Zambia Land Alliance
Participatory Land Use Planning and Mapping (PLUP)
Training for Community Mapping of Land Resources
A Manual for District Stakeholders and Community Members
Final Draft
Page | 0
Lusaka
September 2015
Acknowledgement
Special thanks to all ZLA staff notably Caroline Mufune, Tapuwa Nzara, Bridget N NChinyemba, Nixon Chasonga,
Suwilanji Mwelwa, Jesinta Kunda, Mercy Nyangu and Dimuna Phiri who participated in the development and review
of the Manual. Thanks also to the Monze DLA staff, MrE Hatimbula, Ms Miyoba, and Ms Chabota (Intern) for
assisting in the field-testing of the materials and also for their valuable input in the revision of the Manual. We send
our deep appreciation to district stakeholders of Monze and community members of Mulumbwa and Chona Villages
who attended the training workshops and helped to shape this Manual. We would like to thank Mrs Nsama N
Chikolwa, Executive Director, ZLA and staff of Both Ends for overall guidance and leadership that led to the
completion of this manual.
This Manual draws on participatory training principles, models and materials that have been developed by several
organisations notably DSE, GIZ, Ipas and many others. All the information sources referred to in this Facilitators’
Manual areduly acknowledged and referenced.
About Zambia Land Alliance
Zambia Land Alliance (ZLA) is a network of organisations advocating for land policies, laws and administrative
systems that take into consideration the interests of rural and urban poor communities. ZLA, which was established
Page | 1
in 1997 as a response to the government of Zambia’s land reform processes, has developed and is implementing its
third Strategic Plan (2014-17). This Plan serves to articulate the organisation’s strategic direction in the next four (4)
years in its endeavours to secure land rights of poor and vulnerable Zambians living in rural, peri-urban and urban
areas. ZLA’s overall goal is to contribute to improved security of tenure for sustainable development and secured
livelihoods by 2017 through three priority areas:
a) Land rights and Governance – to strengthen land tenure security of people in rural, urban and peri-urban
areas through improved governance in land;
b) Social and Economic Justice in Land – to promote effective participation, equality and justice for poor and
vulnerable communities in land and natural resource governance; and
c) Institutional Development and Networking – to strengthen the capacity of ZLA and civil society partners to
provide support to poor and vulnerable communities to respond to land governance issues
ZLA has identified several challenges that impede the people’s utilisation and enjoyment of the land resource. These
include lack of security of tenure, unsupportive legal and policy environment, increasing pressures for rural land from
local and foreign investors, low levels of transparency and negative cultural traditions and norms which threaten the
rights of women and other vulnerable groups. Although poor and vulnerable communities may have been involved in
basic mapping and individual and collective utilisation of their resources they still face critical environmental, legal,
economic and social challenges related to ownership and usage of customary land. Key challenges people still faces
include identification, earmarking and optimisation the use of land resources for the benefit of the rural communities.
About the Participatory Land Use Planning and Mapping Project
ZLA, with support of Both Ends UK, has since 2014 been implementing a project entitled ‘Enhancing Participatory
Land Use planning and Mapping (PLUP) under customary tenure in Zambia’ whose overall objective is to
“strengthen traditional land governance structures and administration processes by using participatory land
use planning, in which communities are given a voice and become ‘land use negotiators”.The specific
objectives of the PLUP are to: (a) increase knowledge and skills in participatory land use planning of two
communities in Monze district by the end of 2014; (b) plan and map land uses of two communities in Monze district
by the end of 2015; (c) advocate for the inclusion of participatory land use planning under customary tenure in the
Land Policy and the Customary Land Law.
The PLUP is implemented by the ZLA’s Land Rights and Governance Unit although project addresses all three ZLA
strategic priorities: land rights and governance, social and economic justice and institutional development and
networking. As part of the PLUP project, from August to September 2014, ZLA designed and conducted a Scoping
and Baseline Study on Participatory Land Use Planning and Mapping in Chiefs Chona and Monze in Monze District
of Zambia. The outputs from these two activities, which included community meetings and stakeholder workshops
are well documented and formed the basis for the design and development of both the PLUP Facilitator’s and
Community Training Manuals.
About this Manual
Page | 2
This Manual is intended to assist communities and district stakeholders to conduct community mapping exercises
and subsequently formulate and implement their own community maps and land use plans. The manual is designed
for use by community based facilitators and district stakeholders who work with communities on a day to day basis to
help them through the processes of participatory land use planning and mapping. Before using this Manual
community based facilitators will have already been trained as facilitators using the ZLA’s Facilitators Training
Manuals. Additional training materials are to be found in Reference Manual.
The Manual is intended to promote a paradigm shift in terms of LUP in customary areas has been dealt with in
Zambia; to facilitate the implementation of new land use planning policies, land legislation and Government driven
land reform process and to facilitate the dissemination of the participatory land-use planning approach in Zambia.
Practical ways are presented to improve the capacity of community members in dealing with customary land-use
planning and natural resource management through encouraging community participation. This will also ensure
sustainable management of land that will result in improved living conditions of all stakeholders (including women
and children).
General Tips on Using this Community Training Manual
Language of Instruction
The language of instruction the local language of the area where the training is being implemented is used
sometimes interchangeably with English. In this manual, the terms participants, learners and audience are used
interchangeably while facilitators are sometimes referred to as trainers.
Reference and Facilitators’ Manuals
This Community Training Manual is accompanied by two Manuals: a PLUP Reference Manual and a Facilitator’s
which contains key training information (content) and resources for PLUP training and participatory training methods
and techniques respectively. Both the Facilitators and participants (Learners) will require the Reference Manual on
hand throughout the training course. Hand-outs to be used in the training sessions will be adapted from the
Reference Manual. During the training Facilitators may ask participants to refer to certain pages of the Reference
Manual.
