CTC TRAINING PROSPECTUS

TRAINING AND LEARNING

Enhancing Capacity for Marine Conservation
TURNING KNOWLEDGE AND SKILLS INTO ON-THE-GROUND ACTION

CORAL TRIANGLE CENTER
The Coral Triangle Center is a foundation
based in Indonesia that trains marine
resource managers and educates all
groups that interact with coastlines
and reefs within the Coral Triangle.
Developed as the regional training arm
of The Nature Conservancy, the CTC
became an independent organization in
2011 and has conducted more than 100
training sessions, educating more than
2,000, in its 12 years of service.
The CTC provides training and learning
programs; supports marine-protected
areas; coordinates a learning network
for MPA practitioners; connects the
public and private sector on coastal
issues; and is developing a centre of
excellence in marine conservation
focused on the Coral Triangle.
Cover photo credit: Savu Sea MPA Design ©
Wira Sanjaya/CTC, Reef Health Monitoring
© Marthen Welly, Fishing exercise at the
CTC © Wira Sanjaya/CTC, Coral reefs and
fish © Robert Delfs.
1
MPA Design Training in Savu Sea National Marine Park © Wira Sanjaya/CTC
TRAINING AND LEARNING
National and regional governments and NGOs agree that strong
management is critical to establishing a resilient network of MPAs
throughout the Coral Triangle. Unfortunately potential managers
have little access to training, resources or guidance. Training that
is available is often theoretical and not relevant to local conditions.
Follow-up is minimal, opportunities for mentorship scarce.
In order to develop a generation of educated and committed MPA
managers and staff, as well as to educate other groups that interact
with the coral reef, the CTC has made Training and Learning
programs the foundation of its efforts. Working with established
centers of learning, including international NGOs and universities,
the CTC develops customized curriculums taught by experienced
educators with practical MPA experience.
Training and Learning programs cater to four constituencies: MPA
managers and staff; other practitioners including tourism operators,
NGOs, teachers and interested citizens; potential MPA trainers; and
field-based students, those interested in learning on-site. Classroom
work is supplemented by training at CTC learning sites. Alumni of
CTC programs become members of our MPA learning network that
connects them to marine resource practitioners throughout the
Coral Triangle region.
Additionally, Training and Learning educators advise the government
of Indonesia in the development of its School for Marine Resource
Conservation.
 Juveniles © Robert Delfs

TABLE CONTENT
Coral Triangle Center (1)

Training and Learning (1)

MPA Planning Cycle. Competence Needs, and Related Training Modules (3)

1. Principles of Marine Protected Area Management (4)

2. Training for Teachers on Marine Conservation (6)

3. Marine Conservation Action Planning (8)

4. Marine Protected Area Design (11)

5. Marine Protected Area Management Effectiveness (13)

6. Perception Monitoring (15)

7. Dive Training and Introduction to Marine Biological Monitoring (17)

8. Reef Health Monitoring (19)

9. Marine Resource Use Monitoring (21)

10. Spawning Aggregation Sites Monitoring (23)

11. Training on Marine Biological Survey/Observation (25)

12. Facilitation Techniques for MPA Public Consultation [27]

Fishing Exercise [29]

CTC Trainers [31]

Training for MPA Managers Site-based Training

Training of Trainers Training for Practitioners

2
 MPA PLANNING CYCLE, COMPETENCE NEEDS, AND
RELATED TRAINING MODULES

TRAINING MODULES

1. Principles of Marine Protected

Area Management
2. Training for Teachers on Marine
Conservation
3. Marine Conservation Action Plan-
ning
4. Marine Protected Area Design
5. Marine Protected Area Manage-
ment Effectiveness
6. Perception Monitoring
7. Dive Training and Introduction to
Marine Biological Monitoring
8. Reef Health Monitoring
9. Marine Resource Use Monitoring
10. Spawning Aggregation Sites
Monitoring
11. Training on Marine Biological
Survey/Observation
12. Facilitation Techniques for
Marine Protected Area Public
Consultation

TRAINING AND MPA, INDONESIA CONTEXT

Twelve CTC training modules offer a support to every stage in MPA planning and management. Referring to
Indonesia Law on Marine Protected Area Management and Zoning Plan No. 30/2010 and the Ministry of Marine
Affairs and Fisheries Regulation on Small Islands Marine Protected Area No. 17/2008, there are steps to assign an
MPA which include 1-proposing an area for future MPA, 2-identifying resources at the proposed MPA, 3-reserving
future MPA, 4-assigning MPA, and 5-designing future MPA boundaries. From CTC site-based experience, it takes
3 - 5 years for proposing an area as future MPA.

The Principles of Marine Protected Area (1) and Marine Conservation Planning (3) will support the first step of
proposing an area as a potential MPA. Training on MPA Design (4), Dive Training and Introduction to Marine
Biological Monitoring (7), Reef Health Monitoring (8), Training on Spawning Aggregation Site Monitoring (10)
will be crucial for identifying resources in the proposed area. The third and fourth step of MPA establishment
process will require MPA managers to understand the current situation of the MPA and to engage with general
public through public consultations. These can be facilitated by enhancing MPA manager’s capacity through an
in-depth training on Marine Protected Area Management Effectiveness (5), Perception Monitoring (6), Teach-
ers Training (2), Marine Resource Use Monitoring (9), Training on Marine Biological Survey/Observation (11), and
Facilitation Techniques for Marine Protected Area Public Consultation (12).

3
 Encounter grouper © Robert Delfs

1 - Principles of Marine Protected Area Management

OBJECTIVES
1. To understand the concept of marine
AIM
conservation,
To provide participants with a thorough background, and up-to-date
2. To learn MPA as a tool for marine
insights on the design, planning, and management of MPA’s. Par-
biodi-versity conservation, sustain-
ticipants will learn the basics of population dynamics of exploited
able fisheries and other sustainable
species, and how these dynamics relate to resource use. While the
uses of marine resources,
course uses examples from all over the world there is a strong focus
3. To understand basic principles of
on the Indonesian context.
MPA management,
4. To enhance interest and awareness
on marine resources conservation.

INTENDED AUDIENCE AGENDA

• This training is tailored to suit vari-
ous target audience.
• Conservation practitioners of the
government agencies, NGOs and
other co-managing user groups.
MINIMUM REQUIREMENT
• High school graduates or equivalent,
preferably with basic knowledge of
English.
LANGUAGE
• The training will be given in Bahasa
Indonesia and English (it can also be
given in only Bahasa Indonesia)
DURATIONS
• Originally, all the modules are pre-
pared for four full days, preferably
Monday – Thursday.
Day 1
Introduction to marine conservation (marine protected areas, biodi-
versity, sustainable fisheries and threats)
Lecture, video presentation, exercise.
Day 2
Fisheries (Population dynamics, carrying capacity, fishery manage-
ment)
Lecture, video presentation, exercise.
Day 3
Marine Protected Areas (MPAs)
Lecture, video presentation, fishing exercise.
Day 4
MPA Management Tools
Lecture, exercise, case study.

