer is the ground cover. Next are bushes and small trees. The top layer is the canopy. The canopy is the part of the forest that receives the most exposure from the sun, keeping the layer beneath cool and wet. This top layer also receives the most rainfall and, due to its umbrella like shape, it also helps regulate the rain causing it to drop slowly to the ground. This regulation provides an opportunity for layers beneath to absorb the rainwater before it runs off. The roots absorb the water and distribute it throughout the soil.

The roots of trees in the forest also have an important role in maintaining nature’s balance. Big roots that look like thick wood, support big trees and help the small roots to expand their reach to absorb nutrients and water from the soil. Besides absorbing nutrients, roots also absorb rain and bind the soil together to prevent erosion.

The natural forest is composed of various trees of different shapes and sizes that together help to regulate the amount of sun and water being absorbed, and guarantee the availability of freshwater within the soil for agriculture and daily consumption by the people of Togeans. Forests with many big trees also protect the islands from erosion. Without the trees, soil from land would run off to the ocean and kill the reef.

Modifying or cutting the trees for any purpose, will contribute to erosion, which will in turn lead to siltation. When the soil goes onto the reef it will smother and kill it. Rainfall that cannot be absorbed by the soil due to forest destruction will run into the ocean. This leaves much less freshwater for people to use for agriculture and other purposes. The water will wash into the sea, carrying with it valuable soil. Worst still, the soil from the land that runs off into the ocean will cover the coral reefs blocking out sunlight and reducing the amount of oxygen – two factors of great importance to the

corals. Slowly, the coral will die. Moreover, freshwater within the soil will be diminished, land soil will lose its fertility, and many important and many plants and animals will lose their homes.

Due to different characteristics between commercial crops (such as cocoa and coconut trees) and big forest trees, the former will never substitute the native forest’s functions.

Figure 13. Comparison of the effects of intact and damaged forest

26

References:

Banjir Memperparah Kerusakan Habitat Ikan Napoleon Wrasse. Harian Kompas, March 27, 2002.

Barber, Charles Vicotr & Pratt, Vaughan R. (1997). Sullied Seas: Strategies for Combating Cyanide Fishing in Southeast Asia and Beyond. International Marine life Alliance. World Resources Institute, Washington.

Johannes, Robert E. & Riepen, Michael. (1995). Environmental, Economic, and Social Implications of the Live Fish Trade in Asia and the Western Pacific. Consultants Report to The TNC and The South Pacific Forum Fisheries Agency.

Leiske & Myers. (1994). Coral Reef Fishes of the Indo-Pacific and Caribbean. Harper Collins.

Lowe, Celia. (1999). Cultures of Nature: Mobility, Identity, and Biodiversity Conservation in the Togean Islands of Sulawesi, Indonesia. Dissertation. Yale University.

Pet-Soede, C, van Densen, W.L.T, & Machiels, M.A.M. (2001). Impact of Indonesian Coral Reef fisheries on fish community structure and the resultant catch composition. Fisheries Research 51 (2001) 35-51 . www.elsevier.com/locate/fisheries.

Randall, Allen & Steene. (1990). Fishes of the Great Barrier Reef.

Sadovy, Yvonne. (2001). The humphead wrasse - a conservation challenge taken up by SSC Specialist Group. Species – the SSC newsletter, issue 36

Species Summary for C. undulatus (Humphead wrasse). http://www.fishbase.org.

The Hong Kong Trade in Live Reef Fish for Food. Report by TRAFFIC East Asia and WWF Hong Kong. http://www.traffic.org/reef-fish/executivesummary.html

Yudana, I Gede Agung. (2001). Ikan Napoleon si Buruk Rupa yang Lezat. Majalah Intisari. Jakarta

27

http://www.traffic.org/reef-fish/executivesummary.html


http://www.elsevier.com/locate/fisheries

SECTION 3

CAMPAIGN IMPLEMENTATION

Materials produced and activities conducted in this campaign were built around 1) the issues affecting the Napoleon Wrasse and its habitat 2) the sea and coral reef condition.

Information included in the materials and outreach activities were based upon input from the stakeholder meetings (mainly the conceptual model) and the pre-community survey results.

For the purpose of the campaign, the flagship species – the Napoleon wrasse – was given the name Undul. This popular name was derived from the species’ scientific name: Chelinus undulatus. Undul was a nickname used in almost all printed materials, especially for the children target group.

Table 12. Materials and activities that were incorporated into the campaign, as well as those that could not be implemented.

TASKS COMPLETED DESCRIPTION TASKS

COMPLETED DESCRIPTION

Stakeholder meetings

2 stakeholder meetings, with > 50 participants, involving key-community people(see section )

Legislation Summary booklet 350 copies

Pre-campaign survey

377 questionnaire of 24 village (from 37 villages) were analysed (see section 1)

Flora-fauna Book 1,000 printed

Poster

5,000 poster were printed. Additional 1,000 posters were donated by the printing agency (Total 6,000 posters)

Popular song 2 songs

Fact-sheets

2,500 fact-sheets were printed. Additional 500 fact-sheets were donated by the printing agency. (Total 3,000 fact-sheets)

Cassette 300 copies

Badges 3,000 badges Sermon sheet 1,500 printedNapoleon wrasse costume 1 Billboard 2

Puppet theatre

2 sets, each included 6 hand-puppets, a PVC puppet theatre, theatre curtains, and a school manual

Community outreach 1 Village regulation passed

Puppet show Had been seen by > 5,000 students and > 1,000 community T-shirt

150 (for crosswords winners and community that contributed their time to work on the project)

School song 1 Hat 50 (for crosswords winners) Children activities booklet 4,000 magazines were printed. Notebook for

students 1,000 of books were printed

School visit Spoken to 5,720 students in all 55 primary schools Media outreach

4 press releases in local newspaper; 4 fauna features in national newspaper; 2 press releases in e-newsletter; 1 radio program

News sheets

2,000 Nelayan Pos were printed (Fishermen Post).2,000 Petani Pos were printed (Petani Pos)

Post-campaign survey

324 questionnaire from ….. villages (of 37 villages) were analysed

Final Report 1

28

Tasks not completed Possible reason

Art & Essay competition Not enough preparation Scattered location of village, difficult to announce

and remind schools

Community visit

Bad structuring Scattered location of village and difficulties in

transportation, make limited available time in each village

Stamps Expensive Should be managed from provincial and/or national

levelBumper sticker No car is available in the islandsMusic video No local television stations

Table 13: Summary of Tasks Not Implemented

A. Stakeholder Meeting

In order to initiate preparation for the stakeholder meetings, letters were sent and visits made to the provincial government in Kabupaten (district), and Kecamatan (sub-districts). Visit and discussion with local NGOs (Toloka, Ikhsan Mentong/TNC, Bahar Umar/TNC) were also conducted. These outreach activities were made in order to disseminate the plan of the CEC as well as getting information about who should attend and represent the Togean’s stakeholder in the meetings.

The location of 1st stakeholder meeting (Malenge Village) was chosen because it is accessible by public transport, and is relatively easy to reach for people from the two sub-districts. Unfortunately, it appears that I scheduled the meeting for an inconvenient date. No public transportation was available on the day of the meeting; people would have had to stay for two nights. To overcome this, I hired a boat for people from Dolong village to Malenge. For those who came by public transportation, I arranged and paid for their accommodation.

LESSONS LEARNED: Must really check and re-check the schedule of ferries, since it changes without

notification.

There was a miscommunication in logistical arrangements regarding catering for the meeting. This was resolved in time for the meeting.

LESSONS LEARNED: Ask the target person directly for help, even if the intermediate person is reliable. Repeat confirmation before taking further steps.

Although meals were provided and transportation was covered, there was a complaint from a participant about losing a day’s income. I had agreed to reimburse transport costs (gasoline and public transport). From Sekber experiences (5 years ago), if meals and transportation were covered people will voluntary come to the meeting. But situations change. In the 2nd stakeholder meeting, every participant received transportation money (the amount depended on the distance to the location of meeting).

29

LESSONS LEARNED: Selective reimbursement creates a feeling of unfairness within participants. It’s better to state up-front, that only transportation and meal costs will be covered, in

order to minimize expectation.

There was sensitivity from the community and local NGOs about international NGOs working directly with local community in the site. This sensitivity sometimes necessitated my having to deal with upset and angry people. Holding 2 stakeholder meetings significantly built participants ownership to the project. Over time, when I was challenged by upset people, a person who had participated in the stakeholder meeting would often back me up and give an explanation.

LESSONS LEARNED: Being honest and sincere is a key to be

trusted by the community. Stakeholder meetings that accommodate

people’s thoughts and opinions will create ownership to the project.

Sometimes it also best to carry out one-to-one conversation (formally or informally), especially with people who do not say much in the meeting. This kind of discussion is particularly helpful for probing controversial issues.

During the process of the stakeholder meeting, I found that it was particularly difficult to get

people to think about SMART objectives. This was maybe because most of the people (including myself) are not use to thinking using the SMART framework.

LESSONS LEARNED: It might be better if the meeting’s facilitator formulates SMART objectives beforehand.

Then the meeting could facilitate confirmation/revision from the participants.

)

Figure 14. Stakeholder Meeting, Malege Village

30

B. Pre-Campaign Survey

The number of questionnaires to be distributed to each village depends on the proportion of its population and easiest transportation (because villages are located scattered). Table 14 and Table 15 show the distribution number of questionnaires for each village within each sub-district.

At first, I considered running an enumerator workshop, but time and money was limited (villages are scattered). Instead, an explanation on how to do the interview was given and short guidelines were prepared. Enumerators were paid a little money for their time to help.

Since the political condition was not good and caused people to suspect guests, gathering data by interview could have raised questions in the community. To overcome this, before carrying out the survey, an explanation of the RARE program was given and permission was sought from the Head of sub-districts and Head Village.

Village NameUna-una

Sub-district

Population Number (1998)

Distribution Percentage

Number of Questionnaire

Distributed

Adjusted Number of

Questionnaire Distributed

Sub Total Questionnaire No.

