CTC TRAINING PROSPECTUS

TRAINING AND LEARNING Enhancing Capacity for Marine Conservation TURNING KNOWLEDGE AND SKILLS INTO ON-THE-GROUND ACTION

MPA Design Training in Savu Sea National Marine Park Wira Sanjaya/CTC

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.

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 eld-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.

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 sh Robert Delfs.

Juveniles Robert Delfs

TABLE CONTENT
Coral Triangle Center Training and Learning MPA Planning Cycle. Competence Needs, and Related Training Modules 1. Principles of Marine Protected Area Management 2. Training for Teachers on Marine Conservation 3. Marine Conservation Action Planning 4. Marine Protected Area Design 5. Marine Protected Area Management 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 MPA Public Consultation Fishing Exercise CTC Trainers (1) (1) (3) (4) (6) (8) (11) (13) (15) (17) (19) (21) (23) (25) [27] [29] [31]

Training for MPA Managers Training of Trainers

Site-based Training Training for Practitioners

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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 Planning 4. Marine Protected Area Design 5. Marine Protected Area Management 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 rst 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 managers capacity through an in-depth training on Marine Protected Area Management Effectiveness (5), Perception Monitoring (6), Teachers Training (2), Marine Resource Use Monitoring (9), Training on Marine Biological Survey/Observation (11), and Facilitation Techniques for Marine Protected Area Public Consultation (12).

Encounter grouper Robert Delfs

1 - Principles of Marine Protected Area Management

OBJECTIVES
1. To understand the concept of marine conservation, 2. To learn MPA as a tool for marine biodi-versity conservation, sustainable sheries and other sustainable uses of marine resources, 3. To understand basic principles of MPA management, 4. To enhance interest and awareness on marine resources conservation.

AIM
To provide participants with a thorough background, and up-to-date insights on the design, planning, and management of MPAs. Participants will learn the basics of population dynamics of exploited species, and how these dynamics relate to resource use. While the course uses examples from all over the world there is a strong focus on the Indonesian context.

INTENDED AUDIENCE
This training is tailored to suit various target audience. Conservation practitioners of the government agencies, NGOs and other co-managing user groups.

AGENDA
Day 1 Introduction to marine conservation (marine protected areas, biodiversity, sustainable sheries and threats) Lecture, video presentation, exercise. Day 2 Fisheries (Population dynamics, carrying capacity, shery management) Lecture, video presentation, exercise. Day 3 Marine Protected Areas (MPAs) Lecture, video presentation, shing exercise. Day 4 MPA Management Tools Lecture, exercise, case study.

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 prepared for four full days, preferably Monday Thursday.

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 local 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, shery management) Lecture: Population dynamics of exploited species Lecture: Carrying capacity Lecture: Fishery management Lecture: Maximum Sustainable Yield - Theory Exercise: Maximum Sustainable Yield and interpretation of shery management advice Exercise: Over-exploitation and tragedy of the commons Video presentation: A destructive shing practice Video presentation: Deep Trouble 3 - Marine Protected Areas (MPAs) Lecture: What is a Marine Protected Areas? Lecture: Benets of MPAs for sustainable sheries and marine tourism Lecture: Theory of MPAs Lecture: Roadmap to an MPAs Video presentation: Gladden Spit at the conuence 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 management Exercise: Stakeholder ranking to be involved in MPA planning and management Exercise: Situational analysis Setting priorities and identi 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.

Green turtle Robert Delfs

Fisheries Crisis
The Food and Agriculture Organization (FAO) of the United Nations estimated in 2004 that of all the worlds marine shing stocks, 50% are estimated to be shed at capacity, meaning that any further increase in shing effort will cause the sh population to crash. Another 25% of the worlds sheries are believed to be overshed, have crashed to commercial extinction, or are recovering from an overshed state. Many of these were once among the most commercially important sheries, particularly pelagic marine species. Only 25% of the worlds sh stocks have any additional capacity to support additional shing. The FAO summarizes this situation as: the maximum wild capture shery potential of the worlds oceans has probably been reached (FAO 2007). Or, in other words, one single species (humans) has actually managed to harness the reproductive potential of virtually all the sh in the sea. This is an impressive, but rather alarming, feat. A more recent analysis was published in the journal Science in 2006 (Worm et al., 2006). This analysis found that onethird of all shing stocks worldwide have collapsed, with a collapse dened as a decline in catch to less than 10% of the observed maximum catch.