Important Note: When using or making reference to this Manual, facilitators and other stakeholders should at all
times make efforts to acknowledge the sources of information, materials and resources.
Table of Contents
1. PLUP Workshop Objectives
Page | 3
1.1
1.2
1.3
1.4
Introduction to Workshop Objectives
Training Needs Assessment
Setting Ground Rules
Brainstorming Fears and Expectations
2.
3.
4.
5.
Introduction to Land Use Planning
Land Use Planning in Practice
Participatory Land Use Planning in Practice
Community Mapping of Land Resources
5.1. Village Walk
5.2. Mapping of Land Resources
5.3. Trans-sect
5.4. Simple ranking of “burning issues”
5.5. Pairwise ranking or preference ranking
5.6. Historical Analysis
5.7. Matrix of Gender-Specific Access, Use and Control of Resources
5.8. Cause-Effect Diagram – “System Shock”
6. Basic Conflict Management
References
1. PLUP Workshop Objectives
Page | 4
1.1 Introduction to Workshop Objectives
Objectives:
a) Community members are introduced to the PLUP Workshop objectives
Time required: 10 minutes
Procedure:
a) Ask participants if they have prior knowledge of PLUP
b) Ask participants if they have participated in PLUP workshops or similar activities before
c) On a Flip chart summarise the workshop objectives
Materials: paper, pencils, flip charts, markers etc.
Facilitator Notes
The PLUP workshop objectives include the following topics:
1)
2)
3)
4)
5)
6)
Introduction to Basic Concepts of Land Use Planning
Administration of and Stakeholders in Land Use Planning in Zambia
Land Tenure and Legal Framework for Land Use Planning in Zambia’
PLUP in Practice (organisation and process of PLUP)
Community Mapping
Basic Conflict Management
1.2 Training Needs Assessment
Objectives:
a) The training needs of the communities are assessed and discussed
Time required: 10 minutes
Procedure
b)
c)
d)
e)
Ask participants their level of education, knowledge and skills of land resources
Ask participants they have prior knowledge of PLUP
Ask participants if they have participated in PLUP activities with ZLA or other organisations
use a Flipchart to outline and explain the different kinds of training needs
Materials: Flip Charts, pens and paper
Facilitator Notes
Page | 5
Training needs are identified using various ways such as Printed Questionnaires which are prepared externally and
sent to participants in advance of the training events, exercises or workshops; Oral interviews which can be done by
telephone or face to face meetings with participants prior to the training event and by Brainstorming at the
beginning of the training workshop and will, there and then, provide information on training needs.
1.3 Setting Ground Rules and Brainstorming on Fears and Expectations
Objectives:
a) Community members set ground rules for the PLUP workshops
b) The expectations and fears of participants regarding PLUP are obtained and discussed
Time required: 10 minutes
Procedure:
a) Plenary discussion
b) Ask participants to write on the cards what their expectations are and what their fears about the workshop
are
Materials: paper, pencils, flip charts, markers etc.
Important Note: the Facilitator should also refer to the Facilitators Training Manual for Identification of community
training needs and for obtaining the fears and expectations of community members regarding the subject matter
Facilitator Notes
Ground Rules set by Monze Participants:
a)
b)
c)
d)
e)
f)
g)
h)
Phones on silent
Full participation of all participants
No unnecessary movements
Time keeping
Use of language you are comfortable in
Raise your hand when you have a point to make
Speak through the chair
All answers are correct
Other ground rules can be elicited from the participants
2. Introduction to Land Use Planning
Page | 6
Prior to conducting any community mapping and participatory land use planning exercise, the first significant step is
to assess the community members’ knowledge of the concept of land, its characteristics and functions
2.2 Land, its Characteristics and Functions
Objectives:
a)
b)
c)
d)
Community have a good introduction to the idea (or concept) of land and its characteristics.
Villagers explain the functions (use) of land
Villagers identify the various components of land
Villagers explain why land is important to them
Time required: 1 hour
Procedure:
d)
e)
f)
g)
Ask the villagers – men, women, youths etc. separately what they understand by the term “land”
Let people talk and ask further questions.
Find out which topics related to land are relevant to the villages
Summarise what the people have said and explain further the main characteristics, functions and components
of land
Materials: stones, sticks, paper, pencils, flip charts, markers etc.
Figure 1: Discussion on the Importance, functions and Characteristics of Land at Mulumbwa Village
Facilitator’s Notes
Page | 7
In addition to participants’ responses the Facilitator should compare or add the following responses obtained from the
Monze: What is Land? Why is the Land important to human beings:
a)
b)
c)
d)
e)
f)
Land is granted by God
Land is life
To build houses
Burial sites
Shared by all – it is a finite resource
A source of wealth
There are competing interests on land
Important Note: Facilitator should refer to the Reference Manual for detailed notes on Introduction to Land Use
Planning. However the following points should be emphasised:
2.3 Meaning of Land Use Planning
Objectives:
e) Community have a good introduction to land use planning
f) Villagers explain why land should be planned
g) Villagers have good introduction to the actual process of land use planning
Time required: 1 hour
Procedure:
a)
b)
c)
d)
e)
Ask the villagers – men, women, youths etc. separately why “land”should be planned
Let people talk and ask further questions.
Find out which topics related to land use planning are relevant to the villagers
Summarise what the people have said and explain further the rationale for land use planning
Using question and answer, ask why land use planning is important to the villagers
Materials: stones, sticks, paper, pencils, flip charts, markers etc.