Kulingkinari 861 2.89 14 15 001-015Molowagu 1,431 4.81 24 24Bomba 983 3.30 17Tumbulawa 953 3.20 16 16 55 061-076Taningkola 978 3.29 16 16Bambu 1,141 3.83 19 16 016-040Una-Una 1,217 4.09 20 20 077-096Lembanya 402 1.35 7 10 097-106Wakai 2,368 7.96 40 41 107-147Tanjung Pude 341 1.15 6 10 81 148-157Kololio 723 2.43 12Awo 263 0.88 4Urulepe 409 1.37 7Lebiti 849 2.85 14 14Pulau Enam 612 2.06 10Bungayo 497 1.67 8 14Benteng 302 1.01 5Bangkagi 336 1.13 6 15 158-172Tongkabo 1,046 3.52 18 25 173-197Katupat 753 2.53 13 25 65 198-222Lembanato 1,075 3.61 18 26 26 223-247SUB TOTAL 1 17,540 58.95 295 333 258

Table 14: Distribution of Pre-Campaign Questionnaire in Una-una Sub-district

31

Village NameWalea

Kepulauan Sub-district

Population Number (1998)

Distribution Percentage

Number of Questionnaire

Distributed

Adjusted Number of

Questionnaire Dist

Sub Total Questionnaire No.

Malapo/Biga 838 2.82 14 20 248-267Kabalutan 1,605 5.39 27 35 55 268-302Pautu 348 1.17 6Kalia 1,026 3.45 17 25 303-327Tumotok 408 1.37 7 10 328-347Malenge 1,122 3.77 19 25 348-372Tiga Pulau/Milok 439 1.48 7 15 75 373-387Tutung 621 2.09 10 20 20 408-422Luok 234 0.79 4Popolii 686 2.31 12 20 423-437Dolong B 1,094 3.68 18 25 438-467Dolong A 1,317 4.43 22 25 468-492Pasokan 1,227 4.12 21 25 493-517Kondongan 567 1.91 10 95 518-533Katagop 435 1.46 7Salinggoha 247 0.83 4SUB TOTAL 2 12,214 38.23 191 245

SUB TOTAL 1 17,540 58.95 295 258TOTAL 29,754 97.18 486 503

Table 15: Distribution of Pre-Campaign Questionnaire in Walea Kepulauan Sub-district

LESSONS LEARNED: Acknowledging the Sub-district government before doing the survey helps in reducing

objection from community to carrying out a survey. This is especially true if one can get written consent from the local government (as for the pre-campaign survey, for Walea Kepulauan sub-district). Then, the head village will be supportive and people in the village more willing to answer questions.

Sensitivity to people’s attitudes towards NGOs is important. Not having many good NGOs working in the area caused some people to become upset and thought that we were gathering data to “sell” the community.

Not being able to conduct and oversee the post-campaign survey myself made me uncertain about the data being gathered.

LESSONS LEARNED: Running an initial enumerator workshop would mitigate the challenge of data collection

inaccuracy. Also, enumerators might not have to come from every village (to overcome cost and time constraints). When doing survey, this group can be given small amount of money for their time, as well as meals and transport being provided.

32

C. Poster

Material DescriptionNumber of production:

6,000 (1,000 of posters were donated by the printing agency)

Specifications: Size: 45 X 60 cm Material: 150 gr Art paper Colour printed

Target audience:

Distributed to general audiences including, fishermen, farmers, village leader, schools, government offices, tourism resort

Place it on the outside of shops, small restaurants, houses

Table 16. Poster production

Although I had already asked people to put posters outside, most people liked to pin it up in the house. I found out that fishermen were more excited by this poster than other community members were. However, the others were excited because they had a poster about their islands.

The flagship species illustration was not as expected. It seems that the printing agency re-drew it. The illustration had raised some debate among the community, because some people thought it did not resemble a Napoleon wrasse. Another debate was that some people within the Walea Kepulauan sub-district thought and felt that they were not Togean (in the ethnic sense). Giving an explanation about the island name and showing the location on a map, is sometimes helpful. However, sometimes the person just does not want to hear about it. It also appears that if it is put outside, the colour of the poster fades after 6 months.

Finally, I was glad that people did not connect the colour of the poster with a political group.

LESSONS LEARNED: It appears that the ambiguity of the illustration creates an opportunity for community

outreach in discussing the species. For every printing material it is best to get a hard copy sample/proof print before the

final printing process (rather than an email version), to make sure that the quality and content are as expected.

The poster needs to be sun-proof to prevent fading. This could be achieved by using an alternative ink, or perhaps by some other process (such as covering with a layer of vinyl).

Always have a map of the Togean Islands when doing outreach. Also include sub-districts names in other printed material – and highlight that it is part of the Togean Island.

Figure 15. Poster

33

D. FACT-SHEETS

Fact Sheet DescriptionNumber of

production: 3,000 (500 donated by the printing agency)

Specifications: Size: 40 X 21 cm, 4 folds Material: 150 gr matt paper Colour printed

Target audience:

Distributed to key community member, such as village leaders, teachers, government officer, religious leaders, etc

Table 17. Fact Sheet Production

The fact-sheet gave basic information about the flagship species (characteristics, diet, and distribution). It also explained the important role that this fish plays in nature. Moreover, the fact-sheets uses the Napoleon wrasse to explain why it is important to have a healthy coral reef. It describes the relationship between the land and the marine environment, including an illustration about what happens to the ocean when trees are cut down. In the last part of the fact-sheet, there is a section about what people can do to maintain a healthy coral reef and sustainably use resources from their environment.

LESSONS LEARNED: For every printing material it is best to get a hard copy of a sample/proof print before

going into final printing process, rather than an e-mail version, to make sure that the quality and content are as expected.

If possible, make the fact-sheet in a booklet format, with thicker paper as a cover, bigger font sizes, and larger line spacing.

E. BADGES

Figure 16. Proud badge-wearers

Material DescriptionNumber

produced: 3,000

Specifications: Size: diameter 5.5 cm Colour printed

Target audience:

Primarily distributed to schools’ children and teachers

Table 17. Material Description

In school presentations, the badge encouraged children to be brave and answer questions. Nevertheless, this token is like an accessory, with no particular utility. So, especially for schools within seafaring

34

community (Bajau’s village in particular) we produced and distributed 1,000 notebooks, of which the covers had information on coral reefs and lyrics of the school song. For others, only teachers are given the notebooks. Some teachers asked why the students did not get one. The explanation was that the seafaring community are more prone to carry out behaviour that is destructive to the coral reef.

Schools that received the notebooks were very happy. In several villages, the notebooks were also given to the village government because they really wanted to have it.

LESSONS LEARNED: A token to generate interest and enthusiasm does not have to be a badge. It will be

better next time to produce more notebooks than the badges (if budget allows), because the token itself is not only pretty but it is also useful.

D. COSTUMEThe costume to be used in the school visit was based on the flagship species chosen through the community survey. This Napoleon wrasse (Cheilinus undulatus) costume was made in Dolong (Kecamatan of Walea Kepulauan) by a sport teacher who is also a good sewer (Taufik or known by his nickname Piko).The costume was made in 3 days.

The process of making the costume generated community spirit and set the stage for community outreach. During the making of the costume, community members used to ‘pop round’ to the house – and interesting discussions usually followed.Figure 17. Napolean Wrasse

costume in action

Discussions were about coral reefs, the flagship species and the Crown of Thorn starfish.In explaining the message, we used available tools like pin and thread. Issues discussed also included destructive fishing techniques. Most people pointed the finger at the Bajau ethnic group as the ‘black sheep’ for bomb and cyanide fishing.

LESSONS LEARNED:Carrying out the fun task of creating the Napolean Wrasse costume together with the

community is really useful. It created an opportunity for carrying out community outreach. Through this activity, the people became interested in the programme, without feeling threatened or belittled.

35

E. PUPPET THEATRE

Material DescriptionNumber of production: 2 (two) units

Specifications:

Each unit consist of: 6 puppet characters each in a plastic box with brief

information about the puppet 1 knock down puppet stage (made from PVC pipes)

equipped with curtains Teacher’s manual book (bound and each page is

laminated) Evaluation Form, to be filled out by teacher after the

school put up the show 7 copies of scripts (bound and each page is laminated) “First-aid” equipment, such as extra eyes, needle,

threads, glue, extra pipe, etc A bag to carry the pipe, curtain, and other material

Target audience:

Each unit is to be played in each sub-district area (Una-una and Walea Kepulauan)

Main audience group: primary school students and teachers

In several villages the puppet show also played as night entertainment for community member.

Table 18. Puppet Theatre Production

For Una-una sub-district, the puppets were made by a group of young people from Molowagu Village. Oyong, Aju, Agus, Zein, Yani, Ulfia, and Nur, were seven hard-working young people (ages in the 20s) from Molowagu Village who made the puppet sets for the Una-una sub-district. Six characters were made: the student (Sumi), the teacher (Teacher Meri), the tourist (Miss Inge), the fishermen (Nkue’), the Napoleon wrasse (Undul), and the Sulawesi Hornbill (Allo). The first four were made from cloth, while the last two were made from paper maché combined with cloth. All of the clothes were sewn by hand. The puppets were made during the first week of the Islamic fasting month and the group was happy that they had an activity to distract them during this first week of fasting4. It took 3 days to complete all the

4 During Ramadan the people slowed down their farming/fishing activity in order to carry out religious activity at night. In the morning and/or noon people used to use their time for sleeping, religious activity, sitting around, and other passive activity

Figure 18. Puppet and friend

36

puppets, in which every day the group worked from 08.30 – 17.00 and continued on 21.00 – 23.00.

The creation of the puppet increased understanding about the environment. Molowagu villagers are mostly farmers. The village had problem with the freshwater supply, with people saying it was getting scarce. In effort to save the water, the village made a regulation to protect a small area of remaining forest near the spring water source. A youth group had been thinking of planting more trees in an attempt to save the water. Initially, the group only knew that keeping the forest would save their water - but how this worked and how the loss of forest also affects the marine environment, was a mystery to them.

Three days of making the puppet provided time for intensive discussion among themselves and the counterpart team. The discussion flowed from the fact that coral reefs were built by a sea animal called a polyp, and that coral is not rock. We discussed how trees in the forest work to save water, and how losing forest also leads to siltation and erosion, which degrades the quality of marine life. Since these young people are somewhat leaders among their youngsters, it is expected that they will spread the words about what they had been learning. The puppet-making skills may also enable them to earn additional money for themselves or their organization.

I personally found that the process of producing the puppet theatre, when it involved many people from the community, was effective in creating a situation for having informal discussion about the campaign’s issues. This is particularly shown in Molowagu Village, in which a youth group made the puppets. The resulting discussion not only involved this group, but also other people in the village who were interested with the puppet-making activity.

LESSONS LEARNED: Making and doing the tasks together with the community open opportunity and time for

doing community outreach. This way, they don’t feel threatened or belittled. Puppet-making provided an opportunity for the counterpart to learn about the village and

its people’s perspective on their environment.