Nusa Lembongan shing boat and chartered boat Marthen Welly/CTC

2 - Introduction to Marine Conservation for Teachers

OBJECTIVES
1. To understand the concept of marine conservation, 2. To learn MPA as a tool for marine biodiversity conservation, sustainable sheries and other sustainable uses of marine resources, 3. To understand basic principles of MPA management, 4. To enhance interest and awareness on marine resources conservation.

AIM
This training is designed for teachers at various levels from elementary to high school. The 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. By the end of the training it is expected that participants will be able to have a better comprehension on the basic marine conservation principles and how to align them into their teaching materials.

INTENDED AUDIENCE
This training is tailored to suit teachers at certain levels namely education particularly elementary to high school or those equal to, particularly teaching on biology and natural sciences.

AGENDA
Day 1 introduction to marine conservation (marine protected areas, biodiversity, sustainable sheries and threats) Day 2 MPA ( why MPA, selecting priority areas for conservation, how to design develop and manage MPA) Day 3 Stakeholder involvement, setting priorities and identication of strategy, monitoring success Synthesis of MPA management (design, planning, implementation, monitoring and evaluation).

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 prepared for three full days, but can be extended as necessary (particularly an additional day for eld session).

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 local 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, shery management) Lecture: Population dynamics of exploited species Lecture: Carrying capacity Lecture: Fishery management Lecture: Maximum Sustainable Yield - Theory Exercise: Maximum Sustainable Yield and interpretation of shery management advice Exercise: Over-exploitation and tragedy of the commons Video presentation: A destructive shing practice Video presentation: Deep Trouble 3 - Marine Protected Areas (MPAs) Lecture: What is a Marine Protected Areas? Lecture: Benets of MPAs for sustainable sheries and marine tourism Lecture: Theory of MPAs Lecture: Roadmap to an MPAs Video presentation: Gladden Spit at the conuence 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 management Exercise: Stakeholder ranking to be involved in MPA planning and management Exercise: Situational analysis Setting priorities and identi 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 Pre and post training test will be administered accordingly.

Nusa Penida Coral Reefs Marthen Welly/CTC

Maximum Sustainable Yield

A sh 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 sh being killed, and the stock size will decline. At a certain intermediate population size, a maximum amount of sh can be removed without any adverse effects on the sh population. This is called the Maximum Sustainable Yield, or MSY. At low levels of shing effort, an increase in shing effort results in greater catch - i.e., if more boats go out to sea, more sh are caught. This will continue up to a certain point, to the MSY. Beyond this point, adding more boats or sher people will cause a decrease in total catch. This is because sh are being removed from the population faster than they can reproduce. This state is called overshing. This process can accelerate so that a small increase in shing effort causes a large decrease in catch. Many sheries around the world are currently in this state.

Small boats for community-based seaweed tour in Nusa Lembongan Marhen Welly/CTC

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.

AIM
This training intends to share participants with recent insights on the planning method for marine protected areas called Conservation Action Planning (CAP). CAP is a relatively simple, straightforward and proven approach for planning, implementing and measuring success 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 protected 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 available on their area of interest. Participants are encouraged to team up in groups of 2 5 persons.

INTENDED AUDIENCE
Participants selected from conservation practitioners of the government agencies, NGOs and other comanaging user groups.

MINIMUM REQUIREMENT
S1 (BSc) or equivalent, with basic knowledge of English. Participants preferably to have basic knowledge on marine ecosystems (these requirements may change, depend on the target audiences) and Fisheries Management.