4
TRAINING SYLLABUS
1- Introduction to marine conservation
• Lecture: Marine biodiversity in Indonesia and Global
• Lecture: Basics of marine conservation (I) – Ecosystems
• Lecture: Basics of marine conservation (II) – A global and lo-
cal threat; bleaching
• Lecture: Basics of marine conservation (III) – Local threats
• Exercise: marine species vulnerable to over-exploitation
• Video presentation: Coral Seas
2 - Fisheries (Population dynamics, carrying capacity, fishery man-
agement)
• Lecture: Population dynamics of exploited species
• Lecture: Carrying capacity
• Lecture: Fishery management
• Lecture: Maximum Sustainable Yield - Theory
• Exercise: Maximum Sustainable Yield and interpretation of
fishery management advice
• Exercise: Over-exploitation and tragedy of the commons
• Video presentation: A destructive fishing practice
• Video presentation: Deep Trouble
3 - Marine Protected Areas (MPAs)
• Lecture: What is a Marine Protected Areas?
• Lecture: Benefits of MPAs for sustainable fisheries and ma-
rine tourism
• Lecture: Theory of MPAs
• Lecture: Roadmap to an MPAs
• Video presentation: Gladden Spit at the confluence of currents
• Video presentation: PISCO – The science of marine reserves
4 - MPA Management Tools
• Lecture: Overview on legal and technical processes
• Lecture: Introduction to Geographic Information Systems
(GIS) for MPA management
• Exercise: Application of Geographic Information Systems
• Lecture: Stakeholder involvement in MPA planning and man-
agement
• Exercise: Stakeholder ranking to be involved in MPA planning
and management
• Exercise: Situational analysis – Setting priorities and identifi-
• cation of strategies
• Lecture: Options for alternative development
• Lecture: Monitoring and Evaluation – measures of a success
• Case study: Review of a marine conservation program
5 - Video documentaries
Evaluation
Pre and post training test will be administered accordingly.
5
Green turtle© Robert Delfs
Fisheries Crisis
The Food and Agriculture Organization
(FAO) of the United Nations estimated in
2004 that of all the world’s marine fish-
ing stocks, 50% are estimated to be
fished at capacity, meaning that any
further increase in fishing effort will
cause the fish population to crash. An-
other 25% of the world’s fisheries are
believed to be overfished, have crashed
to commercial extinction, or are recov-
ering from an overfished state. Many of
these were once among the most com-
mercially important fisheries, particu-
larly pelagic marine species. Only 25%
of the world’s fish stocks have any ad-
ditional capacity to support additional
fishing.
The FAO summarizes this situation
as: “the maximum wild capture fish-
ery potential of the world’s oceans has
probably been reached” (FAO 2007). Or,
in other words, one single species (hu-
mans) has actually managed to harness
the reproductive potential of virtually all
the fish in the sea. This is an impres-
sive, but rather alarming, feat.
A more recent analysis was published
in the journal Science in 2006 (Worm et
al., 2006). This analysis found that one-
third of all fishing stocks worldwide
have collapsed, with a “collapse” de-
fined as a decline in catch to less than
10% of the observed maximum catch.
 Nusa Lembongan fishing boat and chartered boat © Marthen Welly/CTC

2 - Introduction to Marine Conservation for Teachers

OBJECTIVES
1. To understand the concept of marine
AIM
conservation,
This training is designed for teachers at various levels from elemen-
2. To learn MPA as a tool for marine
tary to high school. The training intends to share participants with
biodiversity conservation, sustain-
recent insights on marine protected area management and design
able fisheries and other sustainable
of marine protected areas. Also, participants will learn basics of
uses of marine resources,
population dynamics of exploited species, and how these dynamic
3. To understand basic principles of
relate to resource use. Whereas the training will use examples from
MPA management,
all over the world, there is a strong focus on the Indonesian situation.
4. To enhance interest and awareness
on marine resources conservation.
By the end of the training it is expected that participants will be able
to have a better comprehension on the basic marine conservation
INTENDED AUDIENCE principles and how to align them into their teaching materials.
• This training is tailored to suit teach-
ers at certain levels namely educa-
tion particularly elementary to high AGENDA
school or those equal to, particularly
teaching on biology and natural sci- Day 1
ences. • introduction to marine conservation (marine protected areas,
biodiversity, sustainable fisheries and threats)
MINIMUM REQUIREMENT
• High school graduates or equivalent, Day 2
preferably with basic knowledge of • MPA ( why MPA, selecting priority areas for conservation, how to
English. design develop and manage MPA)

LANGUAGE Day 3
• The training will be given in Bahasa • Stakeholder involvement, setting priorities and identification of
Indonesia and English (it can also be strategy, monitoring success
given in only Bahasa Indonesia) • Synthesis of MPA management (design, planning, implementa-
tion, monitoring and evaluation).
DURATIONS
• Originally, all the modules are pre-
pared for three full days, but can be
extended as necessary (particularly
an additional day for field session).

6
TRAINING SYLLABUS

1- Introduction to marine conservation

• Lecture: Marine biodiversity in Indonesia and Global
• Lecture: Basics of marine conservation (I) – Ecosystems
• Lecture: Basics of marine conservation (II) – A global and lo-
cal threat; bleaching
• Lecture: Basics of marine conservation (III) – Local threats
• Exercise: marine species vulnerable to over-exploitation
• Video presentation: Coral Seas
2 - Fisheries (Population dynamics, carrying capacity, fishery man-
agement)
• Lecture: Population dynamics of exploited species
• Lecture: Carrying capacity
• Lecture: Fishery management
• Lecture: Maximum Sustainable Yield - Theory
• Exercise: Maximum Sustainable Yield and interpretation of
fishery management advice
• Exercise: Over-exploitation and tragedy of the commons
• Video presentation: A destructive fishing practice
• Video presentation: Deep Trouble
3 - Marine Protected Areas (MPAs)
• Lecture: What is a Marine Protected Areas?
• Lecture: Benefits of MPAs for sustainable fisheries and ma-
rine tourism
• Lecture: Theory of MPAs
• Lecture: Roadmap to an MPAs
• Video presentation: Gladden Spit at the confluence of currents
• Video presentation: PISCO – The science of marine reserves
4 - MPA Management Tools
• Lecture: Overview on legal and technical processes
• Lecture: Introduction to Geographic Information Systems
(GIS) for MPA management
• Exercise: Application of Geographic Information Systems
• Lecture: Stakeholder involvement in MPA planning and man-
agement
• Exercise: Stakeholder ranking to be involved in MPA planning
and management
• Exercise: Situational analysis – Setting priorities and identifi-
• cation of strategies
• Lecture: Options for alternative development
• Lecture: Monitoring and Evaluation – measures of a success
• Case study: Review of a marine conservation program
5 - Aligning marine conservation into teaching materials (sharing
ideas, designing practical exercises and simulation, assigning home
work, evaluation).
Evaluation
Nusa Penida Coral Reefs© Marthen Welly/CTC
Maximum Sustainable Yield
A fish stock can tolerate a certain level
of mortality, if the mortality is balanced
by reproduction and recruitment. At
high levels of mortality, however, the
stock cannot reproduce fast enough to
replace the fish being killed, and the
stock size will decline.
At a certain intermediate population
size, a maximum amount of fish can be
removed without any adverse effects on
the fish population. This is called the
Maximum Sustainable Yield, or MSY. At
low levels of fishing effort, an increase
in fishing effort results in greater catch
- i.e., if more boats go out to sea, more
fish are caught. This will continue up to
a certain point, to the MSY. Beyond this
point, adding more boats or fisher peo-
ple will cause a decrease in total catch.
This is because fish are being removed
from the population faster than they can
reproduce. This state is called overfish-
ing. This process can accelerate so that
a small increase in fishing effort causes
a large decrease in catch. Many fisher-
ies around the world are currently in
this state.

Pre and post training test will be administered accordingly.