Facilitator’s Notes
Important Note: Facilitator should refer to the Reference Manual for detailed notes on Introduction to Land Use
Planning. However the following points should be emphasised:
2.4 Participatory Land Use Planning
Page | 8
Prior to the introduction of the concept of PLUP the facilitator will introduce the idea and levels of participation
2.4.1
Participation in Land Use Planning
Objectives:
a) Community and stakeholders have a good introduction to the concept of participation and levels of
participation
b) Villagers and stakeholders explain why participation in land use planning is important
c) Villagers and stakeholders relate the concept of participation to land use planning
d) Villagers and stakeholders are introduced to the concept of Participatory Land Use Planning
Time required: 30 minutes
Procedure:
a)
b)
c)
d)
e)
Ask the villagers – men, women, youths etc. separately what they understand by participation
Let people talk and ask further questions.
Find out which topics related to participation are relevant to the villagers
Summarise what the people have said and explain further the rationale for participation in land use planning
Explain the different levels of participation
Materials:paper, pencils, flip charts, markers etc.
Facilitator’s Notes
Participation is about:
a)
b)
c)
d)
Empowerment
Backwards and forwards negotiations i.e. it is cyclic
Evaluating
Proposing alternatives
The outputs should be Community Maps and Land Use Plans
Important Note: Refer to Reference Manual for detailed Notes on Participation
2.5 Sustainable and Stable Land Use
Objectives:
a) Community have a good introduction to Sustainable and Stable Land Use
b) Villagers explain why sustainable land management is important to them
c) Villagers understand what sustainable land use and management entails
Time required: 30 minutes
Page | 9
Procedure:
f) Ask the villagers – men, women, youths etc. separately what they understand by Sustainable/Stable Land
Use
g) Let people talk and ask further questions.
h) Find out which topics related to Sustainable Land Management are relevant to the villagers
i) Summarise what the people have said and explain further the rationale for ensuring sustainability in land use
j) Explain the five basic pillars of Sustainable Land Management and classification of sustainability in terms of
years
Materials: paper, pencils, flip charts, markers etc.
Facilitator’s Notes
From Monze workshops sustainability is something that stands the test of time. According to FAO (1998) the
Pillars of Sustainability include:
a)
b)
c)
d)
e)
Productivity
Security
Viability
Acceptability
Protection
Sustainability is classified in three categories:
1) long term use (25 years or more);
2) medium term use (15-25 years) and
3) short term use (7-15 years).
Land use is classified as unsustainable when used for a particular activity between 5-7 years (slightly
unstable use); when used for less than 5 years (moderately unstable) and when used for less than 2 years
(highly unstable) as depicted in Table below.
Table 1: Sustainable and Unsustainable Land Use
SUSTAINABLE
UNSUSTAINABLE
Class
Confidence limits
1. Sustainable in the long term
25 years +
2. Sustainable in the medium term
15 - 25 years
3. Sustainable in the short term
7 - 15 years
4. Slightly unstable
5 - 7 years
5. Moderately unstable
- 5 years
6. Highly unstable
less than 2 yrs.
After FAO (1998)
3. Land Use Planning in Practice
Page | 10
Objectives:
Communities and stakeholders have a good introduction to land use planning in practice
Time required: 30 minutes
Procedure:
a) Ask villagers and stakeholders to list some of the key institutions and structures exist for LUP in
Zambia
b) Ask participants what are the roles and responsibilities of these structures in LUP
c) Ask participants what challenges and gaps these institutions and organisations face in
administering LUP
d) Summarise and explain in a plenary discussion organisation of LUP in Zambia focusing on
customary areas
Materials: stones, sticks, paper, pencils, flip charts, markers etc.
Facilitator’s Notes
The key stakeholders and administrative structures for LUP in Zambia (i.e. organisation of land use
planning consists of the:
a) Central Government – these include the Ministries of Local Government and Housing, Finance, Tourism,
Lands, Environment and Natural Resources, Agriculture and the Highway Authorities
b) Provincial Administration – these approve land use plans through the PPA, Provincial Planning Offices
and Provincial Development Coordinating Committees (PDCCs)
c) District Administration – responsible for managing land and ensuring land use planning through the
District Development Coordinating Committees (DDCC)1.
d) Local Authorities – these have the power to control the development of land in their areas and administer
state land as agents of the Commissioner of Lands. They also have direct responsibility for managing and
planning all land in their areas including land in Statutory and Improvement Areas. While all City and
Municipal Councils are Planning Authorities as defined under the TCP Act, District Councils are not planning
authorities but in terms of land use planning are supervised by Provincial Planning Authorities. The new
URP Bill proposes that all local authorities including District Councils should be planning authorities
responsible for all land use planning matters in their areas.
e) Traditional Authorities – responsible for all land appropriation and land use issues in the Chiefdoms and
play an important role in community mobilization for land use and development matters. Land issues are
dealt with by the existing governance structures which consist of Chiefs, the Chief’s Advisors, Chief’s
Council (mainly senior village headmen), the Village Headmen and the Village Councils and Village Land
1
Set up under Cabinet Circular No. 1 of 1995 and now chaired by the District Commissioners
Page | 11
Development Committees.2 Lack of resources (especially funding and transport), the large (spatial) extent of
their Chiefdoms and lack of transparency in land alienation have been the major constraints.
f)
Semi-government agencies like ZEMA, ZAWA and National Council for Construction (NCC), RDA etc–
these are planning authorities in their own right and are thus responsible for land use planning in their areas
of jurisdiction
g) Government Tribunals – notably theTown and Country Planning and Lands Tribunal– this is
responsible for adjudication and arbitration in all matters related to land use planning in Zambia. It consults
with other similar bodies like the Lands Tribunal to ensure fair land dispute resolution. The Lands Tribunal
– is responsible for adjudication and arbitration in all matters related to land in Zambia.
