2. Exploring visions: Self-monitoring and evaluation processes within the Nepal-UK Community Forestry Project

Hamilton, C W; K., R.; Shrestha, R.; Maharjan, M.R.; Rasaily, Leela; Hood, Scott; Estrella, Marisol; Blauert, J.; Campilan, Dindo; Gaventa, John; Gonsalves, Julian; Guijt, Johnson; Ricafort, R.

doi:10.3362/9781780441214.002

Cited by 8 publications

(1 citation statement)

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“…Despite the proliferation of participatory tools during the past two decades, community institutions in Nepal, as well as globally, suffer weak internal governance. Most of Nepal's 16,000 CFUGs have not yet been able to effectively manage their forest resources, with far less impact on livelihoods than would have ideally been possible (Hamilton et al 2000, Ojha et al 2003. One of the reasons behind this is the limited use of participatory approach in practice and continuation of top-down approach in more subtle ways (Cook andKothari 2001, Ojha 2008).…”

Section: Context Of and Space For Adaptive Learning And Actionmentioning

confidence: 99%

Improving Community-level Governance: Adaptive Learning and Action in Community Forest User Groups in Nepal

Shrestha¹,

Shrestha²,

Acharya³

et al. 2009

J. Forest & Livelihood

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Abstract:It is widely believed that Participatory Monitoring and Evaluation (PM&E) can help community organisations improve their internal learning and governance. However, the processes of programme monitoring and evaluation as practised by many organisations lack the elements of community participation and ownership and the appreciation of its contribution to community learning. Wider lessons on participatory development demonstrate that only locallyinitiated and community-led monitoring can improve communities' performance and change their institutional practices. Drawing on the recent experience of Livelihoods and Forestry Programme (LFP), this paper makes the case for community-generated planning, selfmonitoring and evaluation for adaptive learning and good governance in Community Forest User Groups (CFUGs) in Nepal. These processes, conceptualised as Adaptive Learning and Action (ALA), have enabled CFUGs to identify their vision, formulate activities to achieve the vision, and regularly monitor the progress against the identified indicators. The process has also enhanced transparency, participation and accountability in CFUG governance.

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Section: Context Of and Space For Adaptive Learning And Actionmentioning

confidence: 99%