7

3 - Marine Conservation Action Planning
OBJECTIVES
1. To understand planning method for
MPA,
2. To enhance MPA managers ability in
designing a project using supporting
tool called Miradi.
INTENDED AUDIENCE
• Participants selected from conser-
vation practitioners of the govern-
ment agencies, NGOs and other co-
managing user groups.
MINIMUM REQUIREMENT
• S1 (BSc) or equivalent, with basic
knowledge of English. Participants
preferably to have basic knowledge
on marine ecosystems (these re-
quirements may change, depend on
the target audiences) and Fisheries
Management.
LANGUAGE
• The training will be given in Bahasa
Indonesia and English (it can also be
given in only Bahasa Indonesia)
DURATIONS
• Originally, all the modules are pre-
pared for three full days, but can be
extended as necessary (particularly
an additional day for further discus-
sion to develop CAP document.
Small boats for community-based seaweed tour in Nusa Lembongan© Marhen Welly/CTC
AIM
This training intends to share participants with recent insights on the
planning method for marine protected areas called Conservation Ac-
tion Planning (CAP). CAP is a relatively simple, straightforward and
proven approach for planning, implementing and measuring suc-
cess for conservation projects. The methodology was developed by
conservation practitioners working in real places. It has been tested
and deployed successfully by hundreds of teams working to conserve
species, sites, ecosystems, landscapes, watersheds and seascapes
across the globe. Whereas the training will use examples from all
over the world, there is a strong focus on the Indonesian situation.
Preparation
Participants will be given the opportunity to design a marine protect-
ed area management plan for an area of their interest. Participants
are asked to bring maps and any supporting documentation (existing
management plans, reports, publications etc.) that they have avail-
able on their area of interest. Participants are encouraged to team up
in groups of 2 – 5 persons.
AGENDA
Day 1
Guidelines for ehancing MPA management effectiveness and role
play.
Day 2
Using MPA case study to review MPA management effectiveness,
workplan, and gap analysis.
Day 3
Setting up priorities and drafting report.
8
 Defining your project
• Project people
• Project scope & fo-
cal target

Using results to adapt Developing strategies &

& improve
• Analyze actions & Conservation measures
• Target viability
data Action • Critical threats
• Learn from results • Situation analysis
• Adapt project Planning • Objective & actions
• Share findings • Measures

Implementing strate-
gies & measures
• Develop workplans
• Implement actions
• Implement meas-
ures

TRAINING SYLLABUS

A. Defining Your Project

1. Identify People Involved in Your Project
• Selection of core project team members and assignment of roles
• Identification of other planning team members and advisors as needed
• Identification of a process leader
2. Define Project Scope & Focal Conservation Targets (5S = Systems)
• A brief text description and basic map of your project area or scope
• A statement of the overall vision of your project
• Selection of no more than 8 focal conservation targets and explanation of why they were chosen

B. Developing Your Conservation Strategies and Measures

3. Assess Viability of Focal Conservation Targets (5S = Systems)
• Selection of at least one key ecological attribute and measurable indicator for each focal target
• Your assumption as to what constitutes an acceptable range of variation for each attribute
• Determination of current and desired status of each attribute
• Brief documentation of viability assessments and any potential research needs

9
TRAINING SYLLABUS
4. Identify Critical Threats (5S = Stresses & Sources)
• Identification and rating of stresses affecting each focal tar-
get
• Identification and rating of sources of stress for each focal
target
• Determination of critical threats
5. Develop Conservation Strategies (5S = Strategies)
• A situation analysis that includes indirect threats/opportuni-
ties and associated stakeholders behind all critical threats
and degraded attributes
• A “picture” – either in narrative form or a simple diagram – of
your hypothesized linkages between indirect threats and op-
portunities, critical threats, and focal targets
• At a minimum, good objectives for all critical threats and de-
graded key ecological attributes that your project is taking
action to address and if useful, for other factors related to
project success
• One or more strategic actions for each conservation objective
6. Establish Measures (5S = Success)
A list of indicators and methods to track the effectiveness of each
conservation action
A list of indicators and methods to assess status of selected targets
and threats you are not currently working on.
C. Implementing Your Conservation Strategies and Measures
7. Develop Work Plans
• Lists of major action steps and monitoring tasks
• Assignments of steps and tasks to specific individual(s) and
rough timeline
• Brief summary of project capacity and a rough project budget
• If necessary, objectives and strategic actions for obtaining
sufficient project resources
8. Implement
• Action
• Monitoring
D. Using Your Results to Adapt and Improve
9. Analyze, Reflect & Adapt
• Appropriate and scheduled analyses of your data
• Updated viability and threat assessments
• Modifications to objectives, strategic actions, and work plans,
as warranted
• Regular updates of project documents
10. Learn & Share
• Identification of key audiences and appropriate communica-
tion products for each
Miradi is an adaptive management software for conservation pro-
jects. It is a free software. To learn more about Miradi, please log
on to https://miradi.org/files/miradi_overview.pdf
Fish school and sun light© Robert Delfs
Miradi
Miradi is project management software
designed by conservation practition-
ers, for conservation practitioners. It
was built as a tool to implement plan-
ning and measurement best practices
adopted by the CMP (see below). Wiz-
ards, examples and multiple views
make using Miradi like having an ex-
pert project manager guide you through
planning, monitoring and reporting on
your work. Miradi makes it easy for any-
one to create a world-class biodiversity
conservation project.
As the project team develop specific
“views’ of their project including con-
ceptual models showing biodiversity
targets, key threats, and the potential
strategies and actions that the projects
can take to counter this threats, Mirah
also help the team to identify moni-
toring indicators needed to determine
the effectiveness of these strategies.
Miradi helps the team prioritize which
actions and monitoring indicators they
need to focus on.
After completing initial strategic and
monitoring plans, MPA practitioners
develop a work plan containing specific
tasks required to implement the project
together with budget requirements and
needs for raising fund.
10
 Divers and coral reefs © Robert Delfs

4 - Marine Protected Area Design

OBJECTIVES
1. Provide knowledge on spatial ap-
AIM
proach on MPA design
This training provides participant with knowledge on designing MPA/
2. Skill using an automated reserve
conservation planning based on mapped marine habitat features,
selection tool called MARXAN
cost features and marine biodiversity. This conservation planning are
3. Using MARXAN to design MPA
guides decisions about the location, configuration and management
of conservation areas. The aims of conservation planning are to get
INTENDED AUDIENCE efficient, repeatable, transparent and equitable process for making
conservation decisions. During training participant will be introduced
This training is tailored to suit technical
to the use of an automated reserve selection tool called MARXAN to
staff particularly from
help in incorporate data, capture target from a conservation scenario
• Conservation practitioners of the
and produce choices location where MPA should be placed.
government agencies,
• NGOs
• Academic or University
AGENDA
MINIMUM REQUIREMENT
• S1 (BSc) or equivalent, preferably Day 1
with basic knowledge of English. introduction to MPA design, principles of Geographic Information
• Participants preferably to have basic System (GIS)
• knowledge on Geographic Informa-
tion System, marine ecosystems Day 2
and Fisheries Management. Systematic Conservation Design software (MARXAN)
• MPA 101
• Familiarity with computer skill, par- Day 3
ticularly MS Excel, MS Word Self-exercise using participant’s MPA site data

LANGUAGE
• The training will be given in Bahasa
Indonesia and English (it can also be
given in only Bahasa Indonesia)
DURATIONS
• Originally, all the modules are pre-
pared for three full days, preferably
Monday – Wednesday.
Preparation
Participants are asked to bring notebook, digital maps and any sup-
porting documentation (existing management plans, reports, publi-
cations etc.) that they have available on their area of interest. Par-
ticipants are encouraged to team up in groups of 2 persons during
the training.

