College of Development Communication (CDC) of the University of the Philippines Los Baños

This book chapter explores a learning and networking programme emphasising the involvement of stakeholders in natural resource management (NRM) through participatory development communication (PDC) processes. 'Isang Bagsak!' is a Tagalog expression signalling consensus, agreement, or affirmation in a participatory meeting; it is also the name of an experience-based distance programme aimed at capacity-building and networking in PDC within the NRM field in Southeast Asia. The authors, both of whom are affiliated with the implementing organisation, the College of Development Communication (CDC) at the University of the Philippines Los Baños, briefly describe here some challenges and lessons learned underlying this effort to foster communication and participation among researchers, practitioners, communities, and other stakeholders in NRM and to reinforce the potential that development initiatives hold to help communities overcome poverty.

Specifically, the 15-month pilot, which CDC launched in August 2003 in partnership with the International Development Research Centre (IDRC), included 3 participating organisations/teams from Southeast Asia (Cambodia, Philippines, and Vietnam). This pilot included an introductory workshop on PDC and on the Isang Bagsak project; local discussions; practical study and the application of PDC in NRM; sharing and discussing syntheses of the previous themes at the regional level in a web-based forum; a face-to-face mid-term capacity-building workshop on specific PDC processes and techniques; and a final face-to-face evaluation and planning workshop.

In an effort to guide institutionalisation of Isang Bagsak, the authors reflect on PDC as something more than a community-based approach, examining PDC at the project management level and partly at the learning programme level. They begin by identifying several factors which facilitated the implementation of the pilot, which include the following: high qualifications of the implementing and facilitating team (e.g., advanced degrees and practical field experience in development communication); prior training and experience of the implementing team members in handling distance education courses; collegial and congenial working relationships among team members; a culture of excellence and innovation in (including a high commitment of) the implementing agency; reasonable flexibility in administrative procedures of CDC; high level of support from IDRC; and sufficient documentation.

There were, however, several challenges in implementation, as follows:

Clearly presenting and reaching a common understanding of the programme cycle, rhythms, and mandate

among team members, as well as between implementers and learning participants - "Part of the programme is an orientation workshop on the concept and processes of PDC and Isang Bagsak for the implementing team..., with the aim of building a global Isang Bagsak network....[However, a]rriving at a common understanding on implementing the programme as a team required plenty of [additional] meetings and discussion, as well as juggling schedules to find common time to do so in our multifaceted preoccupations as CDC faculty members....[For example, i]t took a meeting with the IDRC programme specialist to clarify with members of the implementing team that Isang Bagsak is a learning programme, not a community outreach initiative....The important lessons we offer in this experience are: the need to clarify the programme cycle, not just its content, by being careful in our use of terms, using credible channels and patiently developing mutual understanding on issues related to programme implementation; and incorporating the PDC concept and practices within the management of the programme and specific initiatives..."

Exercising discernment and negotiation skills in selecting the right learning teams beyond clear-cut criteria set for participants - "...[O]ne of two prospective qualified teams was selected on the basis of need and the potential to institutionalize the PDC process within government. It turned out, however, that a month after finalizing negotiations, the selected team lost its internet connection, a requirement for participation in the programme, and sought support from the programme to restore it. Moreover, the supposed team leader was relocated to a provincial post and the new one, apparently not properly oriented by his colleague or supervisor about participation in the programme, initially gave the Isang Bagsak facilitators a cold reception in organizing the introductory workshop....[O]ne lesson is perhaps that..., in addition to the information gathered from application papers and visits, ...face-to-face interviews [should be employed] when selecting learning participants....On the other hand, unexpected developments such as these continue to underscore that...facilitators of such programmes should always be ready to engage in a balancing act between the need to be consistent with certain guidelines and procedures, and the need to be flexible where the unexpected arises."

Negotiating a realistic programme schedule that allows for optimum participation of all teams - "What made it doubly difficult was the mode by which this was negotiated, by email and/or websites....The reality is that participants are busy themselves, and responses to questions about schedules do not necessarily entail a simple 'yes' or 'no'. Often, one's own team members need to be consulted first. Sometimes, due to the length and complicated nature of the process, the act of sending a reply is forgotten altogether. This also has implications for the time it takes for exchanges on the web and among team members to complete loops in the e-forum."

Transcending and accommodating language and cultural barriers, and exercising cultural sensitivity in facilitating the learning process across cultures - For example: "[H]ow do we strike a balance between the Asian concern for saving face and the learning that comes from making mistakes and acknowledging them? Perhaps, in the Asian context, Isang Bagsak facilitators need to point out the reality and value of mistakes in the process of learning and capacity-building, rather than the view that making mistakes is a stigma. Should these 'mistakes' be kept concealed in private conferences? Likewise, will the habit of avoiding conflict and controversy as part of the Asian/Buddhist ethos of smooth interpersonal relations be a hindrance to participatory learning?"

Making the learning process participant-driven and experience-based, yet striking a balance with expert or theoretical knowledge in PDC.

Learning as a community/team by alternating local face-to-face meetings in the local language with regional (international) virtual meetings in a foreign language using the internet - "...[O]ur only preparation in carrying out the Isang Bagsak programme in South-East Asia was, perhaps, our openness to learn the cycle and rhythms of the programme. We were learning along the way. The newer dimension of facilitating is the community or team mode of learning compared to individual-based distance learning. The main lesson here is the need to painstakingly spell out this learning cycle and to explain it in detail, making such explanations and exercises part of the programme's orientation. Such exercises should not just focus on using the electronic forum's software, but on the whole process of discussions within a team, synthesizing the discussions, and then posting in and downloading from the electronic forum. This makes it imperative that facilitators are highly familiar with the Isang Bagsak process..."

Capturing the collective learning of participant teams while remaining concerned with the relevance of PDC and NRM efforts to enhance the well-being of grassroots communities with and for whom the teams are working - "In our concern with learning the PDC process, we should not lose sight of 'the big picture': the impacts on the natural resource management community."

People, Land, and Water: Participatory Development Communication for Natural Resource Management, ed. Guy Bessette, Earthscan/IDRC 2006; and email from Maria Celeste H. Cadiz to The Communication Initiative on November 14 2008.