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.

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 three full days, but can be extended as necessary (particularly an additional day for further discussion to develop CAP document.

Dening your project Project people Project scope & focal target

Using results to adapt & improve Analyze actions & data Learn from results Adapt project Share ndings

Conservation Action Planning

Developing strategies & measures Target viability Critical threats Situation analysis Objective & actions Measures

Implementing strategies & measures Develop workplans Implement actions Implement measures

TRAINING SYLLABUS

A. Dening 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. Dene 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

TRAINING SYLLABUS
4. Identify Critical Threats (5S = Stresses & Sources) Identication and rating of stresses affecting each focal target Identication 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/opportunities 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 opportunities, critical threats, and focal targets At a minimum, good objectives for all critical threats and degraded 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 specic individual(s) and rough timeline Brief summary of project capacity and a rough project budget If necessary, objectives and strategic actions for obtaining sufcient project resources 8. Implement Action Monitoring D. Using Your Results to Adapt and Improve 9. Analyze, Reect & Adapt Appropriate and scheduled analyses of your data Updated viability and threat assessments Modications to objectives, strategic actions, and work plans, as warranted Regular updates of project documents 10. Learn & Share Identication of key audiences and appropriate communication products for each Miradi is an adaptive management software for conservation projects. It is a free software. To learn more about Miradi, please log on to https://miradi.org/les/miradi_overview.pdf

Fish school and sun light Robert Delfs

Miradi
Miradi is project management software designed by conservation practitioners, for conservation practitioners. It was built as a tool to implement planning and measurement best practices adopted by the CMP (see below). Wizards, examples and multiple views make using Miradi like having an expert project manager guide you through planning, monitoring and reporting on your work. Miradi makes it easy for anyone to create a world-class biodiversity conservation project. As the project team develop specic views of their project including conceptual 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 monitoring 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 specic tasks required to implement the project together with budget requirements and needs for raising fund.

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Divers and coral reefs Robert Delfs

4 - Marine Protected Area Design

OBJECTIVES
1. Provide knowledge on spatial approach on MPA design 2. Skill using an automated reserve selection tool called MARXAN 3. Using MARXAN to design MPA

AIM
This training provides participant with knowledge on designing MPA/ conservation planning based on mapped marine habitat features, cost features and marine biodiversity. This conservation planning are guides decisions about the location, conguration and management of conservation areas. The aims of conservation planning are to get efcient, repeatable, transparent and equitable process for making conservation decisions. During training participant will be introduced to the use of an automated reserve selection tool called MARXAN to help in incorporate data, capture target from a conservation scenario and produce choices location where MPA should be placed.

INTENDED AUDIENCE
This training is tailored to suit technical staff particularly from Conservation practitioners of the government agencies, NGOs Academic or University

MINIMUM REQUIREMENT
S1 (BSc) or equivalent, preferably with basic knowledge of English. Participants preferably to have basic knowledge on Geographic Information System, marine ecosystems and Fisheries Management. MPA 101 Familiarity with computer skill, particularly MS Excel, MS Word

AGENDA
Day 1 introduction to MPA design, principles of Geographic Information System (GIS) Day 2 Systematic Conservation Design software (MARXAN) Day 3 Self-exercise using participants MPA site data Preparation Participants are asked to bring notebook, digital maps and any supporting documentation (existing management plans, reports, publications etc.) that they have available on their area of interest. Participants are encouraged to team up in groups of 2 persons during the training.

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 three full days, preferably Monday Wednesday.

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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 Denitions 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 participants 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 existing reserve systems.

Critters Robert Delfs

Marxan
It is software designed to aid systematic reserve design on conservation planning. With the use of stochastic optimisation 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 specic area which has both biophysics potential and/or socio-economic features. Marxan provide the best possible solution based on available data to create the most effective and efcient scenarios.