11
TRAINING SYLLABUS
1- Introduction to MPA design and principles of GIS
• Lecture: MPA Design, Concept and Methods
• MPA Design basic principles
• Methods available for design
• How to design an MPA based on certain requirements
including present rules and regulations
• Lecture : Understanding GIS Principles
• Definitions of GIS
• GIS Components and how GIS works
• GIS functions, process and result
• Exercise:
• Map geo-reference and digitize
• Input attributes data in tables
• Query, summary and calculation
• Map layout
2 - Systematic Conservation Design
• Lecture : Understanding Systematic Conservation Design
software (MARXAN)
• Brief history and development of MARXAN
• Principle of MARXAN and how it works
• Input data for MARXAN
• Principle to design conservation goal with scenario
• Exercise:
• Prepare data for MARXAN
• Create inputs data for MARXAN
• Setting up MARXAN scenario
• Run MARXAN and interpret the result
• Document MARXAN setting and process
3 - Self practice using participant’s site data
Evaluation
Pre and post training test will be administered accordingly.
MARXAN is a free software which provides decision support to
range of conservation planning problems, including: the design
of new reserve systems and reporting on the performance of ex-
isting reserve systems.
Critters© Robert Delfs
Marxan
It is software designed to aid systematic
reserve design on conservation plan-
ning. With the use of stochastic opti-
misation routines, it generates spatial
reserve systems that achieve particular
biodiversity representation goals with
reasonable optimality. Marxan initially
developed to suit the need of assigning
potential area for conservation purpose.
Lots of options available which create a
headache for MPA managers to assign
specific area which has both biophysics
potential and/or socio-economic fea-
tures. Marxan provide the best possible
solution based on available data to cre-
ate the most effective and efficient sce-
narios.
Geographic
Information System
It is a system to manage, store, process,
analyse, and to display data related to
earth’s surface.
The system requires hardware and soft-
ware in which human plays important
role to operate it.
12
 Shark and divers © Robert Delfs

5 - Marine Protected Area Management Effectiveness

OBJECTIVES
1. To introduce a tool for measuring
AIM
MPA management effectiveness
This training specifically designed for MPA managers and stakehold-
2. To give exposures to MPA managers
ers to give sense of conservation management achievement from
on various evaluation indicators
both biophysics and socio-economics. Through the training, MPA
3. To raise awareness on the status of
managers and stakeholders will be able to thoroughly assess suc-
MPA
cess indicators, discuss achievement with colleagues and partners,
INTENDED AUDIENCE and assign the status of their MPAs.
This training is tailored to suit technical
MPA Management Effectiveness is a learning tool. It is not designed
staff particularly from
for judging the right and wrong in managing marine resources. The
• Conservation practitioners of the
standard effectiveness will be assigned based on consensus be-
government agencies,
tween stakeholders.
• NGOs
• Academic or University
AGENDA
MINIMUM REQUIREMENT
• S1 (BSc) or equivalent, preferably Day 1
with basic knowledge of English. Introductionto MPA Management Effectiveness indicator and guide-
• Participants preferably to have basic lines
• knowledge on Geographic Informa-
tion System, marine ecosystems Day 2
and Fisheries Management. Database development and role play
• MPA 101
• Familiarity with computer skill, par- Day 3
ticularly MS Excel, MS Word Assessing Management Effectiveness of each MPA

LANGUAGE Preparation
• The training will be given in Bahasa Participants are asked to bring notebook, digital maps and any sup-
Indonesia and English (it can also be porting documentation (existing management plans, reports, publi-
given in only Bahasa Indonesia) cations etc.) that they have available on their area of interest. Partici-
pants will work in a group of 6 for role playing.
DURATIONS
• Originally, all the modules are pre-
pared for three full days, preferably
Monday – Wednesday.

13
TRAINING SYLLABUS

1- Introduction to MPA Management Effectivenes

• Lecture: MPA establishment and management
• Lecture: Effectiveness concept
• MPA Effectiveness; the guidelines
• Exercise:
• Role play and data entry
• Gap analysis
• Discussion on MPA Management Effectiveness scoring
2 - Management Effectivenes Database
• Lecture: Developing a marine protected area database
• Exercise:
• Incroporate background information on Excel datasheet Nusa Lembongan tourism development © Marthen Welly/CTC
• Assign baseline data
• Assign priorities for increase effectiveness level
3 - Develop report on MPA Effectiveness evaluation and manage-
ment plan. Self-assessment checklist
for building networks of
MPAs
Day, J.C, & Laffoley, D.d’A., 2006.
This easy to use self-assessment
checklist, based on the best practice
guide, is designed to enable those en-
gaged in designing or managing MPA
networks and will assist national and
regional authorities to determine pro-
gress towards the establishment of ef-
fective MPA networks.

14
 Sanur fishermen © Robert Delfs

6 - Perception Monitoring

OBJECTIVES
1. To learn one social survey method
AIM
to measure attitude, knowledge, and
Perception monitoring was originally designed as a tool to measure
behaviour
local communities’ perception toward MPA establishment and man-
2. To experience administering survey
agement. MPA managers need to get a feedback from community
questions and interpret the result.
living inside and surrounding area of the MPA for adaptive manage-
ment.
INTENDED AUDIENCE
By participating in this training MPA managers and practitioners will
This training is tailored to suit technical
be able to design questionnaire, conduct a survey, analyse and inter-
staff particularly from
pret survey result, and adapt outreach and awareness strategy for
• Conservation practitioners of the
future work.
government agencies,
• NGOs
• Academic or University AGENDA
MINIMUM REQUIREMENT Day 1
• S1 (BSc) or equivalent, preferably Social survey, introduction to MPA, survey ethics
with basic knowledge of English.
• Participants preferably to have basic Day 2
• knowledge on Geographic Informa- Conducting a survey, data compilation, data analysis
tion System, marine ecosystems
and Fisheries Management. Day 3
• MPA 101 Field exercise
• Familiarity with computer skill, par-
ticularly MS Excel, MS Word Day 4
Data input, filtering data, data analysis and interpretation
LANGUAGE
• The training will be given in Bahasa Preparation
Indonesia and English (it can also be A list of current household information should be prepared prior
given in only Bahasa Indonesia) to training. Participants should familiarize themselves with survey
questionnaires which will be distributed in advance.
DURATIONS
• Originally, all the modules are pre-
pared for four full days, preferably
Monday – Thursday (possible for an-
other day field exercise)

15
TRAINING SYLLABUS
1 - Basic Socio-Economic Monitoring
• Understanding the concept of knowledge, attitude and
behavior survey
• Principles of MPA Design and Management
• Running a social survey
• Objectives and benefit for MPA Managers and community
• Methods
• Sample selections
• Perception monitoring over the time
• Logistic preparations and enumerator selection
2 - Questionnaire Design and Exercise
• Review household and individual questionnaires
• Interviewing your target audience (in class exercise)
3 - Interviewing target audience – field exercise
• Selecting individual samples from household list
• Verbal consent and interview process
• Reporting back and evaluation
4 - Data entry
• Introduction to Excel Data Sheet
• Entering and filtering your data
• Basic data interpretation
Evaluation
Quizzes and exercises will be given in every session to allow par-
ticipants learn better.
Children and the boat © Robert Delfs
Socio-Economic Monitoring
in
Marine Protected Area
The most commonly socio-economic
indicators used are as follows (Bunce et
al., 2003). Note that not all of these are
relevant to every MPA, and they should
be carefully selected to reflect MPA ob-
jectives:
• Resource use patterns - e.g. ac-
tivities on which people depend for
food and income (particularly those
associated with marine resources)
and their location, timing and sea-
sonality, use rights.
• Stakeholder characteristics - e.g.
household characteristics (such as
age, gender, education level, reli-
gion, literacy, food consumption,
incomes).
• Gender issues.
• Stakeholder perceptions - e.g. per-
ceptions and level of understand-
ing of MPA management, and of
their impact on the environment;
perceptions of other stakeholders;
cultural and religious beliefs; will-
ingness to cooperate.
• Organisation and resource govern-
ance e.g. property rights, manage-
ment efforts, administrative and
political arrangements at commu-
nity and governmental levels.
• Traditional knowledge.
• Community services and facilities
• Market attributes for extractive
uses
• Market attributes for non-extrac-
tive uses
16
 DIving in Nusa Lembongan © Marthen Welly/CTC