h) Professional bodies like the Local Government Association of Zambia (LGAZ) Zambia Institute of
Architects (ZIA), Zambia Institute of Planners (ZIP),
i)
Private sector e.g. Developers, Banks, Zambia Association of Chambers and Commerce and Industry
(ZACCI), Mines, Small Scale Contactors etc.) – these have a direct bearing on land use in customary areas
j)
NGOs, Community Based Organisations (CBOs) e.g.Churches, Environmental interest groups, Women’s
and Youth groups and Community representatives have a significant influence on land management and
land use planning in customary areas
4. Land Tenure and Legal Framework
4.1 Introduction to land tenure and legal framework
Objectives:
Communities and stakeholders have a good introduction to land tenure systems and legal framework
Time required: 20 minutes
Procedure:
a) Ask villagers and stakeholders if they understand the land tenure system. If so let them discuss
and list down the different land tenure systems
b) Ask participants to list down important legislation and how each piece of legislation (positively or
negatively) affect their day to day life
c) Ask participants what challenges and gaps they face with regard the existing land tenure systems
d) Summarise and explain in a plenary discussion the land tenure system and legislative framework
for LUP in Zambia focusing on customary areas
Materials: paper, pencils, flip charts, markers etc.
The political space and local governance system has further been strengthened by the establishment of the Ministry of Chiefs
and Traditional affairs and House of Chiefs. The proposed Customary Lands Bill is also likely to bring in fundamental changes
regarding the role of Traditional leaders in land matters
2
Page | 12
Facilitator’s Notes
Zambia has different types of land tenure systems that include:
a) Customary land tenure
b) Registered Leases on Customary and State Lands
c) Registered leases in statutory housing areas and improvement areas
d) Registered occupancy licence in improvement areas e) “Unregistered lease or rental”
f) Another form of lease relates to “Informal rights in informal settlements” which relate to Informal
renting and sub-letting, based on unwritten (verbal) agreement.
Important Note to Facilitators: Refer to Reference Manual for detailed Notes on Land Tenure Systems
Zambia has a large legislative corpus (legislative framework) that affects LUP in customary areas. These include:
a) Town and Country Planning Act and Housing Act
b) Lands Act and Forest Act
c) Mines and Minerals Act
d) Tourism Act and Chiefs Act
e) Village Development Act, Customary Land Administration Bill and Urban and Regional Planning Bill
f) Local Government Act
Important Note: The Facilitator should further explain that most of these Acts are not harmonised and are
contradictory e.g. TCP Act and Mines Act in relation to quarrying. They are challenges related to dormant
communities (not proactive to the Laws), lack of information on the existence of the laws and their effects on LUP
and lack of land audits to determine actual ownership of the Land
4.2 Land Allocation and Alienation
Objectives:
Communities and stakeholders have a good understanding of the Land Allocation and Alienation system used in
Zambia
Time required: 20 minutes
Procedure:
a)
b)
c)
d)
Ask villagers and stakeholders if they understand the land allocation and alienation system
Ask participants how land is allocated and alienated in Zambia
Ask participants to list down important steps in land allocation
Ask participants what challenges and gaps they face with regard the existing land allocation and
alienation
e) Summarise and explain in a plenary discussion the land allocation and alienation system used in
Zambia
Page | 13
Materials: paper, pencils, flip charts, markers etc.
Facilitator’s Notes
Land Allocation and Alienation
a) Land can either be inherited or can be allocated to individuals by Chiefs and Traditional Leaders depending
on the need and situation e.g. where family conflicts arise.
b) The Interstate Succession Act may also be followed in which case an appointed administrator allocates land
on behalf of the deceased.
c) Land can also be allocated through meetings of family members but this has to be ratified by the village
headperson or Chief.
d) In all cases the Village headpersons have to consult or inform the Chiefs in all matters related to allocations.
e) Persons (or Corporates) coming outside the Village or Chiefdom -For non-residents (from other villages,
peri-urban or urban areas (retirees or investors)) seeking land in customary areas, they first approach the
Headperson who calls a Village Council or Village (Lands) Committee, if one exists.
f) A transfer letter from another village or Chiefdom is requested to determine eligibility. A process of
verification is carried out after which land is allocated to the new resident subject to final approval by the
Chief.
g) Land is identified through a village head or chief and, if necessary, a sketch plan is prepared to identify and
locate it in relation to other properties. New comers often have no choice (or preference) in the location of
their land. When land is in short supply, the Village Council or headperson may consult other Village
Headpersons to provide land for the new comers.
Conversion of Customary Land
a) The conversion of customary land into leasehold is done under Customary Tenure (Conversion)
Regulations.
b) The conversion of customary land to state land involves seeking consent of the Chief while the President
has to consult the Chief before alienation of Land.
c) There are no guidelines on LUP in customary areas and so few people use this provision.
d) The opposition of Chiefs to conversion for fear of loss of power and the fact that some Chiefs are giving out
traditional land to foreign investors and urban elite without participation of local people are challenges.
e) At the Peri Urban areas local authorities talk to the Chief for land who informs their subjects or sometimes
do not inform them.
Page | 14
5. Community Mapping of Land Resources
5.1 Key steps for land use planning at village level
The village land use plans will be prepared after the chiefdom/village mapping exercise has been completed by the
chief/indunas/ community members and the neighbouring chiefdoms/ villages.