37

F. PUPPET SHOW

The puppet would stay in one school for about one week, before being moved to another school. This gave time for students to practice, and enjoy playing with it.

In terms of transport, schools were expected to be responsible for handing over the puppet show as scheduled. Most of the teachers were very supportive and were willing to help transporting the puppet theatre voluntarily. When there was more than one school in the area, we asked teachers if they could move the puppet among the schools. Most often, there is only one school in one village. In this case, teachers would send the puppet to the capital of the subdistrict on market day5. In other cases, the puppet set had to be transported by boat and we had to (a) hire a local field assistant (using small amount from core fund) to provide this support or (b) provide transportation money for the teacher or a villager to help with this matter.

According to a school evaluation (from 17 schools), the puppet show was interesting and exciting for the

students as well as the teachers. The story was easily understood by the audience, and the students gained knowledge on the importance of taking care of the environment (in most of the schools, the teacher would ask questions about the story to see how the students understood the story). One school mentioned that the show was motivated the students to take care of the coral reefs.

Nevertheless, according to feedback from schools, the puppet show will be more effective if:

Teachers and students are given more time to practice the script. Dialog of the scripts needs to be more humorous. For variation, students could act the play in place of the puppet. On the day of the show, the NGOs member/local counterpart is also present. The visit/puppet show can be repeated/regularly with new story/new character that

still convey conservation messages.

Due to the scattered location of schools and time constraints, carrying out the teacher workshop for the puppet show (and other school components) was not possible. In order to enable a school to put on a show, I provided a teacher manual. Schools put on the show using their own initiative. In SDN Dolong A (Walea Kepulauan), the school put on an outdoor show in the badminton court, so that not only students but other community members could watch the show6.

LESSONS LEARNED:

5 The market day in Wakai – the capital of Una-una sub-district is Sunday, in which people from other village within the sub-district would come and do their shopping. This day provided an opportunity for people from other villages to meet each other, and hand over the puppet set to another village.6 As reported by Risman – the local assistant (February 9, 2001)

Figure 19. Puppet and friend

38

Teachers find the puppet theatre manual useful and easy to apply. There were no questions or complaints from schools on how to run the show.

The manual was printed and every page was laminated. To date, the manual is still in good condition.

In SDN Kavetan only limited number of children understand Indonesia language well. Moreover, most of the students have difficulty in reading.

In addition, arranging the puppets’ schedule of use requires careful thought. Initially, the schedule was based on the location of villages on the map. However, we omitted to incorporate academic and national holidays. The actual fieldwork proved that the ineffectiveness of transporting the puppet was due to these factors. Learning from this, schedules were re-arranged based on a combination of both of these factors. This new schedule was sent out again to the Education offices as well as to schools that had not been visited.

LESSONS LEARNED: Schedules for puppet shows must include academic and national holidays. Weather and sea conditions affect the transportation of the puppet theatre.

Currently, the puppet show tour is still running, and is scheduled for completion by the end of October.

39

G. SCHOOL VISIT

Letters about the school visit program and a tentative schedule was sent out in November 2001, and the Education Office in each sub-district was informed. It turns out that only a few schools received the letter about the program and the Education Office’s recommendation. Nevertheless, when the counterpart visited the school and explained about the program, the schools were enthusiastic to get involved. Having a local assistant (Risman Labatjo – the son of Lembanato’s Village Secretary) not only built this person’s capacity and knowledge but also helped to build school’s trust toward the program’s activity7

Since schools are hardly visited by any guests (except for the doctors’ routine visits), at the start of most visits, the children were scared because they thought they were going to have injections. So during the introduction session, the counterpart emphasised that the children would not be receiving any injections - but instead are going to have fun ! Explaining the function of the equipment that the counterpart brought to the class (tape recorder, microphone, paper, cassette) also reduced the students’ anxiety. All tensions finally melted away when the children were asked to practice making loud sounds to summon the Napoleon Wrasse.

In almost all of the schools, two or three students categorised coral reefs as a type of rock, while the same numbers said that coral reefs are sea plants. The script used in schools now clarifies that coral reefs are sea animals consisting of hundreds of polyps. It also gives an explanation of the difference between dead coral and healthy coral reefs.

The school presentation was planned to be a 45-minute duration. Before starting the actual visit, a draft scenario of this presentation was prepared. In the scenario, the presentation consist of:

a. Introduction (5 minutes) - about the speaker and its organization, the material that is going to be given that day. To build curiosity and excitement, students are asked if they know how many species of fish can be found in the Togean Islands. The facts are then given (based on the 1998 CI Marine RAP report). Then, students are asked if they can name one fish that they know. Students answering this question are given a poster. When children start to show their interest, the presentation goes into the next stage.

b. Calling the new friend “Undul” the Napoleon wrasse (5 minutes) - The mascot of the campaign, for the purpose of the school visit was named “Undul”, as a nickname from its Latin name Cheilinus undulatus. The volunteer who wears the fish costume can be anybody - the teacher, youngster in the village, or someone else. The student is introduced to their new friend the Napoleon wrasse. After the fish had swim into the classroom, the speaker explains that if the children still want to hear a story about the sea, they have to be good to the fish, and that the fish will give out some reward if they can answer the question given later. This explanation is then followed by news that the Napoleon is still abundant in the Togean while in the other parts in the world it is becoming rare.

c. Some facts about sea animals (5 minutes) – The presentation then proceeds to give some knowledge about sea animal

7 People in some villages are very critical about new people/NGOs and their possible threat to village stability. A School Principal (SDN Danda), even said he only gave time to us because he know Risman. If had we come by ourselves he would not have given us time, because he is afraid that NGOs will be provocative.

40

behaviour. It talks about how the sea animals have defence mechanisms, for example the squid with its ink. It also talks about starfish and introduces the crown of thorns starfish. We explain how the Napoleon wrasse is one species that has an important role in controlling the population of starfish, and so protects the coral reef.

d. Some facts about the Napoleon wrasse (5 minutes) – characteristics of the Napoleon wrasse are explained, from physical (size, the bump in the head, the thick lips), to eating behaviour. It also introduces the fact that even if this species can be seen often in the Togean, it is internationally protected since it is becoming rare.

e. The problem faced by this species (5 minutes) – the declining quality of coral reefs is explained. Students are asked if they know what causes damage to the coral reefs. They are also asked what is the impact if coral reefs are damaged (the importance of keeping coral reefs intact/the role of coral reefs in the ecosystem).

f. Napoleon’s home is our home (5 minutes) – in this part, more information about coral reefs is given. The students are asked how coral reefs are categorised. The nature of coral reefs is summarised. What coral reefs need to be able to be healthy and the importance of keeping coral reef intact are then emphasised. This section is drawn to a close by asking the student what they can do to help to conserve the coral reefs.

g. Teaching the school song (10 minutes) – the school song is then introduced to the student. The song text is distributed and also written up in the flipchart to be stuck on the wall. At first, the students are asked to read the text together. Then, they listen to the cassette tape. Afterwards, they sing along. Finally the students sing by themselves.

h. Closing (5 minutes) – the students are asked again what the coral reefs need to be intact and what they can do to conserve them. They are also asked if they want to promise to keep the home of the Napoleon – the coral reefs – intact. Then the students say their farewell to the fish. After the fish swims out of the class, the speaker expresses gratitude to the students and school for giving the time and opportunity to meet. We also encourage other students (who have not received any reward) to write a poem and/or make drawing about their nature. These are then entered into an art competition.

In practice, the presentation generally takes about 60 minutes, 15 minutes longer than planned. This is probably because in each part of the presentation additional time is needed fora) students to answer questions b) giving out badges c) children’s giggling and laughing when they see the Napoleon’s act. Most schools were very responsive and happy about this activity.

Figure 20. Children dancing with costumeThe children love their new school song. They learnt the song relatively easily. After repeating twice they picked up the tune. After the presentation, the students sing the song whenever they like. They sing the song while rowing their boat (in Kavetan and Kabalutan Village) when going home from school, in the market, playing, or during any activities.

Since only a few schools and villages had proper equipment and electricity, a compact, battery-operated tape-recorder and flipchart (with the school song text) was prepared.

In addition to this, arranging the school visit schedule needs careful thought. New schedules

41

incorporating academic and public holidays were sent to the Education offices as well as to schools that had not been visited.

42

LESSONS LEARNED: The schedule for school visits should take into consideration national holidays, academic

holidays, and the academic examination period. The visiting schedule should be arranged according to ease of transport not by relative

map distances.

H. Children’s Activity Magazine

Material Description Number of production: 4,000 copies

Specifications:

Size: 21.5 X 27.5 cm Cover: 150 gr Art paper Content: 100 gr HVS paper 20 pages, with illustration 4 pages full colour, 16 pages black and

white Target

audience: Students and teachers Several were distributed to local NGOs

Table 19. Magazine production

The title for this magazine is SAHABAT TOGEAN (Togeans’ Best Friend). The magazine includes Togeans’ map, children story and comic, brief information about several endangered animals, and tips to re-plant mangrove trees. It also has a colouring and crossword pages.

The children’s story is about three children that found a wounded turtle on the beach. It explained how the turtle laid the eggs, turtle behaviour, and threats they face from bombing and cyanide fishing. This story was contributed by Herda P. Hutabarat (ALAMI Foundation) who works for conservation education program for turtles in West Java. As a reward for her, we gave her 100 copies of the magazines to be used in her organization’s program.

LESSONS LEARNED: Because the sample comic book was available

before printing, the quality of final product was good.

Fig 21. Children’s Activity Magazine

43

I. SCHOOL SONG & POPULAR SONG


3 songs

Specifications:

Dangdut tune song: Maming Cintaku (= Maming My Love), composed by Asri Saudang and Risno from Kabalutan Village

Gambus/arabic tune song: Syair Alam (= Nature’s Poem), composed by Bahamit Rahman (Puang Heni) from Kabalutan Village

Children song: Lestari Alamku (= Save My Nature), composed by Arpan Hasan Basri from Lembanato Village

Target audience: General public Table 20. School Song

Similar to the process of producing the puppet theatre, composing the songs generated community spirit and created an ideal atmosphere for community outreach. The children’s song was composed by Arpan Hasan Basri, a teacher who had been elected as a Head Village for Lembanato8. The dangdut and gambus song were composed in a fishermen majority village – Kabalutan Village.