7-Dive Training and Introduction to Marine Biological Monitoring

OBJECTIVES
1. Diving skill equivalent to Open Water
(certified) and environmentally friendly
diving practices.
2. To learn basic knowledge and skills on
marine biological survey/observation
(seagrass, mangrove, cetacean, turtle,
fish, invertebrate – habitat and popula-
tion)
INTENDED AUDIENCE
• Government officers
• NGO
• Local community
• University
• Marine research centers
• Related stakeholders
AIM
This training intends to share participants with recent insights on
marine protected area management and design of marine protected
areas. Also, participants will learn basics of population dynamics of
exploited species, and how these dynamic relate to resource use.
Whereas the training will use examples from all over the world, there
is a strong focus on the Indonesian situation.
PREPARATION
• Filling-up medical history and liability form
• Swimsuit for pool and open water practices
• Bringing +/- glasses for mask as needed
• Signing training consent to attend the whole process of training

MINIMUM REQUIREMENT
• Minimum High-School education back-
AGENDA
ground
• Healthy with doctor letter/recommenda- • Introduction of Diving Academic – class theory, 1 day
tion • Swimming pool practices, 2 days
• Swimming skill ( at least 200 meters on • Open water practices, at least 4 dives, 2 days
the water and 5 meters underwater) • Introduction to biological monitoring practices (Manta Tow and
• No claustrophobia Underwater demo on Reef Health monitoring)
• No others sickness that prohibited for
diving activity

LANGUAGE
• The training will be given in Bahasa
Indonesia and English (it can also be
given in only Bahasa Indonesia)

DURATIONS
• Originally, all the modules are prepared
for four full days, preferably Monday –
Thursday (possible for another day field
exercise)

17
TRAINING SYLLABUS
Module 1. Introduction of Diving Academic (1day, 09:00 – 17:00)
• Coastal and marine ecosystem
• Overview, phyllosophy, and level of diving
• Physic of Diving
• Health of Diving
• Dive Table
• Diving Codes
• Introduction to dive gear and setting up gears
• Diving technique
• Introduction to marine biological monitoring
Module 2. Swimming pool practice (LKK) (2 day, 08:00 – 16:00)
• Skin Diving (entry, fin swimming, mask and snorkel clearing,
tuck and duck dive)
• Scuba Diving (diving preparation, diving gear set-up, en-
try, neutral buoyancy, mask and regulator clearing, buddy
breathing, diving codes, ascent technique.
Modul 3. Open water (LPT) (2 days, 08:00 – 16:00)
• During open water, participants will dive at least twice a day
with buddy system. A dive instructor will guide maximum 2
participants while diving.
• Skin Diving (entry, fin swimming, mask and snorkle clearing,
tuck and duck dive)
• Scuba Diving (diving preparation, diving gear set-up, en-
try, neutral buoyancy, mask and regulator clearing, buddy
breathing, diving codes, ascent technique, safety-stop).
Module 4. Field Experience of biological monitoring (introduc-
tion: using Manta Tow and Underwater demo on Reef Health
monitoring).
Evaluation
Pre- and post training test will be given to measure participants’
skill and competency.
Napoleon wrasse © Robert Delfs
Dive Intro
Scuba diving equipment adapts you to
the underwater world and makes you
part of it. You do the diving, but your
scuba gear makes it possible. That is,
a mask doesn’t see for you, but allows
you to see underwater. A dive regula-
tor doesn’t breathe for you, but allows
you to breathe underwater. A wetsuit
doesn’t make heat, but allows a body to
more effectively retain its own heat.
CTC’s dive training introduce you to
basic knowledge and skills required
as MPA managers and practitioners.
The training will enable participant to
assess marine biological indicators
of MPA management. Dive training
modules are designed to specifically
strengthen participants’ ability to moni-
tor coastal and marine ecosystems for
further development of MPA design and
management.
18
 Fish schools over coral reefs © Robert Delfs

8-Reef Health Monitoring

OBJECTIVES
1. To enhance participants’ skill on coral
reef and fish identification
2. To enable participants to implement cor-
al reefs and fish survey and monitoring
3. To strengthen participants skill on data
management, analysis and interpreta-
tion
INTENDED AUDIENCE
• Government officers
• NGO
• Local community
• University
• Marine research centers
• Related stakeholders
AIM
Reef health monitoring is one of biological monitoring tool to inform
the MPA managers and decision makers on coral reef and fish condi-
tion. The reef health monitoring is needed as scientific input on MPA
management. A monitoring person should have diving skills as well
as coral and fish identification skills to conduct a reef health moni-
toring. The reef health monitoring will use point intercept transect
(PIT) for coral and visual sensus and time swimming for fish.
PREPARATION
• Filling-up medical history and liability form
• Reading about coral reef and fish reference
• Reading about coral reef and fish monitoring protocol

MINIMUM REQUIREMENT
• MPA 101
• Diving skill at least advance level or has
at least 25 dive logs. AGENDA
• Minimum High-School education back-
ground • Coral reefs and fish identification theory (half day)
• Healthy with doctor letter/recommenda- • Coral reefs and fish monitoring protocol (half day)
tion • Coral reefs and fish monitoring method simulation (half day)
• Data collection and management simulation (half day)
LANGUAGE • Underwater simulation on coral reef and fish monitoring proto-
• The training will be given in Bahasa col (2 day)
Indonesia and English (it can also be
given in only Bahasa Indonesia)

DURATIONS
• Originally, all the modules are prepared
for four full days, preferably Monday –
Thursday (possible for another day field
exercise)

19
TRAINING SYLLABUS

Module 1. Class theory ( 1 day, 09:00 – 17:00)

• Introduction on coral reef ecosystem
• Coral and fish identification
• Reef health protocol
• Datasheet
• Data management, collecting and analysis

Module 2. Land simulation on coral reef and fish monitoring (1

day, 08:00 – 16:00)
• Reef health monitoring preparation
• Selection of monitoring location and set-up PIT
• Reef health monitoring and data collection Moray eel fish© Marthen Welly/CTC
• Data management

Modul 3. Underwater simulation on coral reef and fish monitor-

ing (2 days, 08:00 – 16:00). Fish Species Observed
• Reef health monitoring preparation
• Selection of location of monitoring and set-up PIT • Scarini
• Reef health monitoring and data collection • Acanthuridae
• Data management • Siganidae
• Haemulidae
Evaluation • Lutjanidae
Pre and post training test will be be administered accordingly. • Lethrinidae
• Serranidae
Instructors and resource persons • Labridae – Cheilinus undulatus
CTC, TNC-IMP, MMAF, LIPI and partners. • Carangidae
• Scombridae
• Carcharhinidae
• Hemigaleidae
• Sphyraenidae
• Dasyatidae
• Mobulidae
• Myliobatidae

20
 Manta rays © Robert Delfs

9-Marine Resource Use Monitoring

OBJECTIVES
1. To provide participants with guid-
AIM
ance to compile a protocol for long-
Resource use monitoring is one of tool on socio-economic monitor-
term in situ monitoring of natural
ing related MPA management. The resource use monitoring is con-
resources use by humans inside
ducted to monitor different types of activities related utilize of marine
their own MPAs
resources within MPA. The data from monitoring will be useful to
inform MPA managers and decision makers about developing a MPA
INTENDED AUDIENCE management plan and improve MPA management implementation.
• Government officers
• NGO
• Local community PREPARATION
• University • Learn about marine resources use pattern and socio-economic
• Marine research centers activity in their area
• Related stakeholders • Having read about resources use monitoring protocol

MINIMUM REQUIREMENT
• MPA 101
• Minimum High-School education AGENDA
background
• Able to operate GPS and camera • Introduction, marine biodiversity, specification of monitoring ob-
• Communication skill to interview jectives, area of interest (one day)
• Resource availability (one day)
• Data and survey preparation (one day)
LANGUAGE • Field Survey simulation (one day)
• The training will be given in Bahasa • Survey evaluation and Data analysis (one day)
Indonesia and English (it can also be
given in only Bahasa Indonesia)