Some considerations in respect to the village level activities:
a) a protocol for the process should be agreed upon before commencing activities - this should be agreed at
village level, and verified by the headperson and the members of the VLC, which should be the institutions
overseeing the activities;
b) the mapping of the boundaries will require inclusive & participatory approaches that have sufficient legitimacy
to resolve a number of existing conflicts between different villages - the headpersons of neighbouring villages
will need to be involved in the boundary verification exercise;
c) sensitization regarding the process will need to be done by the headperson, with the assistance of the VLC;
d) the identification of the stakeholders and the different interest groups must be cognisant that some of these
people may not be resident in the village, but do have legitimate use rights within the village area.
5.2 Main steps of the proposed methodology at village level
The proposed methodology for the land use planning at village level comprises a structured process with a number of
stages.3 These comprise:
1) Preparing the Ground: Leading up to the start of formal project activities, the DLA teams, accompanied if
necessary by the relevant indunas, should visit the target villages to explain the objectives and importance of
the mapping work, and discuss the methodology to be used.
2) First Meeting: (Orientation and Training) the DLA field teams will meet together to discuss the objectives and
methodology of the village land use mapping activities.
3) First Fieldwork (Gathering data and Sketch Mapping): The field teams will visit villages in their different areas
to gather detailed information.
4) Second Meeting (Transcription of data onto new Maps): The field teams will bring together the information
from their villages.
5) Second Fieldwork (Feedback and Verification of Data): the field teams return to the villages with the draft
maps to verify the details on them, answer questions, and fill in gaps. Villagers will have an opportunity to take
a critical look at the maps and discuss issues surrounding their territory.
6) Third Meeting (Correcting and Completing Final Maps): the field teams will incorporate the information that
has been verified in the field and put the draft maps in final form.
These have been adopted from “Indigenous Landscapes a Study in Ethnocartography” by Chapin, Lamb and Bill Threlkeld,
2001.
3
Page | 15
These steps are described more fully below.
1. Preparing the ground
a)
Establishment of an agreed protocol with the chief
The DLA will be required to engage with the relevant chief and indunas in order to establish an agreement on
how the village land use planning will take place. This should include:
i. agreements on dispute resolution mechanisms within the chiefdom – again, these rules are likely to already
exist and to be formulated within customary processes, but should be documented and agreed upon as a
foundation for the process;
ii. objectives of the processes;
iii. identification of mechanisms for implementation, including how the final maps will be made available for
ratification and consultation.
Figure 2: Engagement with Community Leaders and Headmen on Community Mapping
Page | 16
b)
Sensitization
There should be some meetings held during this phase to also give community members the chance to discuss
the relevance of the participatory map-making process to the issues facing the community. Since the project is
being facilitated by outsiders, these initial meetings are an opportune moment for the DLA to introduce itself and
begin to build a relationship with community members. This should be approached as an integral part of the VLC
formation activities.
Figure 3: Identification of key issues affecting use and planning of land resources in Mulumbwa Village
Some important issues to stimulate thought and discussion for these initial meetings might include:
i.
ii.
iii.
iv.
v.
vi.
Why do we want to make a map?
Who do we want to show it to?
What are some of our most important land-related issues?
What can we use the map for in the short term?
What can we use the map for in the long term?
Is there a predefined reason for creating the map?
In most cases communities will have multiple purposes for creating a map. What is important during this process
is that community members can articulate why they are creating the maps.
Once agreement has been reached about the scope and nature of the activity, there should be a period of
sensitization regarding the process, which ideally should be conducted by the chiefs/headpersons/indunas. This
should target the land users/stakeholders in the relevant villages.
Page | 17
The need for this process should be discussed with the chief and an agreement made about how it should take
place, including identifying any assistance that the DLA may need to provide.
c)
Collection of data/information and preparation of base photo maps
Much of the spatial data that will be useful inputs for the planning activity has already been collected. The key tool
will be the satellite imagery, which will then need to be formatted for printing at a suitable size for the photo
mapping to take place. This should probably be at least at A1 size.
In addition to the images, the data which would be useful to represent on the printed photo maps includes:
i. Where relevant, the chiefdom boundaries as they have been agreed through the chiefdom mapping
process;
ii. Vector data in respect to declared forest areas (these can be geo-referenced from the GeoTiff images of the
1:50,000 topographic maps);
iii. Vector data for the location of schools, health posts and other social infrastructure, which may be available
on formal request to the Surveyor General’s office.
The maps can then be printed on durable paper, with transparent overlays so that people can draw on top of
them.
d)
First Training - Orientation and Training
Orientation and training of MDLA staff and other stakeholders will be completed through a combination of training
and the subsequent initial piloting in the field of the mapping activities in the two villages.
e)
First Fieldwork - Gathering data and Sketch Mapping/Photo Mapping
Participatory mapping processes will be used to do the preliminary identification of current land uses and
available options. These, along with additional practical exercises, will need to be undertaken with different
interest groups in in the target villages across the chiefdom: women, men, youth and other resource users.
Page | 18
Figure 4: Demonstration of Village Mapping Using GPS
These engagements should result in the identification of land use areas and associated rules of access and
control, as these are perceived by the different stakeholder groups. The proposed rules associated with certain
land uses, or the status of particular land areas can be developed in conjunction with the identification of these
areas/resources and mapped as part of a legend to the map.
It is important that the legend for different types of land use should be compiled from the process, using names
and terminology that the stakeholders identify; there should be no pre-identification of resource/land types by the
facilitation team. The data generated on current land uses and available options will be captured on a number of
participatory maps, which may be through sketch mapping or photo mapping using maps generated from the
available imagery.
f)
Second Training - Transcription of data onto new Maps
The data from the various participatory maps, plus the associated rules, can then be compiled into a composite
map for each village. The DLA field team should carry out this activity, with assistance where necessary from
project associates. The Training and Orientation activity, which will pilot the village level land use planning.
g)
Second Fieldwork - Feedback and Verification of Data
Once the village has created the map it is important for facilitators to lead a discussion that evaluates and verifies
the overall quality and completeness of the mapped data, as well as examines the accuracy and relevance of the
information contained on the map. This process will allow the different interest groups to negotiate and reach
consensus. Again, this will form part of the training and orientation process.