It took about 3 days to compose the school song. The fact-sheet was used as basic information. The counterpart helped to clarify information that was unclear in the fact-sheet. Arpan HB took his class for a boat ride to generate ideas about the mangrove and ocean, and to teach the song in the boat ride.

It took 3 hours to make the dangdut song. Lyrics were made first, then the tune. The factsheet helped the composer to create lyrics. The song was not only written by the composer, but a member of the community also contributed.

The people were excited and very proud to know that the song would represent Togeans Islands. They said that it was the right decision to asked Bajaunese to compose the song, because they were the fishermen community and they were always accused of destructive fishing.

Children and women sing the song everywhere9. Women and old people were the most concerned group, because they usually fish near the village, in which now it is difficult to catch fish because the corals were damaged 10.The decision to make Gambus song was because it was near Ramadhan so it was expected to support the sermon sheet activity. The process of making this tune took about 2 days.

8 during Election Day, the cassette of campaign song was played all day.9 A friend even told me that he heard a women singing while cooking. 10 One old woman said to me “thank you this is good idea, so we can stop bombing, because we are tired of this.”

Figure 22. Song composition

44

LESSONS LEARNED: Lyrics in the song are focussed on marine conservation, and did not include an

alternative way of maintaining the forest condition - as it should have - in order to achieve Main Objective 01 Objective (03) of the project plan.

J. CassetteMaterial Description

Number of production:

300 copies

Specifications:

Each cassette consist of: 3 songs, entitled:

- Maming Cintaku (= Maming My Love) – dangdut tune song

- Syair Alam (= Nature’s Poem) – gambus/arabic tune song

- Lestari Alamku (= Save My Nature) – children tune song

Each song is composed by community member of the Togean Islands

Recording took place in RRI Palu (Government Radio Station), with arranger and singer from Palu.

Cover with song lyrics and photos of the composer and artist

Target audience:

Cassettes are distributed to schools, village government, shops, ferries, and small restaurants (‘warung’)

Small amount of cassettes also distributed to local NGO in Ampana, Palu, and Jakarta. Table 21. Cassette Production

The three songs were arranged and recorded in Palu. Asri and Puang Heni were invited to the RRI Palu to see the recording by themselves. The recording took 4 days during Ramadhan (from 20.00 – 04.00 o’clock). 200 copies of the cassette were made and later 100 more.

In November 2001, The Fisheries and Marine Department in Poso said that they would contribute Rp 3,000,000 for producing the cassette. At the time of writing this report, we had not received the funds 11. The cassettes were distributed to a radio station in Palu and Gorontalo. Several people reported that they heard the song from RRI Palu. It was also distributed to schools, villages and sub-district governments, shops, and ferries.

The song itself built pride and motivation to protect the Togean’s nature. When the song was played on the

11 We had call about this matter; The Fisheries and Marine Department said they will wire the money, but to date we have not received any.

Figure 23. Cassette

ferries people were curious then were proud that there was a song about their area. In addition, the pride and motivation were reflected through some comments (from 6 people) about their favourite songs, which are mainly the dangdut and children song:

Favourite song Reasons given (n = 6)

Maming Cintaku

The dangdut tune is enjoyable The song teach to conserve nature and practice

wise fishing technique Motivate us to conserve the Napoleon wrasse

Lestari Alamku

The lyrics and tune are enjoyable Motivate us to love and conserver our nature The song contain concerns yet optimism about the

Togean natureTable 22: Reason for Favourite Song

Most people disliked the Gambus song. Reasons for not liking this song were mostly that respondents did not like the tune and the beat was too fast making it difficult to comprehend the lyrics and/or enjoy the tune.

Despite there being one song that most people disliked, all the respondent felt that the cassette provided benefits and could motivate people to take care of their environment.

Is the song useful or not useful?

Reason (n=6)

Useful The lyrics touch listeners’ feeling and reflected the nature of Togean

Useful Destructive fishing technique seems to may decline

Useful Every song in this cassette motivate us to take care of Togean’s nature for future generation

Useful Perhaps with these songs people will stop environment destruction

UsefulThey touch our feelings to stop destructive behaviour toward environment and stop destructive fishing practices

Useful Although only through songs, it indirectly asked us to wisely manage our natural resources

Table 23: Perception of songs usefulness

46

LESSONS LEARNED: Better relations with the radio station are

needed. Although a visit to the Head of the Radio station had been made and a letter sent, the song was not aired regularly. The reason for not airing the song regularly was not clear.

Putting photos of the composer and singer on cover was good idea, Arpan Hasan Basri was very proud when one day his song was played on the ferries and other passengers recognized him as the composer from the cover.

K. Environment Newsletter (Petani Pos and Nelayan Pos)

Material Description

Number of production:

2000 copies of Nelayan Pos (= Fishermen’s Post)2000 copies of Petani Pos (= Farmers’ Post)

Specifications: Size: 4 pages newspaper size Black and white printed

Target audience:

Community member Village Representatives Member and

Village Government Table 24. Environmental Newsletter Production

In Nelayan Pos the information emphasized the importance of a healthy coral reef and how it related to other ecosystems. In Petani Pos, the information is mainly about the importance and function of the forest, as well as its relation to the marine ecosystem. Each newssheet had a similar structure: facts about the ecosystem (e.g. what is coral reef ? ; what is the function of forest ?), the relationship of one ecosystem to another and advice on what people can do to protect their environment. Each newssheet has a crossword section and an article about ways to develop a good village regulation to secure their natural resources.

There was an error in the crossword for Nelayan Pos in the first phase of printing (1,000 copies). To overcome this, I re-drew the crossword, photocopied and then inserted the new crossword inside the Nelayan Pos. Boxes to collect the crossword answers were located in shops in the main village of each sub district (Wakai and Dolong) and several other villages (Lembanato and Kabalutan).

Prizes for the crosswords include: a) gasoline b) hat and t-shirt (Nelayan Pos) and shovel c) hat, and t-shirt (Petani Pos). The winners of the crosswords were announced through RRI Palu. In Kabalutan not many people submitted their answers, until they

Figure 24. Reading cassette cover

47

saw Risman wearing the hat and t-shirt, 50 people sent their answers in. Eventually, eight other winners were announced.

An interview with several people indicated that their favourite articles were those that they found useful. Such articles included those that provided practical alternative solutions (Steps to Plant a Mangrove, Steps to Plant a Tree, A Person who Cares for Future Generations is a Person who uses Natural Resource Wisely). In addition, a popular article was one relating to how to manage a village’s natural resources (Village Regulation: The Ways of Village to Manage the Environment).

Figure 25.Environmental Newsletter

On the other hand, articles that they dislike and/or do not find useful in general are articles that according to them do not provide any solutions or answer the question of how to minimise threat.

Interestingly, the crossword section that was created as a fun section was considered not useful and was disliked by most of the people interviewed. Their reason was either the crossword ‘make my head dizzy’ or ‘the prize was not interesting’.

LESSONS LEARNED: To develop a ‘realistic’ crossword: when time permitted, it might be better if the

crossword is pilot tested first. In addition a survey could be carried out to determine an appropriate prize for the quiz.

Developing and announcing the prizes will raise more enthusiasm from the community.

48

L. Legislation Summary Booklet

Material DescriptionNumber of

production:350 copies

Specifications:

Size: pocket booklet (15 X 10.5 cm) Black and white printed Contents:

o Summary of National Environment Law

- Law No. 23/1997 about Natural Resource Management

- Law No. 5/1990 about Nature Resource and Ecosystem Conservation

- Law No. 9 /1985 about Fisheryo Inserted information

and illustration on several protected species with the relevant law

Target audience:

Village Representatives Member and Village Governments, as well as Sub District Government

Small amount are given to teachers who show interest in laws

Table 25. Legislation Booklet Production

This booklet contains articles about law that is relevant to the target area.

The distribution of this booklet produced an enthusiastic response from the target group. This may be due to the fact that information flow, especially about law/policy, hardly ever reaches the area and depends on the sub-district government. The enthusiasm of the people was reflected in the fact that many people a) read the booklet as soon as they received it b) asked questions about things they did not understand and c) tried to incorporate the national law into their village law 12.

LESSONS LEARNED: The booklet will be more effective if it includes the

laws in their entirety. Feedback from some people suggested that there is a significant need to know the whole regulation as most of the Village Representatives and Village Government had hardly been exposed to such information, despite a demand to develop ways to manage the village’s natural resources.

12 This occurred during the facilitation of developing village regulation to protect the coral reef area as a traditional fishing ground in Kabalutan Village.

Figure 26. Legislation booklet

49

M. FLORA FAUNA BOOK


1000 copies

Title

Mengapa Kita Perlu Melestarikan Hutan dan Laut?: Pengenalan hewan dan tumbuhan khas di Kepulauan Togean

(Why We have to Conserve Forest and Ocean? Introduction to the unique Flora and Fauna of Togean Islands) ISBN No. 979-96837-0-X

AuthorDui Nugroho AdhiastoNP Sarilani Wirawan

Specifications: Size: 25 X 20 cm 42 pages, including illustrations and references Colour printed

Target audience:

Schools, Sub-district government, Village leaders and representatives

Several were given to local and national newspaper and radio, and NGOs

Table 26. Flora and Fauna Book Production

The book provides information about the flora and fauna in Togean Islands based on the ecosystems in which they live in. Each section begins with an explanation about the ecosystem (e.g. forest) and its ecological role, threats (e.g. land conversion for agriculture use), and the benefits of having this ecosystem in good condition for wildlife and humans.

This is then followed by explanation on the unique animal and plants that live within the ecosystem. Each species is given the local, scientific, Indonesian, and English name. The flora and fauna included in the book is also described by its physical characteristics, habitat, diet, behaviour, reproduction pattern, distribution, role in the ecosystem, threat, benefit/use, and conservation status (national and international).

50

The information in this book includes: types of ecosystems in Togean Islands: rainforest, mangrove, coastal/beach,

seagrass, and marine 7 fauna (endemic and/or endangered) of the islands 8 flora of the islands Summary of international law/convention of wildlife (CITES and IUCN Red List) Glossary References

LESSONS LEARNED: It seems that a similar book (describing flora and fauna, using everyday

language in Indonesian, distributed freely) is scarcely available. The teachers, local NGOs and people from the press appreciated the book. Some of them said that there was a great need for similar books for other sites in Indonesia. Three articles based on the book appeared in a national newspaper.