DURATIONS
• Originally, all the modules are pre-
pared for five full days, preferably
Monday – Friday (possible for an-
other day field exercise)

21
TRAINING SYLLABUS
Module 1. Introduction ( 1 day, class)
• Introduction
• Marine Biodiversity
• Introduction to various fishing method
• Specification of monitoring objective
• Area of interest
Module 2. Resources availability ( 1 day , class)
• Initial valuation on survey area
• Mapping and setting up data variable
• Target area assessment
• Time, boat, persons, map, equipment
Module 3. Data and survey preparation ( 1 day, class)
• Drawing survey route on map
• List of variable
• Estimation of survey area
• Data sheet
Module 4. Field survey simulation (1 day, field)
• Preparation (spreadsheet, schedule, and frequency of
survey)
• Briefing for monitoring team
• Simulation to handle illegal case
• Simulation to handle legal but need tolerance case
Module 5. Survey evaluation and data analysis ( 1 day, class)
• Evaluate and revise Resource Use Monitoring (RUM)
protocol
• Implementation of long-term monitoring
Evaluation
Pre and post training test will be administered accordingly.
Instructors and resource persons
CTC, TNC-IMP, MMAF and partners.
Making use marine resources © Robert Delfs
Monitoring Resource Use
The goals and objectives to conduct a
monitoring resource use are to (1) pro-
vide information for adaptive manage-
ment of the marine protected area, (2)
measure management performance,
(3) gather data on the use of marine
resources particularly extractive use
(fisheries) and non-extractive use (tour-
ism, (4) inform resource users, the
types and spatial and temporal patterns
of marine resource use which may im-
pacting their catch, (5) increase interac-
tions with marine reosurce users in the
area where conservation work occurs,
and (6) provide MPA managers with in-
formation which can be use for develop-
ing MPA marine resource conservation
planning and management.
There are basic equipment needed for
the activity including paper, pens, pen-
cils, erasers, pencil sharpeners, hand-
held GPS and extra batteries, digital
camera, binoculars, marine biota ref-
erence books, personal gear (hat, sun-
glasses, sunblock), food and drinking
water.
Data acquired from the field is entered
into a database using Microsoft Excel.
Using the statistical facilities of this
program, the data are then further pro-
cessed and interpreted.
22
 Schooling fish © Robert Delfs

10-Spawning Aggregation Sites Monitoring

OBJECTIVES
1. To give participants understanding
AIM
about SPAGs definition and function
Spawning aggregation site (SPAGs) monitoring is to monitor sus-
on MPA
pected and confirmed sites for fish spawn. Mostly spawning occurs
2. To give participants skill on SPAGs
during full-moon or dead moon. Monitoring will focus on population
identification and monitoring
of broodstock on SPAGs. Data collected from SPAGs monitoring will
3. To give participants skill on data
inform MPA managers and decision makers to protect certain area
management, analysis and interpre-
as SPAGs.
tation
INTENDED AUDIENCE PREPARATION
• Government officers • Filling-up medical history and liability form
• NGO • Reading about fish reference
• Local community • Reading about SPAGs monitoring protocol
• University
• Marine research centers
• Related stakeholders
AGENDA
• Class theory with presentation, paper-fish, and computer simu-
MINIMUM REQUIREMENT lation
• MPA 101
• Land and underwater simulation
• Diving skill at least advance level or
• Data management, collecting and analysis
has at least 25 dive log
• Minimum High-School education
background
• Healthy with doctor letter/recom-
mendation
LANGUAGE
• The training will be given in Bahasa
Indonesia and English (it can also be
given in only Bahasa Indonesia)

DURATIONS
• Originally, all the modules are pre-
pared for three full days, preferably
Monday – Wednesday (possible for
another day field exercise)

23
TRAINING SYLLABUS

Module 1. Introduction on reef fish ( 2 hours, class)

• Introduction on reef fish
• Identification on reef fish target
• Paper-Fish

Module 2. Introduction on SPAGs method and protocol ( 2 hours,

class)
• SPAGs method and protocol
• Category and fish target species
• Simulation on fish identification and fish group estimation
(computer)
• Simulation on fish identification and fish length estimation Reflection over the reefs © Robert Delfs
(paper fish and computer)
• Preparation and logistic on SPAGs monitoring
• Data management
Fish Aggregation
Module 3. Land simulation ( 08.00 – 12.00)
• Preparation and logistic on SPAGs monitoring A reef fish spawning aggregation is a
• Estimation on fish length and speceies (wood fish) grouping of a single species of reef fish
• Data collection based on SPAGs protocol that has gathered together in greater
densities than normal with the specific
Module 4. Underwater simulation (1.5 day) purpose of reproducing; typically such
• Preparation and logistic on SPAGs aggregations form at the same place
• Data collection and analysis at approximately the same times each
• Data management year.

Evaluation The best-known examples are certain

Pre and post training test will be be administered accordingly. species of grouper and snapper, but
many surgeonfish, rabbitfish, parrot-
Instructors and resource persons fish, wrasse also aggregate to spawn.
CTC, TNC-IMP, MMAF and partners. There is a great deal of variability among
different species in the dynamics of
aggregation formation. For instance,
spawning aggregations of some small
wrasses may consist of just ten indi-
viduals spawning close to their normal
home range on the reef, while those of
some large groupers consist of tens of
thousands of fish that may have trav-
elled over one hundred kilometres to an
aggregation site on a particular reef.

There are two classes of spawning ag-

gregation, ‘resident’ and ‘transient’.
Both occur at predictable and regular
sites and times.

(http://www.scrfa.org)

24
 Cetacean observation © Robert Delfs

11-Marine Biological Survey Observation Monitoring

OBJECTIVES
1. Provide knowledge and skills on
AIM
Marine Biological Survey/Observa-
This training intends to share participants with recent insights on
tion (Seagrass, Mangrove, Cetacean,
marine protected area management and design of marine protected
Turtle, Fish, Ivertebrate – Habitat
areas. Also, participants will learn basics of population dynamics of
and Population)
exploited species, and how these dynamic relate to resource use.
2. Compile and interpret data for input-
Whereas the training will use examples from all over the world, there
ing MPA design and management
is a strong focus on the Indonesian situation.

INTENDED AUDIENCE PREPARATION

• MPA management officials and
practitioners
• Coastal community
• Marine tourism operators
• Universities
MINIMUM REQUIREMENT
• MPA 101
• Diving skill at least advance level or
has at least 25 dive log
• Minimum High-School education
background
• Healthy with doctor letter/recom-
mendation
LANGUAGE
• The training will be given in Bahasa
Indonesia and English (it can also be
given in only Bahasa Indonesia)
• Health certificate
• Willingness to actively and fully participate
AGENDA
• Day 1 – introduction to mangrove ecosystem and surveying tech-
niques
• Day 2 – introduction to sea-grass ecosystem and surveying tech-
niques
• Day 3 – introduction to marine turtle ecology, observation and
population management techniques
• Day 4 – introduction to invertebrate ecology and surveying tech-
niques
• Day 5 – introduction to cetacean ecology and observation tec-
niques.