Page | 19
These maps can also be produced as photo maps, as with the originals, but with the results from the initial village
mapping processes incorporated. This can be achieved by drawing a final composite map on transparent paper,
or through using the GIS to develop layers of data that can then be re-printed onto the photo base maps.
Identifying the most appropriate methodology will be a focus of the piloting.
The map needs to accurately represent the views and knowledge of the village members. It is therefore important
to allow villagers to evaluate its content and usefulness. Some of the questions that can be asked at this stage
include:
i. Should more information have been included on the map?
ii. Is any information incomplete?
iii. Is the information displayed on the map accurate?
iv. What are the most important parts represented on the map?
v. What areas do need to be improved or addressed?
vi. If genders were separated – what are the main differences represented on the maps and why do they think
this is?
h)
Third Meeting - Correcting and completing final maps
Using the village maps to communicate their information to decision makers and other groups outside the village
is perhaps the most significant component of the participatory mapping process, and also one of the most
complex and difficult to achieve satisfactorily. If a village has contributed its time and energy into creating a map it
is important that they see this investment is respected and that the completed maps are used to serve the
purpose(s) identified. It is important that the mapping initiative does not become a process whereby “community
meetings are held, local input is gathered, reports are produced, and top-down planning is maintained” Harris &
Weiner (2002).
There should then be:
i. a formal adoption of the map by the village members and the headperson/VLC;
ii. a ratification of the village map by the chief;
iii. Subsequent dissemination of the map and associated rules as a land use planning tool.
The final map can also be printed on a sheet(s) at a suitable size, and laminated for durability. An alternative
would be to print the map on waterproof canvas. It should then be made available for consultation via the
mechanisms agreed in the original protocol.
5.3 Community Mapping of Land Resources in Practice
5.3.1 Village Walk
Objective:
a) Facilitators have a good introduction to a new place.
b) Villagers explain their surroundings to the outside moderator.
Page | 20
c) Facilitators know the place and understand the perceptions of the villagers
Figure 5: Village Walk and Mapping Exercise by Women of Mulumbwa Village, Chief Monze
Time required: 1 hour
Procedure:
a)
b)
c)
d)
e)
f)
g)
Get introduced to the headman or other village elders.
Explain the procedure of your mission and its objectives.
Ask for formal permission to do some exercises.
Ask for some people willing to show you around the village and the fields.
Break into small groups and start informal talks while being taken around.
Let people talk and ask further questions.
Find out which topics are relevant to the villages
Materials: paper, pencils, stones, sticks etc.
5.3.2 Participatory Mapping of Land Resources
Objectives:
a) Location and availability of natural resources is known.
b) Spatial distribution of land resources is provided by participants.
Page | 21
c) Relationships between resources are analysed.
d) People use their own knowledge and create a mental image of the areas
Time Required: 2-3 hours
Procedure:
a) Introduce yourself and explain, in depth, why you have come and why you want to do this exercise.
b) Use an easy example people know well to explain how the map should be produced e.g. a house nearby, an
important tree etc.
c) Explain the idea of mapping and give the paper and the markers to the villagers.
d) Divide the people into different sub-groups if the group is big and if you want to understand special
perspectives, for example, of women and youth.
e) Allow some time to finish the map.
f) Present the map to the meeting.
g) If there are two or more maps, participants can compare perceptions.
h) Draw conclusions about land resources, problems, and possible solutions
Required Materials: Sticks, stones, ground or paper, markers, etc.
Figure 6: Identification of land uses
Page | 22
5.3.3 Trans-sect
Objective:
a) People visualise their own surroundings.
b) They decide and analyse their natural surroundings.
c) Causes and effects of natural degradation are discussed
Time required: 2-3 hours
Procedure:
a)
b)
c)
d)
Explain procedure and objective of the exercise to the people.
Ask for volunteers to draw a trans-sect of the area (trans-sect is a ‘vertical cut through the landscape’).
Ask them to point out different types of soil, of vegetation, of slope, sources of water etc.
Ask people to identify strengths and weaknesses with the natural resources
Page | 23
Figure 7: Trans-sect Walk
5.3.4 Simple ranking of “burning issues”
Objectives:
Policy setting and decision making in larger groups of participants are facilitated. Specific needs, preferences,
priorities, constraints or problems of sub-groups are revealed
Time required: 1 hour
Procedures: These are outlined in Table below
Page | 24
Table 2: Simple Ranking of Burning Issues
Using written materials
“which land use/environmental issue are most burning
to you”
All issues are written on a big piece of paper
Provide markers of different colours for different gender
and age-groups
Explanation of the voting system:
“you can distribute your three crosses on three different
issues which are burning to you or you put all three on
one item”
People draw their courses
Participants are asked to help counting
The gender- and age-differentiated priorities are
presented to the plenary
Initiate a debate and ask for conclusions:
- who has which priority?
- Are these controversial priorities? Whose priorities,
i.e. “burning issue” count most?
- what can be done about the burning issues?
Using symbols
“which land use/environmental issue are most
burning to you”
For each issue mentioned a symbol is picked and
placed on the ground. Symbols can also be drawn
on paper
Provide stones and seeds of different types for
different gender and age groups
Explanation of the voting system: “you can
distribute issues burning to you or you put all three
on one item”. People place their stones and seeds.