M.ISLAMIQ NEWSHEETS


1,700 copies

Title Bersyukur Kepada Allah SWT yang Maha Pencipta dengan Mengelola dan Memelihara Kekayaan Alam Secara Baik dan Bijaksana

Specifications:

Size: A4 (21 X 30 cm), 180 gr HVS paper 8 pages, including illustrations black and white printed

Target general public (including women, fishermen, and

Figure 27. Fauna and Flora Booklet

51

audience: farmers) Table 27. Islamiq newssheet production

An imam from Dolong (Muhammad Al Hasni) helped to choose the verse from Al-Qur’an that represents the key messages. The information included in the sermon sheets are the scientific facts about the ecological role of the Napoleon wrasse, the importance of having healthy coral reefs and the relationship of the land to marine ecosystems. It also included the role of mangrove forest in filtering waste from land to the ocean and in preventing the soil from running off to the ocean. The sermon sheets also provided advice on what people can do to “maintain God’s gift for the future generations”.

LESSONS LEARNED: I should have allowed more time to monitor the activities carried out under this

task. I know some mosque read aloud and distributed the sermon sheet, but little is known about how the sermon sheet affected the audiences.

52

N. BILLBOARD


2

Specifications:

Size: 4 X 6 meters Aluminium, steel pole Full colour

Target audience:

general public (including women, fishermen, and farmers)

Table 28. Billboard production

Two billboards were produced in Palu. The head of the Subdistrict decided the location of the billboards. For Una-una it was placed in Wakai harbour, for Walea Kepulauan it was placed in Popolii harbour. Most people in Walea Kepulauan thought that it was best if the billboard was placed in Dolong.

Figure 28. Billboard in production

The billboard showed marine life – fish and coral reef. The message in the billboard is that a healthy coral reef provides welfare for the people. It also includes advice such as re-planting mangrove and sustainable fishing methods, to maintain the marine ecosystem.

People in Kabalutan asked if they could put signboard for the coral reef area that had been included in the village regulation, but until now the details of it had not come up. Koa needs to find out if the people still want to do it.

53

Figure 29. Puppet-

There was news, that the Togean Islands will have a new (the third) sub district. I tried to get information, in order to make another billboard for this new sub district. Risman reported that the government was still in negotiation about the center of this sub district and it had not had any local government yet.

LESSONS LEARNED: Sometimes it is a challenge to accommodate what communities think and want

with what the local government do.

O. COMMUNITY OUTREACH

No formal community meeting was held. The community outreaches were carried out informally for example while making puppets, the costume, composing songs, and developing village regulations. In addition, puppet shows were put up in several villages as night entertainment to serve as a media to communicate the key messages.

LESSONS LEARNED: In the future, community outreach requires

more attention. Informal activities had the advantage of being effective in reducing the feeling of being threatened or belittled, however, this form of activity cannot be structured constructively.

Two village meetings were carried out to facilitate the development of a village regulation for conservation. In Kabalutan village, the process took two days and was then followed up by the village leader (Asri and Makmur/Head village).

The process in Kabalutan village was initiated by the Village Representatives (BPD = Badan Perwakilan Desa) and the Village Government. They feel the need to protect their traditional fishing ground (which is home for groupers and Napoleon Wrasse) from destructive fishing. The implementation of this task involves a series of activities:

Meeting with village representatives including village government (10 participants & Sundjaya as the main facilitator):o Helping the process of introducing new national regulation of regional

autonomy, helping to identify the role of the village, and techniques to develop village regulation; finding agreement to roll out new village regulation.o Carrying out a community assessment of the site including creating a map and highlighting the types of fishes and their economic value.o defining key point to be included in the draft village regulation. Result Draft of Village Regulation of “Conservation of Marine Resources and Coral Reef within the Kabalutan Village”. (the regulation covered 10 sites of coral reefs area that are traditional fishing ground)

54

o Follow up will include: checking results/any changes or updates or community decisions about the draft; finalised the regulation based on community input.

The result from Kabalutan village was a village regulation to secure traditional fishing ground from destructive fishing techniques.

The meeting in Wakai was attended by government and representatives from 4 villages (Wakai, Una-una, Lembanya, and Tg. Pude), with a total of 22 participants of Village Representative members and the Heads of these villages. The material given in the training included: natural resources economic valuation (by Virza Sasmitawidjaja, MSc from NRM Jakarta); training in the new national regulation of regional autonomy, role of village, and technique to develop village regulation; find agreement/support to pass out village regulation (by Sundjaya from CI Indonesia /Palu office). Result: agreement from the 4 villages to conserve Panimpo Forest due to its role as fresh water resources. Follow up (responsible of FORMAT and each Head Village): lobby the Head of Una-una sub district to protect the Panimpo Forest.

However, the result was not as successful as the one in Kabalutan. While the participants decided to protect the Panimpo Forest as their water source, the follow up on this decision was unclear.

In addition, we collaboratively work with the NRM, Jakarta - and a local NGO. We encountered a slight problem with the budget from the local NGO13. Until now this problem had not been resolved.

LESSONS LEARNED: When the idea of conserving the environment comes from within the

community, it is more likely to be followed up and show progress, compared to when the idea comes from outside the community (in Kabalutan the process went further than others).

It was a good idea to work collaboratively with a local NGO, in order to mitigate the sensitivity to international NGOs working directly with community. Nevertheless the collaboration should be more prepared and more attention paid to budgeting. Also, a range of local NGOs should be considered as partners.

13 The initial plan was to have a two-days meeting. In practice, the meeting only took one day. The rest of the budget had not been returned by the local NGO. We called and sent a letter enquiring about this, but have received no response to date.

55

Figure 30. Art competition entry

P. ART / POEM COMPETITION

After every school visit, announcements were made about the art/essay competition. Flyers were also put up in the Education Office, and letters were written about the competition. Nevertheless, responses were few and the progress was very slow. Only two schools (SDN Kabalutan and SDN Kavetan) had sent in their students’ art/essay works.

I will wait until the end of September; if no more schools send their students’ results I will proceed just with the two.

LESSONS LEARNED: One reason for the slow progress on the art and

poem competition was that myself and the field assistant could not stay more than 2 days in one village (because of the scattered location of villages). Hence it is difficult to remind the schools about this activity when necessary.

It was also probable, that the message had not been made clear enough during school visits.

Other possibilities include the scenario that students were not confident to send in their art/essay works.

Q. POST-CAMPAIGN SURVEY

The process of carrying out the post-campaign survey follows that of the pre-campaign survey. However, several questions were added to get more information from the respondent.

The survey was planned to start in July 2002. Due to conflict in Poso14, the interviews were conducted from August – mid September 2002.

R. MEDIA OUTREACH

Several press releases had been written and sent to either local or national media. Articles by local and national media were:

A radio program about profiles of Napoleon Wrasse, aired by RRI Palu (no copy) “Putu: Pemboman Menghancurkan Kepulauan Togean”. Harian Nuansa Pos. 6

Agustus 2001 “Hancurnya Togean karena Bom”. Harian Mercusuar. 23 Agustus 2001 “Preserving Togean’s Coral Reefs through Dangdut and Gambut Song”. NRM

HeadlineNews. Issue 01, 3 January 200314 Poso is about 4 hours to Ampana (the last harbour to go to Togean Islands). During January to May 2002, the conflict slowed down, but then started again in June and continues at the time of writing (October 2002).

56

Figure 31. Risman Labatjo

“Seniman di Kepulauan Togean Bernyanyi untuk Keselamatan Terumbu Karang”. Harian Nuansa Pos, December 2001 (no copy)

“Banjir Memperparah Kerusakan Habitat Ikan Napoleon Wrasse”. Harian Kompas, 23 Maret 2002

“Maming Togian yang Kian Merana”. Mingguan Al-Khairaat. No. 35. April 2002 .Notes from Trip to Palu. NRM HeadlineNews. Issue 10, 30 May 2002

LESSONS LEARNED:The flora fauna book was appreciated by national newspaper. The reasons are because the book provides a brief and clear explanation about flora and fauna that is specific to the Togean Islands. It also uses Indonesia language – in simple and clear wording, with limited use of technical biological terms. 15

S. OTHER1. T-shirt and Hat

About 150 t-shirts and 50 hats were produced. This material served as a prize for the winners of the crossword in the Petani Pos and Nelayan Pos. The t-shirt is also distributed to key people in the community who had been actively involved and contributed their time to support the campaign’s activities.

Additional t-shirt, hats, and school bags are being produced to serves as winner prizes for the Art and Poem Competition for Primary School Students.

2. Local Capacity Building

From the start of this project in Togeans, I tried to find a Togean young person who would be dedicated in learning about the project and manage the project follow up.

Firstly, effort was made to develop a collaborative working agreement with the Pijak Foundation (formerly SEKBER Togean), in which Pijak will appoint one person to work together with us. Finding the person was not as easy as it seems. On one occasion a good candidates from Pijak was found, but this person was not given permission by the family. Unfortunately, Pijak finally gave up and voluntarily withdrew from the agreement.

So during the campaign’s tasks we found a person ourselves. Luckily, we met with Risman Labatjo (Koa) – the son of Lembanato’s village secretary. Initially he was trained to monitor the puppet theatre. At first he was unconfident and shy in carrying out the task. In addition, he was afraid to learn how to use computer.

15 As told by several reporters to Amalia Firman – Senior Communication Manager for Conservation International Indonesia – who had helped in building relationship with national level media.

57

During the time, he gained confidence in himself as well as respect from teachers, sub district and village government. He is now able to operate and do basic computer working (Word and Excel) and do the school presentations.

LESSONS LEARNED: Because our local partner originally came from the Togean, he was able to be

more efficient than myself at many tasks. For example, he got a cheaper price if renting a boat, could more easily have a discussion with the community and local government and the community are less suspicious.

Building capacity and confidence should be done step by step and with intensive guidance. There were times when our local partner was unsure of himself, but when he was persuaded by other people, he was able to do the work successfully.

References:Labatjo, Risman G. 2002. Laporan Kegiatan Pertunjukan Panggung Boneka dalam Rangka Pendidikan Konservasi Alam, January – May 2002. (Field report January – May 2002: Puppet Show).