DURATIONS
• Originally, all the modules are pre-
pared for three full days, preferably
Monday – Wednesday (possible for
another day field exercise)

25
TRAINING SYLLABUS
Modules are listed below. The order in which the modules are pre
sented may differ between sessions. Furthermore the training is
frequently updated so that some modules may be replaced
whereas other may be expanded. Introductory and concluding
materials (opening, introduction to CTC, introduction to the train-
ing, test and participant’s evaluation and video presentations) are
not included here.
1. Mangrove ecosystem and surveying techniques
• Lecture: mangrove ecosystem, species identification.
• Exercise: species identification, calculating abundance.
2. Seagrass ecosystem and surveying techniques
• Lecture: seagrass ecosystem, species diversity, species
identification.
• Exercise: species identification, assessing mangrove popula-
tion, calculating abundance index.
3. Marine turtle observation
• Lecture: introduction to marine turtle ecology, observation-
and population management techniques.
• Exercise: species identification, species monitoring.
4. Invertebrate observation
• Lecture: introduction to invertebrate ecology and surveying
• techniques.
• Exercise: species identification, species diversity, abundance.
5. Cetacean observation
• Lecture: introduction to cetacean ecology and observation
techniques.
• Exercise: species identification, field observation.
All lectures include ample opportunity for asking questions. The
discussion is stimulated by quizzes that must be answered with
colorcards.
Rhizopora © Robert Delfs
Seagrass
Seagrasses live in the coastal waters of
most of the worlds’ continents. They
are the main diet of dugongs and green
turtles and provide a habitat for many,
smaller marine animals, some of which,
like prawns and fish, are commercially
important. They also absorb nutrients
from coastal run-off and stabilise sedi-
ment, helping to keep the water clear.
Seagrasses are unique amongst flower-
ing plants, in that all but one genus can
live entirely immersed in seawater.
Enhalus plants are the exception, as
they must emerge to the surface to re-
produce; all others can flower and be
pollinated under water. Adaptation to
a marine environment imposes major
constraints on morphology and struc-
ture. The restriction of seagrasses to
seawater has obviously influenced their
geographic distribution and speciation.
Seagrass can reproduce through sexual
or asexual methods. In sexual repro-
duction, the plants produce flowers and
transfer pollen from the male flower
to the ovary of the female flower. Most
seagrass species produce flowers of a
single sex on each individual, so there
are separate male and female plants.
26
 Facilitating discussion in Savu Sea © Wira Sanjaya/CTC

12-Facilitation Techniques for MPA Public Consultation

OBJECTIVES
1. To understand the principles and ba-
AIM
sic attitude required to be a facilita-
To build and develop community representatives and other key stake-
tor
holders’ skill and capacity to facilitate series of discussions and con-
2. To experience processes of group
sultation processes related to marine protected area establishment
facilitation
and management.
3. To learn how to handle group dis-
cussions, including to cope with dif-
This module provides a basic introduction to techniques and tips for
ficult situation during group facilita-
facilitation on the context of marine protected area, which are useful
tion.
for groups discussion. It is a basic training for learning the core of
facilitation, exploring some of the knowledge and skills needed by a
facilitator to effectively in lead group discussions.
INTENDED AUDIENCE
• This training is tailored to suit the
community organizers and other PREPARATION
key stakeholders when facilitating a • Read the Principles of Marine Protected Area management
public discussion and consultation handout
on marine protected area. • Get ready for role play and real exercise

MINIMUM REQUIREMENT AGENDA

• High school graduates or equivalent.
Day 1:
Preparing yourself as a facilitator

LANGUAGE Day 2:
• The training will be given in Bahasa Facilitation Phase-1, experiencing the process
Indonesia and English (it can also be
given in only Bahasa Indonesia) Day 3:
Facilitation Phase-2, learn the techniques
DURATIONS Day 4:
• Originally, all the modules are pre-
On-the-ground facilitation, learning from real experience.
pared for four full days, preferably
Monday – Thursday (possible for an-
other day field exercise)

27
TRAINING SYLLABUS

Module 1. To be a great facilitator

• Presentation, discussion and exercise: Basic principles of fa-
cilitation and facilitator,
• Simulation and Discussion: Facilitator Dos and Don’ts

Module 2. Facilitation Phase-1

• Presentation and discussion: Experience the process, set up
momentum.
• Simulation: building confidence
• Presentation and exercise: designing the process, setting
up.
Anemone fish and the anemone © Marthen Welly/CTC
Module 3. Facilitation Phase-2
• Presentation and Discussion: How to handle discussions
• Techniques for leading and directing
• Stimulating dialogue Facilitator and Facilitation
• What is active listening?
• Handling challenging situation When leading various types of groups,
• Closing up the process understanding the different facilitation
techniques and which style works best
Module 4. Experiencing real facilitation on-the-ground with both you and your audience is im-
• Facilitating community group portant. In fact, it is one of the crucial
• Reflections and self assessment aspects to providing a quality experi-
ence. Facilitation techniques are dem-
Evaluation onstrated in a variety of settings, some
Pre and post training test will be administered accordingly. of which include: Focus groups, meet-
ings, board development, interviewing,
facilitating online groups, negotiation
and conflict management, and working
as part of a team.

Technically, facilitate means, “to make

easier.”

A good facilitator will encourage par-

ticipation, maintin focus on the task,
help build small agreements, manage
the process of decision making which
involving a group. Facilitation may take
role in an educational session and/or in
a working meeting.

28
FISHING EXERCISE:
overfishing and tragedy of the common

OBJECTIVES

1. To give experience and increase

understanding on overfishing concept.
2. To illustrate tragedy of the common
occurs in marine resources
management.

DURATION

• 35 minutes fishing exercise Fishing exercise briefing © TNC-IMP

• 15 minutes group discussion
• 10 minutes presentation

TRAINING STEP-BY-STEP
This exercise allows participant
to comprehend the dynamic of GROUP PREPARATION
Catch per Unit Effort (CpUE) • Participants will be divided into five groups. Each group will
based on fish population size be named by marine species (Groupers, Seabass, Flying fish,
Dolphin and Tuna)
dynamic, to evaluate assumption • In each group participants should assign one person as fishing
master.
made from Schaefer model, and • Each group will get one fishing rod with three hooks and a
to assess conventional fisheries bucket for storing fish.
• Each fish which caught by each group will be priced as Rp.
management system related to 1,000.00.
sustainable catch fisheries.
GROUP ASSIGNMENT
• In a pool of imaginary marine area, there are 100 fish.
• Each participant will be allowed to catch maximum 5 fish for
3 minutes trip.
• Participant is only allowed to catch maximum 1 fish per effort.
If more than one fish caught, the rest should be released back
to the pool.
• Fishing mortality reduce fish population. Along the way,
natality rate is increasing by 10% from the origin population
per trip (due to reproduction and growth).
• At the end of each trip (after each 3 minutes), there will be
additional 10% of origin number of fish per trip.
• In the case of limited number of fish available in the pool, all
fishing masters may compete to catch fish from the pool.
• Fishing effort will be done in 15 trips (each trip last for 3
minutes, total catch time 35 minutes).

Fishing exercise and fishing master © Wira Sanjaya/CTC

29
SAMPLE WORKSHEET

Trip Total Fish Group catch (number of fish caught Total Catch
1|Grouper 2|Seabass 3|Flying fish 4|Dolphin 5|Tuna
0 100 0 0 0 0 0
1 100
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total Catch

If fishers fish faster than emigration rate,

then fisher will not get anything.
No more fish to catch

30
CTC Trainers
Andreas Hari Muljadi

Andreas has worked in marine biological monitoring for 13 years. He has

experience in PT. Nusa Karimun Wisata Selam in Semarang as Operation
Manager (1997). He joined The Nature Conservancy (TNC) Komodo Field
Office since 1998 as Monitoring Officer and moved to TNC Raja Ampat
Program in 2003 as Monitoring Coordinator. In 2010, Andreas started
to work as Conservation Coordinator for TNC Nusa Penida Program.
His work focused on marine biological monitoring protocols such as reef
health monitoring, fish spawning aggregation site monitoring, occasional
observations, marine resource use monitoring, and also studies on sea
temperature. He worked on marine protected area zoning design using
GIS and Marxan. Since 1990, Andreas has done more than 10,000 diving-
hours in most of Indonesia water, the Caribbean, Micronesia and Andaman
Sea. He is CMAS Scuba Diving Instructor since 2006 and certified over 70
divers from local communities, government staffs, NGOs, and also trained
partners on monitoring skills. He has a bachelor degree on Marine Biology
from Diponegoro University.