Geographic Information System

It is a system to manage, store, process, analyse, and to display data related to earths surface. The system requires hardware and software in which human plays important role to operate it.

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Shark and divers Robert Delfs

5 - Marine Protected Area Management Effectiveness

OBJECTIVES
1. To introduce a tool for measuring MPA management effectiveness 2. To give exposures to MPA managers on various evaluation indicators 3. To raise awareness on the status of MPA

AIM
This training specically designed for MPA managers and stakeholders to give sense of conservation management achievement from both biophysics and socio-economics. Through the training, MPA managers and stakeholders will be able to thoroughly assess success indicators, discuss achievement with colleagues and partners, and assign the status of their MPAs. MPA Management Effectiveness is a learning tool. It is not designed for judging the right and wrong in managing marine resources. The standard effectiveness will be assigned based on consensus between stakeholders.

INTENDED AUDIENCE
This training is tailored to suit technical staff particularly from Conservation practitioners of the government agencies, NGOs Academic or University

MINIMUM REQUIREMENT
S1 (BSc) or equivalent, preferably with basic knowledge of English. Participants preferably to have basic knowledge on Geographic Information System, marine ecosystems and Fisheries Management. MPA 101 Familiarity with computer skill, particularly MS Excel, MS Word

AGENDA
Day 1 Introductionto MPA Management Effectiveness indicator and guidelines Day 2 Database development and role play Day 3 Assessing Management Effectiveness of each MPA Preparation Participants are asked to bring notebook, digital maps and any supporting documentation (existing management plans, reports, publications etc.) that they have available on their area of interest. Participants will work in a group of 6 for role playing.

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 three full days, preferably Monday Wednesday.

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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 Assign baseline data Assign priorities for increase effectiveness level 3 - Develop report on MPA Effectiveness evaluation and management plan.

Nusa Lembongan tourism development Marthen Welly/CTC

Self-assessment checklist for building networks of MPAs

Day, J.C, & Laffoley, D.dA., 2006. This easy to use self-assessment checklist, based on the best practice guide, is designed to enable those engaged in designing or managing MPA networks and will assist national and regional authorities to determine progress towards the establishment of effective MPA networks.

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Sanur shermen Robert Delfs

6 - Perception Monitoring
OBJECTIVES
1. To learn one social survey method to measure attitude, knowledge, and behaviour 2. To experience administering survey questions and interpret the result.

AIM
Perception monitoring was originally designed as a tool to measure local communities perception toward MPA establishment and management. MPA managers need to get a feedback from community living inside and surrounding area of the MPA for adaptive management. By participating in this training MPA managers and practitioners will be able to design questionnaire, conduct a survey, analyse and interpret survey result, and adapt outreach and awareness strategy for future work.

INTENDED AUDIENCE
This training is tailored to suit technical staff particularly from Conservation practitioners of the government agencies, NGOs Academic or University

AGENDA
Day 1 Social survey, introduction to MPA, survey ethics Day 2 Conducting a survey, data compilation, data analysis Day 3 Field exercise Day 4 Data input, ltering data, data analysis and interpretation Preparation A list of current household information should be prepared prior to training. Participants should familiarize themselves with survey questionnaires which will be distributed in advance.

MINIMUM REQUIREMENT
S1 (BSc) or equivalent, preferably with basic knowledge of English. Participants preferably to have basic knowledge on Geographic Information System, marine ecosystems and Fisheries Management. MPA 101 Familiarity with computer skill, particularly MS Excel, MS Word

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 eld 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 benet 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 eld 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 ltering your data Basic data interpretation Evaluation Quizzes and exercises will be given in every session to allow participants 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 reect MPA objectives: Resource use patterns - e.g. activities on which people depend for food and income (particularly those associated with marine resources) and their location, timing and seasonality, use rights. Stakeholder characteristics - e.g. household characteristics (such as age, gender, education level, religion, literacy, food consumption, incomes). Gender issues. Stakeholder perceptions - e.g. perceptions and level of understanding of MPA management, and of their impact on the environment; perceptions of other stakeholders; cultural and religious beliefs; willingness to cooperate. Organisation and resource governance e.g. property rights, management efforts, administrative and political arrangements at community and governmental levels. Traditional knowledge. Community services and facilities Market attributes for extractive uses Market attributes for non-extractive uses