Labatjo, Risman G. 2002. Laporan Kegiatan Pembagian Majalah Petani/Nelayan Pos serta Buku tentang Flora Fauna dan Pengumpulan Wawancara Masyarakat di Kepulauan Togean, July 2002. (Field report July 2002: Distribution of Flora Fauna Books, Environmental News sheets, and Materials’ assessment)

Labatjo, Risman G. 2002. Laporan Kegiatan Pengumpulan Wawancara Masyarakat tentang Lagu-lagu Kampanye dan Pembagian Mjalah Petani Pos dan Nelayan Pos untuk Masyarakat Kepulauan Togean, Juli 2002. (Field report July 2002: Interview on Community Feedback of The Campaign’s Song and Distribution of “Petani Pos” and “Nelayan Pos”)

Labatjo, Risman G. 2002. Laporan Kegiatan School Visit 9 SDN di Kecamatan Una-una dan Pemasangan Billboard di Kecamatan Una-una dan Kecamatan Walea Kepulauan, Juli – Agustus 2002. (Field Report: July – August 2002: School Visit in 9 Schools in Una-una and Placing Billboard in Una-una and Walea Kepulauan Sub-district).

Sundjaya-Wirawan, NP Sarilani. 2002. CEC Logbook.

Sundjaya and Sundjaya-Wirawan, NPS. 2002. Creating the Community based Marine Protected Area: Draft Report from Community Meeting on Destructive Fishing at Kabalutan Village. (unpublished report)

58

SECTION 4

SIGNS OF SUCCESS

A comparison of the pre and post campaign’s survey should give a clear indication of changes in the public’s knowledge and attitudes toward the Togeans Islands’ environment. The comparison should also be able to suggest how closely the campaign had reached the objective in the Project Plan.

For details on the process of conducting the post-campaign survey see section 3.

4.1 SUMMARY OF RESPONDENTS

4.1.1 Gender and age of respondents

The gender distribution of respondents in this post-campaign survey is somewhat more equal (44 % female, 56 % male) than those from the pre-campaign survey (67 % male, 33 % female; n = 377). Nevertheless it is still biased toward male respondents.

The age distribution of respondents in the post-campaign survey is quite similar to respondents in previous surveys, especially the first three age groups and the last three age groups. Most of the respondents are in the 28-35 years group, which is the same as the previous survey (28 % n = 377).

Box 5. Age

27.5 % 28-35 years 23.1 % 21-27 years18.8 % 36-45 years 15.7 % 16-20 years 9.0 % 46-55 years 3.4 % 10 - 15 years2.2 % over 55 years 0.3 % refused to answer

female

male

56 %

44 %

Figure 32.

Gender

Post-campaignn = 324

59

4.1.2 Village and Occupation Compositions of Respondents

Table 29. Post-campaign survey districts of respondents

n = 324

Although there was a time constraint in conducting the post-campaign survey compared to previous one, the distribution of respondents’ origins are similar. The proportion of questionnaire distribution in each sub-district is also similar (post-campaign survey: 60 % of Una-una sub-district; 40 % of Walea Kepulauan sub-district; n = 324) with the previous survey (53 % of Una-una sub-district; 47 % of Walea Kepulauan; n = 377).

Post campaign survey - occupations of respondents

As in the pre-campaign survey, the biggest sector of respondents was farmers (24.4 %; n = 324) in the post-campaign survey. The proportion of respondents who work as fishermen is also very high, and the same in both surveys (21 %). However, the number of participating students was almost doubled from 6 % (n = 377) in the previous survey to about 11 % (n = 324) in the post-campaign survey.

Una-unaSub-district

Walea KepulauanSub-district

9 % Katupat 9.3 % Kabalutan

6.5 % Lembanato 6.5 % Tongkabo

5.9 % Bambu 6.2 % Malenge

5.6 % Taningkola 6.2 % Tumotok

4.6 % Bomba 4.9 % Kondongan

4.6 % Wakai 4.6 % Dolong A

3.4 % Kololio 4.3 % Popolii

3.4 % Lebiti 2.8 % Milok

3.1 % Bangkagi 2.2 % Pulau Enam

2.5 % Bungayo 1.5 % Kalia

2.2 % Molowagu

0.9 % Kulingkinari

Box 6. Occupation

24.4 % Farmer 21.9 % Housewives21 % Fisherman 10.8 % Student 6.2 % Unemployed 5.9 % Teacher 4.3 % Seller 0.6 % Civil servant 0.6 % Motorcycle rent driver 0.6 % Tourism service 0.0 % Police/Army 3.7 % Other

n = 324

60

4.1.3 Information/Entertainment Media Preferences

Although most respondents still choose RRI Gorontalo as their favourite radio station

and listen to radio in the afternoon (12.00 – 15.00 o’clock), the source of

entertainment and information is different from respondents in the pre-campaign

survey. About 60 % (n = 324) of respondents in the post-campaign survey prefer

radio as the media source for entertainment and information, compared to those in the

previous survey who prefer television (50 %, n = 377).

Figure 33. Favourite Radio Station Box 7. Preference Time of Radio Listening

24.1 % afternoon, 12.00 - 15.00 21.9 % morning, 09.00 - 12.0018.2 % afternoon, 15.00 - 18.00 15.1 % night, 18.00 - 21.00 13.6 % morning, 06.00 - 09.00 2.8 % night, after 21.00 4.3 % No Answer

Box 8. Source of Entertainment Media

59.9 % Radio 29 % Television 8 % VCD/Video 1.5 % Magazine/newspaper 1.5 % Other

Source of Information

60.8 % Radio 33 % Television 5.6 % Magazine/newspaper 0.0 % VCD/Video 0.6 % No Answer

n = 324

Post-campaignn = 324

61

4.1.3 Exposure to Several Campaign’s Materials

Almost all respondents had heard the school song. Most of them heard it from the cassette (47.5 %), sung by children (38.9 %), or from school (27.8 %).

Table 30: Source of song exposure among different groupsOverall Farmers Housewives Fishermen Students Unemployed Other

Cassette 47.5 % 50.6 % 36.6 % 54.4 % 54.3 % 55 % 41.2 %Sung by children 38.9 % 46.8 % 42.3 % 33.8 % 31.4 % 30 % 37.3 %

School 27.8 % 22.8 % 42.3 % 20.6 % 37.1 % 10 % 25.5 %RRI Palu 7.1 % 7.6 % 4.2 % 7.4 % 0 % 15 % 11.8 %RRI Gorontalo 0.6 % 0 % 0 % 1.5 % 0 % 0 % 2 %Never heard 8 % 3.8 % 5.6 % 11.8 % 5.7 % 15 % 11.8 %Other 0 % 0 % 0 % 0 % 0 % 0 % 0 %Totals * * * * * * *

n = 324

* Multiple answers can total over 100 %

Q 12: Did you ever hear the “Lestari Alamku” song?

Yes

No

n = 324

Figure 34. Exposure to School’s Song

90.7 %

9.3 %

62

The above figures indicate that more than 50 % of respondents had read the environment newsletter.

43 %

57 %

No

Yes

n = 324

Q 14: Have you read the “Nelayan Pos”?

Nelayan Pos

Figures 35: Proportion of Respondents who had read Nelayan Pos

54 %

46 %

No

Yes

n = 324

Q 15: Have you read the “ Petani Pos”?

Petani Pos

Figure 36: Proportion of respondents who had read Petani Pos

63

4.2 HOW MUCH DID WE ACHIEVE?

A comparison between the pre- and post-campaign survey was needed in order to measure changes in the community (indicated by respondents as a sample of the population). Changes in perception, knowledge, and attitudes to their environment are all important factors to measure. We also wanted to see how closely we had reached the campaign’s goal and objectives.

The goal for the Togean Islands (identified during the stakeholder meetings and pre-campaign survey (refer to section 2) is to conserve the Togean’s marine and coastal environment for the sustainable benefit of its community. Two main objectives had been determined for this campaign. Firstly, through educating local farmers about the relationship between forest and the marine condition, 2 years after the program’s completion, farmers will maximize the yield of their available land and 60 % of available forest will remain intact (Main Objective 01/MO 01). Secondly, through educating the general public (including fishermen) about alternative ways of fishing, law/regulations, and the importance of conserving coral reef, 2 years after the program’s completion the community will maintain the condition of the coral reef (Main Objective 02/MO 02).

Below is a summary of the results and analysis of the comparison between pre- and post-campaign survey, in relation to specific objectives.

4.2.1 Perception and Knowledge of Land and Marine Relationship

4.2.1.1 Objective 01/MO 01: By the end of the program, 25 % of the area’s school children understand the importance of conserving the forest and its relationship with the marine environment, to ensure the health of the coral reef in the area (from 18.2 % of students - who did not know the relationship, and 22.7 % students who said that there is no relationship between forest and the marine condition), and can say two reasons for doing so.

Initial preparation for the campaign (stakeholder meetings and community survey) indicated that there had been a lack of understanding about the relationship between the land and the marine environment. The question that had been asked to get this information was “What is the impact of tree-cutting to the marine condition?” (Question #27 in pre-campaign and question #20 in post-campaign). Table 31below shows the differences in responses to this question before and after the campaign.

64

Table 31: Comparison of the impact on tree cutting to the marine condition as perceived by students, before and after the intervention project

Initially, only about 50 % of students understood that cutting trees affects the marine environment (siltation, sea water become brown colour, and difficult to catch fish). Moreover, about 50 % of the students surveyed gave an incorrect response when asked about the impact of deforestation on the marine environment. These incorrect answers ranged from ‘can have land for agriculture’, ‘no effect’, and ‘don’t know’.

In the post-campaign survey, more students provided responses. The response “sea water becomes brown colour” decreases from 18.2 % to 8.8 %, while the term “siltation” is chosen more frequently – up from 18.2 % to 55.9 %.

Negative environmental impacts were recognised by 94.1 % of those surveyed (n=35) in the post-campaign survey, compared to just pre-campaign survey where only 50 % of the respondents acknowledged such impacts (n=22).

In addition, no post-campaign respondents answered “No effect” or “Don’t know”. This indicates an increase understanding of students about the impact of deforestation to the marine ecosystem.

PRE-CAMPAIGN SURVEYStudentsSiltation18.2 %Sea

water become brown colour18.2 %Difficult to catch fish13.6 %Can have land for agriculture 9.1 %No

effect 22.7 %Don’t know 18.2 %Total 100.0 %n = 22

POST-CAMPAIGN SURVEYStudentsSiltation55.9 %Sea water become

brown colour8.8 %Difficult to catch fish29.4 %Can have land for agriculture

5.9 %No effect 0.0 %Don’t know 0.0 %Total100.0 %n = 35

65

4.2.1.2 Objective 02/MO 01: By the end of the program, 35 % of local housewives will understand the importance of conserving the forest and its relationship with the marine environment (from 21.1 % who did not know the relationship between land and marine condition, and 17.1 % who said that there is no relationship between land and marine condition), to ensure the health of the coral reef in the area, and can explain at least one alternative way to optimise their available land and/or their future agricultural system.