Participants are asked to help count
Present the gender and age-differentiated priorities
Initiate a debate and ask for conclusions:
- who has which priority?
- are there controversial priorities? Whose priorities,
i.e. burning issue count most
- what can be done?
N.B. The men/women groups can be further divided into adult/youth groups
Required Materials:
For class room teaching; flip chart – paper, markers in two colours; for target groups who have problems with
reading and writing; a soft sandy ground, stone of different colour. The symbols which are needed will be
identified by the participants.
5.3.5 Pairwise ranking or preference ranking
Objective:
a)
b)
c)
d)
e)
Priorities of different sub-groups are revealed and compared.
Priorities are discussed in depth
People know how to analyse and prioritise their problems, needs and possible solutions
Criteria for decision making are understood
Existing skills are assessed
Procedure:
a)
b)
c)
d)
Brainstorm, for example, “which aspects of your environment are most important to you?”
List the aspects to be ranked.
Draw a matrix which has two identical list of items on the horizontal and the vertical frontlines.
Ask people to work through the matrix by comparing all possible combinations.
Page | 25
e) The guiding question is: “which aspect of those two is more important for you?” the aspect (or its initial
letter) which is more important will be written in the cells of the matrix.
f) Count how often each aspect has been chosen during the pairwise ranking.
g) Write a list ranking items according to scores.
h) Finally, discuss whether results are a true reflection of the opinion of all people.
i) Which conclusion can be drawn?
N.B. if two aspects/items are ranked as first priority, one can discuss again and focus all arguments on those two
items
Required Materials: Papers, pens, sandy ground, sticks for drawing, materials to be used as symbols, such as
stones, seeds, leaves, sticks etc.
5.3.6 Historical Analysis
Objective:
a) Change from the past until the present are reflected upon.
b) Fantasies about the future are developed.
c) Awareness of environmental degradation/land use planning by comparing the past with the present is
created.
d) Knowledge of elder people is recognised
Time Required: 1 hour
Procedure:
a) Get into contact with people knowledgeable about their surroundings and its history.
b) Initiate story telling such as:
i. When my grandparents were small, the region looked like…;
ii. When my parents were small, it looked like…;
iii. Now it looks like…;
iv. In 10 years, it will look like…;
v. In 20 years it will look like…
c) Ask one of the participants to draw symbols to visualise the stories.
d) Prepare a simple chart which can be used to indicate different years (horizontal line) and different aspects
under consideration (vertical line)
Page | 26
Table 3: Historical Analysis
Natural
Resources
Trees
Wildlife
Rivers
Others
….
1920-40
1940-1960
1960-1980
1980-2000
2000-2020
Ask whether participants see a relationship between change in environment and their own behaviour. “What
can be done to stop or reverse the process of environmental degradation?”
5.3.7 Matrix of Gender-Specific Access, Use and Control of Resources
Objectives:
a) The level of access, use and control of natural resources by women and men are assessed.
b) Gender-specific interests and priorities in natural resources and their protection are understood
Time required: 90 minutes
Figure 8: Involvement of Women in Community Mapping at Mulumbwa Village
Page | 27
Procedure:
a)
b)
c)
d)
e)
Ask the participants to list the natural resources in their area.
Draw a matrix either on paper or on the ground.
Put the names or symbols of the resources into the first vertical line column
Begin a longer debate about the definition of “Access”, “Use” and “Control”.
Try to find the vernacular words or let people give examples from their own environment so that all
participants can understand these terms.
Figure 9: Gender-Specific Access, Use and Control of Resources
f) Enter the words “Access”, “Use” and “Control” or their respective symbols into the horizontal headline of
the matrix
Page | 28
g) Now explain the process of “Ranking”: “This matrix can help us to assess whether your access (or use or
control) of natural resources is high, medium or low. Please put three crosses (or stones) into the box if
your access is high, two crosses if your access is medium or one cross if your access is low.
h) Ask men to use black stones for ranking and women to use white stones to understand the differences
between women and men
i) Use an example to demonstrate the ranking. Ensure that your participants understand the procedure.
Allow longer discussions about the steps
j) If you suspect that one sub-group is not open to ranking in front of others split the plenary into sub-groups.
Let the groups do the ranking
k) Compare the matrices in plenary and draw conclusions
5.3.8 Cause-Effect Diagram – “System Shock”
Objectives:
a)
b)
c)
d)
Participants understand the concept of a “system” with interdependent relationships.
Participants learn how to analyse their own situations and problems.
They identify core problems, their causes and effects.
Participants analyse root problems and their linkages and identify areas of intervention
Procedure:
a) Start from a major problem which has already been identified for example, “big areas of trees are uprooted
in a short time”
b) Ask the participants for possible causes of the problem
c) Use “open questions” such as “how did it happen?”
d) Go deeper into reflection of causes until you reach the root cause with the question “what are the causes
of the causes?”
e) Now develop this from root causes and ask for effects it produces
f) Continue asking whether there are other consequences resulting from the effect
g) Different logic chains (“flows”) can be visualised on cards and discussed
h) Possible solutions can be described
i) Solutions should be cross-checked regarding whether they are placed at the right level and how they
influence the root causes
6. Basic Conflict Management
Objectives:
Communities have a good understanding of basic conflicts, conflict management and dispute resolution procedures
Time required: 20 minutes
Procedure:
a) Ask villagers and stakeholders what they understand by conflict
Page | 29
b) Ask participants what steps are involved in conflict analysis
c) Ask participants what they understand by stakeholders and partiesin conflict
d) Ask participants what are the key issues in a conflict
Materials: paper, pencils, flip charts, markers etc.
Facilitator’s Notes
The following are the key steps in basic conflict analysis
1.
2.
3.
4.
5.
6.