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DIving in Nusa Lembongan Marthen Welly/CTC

7-Dive Training and Introduction to Marine Biological Monitoring

OBJECTIVES
1. Diving skill equivalent to Open Water (certied) and environmentally friendly diving practices. 2. To learn basic knowledge and skills on marine biological survey/observation (seagrass, mangrove, cetacean, turtle, sh, invertebrate habitat and population)

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

INTENDED AUDIENCE
Government ofcers NGO Local community University Marine research centers Related stakeholders

MINIMUM REQUIREMENT
Minimum High-School education background Healthy with doctor letter/recommendation Swimming skill ( at least 200 meters on the water and 5 meters underwater) No claustrophobia No others sickness that prohibited for diving activity

AGENDA
Introduction of Diving Academic class theory, 1 day Swimming pool practices, 2 days Open water practices, at least 4 dives, 2 days Introduction to biological monitoring practices (Manta Tow and Underwater demo on Reef Health monitoring)

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 eld exercise)

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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, n swimming, mask and snorkel clearing, tuck and duck dive) Scuba Diving (diving preparation, diving gear set-up, entry, 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, n swimming, mask and snorkle clearing, tuck and duck dive) Scuba Diving (diving preparation, diving gear set-up, entry, neutral buoyancy, mask and regulator clearing, buddy breathing, diving codes, ascent technique, safety-stop). Module 4. Field Experience of biological monitoring (introduction: 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 doesnt see for you, but allows you to see underwater. A dive regulator doesnt breathe for you, but allows you to breathe underwater. A wetsuit doesnt make heat, but allows a body to more effectively retain its own heat. CTCs 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 specically strengthen participants ability to monitor coastal and marine ecosystems for further development of MPA design and management.

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Fish schools over coral reefs Robert Delfs

8-Reef Health Monitoring

OBJECTIVES
1. To enhance participants skill on coral reef and sh identication 2. To enable participants to implement coral reefs and sh survey and monitoring 3. To strengthen participants skill on data management, analysis and interpretation

AIM
Reef health monitoring is one of biological monitoring tool to inform the MPA managers and decision makers on coral reef and sh condition. The reef health monitoring is needed as scientic input on MPA management. A monitoring person should have diving skills as well as coral and sh identication skills to conduct a reef health monitoring. The reef health monitoring will use point intercept transect (PIT) for coral and visual sensus and time swimming for sh. PREPARATION Filling-up medical history and liability form Reading about coral reef and sh reference Reading about coral reef and sh monitoring protocol

INTENDED AUDIENCE
Government ofcers NGO Local community University Marine research centers Related stakeholders

MINIMUM REQUIREMENT
MPA 101 Diving skill at least advance level or has at least 25 dive logs. Minimum High-School education background Healthy with doctor letter/recommendation

AGENDA
Coral reefs and sh identication theory (half day) Coral reefs and sh monitoring protocol (half day) Coral reefs and sh monitoring method simulation (half day) Data collection and management simulation (half day) Underwater simulation on coral reef and sh monitoring protocol (2 day)

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 eld exercise)

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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 sh 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 Data management Modul 3. Underwater simulation on coral reef and sh monitoring (2 days, 08:00 16:00). Reef health monitoring preparation Selection of location of monitoring and set-up PIT Reef health monitoring and data collection Data management Evaluation Pre and post training test will be be administered accordingly. Instructors and resource persons CTC, TNC-IMP, MMAF, LIPI and partners.