Table 32: Comparison of the impact on deforestation to marine condition as perceived by housewives, before and after the intervention project

Initially, 43.1 % of housewives respondents gave an incorrect answer to the question on the impact of deforestation on the marine condition. In addition, about 19.7 % of all housewives sampled (n = 51) said that deforestation was the main direct threat to Togeans’ environment. When the group was asked questions on ways to overcome this direct threat, only small percentage of respondents gave an answer and there was not much variety in the number of responses:

PRE-CAMPAIGN SURVEY HousewivesSiltation27.5 %Sea water

become brown colour13.7 %Difficult to catch fish15.7 %Can have land for agriculture 5.9

%No effect 7.8 %Don’t know29.4 %Total100 %n = 51

POST-CAMPAIGN SURVEYHousewivesSiltation29.6 %Sea water

become brown colour33.8 %Difficult to catch fish32.4 %Can have land for agriculture1.4 %No effect1.4 %Don’t know1.4 %Total100

%n = 71

Box 9. Thoughts on ways of reducing environmental threats

Q18: What you had done to overcome this (direct threat to environment)?

Respondents ResponseNo. / %

22.2 % No answer

55.5 % Don’t know 11.1 % Ask government to be firm on law

11.1 % Stop the destructive activity

66

After the campaign, the percentage of women who gave an incorrect response was just 4.2 % (n = 71). This suggests that about 38.9 % of housewives now know the impact of deforestation on the marine environment.

Moreover, this sample group also now knows alternative ways to protect the forest while still managing land for agriculture. Although it may seem that the respondents still consider burning down trees as way to clear land (25 %, n = 71), the total suggesting sustainable activities is higher - 41.8 % of housewife respondents chose “inter-planting crops with trees” and carrying out selective cutting when opening forest for land.(Figure 37).

Figure 37: Post-campaign: Housewives thoughts on ways of managing land for agriculture that minimise negative impacts on the forest.

Q22: Ways of managing land that is positive towards forest conservation (you can select more than one answer)

Overall Plant crops

interchange with hard plant/trees Selective cutting, do not

cut big trees when open forest for agriculture land

Land-clearing by burning tress

Other n = 71

67

In addition, when this sample group was asked what action can be carried out to protect the forest, the housewives gives many various answers, as shown in Table 33 below.

Table 33: Post-campaign. Housewives responses when asked about activities undertaken which have helped to protect the forest - over the last 6 months

Q21: What you have you done to protect the forest, in the last 6 months?

Housewives -number and %

No answer 2940.8 %

Do not know 3042.3 %

Tell other person for not destroy nature 34.2 %

Did not cut down trees unnecessarily 11.4 %

Did not cut down big trees 22.8 %

Instead of burning, do selective cutting when opening land for agriculture

11.4 %

Did not burnt forest 11.4 %

Ask other farmer for not burning forest when opening land for agriculture

44.2 %

Total 71100 %

n = 71

68

4.2.1.3 Objective (03)/MO 01: By the end of the program, to reduce number of the general public, including farmers, who do not know how deforestation (e.g. for agriculture and logging) can negatively affect the marine ecosystem - from 42 % to 35 % and to ensure that they can state at least two alternative ways of conserving their forest while still getting optimum yield of their agriculture land.

Before the conservation education campaign (CEC), the survey suggested that the general public had only a limited understanding of the relationship between deforestation and the marine environment. Although almost 30 % (n=377) of respondents did know that deforestation would lead to siltation, about 22 % (n = 377) did not know the resulting negative impact of forest destruction on ocean life.

After the CEC, the number of respondent who did not know the terrestrial and marine relationship significantly declined to just 1.2 % (n=324). Moreover those who understood the variety of possible negative environmental impacts increased to 96.6 % (answers chosen:” siltation”,” sea become brown colour”, and “difficult to catch fish”) up from 57.5 % of previous respondents (n = 377). Figure 38 (below) provides a comparison of respondents’ responses to the question on the effects of tree cutting - before and after the campaign.

AFTER (n = 324)

Impact of tree cutting to marine environment

Siltation

Don’t know

Seawater becomes brown

No effect

Difficult to catch fish

Can have land for agriculture

BEFORE (n = 377)

Impact of tree cutting to marine environment

Figure 38: Comparison of the impact on tree-cutting to marine condition as perceived by the general public, before and after the intervention project

69

4.2.2 Perception and Knowledge on The Importance of Healthy Coral Reef

4.2.2.1 Objective (01)/MO 02: Inform the general public about alternative (sustainable) ways to utilise their marine natural resources, and reduce the number of people who do not know alternative ways from 70 % to 60 %.

In the pre-campaign survey more than 70 % of respondents viewed destructive fishing as the most direct threat to the Togean Islands’ environment. Nevertheless, in general, the result from this survey suggested that about 70 % of respondents (n = 377) did not know how to overcome this direct threat towards the environment (specifically as a threat to the marine ecosystem).

After the campaign, the new survey indicated that there might be an increase in knowledge and attitudes toward the marine ecosystem. Figure 39 below shows this, for example. The graph shows that about 87 % of respondents suggest using a hook and line as an alternative way to protect coral reef, as well as about 50 % of respondents suggesting the use of Fishing Alternative Devices (FADs). About 26 % of respondents seemed to understand that land activities have an impact on the marine environment, and recognised that protecting forest is a way to protect the coral reef.

Figure 39: Alternative ways to protect coral reefs as viewed by the general public

Use hook and line Use a Fishing Alternative Device Protect the forest Don’t know Use cyanide/bomb Throw waste to the sea

n = 324Multiple answers can be more than

100 %

Alternative ways to protect coral reef

71

Box 10 shows that respondents gave a variety of answers when asked about the positive activities they had carried out in the last 6 months. The answers given range from feeling helpless, to giving advice to other people and using wise techniques to harvest fish.

Box 10: Positive behaviour towards the coral reef carried out by the general public over the last 6 months.

Q31: In the last 6 months, what have you done to conserve the ocean and the coral reef?

Respondents ResponseNo. / %

35 %; 113 No answer32.5%; 105 Don’t know8 %; 26 Did not carry out bomb- or cyanide-fishing, or pollute the ocean 5.9 %; 19 Advised other people to not use bombs or cyanide5 %; 16 Use line and hook to catch fish4.6 %; 15 Did not litter the ocean3.1 %; 10 Stopped nature destruction

1.5 %; 5 Explained to other fishermen why they should cease using bombs

1.2 %; 4 Use FAD to catch fish0.6 %; 2 Did not carry out coral mining2.5 %; 8 Other:

Did not cut big trees in the forest Advised other people to not catch protected animals Described to others natural resources degradation I feel helpless to address environmental conditions Warned other fishermen about the effects of bombs and cyanide Told the authority officer about bombing evidence, but there was no follow upPicked up litter in the sea Protected mangrove forest

72

4.2.2.2 Objective (02): By the end of the program, 20 % of students will be informed about the importance of mangrove forest in maintaining good coral reef condition and they can mention 2 functions of mangrove ecosystem besides its role in protecting the island from erosion.

Initially, just over half of student respondents perceived that the main role of the mangrove forest was to protect the islands from erosion (54.5 %; n = 22). About 14 % of student respondents did not know about the functions of the mangrove forest (n = 22).

The results of the post-campaign survey suggest that more students now know that mangrove forest are not only protecting the islands from erosion, but have additional benefits. The number of students sampled was higher (n = 35), and the answers they chose were more varied; such as prevent flooding (20.6 %), protecting the islands from waves and wind (17.6 %) and acting as a waste/poison filter from the land to the ocean (5.9 %). Moreover, the number of respondents who did not know the function of this ecosystem reduced from 14 % to about 3 % (Table 34).

Table 34: The importance of the mangrove forest as viewed by the students, before and after the campaign took place.

Function of Mangrove Forest

PRE-CAMPAIGN SURVEY

StudentProtect from island erosion54.5 %Place of egg fish18.2 %Prevent

flooding13.6 %Reduce mosquito13.6 %Don’t know13.6 %No answer0.0

%Other4.5 %* multiple answer can total over 100 %

n = 22

POST-CAMPAIGN SURVEY

StudentProtect from island erosion20.6 %Place of egg fish32.4 %Prevent flooding20.6 %Protect the

island from big waves and wind17.6 %Filtering household waste/poison 5.9 %Reduce mosquito0.0

%Destroy the village’s beauty0.0 %Don’t know2.9 %No use0.0 %Totals100 %n = 35

73

4.2.2.3 Objective (03): By the end of the program, reduce the number of local student who do not know alternative ways of managing their marine resources from 68 % to 40 %, by informing on the importance of coral reefs and how to protect them and the student will be able to state two ways of managing marine resources.

The numbers of students who do not know alternative ways (of managing their marine resources) were not significantly reduced; 67.6 % post-campaign (n = 35) compared to 68 % pre-campaign (n=22). However, the answers given were much more varied post-campaign (box 11). Moreover, when given choices of responses, the proportion of students who do not know alternative ways to protect coral reefs significantly decreases to 9.1 % (n = 35) as indicated in figure 40.

Box 11: Activities carried out by students over the previous 6 months, which has positive benefits for the coral reefs.

Q31: In the last 6 months, what you have you done to conserve the ocean and coral reef?

Occupation = Student

Respondents Response No. / %

29.4 % No answer38.2 % Don’t know17.6 % Did not do bombing/cyanide; pollute the sea8.8 % Advised others not to use bombs2.9 % Advised others to stop destroying nature2.9 % Explain to others why they should not use bombs to catch fish

n = 35

Overall Don’t know Make FAD Use hook and line Use bomb/cyanide Protect the forest

Throw litter to ocean Other

n = 35Multiple answers can total > than 100 %

Ways to protect coral reef

74

Figure 40: Alternative ways to protect coral reefs as viewed by students.

4.2.2.4 Objective (04): By the end of the program, the Village Representatives (BPD) in 2 villages will not include coral mining activities and will create sanctions which are more environmentally sound, as punishment for illegal conduct within the Village Regulation (Peraturan Desa).

In achieving this objective, two Village Representatives meetings were conducted. One was requested by the representatives of the community itself in Kabalutan Village (Walea Kepulauan Sub district). The other was initiated though a collaboration of NGOs (Toloka Foundation, Natural Resource Management/EPIQ USAID, and Conservation International Indonesia), conducted in Wakai Village (Una-una Sub district) for four representatives who came from four villages (Wakai, Lembanya, Tanjung Pude, and Una-una). For Further information about the process of this outreach, refer to Section 3.