7.
8.
identifies perspectives of all stakeholders
goes beyond obvious conflict symptoms to the issues
explores the sources and effects of the conflict
explains the historical and social context
examines the escalation or de-escalation of the conflict
examines stakeholders’ options and their implications
analyzes attempts to negotiate or bridge gaps
uses an effective style and medium for reports
Stakeholders and Parties in Conflicts
a)
b)
c)
d)
Anyone with a stake in a given negotiation or conflict or its outcome
Anyone affecteddirectly or indirectly by a negotiation or conflict or its outcome
Parties are persons or groups directly involved in a conflict or a negotiation
Stakeholders are all persons or groups:
i.
who can make or implement decisions
ii.
who can block or sabotage decisions or their implementation
iii.
Who are affecteddirectly or indirectly by decisions or their implementation (including voiceless or
vulnerable persons or groups and including women and men)
Issues in a Conflict
In a conflict most of the story is beneath the polarized tales of the obvious parties. . . and we should look Look
beyond the symptoms of the conflict (leaves), examine the issues and sub-issues (trunk and branches – connecting
the roots to the leaves), and probe the sources of the conflict (roots). Is there more than one “tree”? Don’t miss the
forest for the trees . . . consider the context.
Page | 30
Figure 10: Beyond the issues and beyond the symptoms in a conflict
Sources of Conflict
a)
b)
c)
d)
e)
Facts: Are there conflicts over data or its interpretation?
Interests: Do parties have conflicting interests or needs?
Values: Are there important religious, social or cultural values at stake for any of the parties?
Relationships: What are the personal, social or political relationships involved?
Structures: What is the role of institutional, economic or social structures?
Context of the Conflict
Understand the context of the Conflict: Historical, political and cultural context and History of the stakeholders’
relationships
•
•
•
•
Actors and issues are not isolated
Conflict occurs within relationships
The institutional, economic, political and social structures are always relevant
Consider cultural factors
Conflict Map
What is a “conflict map”?A tool for understanding relationships involved in a conflict Why take time to create a conflict
map?
a)
b)
c)
d)
e)
f)
g)
Use to help identify all stakeholders…
Assess stakeholders’ relationships…
Assess power dynamics…
Identify and assess alliances…
Identify and carefully evaluate some possible entry points for investigation or intervention…
Assess intervener relationships with stakeholders…
Assess your own position regarding issues and actors…
Page | 31
Figure 11: Basic Conflict Map
Escalating or De-escalating of conflicts
a)
b)
c)
d)
Is the conflict: Escalating? De-escalating? Or Stalemated?
Is there a Stalemate in a Conflict?
Is the conflict “ripe” for intervention to encourage negotiation or resolution?
A state of “ripeness” occurs when all parties realize they have reached a “hurting stalemate” in which both
realize their options are limited, and both realize they have no power to improve their position by retaliating.
e) Are there any third parties on the scene influencing the situation or intervening? Consider more than just
official actors. What is happening behind the scenes?
f)
a)
b)
c)
d)
e)
f)
g)
h)
Parties talk together about the issues.
Parties blame one another for the problem.
Direct communications become less frequent, less accurate, less respectful.
Parties talk only through third parties.
Parties react and retaliate…hostile exchanges may increase.
Verbal attacks and descriptions of the other may include dehumanization or demonization.
Polarized groups may form on either side.
Physical attacks and violence occur.
Violence escalates, sometimes to the point of “contagion.”
What might happen next?
a) What are the parties’ various options? Do they have more than one option?
b) What are the implications of each option for all stakeholders? Will the next steps escalate or deescalate the
conflict?
c) What are the possible interventions, negotiations, solutions?
Page | 32
Can the issues be negotiated?
Generally speaking, disputes are easier to resolve:
a)
b)
c)
d)
e)
f)
g)
h)
i)
the fewer the parties,
the more they have in common,
the fewer and more clearly defined the issues,
the more resources or options,
the more commitment to resolve,
the less important the issues are to the parties,
the more superficial the dispute,
the more willing parties are to equalize power or use power fairly,
the less publicly controversial the dispute
References
Chapin, Lamb and Bill Threlkeld, 2001.Borrini- “Indigenous Landscapes a Study in Ethnocartography”
Feyerabend et al (2000) Co-Management of Natural Resources. Organising, Negotiation and Learning-by-doing.
GTZ, Escborn/IUCN Younde
Chambers, R. (1994) Beyond Farmer First: Rural peoples knowledge, agricultural research and extension practice.
London
Grieshaber, C (1994) Step by Step. Group Development, DSE, Feldafing
Hope, A. (1989) Training for Transformation.A handbook for Community Workers.Mombo Press, Gweru
Mercker, H. et al (2000) Environmental Management.A Facilitator’s Handbook. Berlin
Pretty, J et al (1995) Participatory Learning and Action. A Facilitators’ Guide. London
Rodda, A (n.d.) Women and the Environment. Zed Books. London
Turner, K, Wegs, C and B, Randall-David (2003) Effective Training in Reproductive Health: Course Design and
Delivery Facilitator’s Manual. Edited by Jill Molloy, Ipas
Ullrich, G. et al (1991) Participatory Approaches for Cooperative Events. DSE, Feldafing
Amler et.al, 1999 and Gaesing et.al, 2003 in GIZ (2011) Land Use Planning: Concept, Tools and Application, Federal
Ministry for Economic Cooperation and Development(BMZ) and Future-Makers
FAO (1991), FESLM Working Party on Sustainable Land Management, Nairobi
Statistics Canada's Internet Site, March 23, 2004. Iceberg photo
Tree imagecourtesy of EJ Morris, Toronto, March 23, 2004
Page | 33