Arief Darmawan

Arief is currently Conservation Information System Coordinator. He previ-

ously worked on a wide range of marine spatial planning assignments
including developing the Lesser Sunda MPA Network Design, Savu Sea
Marine National Park management plan, drafting Nusa Penida and Raja
Ampat MPA zoning plan as well as facilitating various trainings on GIS and
marine spatial planning. His involvement at regional level proved through
development of the Coral Triangle Support Program (CTSP) Map of Priority
Geographies showing sites where CTSP works in the Coral Triangle. Before
hand, Arief provided GIS support to the Forest Fire Prevention Manage-
ment Project Phase II(FFPMP Phase II) at NOAA-AVHRR satelite station at
Manggala Wanabakti Building in Jakarta and as research assistant in PUS-
PICS - Faculty of Geography. Arief developed a Fire Risk Map of Ministry of
Forestry and Japan Internation Co-operation Agency (JICA) based on NOAA
Satellite imagery hotspot. Heobtained his Bachelor of Science degree
(S.Si) in 2004 from the Faculty of Geography of Gadjah Mada University, Yog-
yakarta with majoring on Cartography and Remote Sensing.

Deny Boy Mochran

Boy has been focusing his work as a professional trainer since 1990. He
has conducted more than 80 training session in all over Indonesia. Start-
ing with facilitation the training for environmental awareness education for
children and youth, then develop facilitation expertise to developing organi-
zational and human capacities through the use of participatory and adult
learning approach. Participatory community planning, community-based
information, conflict resolution and strategic planning are amongst sets
of Boy’s competencies. He is a certified Integrated Coastal Zone Manage-
ment trainer of The Broad-based Coastal Management Training Program
in the Philippines. Boy involves in various leadership program organized by
Kenan Institute of Private Enterprise based in Washington, DC., USA. He
is now an active member of Green Indonesia Club – Bogor, Mapak Alam
Pasundan University, and Telapak, Indonesia Network for Coastal Manage-
ment (INCoM). Boy is also a founding member of Center for the Better-
ment of Education.

31
CTC Trainers
Dewa Gede Raka Wiadnya

Pak Gede advises the CTC on the development and implementation of

fisheries and marine protected area curricula. He served as the Training
Manager for the Marine Program of The Nature Conservancy (TNC) in Indo-
nesia from 2002 to 2010. At TNC, he developed course modules, facilitated
training sessions, supervised training implementation, and published and
advised on Indonesia’s fisheries. Prior to joining TNC, Mr. Raka Wiadnya
was a senior lecturer on fisheries science at Brawijaya University in Ma-
lang, Indonesia and consulted on marine fisheries with government agen-
cies and the Asia Development Bank COFISH project. His MS in fisheries
is from Wageningen Agricultural University in the Netherlands. He has
conducted more than 100 training sessions in the Coral Triangle.

Johannes Subijanto

Pak Bi serves as the Director for Training and Learning for the Coral Trian-
gle Center. He joined the Coral Triangle Center of The Nature Conservancy
in 2000 as the Komodo Project Leader and Senior Policy Advisor. Since
2005 he has overseen marine portfolio sites in Komodo, Wakatobi, Derawan
and Savu Sea Marine National Park and manages Lesser Sunda’s Marine
Protected Area network. He came to the CTC with extensive experience in
on-site conservation as a government official. He was the Chief of Komodo
National Park (1993 – 1996), Sub Director for Species Conservation under
the Directorate General of Forest Protection and Nature Conservation in
Jakarta (1996 – 2000) and intensively involved in the coral reef conservation
policy and planning. In cooperation with WWF, TNC, the Ministry of Envi-
ronment, and the Indonesian Institute for Sciences, he played a major role
in drafting policy on sustainable coral reef management in Indonesia. Pak
Bi has an MS degree in biology and wildlife management from University of
Maine in the United States and S1(BS) degree in biology from the University
of Gadjah Mada, Indonesia.

Marthen Welly

Marthen is the marine protected area learning sites manager for the Coral
Triangle Center. He has more than 10 years of experience in marine con-
servation and the establishment and management of marine protected
areas. He was most recently employed with The Nature Conservancy
(TNC), establishing the Nusa Penida Marine Protected Area. Working with
TNC Indonesia since 2002, he has also served as the NGO Liaison Program
Officer for the Marine Program, the Outreach Program Officer, and as a
Communication & Outreach Specialist. Prior to joining TNC, he worked
at the Environmental Education Center (PPLH) Bali as the Marine Division
Coordinator. In 2000, he was the national coordinator for Jaring Pela – an
Indonesian network of 127 NGOs focused on coastal and marine issues.
Marthen is co-founder for Yayasan Bahtera Nusantara in Bali, on the Board
of Advisors for Yayasan Taka in Karimunjawa-Semarang, and member of
the Instructor Council for Association Diving School (ADS) Indonesia. He
obtained a BS from the Faculty of Fisheries and Marine Science of the
Bogor Institute of Agriculture (IPB).

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CTC Trainers
Abdul Ghofar

Mr. Abdul Ghofar is an independent fisheries advisor to the Coral Triangle

Center providing expertise and training in sustainable fisheries manag-
ment.

He focuses on global and national fisheries issues, climate change, marine

ecosystem conservation, and fisheries and agricultural trade with refer-
ence to WTO & UNEP. He works as a Consultant and Senior Lecturer in
Fisheries Management, Marine Conservation, Policy and Institutional
Development. He obtained his BS from the Diponegoro University, Indone-
sia in 1980, diploma on fisheries management from Humberside College,
U.K. in 1985, MS in Fisheries Biology and Management from the University
of Wales, U.K. in 1986 and Ph.D. in Marine Biology from the University of
Wales, U.K in 1989.

Rili Djohani

Ms. Rili Djohani serves as Executive Director of the Coral Triangle Center.
She has worked for over 20 years in conservation nonprofits to improve the
management of marine protected areas and reduce the use of unsustain-
able fishing practices. From 1989-1993, she developed the marine conser-
vation portfolio for WWF Indonesia, then joined The Nature Conservancy
(TNC). Under her direction, TNC’s Coral Triangle Center in Bali was
opened in 2000. She then served as TNC’s Country Director for Indone-
sia from 2004-2008. She was appointed the TNC Coral Triangle Program
Director in 2009 and has worked closely with the Conservancy to launch the
CTC as an independent regionally-based non-profit. Ms. Djohani holds a
Master of Science degree in tropical marine ecology from the University of
Leiden in the Netherlands and a Master of Science in tropical coastal zone
management from the University of Newcastle Upon Tyne. She is cur-
rently enrolled in a Ph.D. program (environmental policy and law) with
the University of Leiden.

Widodo Ramono

Mr. Widodo Ramono is a key advisor to the Coral Triangle Center on biodi-
versity and natural resources management. He began his career with the
Indonesia Department of Forestry in 1969 as the District Head for Nature
Conservation in Bogor/Jakarta. He held various additional posts before
becoming the Director of Conservation of Biodiversity in 2003. Follow-
ing 41 years of service with the Department of Forestry, Widodo joined The
Nature Conservancy as Director of Policy for Indonesia from 2005-2009.
Amongst his project interests were the development of Elephant School in
Way Kambas National Park and Javan Rhino conservation in Ujung Kulon
National Park, Indonesia. Mr. Ramono is currently the Executive Director
of the Rhino Foundation of Indonesia. He earned a degree from the Insti-
tute of Social Politics, faculty of State Administration, Bandar Lampung.

33
For further information, contact us

Coral Triangle Center

Jalan Danau Tamblingan No. 78
Sanur, Bali 80228
INDONESIA

t/f | +62 361 289 338

e | info@coraltrianglecenter.org
w | www.coraltrianglecenter.org