The result from Kabalutan village was a village regulation to secure traditional fishing grounds from destructive fishing techniques. The regulation covered 10 coral reef sites that are traditional fishing grounds. The translation of the Village Regulation of “Conservation of Marine Resources and Coral Reef within the Kabalutan Village” can be seen in Appendix.

While the meeting in Wakai village succeeded in creating agreement between 4 villages to conserve Panimpo Forest due to its role as fresh water resources, the follow-up was unclear. Hence. at the end of the project, no further activities were conducted.

However, as a result of these agreements, other villages came to us and asked for help to develop their village regulations in relation to their environments:

we were asked by the Head of the Lembanato Village to help develop village regulation to protect their mangrove.

Tumbulawa has requested village regulation to protect the forest as the home for the Sulawesi Hornbill (Rhyticeros cassidix).

Village representatives from Milok said that they needed similar village regulation to that created for Kabalutan’s as a result of our campaign.

4.2.2.5 Objective (05): By the end of the program, there will be a petition signed by local fishermen to reduce/stop the use of destructive fishing techniques.

During the process of campaign implementation, I found that the community are resistant to the idea of a petition. Most of the Togean people perceive signing paper as giving away their land and/or agreeing to compensation for this. Hence it was not rational to pursue this activity.

75

SECTION 5

RECOMMENDATIONS

Over the past twelve months, we worked together with the Togean people in implementing a comprehensive awareness program that has taken the environmental message across the islands.

The team had seen changes in the community – they are now more open to discussing destructive behaviour towards their natural resources. For example, bomb fishing used to be an issue that people talked about it secret. Now they know that they share the same concern amongst themselves. This campaign also created the opportunity for the community to be actively involved in protecting their natural resources.

However, the completion of this campaign is just a beginning rather than an end. In order to achieve the principal goal of the Togean people – to ensure the sustainability of natural resources for future generations – we should complete the circle that had just been started.

Below is a list of recommendations for follow-up actions. Some recommendations may not be in the management plan of the leading agency – Conservation International Indonesia. If this is the case, it is likely that other organisations, with the relevant resources and interest for these projects and can follow-up the proposed recommendations. In addition, some of the follow-up will have to wait for the results from the Feasibility Study for establishing Marine Management Area for Togean Islands, December 2002.

76

1. Community Aspects

1.1 Capacity building for local community1.1.1Facilitate the development of environmentally

sound village regulations/laws. In addition, enable villages to carry out monitoring of their natural resources.

The successful creation of village regulation in Kabalutan Village (to protect the coral reef within their traditional fishing grounds) should be strengthened so that the regulation can be enforced. Other villages within Togean Islands (Lembanato, Milok and Tumbulawa) asked if we could replicate these legislative activities for them. Nevertheless, inadequate skill to carry out monitoring of their natural resources might contribute to a weakness in the enforcement of the regulation.

In addition, as Bajau people used to be the ‘black-sheep’ known for much destructive fishing, more places in which Bajau people reside should be informed, so that they can learn from the experience of people in Kabalutan village.

Recommendations:

develop a monitoring guide (for mangrove, forest, and marine ecosystems) that can be easily understood and carried out by the community

train and equipped community to carry out monitoring and build a monitoring team within the village

facilitate environmentally friendly village regulation for other villages within Togeans

exchange programs between Bajau people in Kabalutan village with Bajau people who live in other regions

77

1.1.2Strengthen skill and knowledge for carrying out conservation education

Risman G. Labatjo (my field assistant) showed immense progress in his skill and knowledge while conducting the tasks in this campaign. His confidence and pride for his work grew during the last 8 months of the campaign. Nevertheless, in order to build long-term commitment for him to carry on with outreach, it is strongly recommended that he get experience and perspectives on how conservation outreach is being carried out in other places in Indonesia. Unfortunately, most environment/conservation education projects are being conducted outside of the Sulawesi region.

While the end balance of the campaign’s core-fund is not available yet, I believe there are still some funds which have not yet been expensed. I would like to propose that these funds are used to action the recommendation below. If this remaining budget is not enough, I hope that RARE can provide assistance.

Recommendations:

On-the-job training in other conservation/education projects in Indonesia. The proposed projects (but not limited to this) for training sites

are: - Marine Turtle Conservation Education in West Java (email:

[email protected] or [email protected] )- The Bodogol Conservation Education Center in Gede-

Pangrango Mountain National Park, West Java (e-mail: [email protected] )

- Environmental Education Center in Bali (http://www.ngo.or.id/pplhbali/; email: [email protected] )

- Environmental Education Center in Trawas, East Java (http://pplh.terranet.or.id/; email: [email protected] )

After completing the training:- Establish the conservation education program for the

mangrove ecosystem for Risman’s (field assistant) village. - Assist schools in incorporating conservation issues in

schools’ curriculum.

78

mailto:[email protected]

http://pplh.terranet.or.id/


http://www.pplhbali.or.id/




Become a member of the Indonesian Environmental Network, to get more access and training to information and link with other conservation educators in Indonesia

1.1.3 Incorporate conservation issues into the school curriculum.

During the period of campaign, schools were very excited and found the approaches used effective in conveying the conservation message. To ensure the continuity of sending the conservation message to the children, the Education Office/schools have to take charge of it. However, they do not have resources or relevant expertise.

Recommendations:

Outreach to Education Office at Province, District, and Sub-district level to incorporate conservation issue into the local curriculum.

Conduct teacher workshops (for two sub-districts) so that conservation education can be carried out as part of the local school’s curriculum (e.g. puppet show, role-play, field project, etc)

Provide materials and equipment (e.g. puppet theatre, teacher’s module, children activities book, etc.) for each school (in two sub-districts) to implement conservation education as part of the local school curriculum.

1.1.4Continuity of tasks initiated in campaign

A number of tasks initiated during this campaign need to continue beyond the formal close of the project.

Recommendations:

The Nelayan Pos (Fishermen Post) and Petani Pos (Farmer Post) should become a regular publication produced bi-annually and distributed to the community within the island

Puppet Show – with new characters and new stories – should become a regular event for schools, conducted annually

Produce Togean’s song Cassette with new songs – as several people offered to records songs about nature for the campaign.

79

Assist the youth group in Molowagu Village to carry out tree-re-planting to secure their watershed

80

3. Scientific Research

3.1 Further research on the Napoleon wrasse

Many publications about this species focus on its economic value and destructive fishing techniques that affect it. While the IUCN Red List 2000 categorises this species as vulnerable, it seems that little is known about the biology of this fish. Available literature was very limited in providing population figures based on research.

In addition, the CI Marine RAP in 1998 indicated that the Togeans still have good coral and are rich in marine biodiversity. However, scientific work in the Togeans – specifically marine – had not been continued.

Recommendations:

A population study on the Napoleon wrasse needs to be conducted. This would mitigate the current lack of knowledge on its population status in Togean Islands.

A study of its reproduction rate and general biological processes is needed. One use of this would be to help in breeding the fish outside of its natural habitat.

The appointment of a marine biologist to either to conduct monitoring on a regular basis, as well as provide training to community and/or local NGOs to do this activity

Procurement of relevant equipment to do marine monitoring (e.g. underwater camera, 5 sets of snorkelling/scuba diving equipment, etc.)

3.2 Further study on the effectiveness of each task in the campaign

There are various tasks that had to be conducted during this campaign. During my observations (and later, during discussions with partners from other countries), it was confirmed that each task had a different impact on each target group. In addition, tasks that worked in one site, did not always work at other sites.

81

Recommendations:

Carry out a study on the effectiveness of the tasks in the campaign

Carry out a comparative study on the effectiveness of RARE- Pride Campaign approach with other conservation campaign approaches

Incorporate the above studies as part of an academic Master’s degree in Conservation Education or a Scientific Communication course

2. Economic Aspects

An observation of Sama’ fisherwomen indicated that the younger form of Napolean Wrasse (used as fish-bait) is readily available at relatively modest prices. Nevertheless, fishermen who expressed their concern about the species stock depletion in the wild (when they expressed shock at the comparative abundance 10 years ago) might indicate that the use of cyanide has caused a rapid decline in the species.

Recommendations:

Alternative techniques to catch Napoleon Wrasse needs to be developed and introduced to the community in the Togean Islands.

Research and implement alternative income sources, such as mariculture.

82

3. Population Control

As an archipelago with a small island ecosystem, there is not enough land for plantation/farms to supply the needs of the growing human population. This results in increasing forest conversion. There is a cultural tradition whereby a certain area of land in reserved for future coconut plantations for every child. This is also contributing to forest conversion. Moreover, most people in Togeans still need money to fulfil their daily basic needs and cannot afford contraception. Controlling population growth is one alternative that might slow down the deforestation.

Recommendation:

Conduct a comprehensive approach to encourage voluntary birth control

4. Policy on Area Status for the Togean

The achievements of this campaign should be known, replicated and provide a basis for a bigger scale conservation effort within the region.

In addition, if monitoring the capture of Napoleon wrasse in Togean Islands proves very challenging, then thought should be given to establishing a marine management area/conservation area, especially where this important species is still abundant.

Recommendations:

RARE to send an acknowledgement letter to relevant people/institutions (President/Director /Indonesia Representative of Conservation International in Washington DC, Director of Conservation International – Indonesia, etc) on the campaign’s achievements and how this campaign could have a greater impact for conservation in Indonesia

Develop and implement a comprehensive management plan for the target area, in parallel with results of a feasibility study.

83

Acknowledgements

The Conservation Education Campaign for The Togean Islands would not be possible without involvement, support and assistance from people who gave their time, hand and heart.

Herewith, I would like to expressed my sincere gratitude to:

The people, local NGOs and local government of Togean Islands The RARE Center for Tropical Conservation Conservation International Indonesia Paul Butler, Dr Ian Bride, Prof. Stuart Harrop, Dr David Corke,

‘Strange Cargo’, Rosemary Godfrey Purbasari Surjadi, Sundjaya, Amalia Firman, Wendy Tan, Bodhi,

Lia, Amy, Mansyur Risman ‘Koa’ Labatjo and Dwi N. Adhiasto Yalap P Yalap, Rodney Galama, Kriengsak Chaturasuksakul,

Christa Botha

Thank you also to many other people and other institutions that have been supportive of this project.

84

CONTENTS · Web viewSECTION 1 About the Togean Islands. Conservation Education Campaign for the...

Documents

Transcript of CONTENTS · Web viewSECTION 1 About the Togean Islands. Conservation Education Campaign for the...