Part of my job working on the thematic review has been looking at what we can learn from the Darwin Initiative about the relationships between poverty and biodiversity. This has involved reviewing a lot of project documents and reports, talking to project leaders and collecting evidence through focus group discussions in Kenya. At the moment, we are still making sense of all of the data and writing up the final outputs of this thematic review. Whilst this is all being finalised, there are some lessons that I wanted to share. I don’t think they are necessarily ground-breaking, but can be easily forgotten when trying to design projects that address the dual objectives of biodiversity conservation and poverty alleviation. My plan is to write about one lesson at a time, so this is the first instalment.
Sudanese fisherman Credit Equipe Cousteau
When conducting research we often look for trends or lessons that can be scaled up or generalised across different contexts. Such pursuit can generate valuable insights into the poverty and biodiversity, but at the same time the quest for generalizable trends and lessons must not cloud the lessons we can learn from identifying differences.
…..Differences are important
One of the key success factors in the Kenya projects that we visited as part of the recent evaluation was the speed at which fish stocks were recovering once community-managed closed fishing areas had been implemented. In around 6 months, local fishing communities were noticing differences in both the number of fish, the size of fish, and the diversity of fish species. This observation was also supported by ecological surveys carried out by projects, with support from members of the local communities trained to conduct low-cost ecological surveys.
Edge of Bwindi Impenetrable Forest Protected area, Uganda Credit M Harrison
Yet, one of the reoccurring challenges raised by organisations involved in forest projects is that it takes a long time to see or measure changes in biodiversity, even if restricted forest access has been introduced. Forest projects also describe how the time and technical expertise needed to measure changes is often beyond the scope of a 3 year project.
Contrasting these two examples shows how ecosystem characteristics and dynamics influence the rate at which an ecosystem can recover and therefore what kinds of changes a project can expect to see.
Identifying these differences is not to say that we can’t learn lessons. In fact, I think that there’s a high potential for learning. One option could be to better target events, workshops, newsletters, and learning notes on particular ecosystems and then facilitate a dialogue to identify any reoccurring lessons across ecosystems.
It may seem obvious to point out that the characteristics of marine and forest ecosystems are distinctly different. But this can be overlooked when designing projects and setting ambitious targets when the competition for funding is high. However, projects should be realistic about the types of change they can expect to see and carefully select ecosystem-appropriate indicators in order to capture such change.
This is the first in a series of blogs about lesson-learning, so follow the blog to be notified about the next instalment.
In the meantime send me your thoughts and experiences too – email@example.com
Community dancing in Papua New Guinea Credit J Sawyer