Lalok and Male villages fishing to sustain their lives. |
Land is life.
It is like an umbilical cord attached to an
indigenous person with ties of natural resources supplying food, clothing,
protein, medicine, building materials, building his/her wealth, status,
culture, religion, identity, dignity, songs and dances, knowledge, wisdom and
other benefits. It is therefore an issue
of great importance to individual tribal members, families, clans and the
entire village.
In many Melanesian and Polynesian societies any developmental issues relating to land or their natural resources
are collectively discussed in order to reach a consensus decision. Since individuals live in a community with
their families, clans and other clans to make up a village, their needs, wants,
visions or strategic management plans are made collectively and not in
isolation.
MAKATA and its CBO
partners admires these values and conducts its community facilitation
process where they visit resource owners
and live with them in their villages sharing stories, listening to their views,
and try their best to understand the needs, threats and issues of the community
using the PRA and PLA tools. After
several community visits and having established the village concerns, issues,
the team facilitates community development training process to inform, educate,
and empower them so they can understand better other surrounding issues that
may affect them of which they are not aware of.
The team enables the communities to draw out of these workshops a road
map and collectively develop their own plans on how best they can sustainably
use their resources, without depleting it or allowing others to do so.
We
also participated in the 4th Workshop and helped developed the
Madang Spatial Planning document. In this
workshop, we helped developed the Madang Provincial Plan for Sustainable
Development and Conservation for Madang Province by:
i.
Identifying potential for implementing it;
ii.
Identifying key policy, institutional and other issues that needs
to be addressed in it; and
iii.
Identifying actions needed to be taken to commence the process of
implementing it.
Furthermore,
in 2014 we conducted Turtle Training and started the Resource Management
process at Mur. We also did a baseline
socio-economic and cultural mapping surveys for Yamai village, Saidor Local
Level Government, Rai Coast District.
In addition, we did baseline socio-economic and cultural mapping surveys
for Lalok, Male and Bom-Sagar in Astrolabe Bay, also within the Rai Coast
District.
With
support from Mahonia Na Dari (Sea Guardians) a local NGO in West New Britain,
we introduced the Marine Environment Education Program (MEEP) in Madang. For the first time twenty (23) head masters
and senior teachers from primary and elementary schools were given theory and
practical sessions on MEEP. The workshop
was hosted by the Madang Catholic Education Division.
In
December 2014, we carried out the first CBD training at Mur, Rai Coast, Madang.
Our
group was also engaged in 2015 by the YUS Tree Kangaroo Conservation Program -
PNG to help run their first Marine Monitoring training for their coastal marine
monitors for Roinji and Singorokai in the Wasu Local Level Government of Morobe
Province.
In
April/May 2015, we conducted the Second CBD training for Basken and Karkum
indigenous local community resource managers in Sumgilbar LLG, Sumkar District,
Madang.
Due to
lack of funding we could not complete the Mur Resource Management Plan.
Furthermore,
lack of funding meant we could not conduct Marine Monitoring Workshops and
Turtle Tagging, and Monitoring workshops for our project site communities.
It has
also caused us to cease all our activities in Karkum, Sarang, Mur, Yamai,
Lalok, Male, and Bom-Sagar communities to either review Karkum’s CD, monitor
and assess their activities, or conduct training to help them establish their
Resource Management Plans.
We
also could not deliver Marine Environment Education Training for Teachers, in
Rai Coast, Madang, Bogia and Sumkar Districts annually.
Plans
to produce appropriate, adequate, effective and sufficient information,
communication and educational awareness materials for target audience and key
stakeholders including communities we work with, schools and for teachers to
build environmental ethics for students to complement grass-roots community
empowerment activities could not be achieved.
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