Moray eel sh Marthen Welly/CTC

Fish Species Observed

Scarini Acanthuridae Siganidae Haemulidae Lutjanidae Lethrinidae Serranidae Labridae Cheilinus undulatus Carangidae Scombridae Carcharhinidae Hemigaleidae Sphyraenidae Dasyatidae Mobulidae Myliobatidae

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Manta rays Robert Delfs

9-Marine Resource Use Monitoring

OBJECTIVES
1. To provide participants with guidance to compile a protocol for longterm in situ monitoring of natural resources use by humans inside their own MPAs

AIM
Resource use monitoring is one of tool on socio-economic monitoring related MPA management. The resource use monitoring is conducted to monitor different types of activities related utilize of marine resources within MPA. The data from monitoring will be useful to inform MPA managers and decision makers about developing a MPA management plan and improve MPA management implementation. PREPARATION Learn about marine resources use pattern and socio-economic activity in their area Having read about resources use monitoring protocol

INTENDED AUDIENCE
Government ofcers NGO Local community University Marine research centers Related stakeholders

MINIMUM REQUIREMENT

MPA 101 Minimum High-School education background Able to operate GPS and camera Communication skill to interview

AGENDA
Introduction, marine biodiversity, specication of monitoring objectives, area of interest (one day) Resource availability (one day) Data and survey preparation (one day) Field Survey simulation (one day) Survey evaluation and Data analysis (one day)

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 ve full days, preferably Monday Friday (possible for another day eld exercise)

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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, eld) 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) provide information for adaptive management of the marine protected area, (2) measure management performance, (3) gather data on the use of marine resources particularly extractive use (sheries) and non-extractive use (tourism, (4) inform resource users, the types and spatial and temporal patterns of marine resource use which may impacting their catch, (5) increase interactions with marine reosurce users in the area where conservation work occurs, and (6) provide MPA managers with information which can be use for developing MPA marine resource conservation planning and management. There are basic equipment needed for the activity including paper, pens, pencils, erasers, pencil sharpeners, handheld GPS and extra batteries, digital camera, binoculars, marine biota reference books, personal gear (hat, sunglasses, sunblock), food and drinking water. Data acquired from the eld is entered into a database using Microsoft Excel. Using the statistical facilities of this program, the data are then further processed and interpreted.

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Schooling sh Robert Delfs

10-Spawning Aggregation Sites Monitoring

OBJECTIVES
1. To give participants understanding about SPAGs denition and function on MPA 2. To give participants skill on SPAGs identication and monitoring 3. To give participants skill on data management, analysis and interpretation

AIM
Spawning aggregation site (SPAGs) monitoring is to monitor suspected and conrmed sites for sh spawn. Mostly spawning occurs during full-moon or dead moon. Monitoring will focus on population of broodstock on SPAGs. Data collected from SPAGs monitoring will inform MPA managers and decision makers to protect certain area as SPAGs. PREPARATION Filling-up medical history and liability form Reading about sh reference Reading about SPAGs monitoring protocol

INTENDED AUDIENCE
Government ofcers NGO Local community University Marine research centers Related stakeholders

AGENDA
Class theory with presentation, paper-sh, and computer simulation Land and underwater simulation Data management, collecting and analysis

MPA 101 Diving skill at least advance level or has at least 25 dive log Minimum High-School education background Healthy with doctor letter/recommendation

MINIMUM REQUIREMENT

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 three full days, preferably Monday Wednesday (possible for another day eld exercise) 23

TRAINING SYLLABUS
Module 1. Introduction on reef sh ( 2 hours, class) Introduction on reef sh Identication on reef sh target Paper-Fish Module 2. Introduction on SPAGs method and protocol ( 2 hours, class) SPAGs method and protocol Category and sh target species Simulation on sh identication and sh group estimation (computer) Simulation on sh identication and sh length estimation (paper sh and computer) Preparation and logistic on SPAGs monitoring Data management Module 3. Land simulation ( 08.00 12.00) Preparation and logistic on SPAGs monitoring Estimation on sh length and speceies (wood sh) Data collection based on SPAGs protocol Module 4. Underwater simulation (1.5 day) Preparation and logistic on SPAGs Data collection and analysis Data management Evaluation Pre and post training test will be be administered accordingly. Instructors and resource persons CTC, TNC-IMP, MMAF and partners.

