Introduction to Section 5 minutes

Review of LUP definition Examples

5 minutes

Exploration of “Enabling Environment” and Institutions

20 minutes

Exercise on “Enabling Environment”

15 minutes

Exploration of “Land” 25 minutes

Exercise on “Land” 15 minutes

Summarize the importance of “institutions” to LUP

5 minutes

SESSION PLAN

Low

Em

issi

ons

Land

Use

Pla

nnin

g D

evel

opm

ent T

eam

AcknowledgementsName Affiliation Name AffiliationDavid Saah; Co-Lead University of San Francisco, SIG Phan Xuan Thieu Vinh University, Vietnam

Mohd Zaki Hamzah; Co-Lead University Putra Malaysia Chalita Sriladda USAID-LEAD

Khamla Phanvilay, Co-Lead National University of Laos Hoang Thi Thu Duyen Vietnam Forestry University, Vietnam

Cao Thuy Anh Dalat University, Vietnam Ladawan Puangchit Kasetsart University, Thailand

Chalermpol Samranpong Chiang Mai University, Thailand Do Anh Tuan Vietnam Forestry University, Vietnam

Pham Thanh Nam USAID LEAF Vietnam Lyna Khan Royal University of Phnom Penh, Cambodia

Peter Stephen USAID LEAF Bangkok Le Ba Thuong Vietnam Forestry University, Vietnam

Hoang Vinh Phu Vinh University, Vietnam Napat Jakwattana University of Phayao, Thailand

Vipak Jintana Kasetsart University, Thailand Nur Anishah Binti Aziz University Kebangsaan Malaysia

Kulala Mulung PNG University of Technology Ratcha Chaichana Kasetsart University, Thailand

Somvilay Chanthalounnavong National University of Laos Sureerat Lakanavichian Chiang Mai University, Thailand

Thavrak Huon Royal University of Agriculture, Cambodia Vongphet Sihapanya National University of Laos

Athsaphangthong Munelith USAID LEAF Laos David Ganz USAID LEAF Bangkok

Attachai Jintrawet Chiang Mai University, Thailand Chi Pham, Project Coordinator USAID LEAF Bangkok

Chanin Chiumkanokchai USAID LEAF Bangkok Kent Elliott US Forest Service

Lam Ngoc Tuan Dalat University, Vietnam Beth Lebow US Forest Service

Mark Fenn USAID Vietnam Forests & Deltas Geoffrey Blate US Forest Service

Low Emission Land Use Planning (LELUP)SECTION 1. ENABLING ENVIRONMENT

Overview

Regional Climate Change Curriculum Development

ENABLING ENVIRONMENT

ASSESSMENT OF CURRENT CONDITION

ANALYSIS OF FUTURE

OPTIONS

NEGOTIATING &

PRIORITIZING IMPLEMENTA-

TION PLAN

MONITORING & EVALUATION

LELUP Framework:Understanding the Planning Context

Low Emission Land Use Planning

At the end of Section 1, students will be able to: Analyze the Enabling Environment in which Land Use Planning

will be conducted

Learning Objectives

How will we achieve this learning objective?

Structure

Enabling Environment

Analyze the ‘Enabling Environment’ in which Low Emission Land Use Planning will be conducted.

1.1 Regulatory Assessments

1.2 Stakeholder Engagement

1.3 Planning & Development Goals & Objectives

Explore what an ‘Enabling Environment’ is and why it is important.

Introduce important definitions and issues What is the Enabling Environment? What are Institutions? What is Land Use Planning (Revision?) What is Land Ownership and Property Regimes? What is Tenure? What is Land Use Planning (Revision)?

What This Presentation Will Cover?

The LELUP Framework

ENABLING ENVIRONMENT

ASSESSMENT OF CURRENT CONDITION

ANALYSIS OF FUTURE

OPTIONS

NEGOTIATING &

PRIORITIZINGIMPLEMENTA-

TION PLAN

MONITORING & EVALUATION

Low Emission Land Use Planning

1.1. Regulatory Assessments

1.2. Stakeholder Engagement

1.3. Planning & Development Goals & Objectives

Rules of the Game

LELUP Outcomes

Time/Space

Driv

ers

of C

hang

e

Goal / Objective

NO

W

Past Trend / Current ConditionBAU

Scenario 1

Scenario 2

Scenario 3

+ / -

+ / -

+ / -

M&E

Review: Expertise Domains

Ecology Remote Sensing

EconomicsGDP

Social Science Gender Issues

An iterative process based on the dialogue amongst all stakeholders aiming to define sustainable land uses in rural areas. It also implies the initiation and monitoring of measures to realize the agreed land uses.

(GTZ 1995)

LUP Definition

What Is Our Enabling Environment?

What are our boundaries?

What are we trying to achieve?What are the ‘rules’ to achieve this?

Increased

consumption

More

resource

claims

Climate

change

Increased

production

More

competitionGrowing

food

demand

Growing

population

Who are we working with?

The Enabling Environment Is: The “rules of the game” that determine how

stakeholders interact and are involved. It is determined by:

National, provincial and local policies Legislation Economic tools Participation and engagement process

Adapted from MRC (2011)

What Is an Enabling Environment?

What Is an Enabling Environment?

Class Exercise

Class Question: What do you think is an ‘Institution’?(Is Marriage an Institution? Is Parliament an Institution?)

"Institutions are sets of rules governing the actions of individuals and organizations - and the negotiation of differences between them.”

MRC 2011

Institutions and ‘Rules’

Formal rules Informal rules

Enforcement characteristics

Institutions are made up of:

Institutions and ‘Rules’

Institutional arrangements include legislation and regulations;

policies and guidelines;

administrative structures;

economic and financial arrangements;

political structures and processes;

historical and traditional customs and values;

and

key participants or actors

(Davidson and Stratford 2000)

Institutions and ‘Rules’

NO

YES

What Is Our Enabling Environment?

What are our boundaries?

What are we trying to achieve?What are the ‘rules’ to achieve this?

Increased

consumption

More

resource

claims

Climate

change

Increased

production

More

competitionGrowing

food

demand

Growing

population

Who are we working with?

Class Exercise: INSTITUTIONS

Case:

Development of Kenyir Dam in Terengganu in the late 1980’s

Objectives: Multipurpose hydroelectric power Flood mitigation scheme

Coverage/Area: Covers 260 km² (26,000 ha) (once covered with forests) Contains 340 small islands, which were once hilltops and

highlands, More than 14 waterfalls, numerous rapids and rivers.

Option 1: Class Exercise

Read the role play background information. List down all the institutions that may be involved in any

land use planning process? What are the relationships between these institutions? For each identified institution, provide a ‘+’ or ‘-’

depending on whether you think they will support a LUP process or ignore/reject a LUP process.

Option 2: Class Exercise

Provide the case study and ask participants to read the case study List down all the institutions that may be involved in any

land use planning process? What are the relationships between these institutions? For each identified institution, provide a ‘+’ or ‘-’

depending on whether you think they will support a LUP process or ignore/reject a LUP process.

Option 3: Class Exercise

(Lecturer to present his/her own case study for discussions. Question below to be revised based on case study used) Please identify the institutions involved in land use planning

and how these institutions set the formal and informal ‘rules’ for land use planning?

Land

What are the basic functions of land?

Are there any possible conflicts between these basic functions?

Are there any possible conflicts between these basic functions?

State property Private property Communal property Open Access

Land Ownership and Property Regimes

Land tenure refers to the social relations and institutions that govern access to and use of land and resources.

Land tenure is usually a ‘bundle’ of rights:

Land Tenure

Land tenure is usually a ‘bundle’ of rights:

Land Tenure

Statutory or de jure rights De facto rights

Legal Pluralism is when two or more systems co-exist or interact.

Tenure Security is the certainty of a person’s or institution’s rights to land that are recognized by others.

Legal Pluralism and Tenure Security

What is the implication for climate change on tenure

regimes and tenure security?

Option 1: Class Exercise

Read the role play background information List down land use and functions What tenure arrangements exist Where are there known and emerging conflicts How will changing climate patterns impact on current

tenure regimes

Option 2: Class Exercise

Provide the case study and ask participants to read the case

study

Note down how ownership is formalized

Note down why disputes over land ownership and

tenure have occurred.

Discuss how the authorities have been working to

better define land tenure

Option 3: Class Exercise

(Lecturer to present his/her own case study for discussions. Question below to be revised based on case study used) Please identify the tenure arrangements involved in land

use planning and how these arrangements may be impacted by a changing climate?

Improve transparency on land and use rights Prepare regulations on land use and access Demarcate administrative boundaries Analysis of the impact of emerging issues on

land/resource uses (i.e climate change)

The Aim of Low Emission Land Use Planning

TAKE HOME MESSAGE

Understanding institutions is essential to good Low Emission Land Use Planning (LELUP)

Many of our current institutions have been established under regular climate patterns.

Climate change presents unique challenges to the evolution of all our institutions.

CIFOR (2012) Tenure rights and access to forests: A training manual for research

FAO (2006) Land tenure alternative conflict management GIZ (2011) Land Use Planning: Concept, Tools and Applications

Mekong River Commission (2011), (2011) Manual for Training Trainers in IWRM in the Mekong Basin - Training Manual.

References