Reection over the reefs Robert Delfs

Fish Aggregation
A reef sh spawning aggregation is a grouping of a single species of reef sh that has gathered together in greater densities than normal with the specic purpose of reproducing; typically such aggregations form at the same place at approximately the same times each year. The best-known examples are certain species of grouper and snapper, but many surgeonsh, rabbitsh, parrotsh, wrasse also aggregate to spawn. 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 individuals spawning close to their normal home range on the reef, while those of some large groupers consist of tens of thousands of sh that may have travelled over one hundred kilometres to an aggregation site on a particular reef. There are two classes of spawning aggregation, resident and transient. Both occur at predictable and regular sites and times. (http://www.scrfa.org)

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Cetacean observation Robert Delfs

11-Marine Biological Survey Observation Monitoring

OBJECTIVES
1. Provide knowledge and skills on Marine Biological Survey/Observation (Seagrass, Mangrove, Cetacean, Turtle, Fish, Ivertebrate Habitat and Population) 2. Compile and interpret data for inputing MPA design and management

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 Health certicate Willingness to actively and fully participate

INTENDED AUDIENCE
MPA management ofcials and practitioners Coastal community Marine tourism operators Universities

AGENDA
Day 1 introduction to mangrove ecosystem and surveying techniques Day 2 introduction to sea-grass ecosystem and surveying techniques Day 3 introduction to marine turtle ecology, observation and population management techniques Day 4 introduction to invertebrate ecology and surveying techniques Day 5 introduction to cetacean ecology and observation tecniques.

MPA 101 Diving skill at least advance level or has at least 25 dive log Minimum High-School education background Healthy with doctor letter/recommendation

MINIMUM REQUIREMENT

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 three full days, preferably Monday Wednesday (possible for another day eld 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 training, test and participants evaluation and video presentations) are not included here. 1. Mangrove ecosystem and surveying techniques Lecture: mangrove ecosystem, species identication. Exercise: species identication, calculating abundance. 2. Seagrass ecosystem and surveying techniques Lecture: seagrass ecosystem, species diversity, species identication. Exercise: species identication, assessing mangrove population, calculating abundance index. 3. Marine turtle observation Lecture: introduction to marine turtle ecology, observationand population management techniques. Exercise: species identication, species monitoring. 4. Invertebrate observation Lecture: introduction to invertebrate ecology and surveying techniques. Exercise: species identication, species diversity, abundance.
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 sh, are commercially important. They also absorb nutrients from coastal run-off and stabilise sediment, helping to keep the water clear. Seagrasses are unique amongst owering 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 reproduce; all others can ower and be pollinated under water. Adaptation to a marine environment imposes major constraints on morphology and structure. The restriction of seagrasses to seawater has obviously inuenced their geographic distribution and speciation. Seagrass can reproduce through sexual or asexual methods. In sexual reproduction, the plants produce owers and transfer pollen from the male ower to the ovary of the female ower. Most seagrass species produce owers of a single sex on each individual, so there are separate male and female plants.

5. Cetacean observation Lecture: introduction to cetacean ecology and observation techniques. Exercise: species identication, eld observation. All lectures include ample opportunity for asking questions. The discussion is stimulated by quizzes that must be answered with colorcards.

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Facilitating discussion in Savu Sea Wira Sanjaya/CTC

12-Facilitation Techniques for MPA Public Consultation

OBJECTIVES
1. To understand the principles and basic attitude required to be a facilitator 2. To experience processes of group facilitation 3. To learn how to handle group discussions, including to cope with difcult situation during group facilitation.

AIM
To build and develop community representatives and other key stakeholders skill and capacity to facilitate series of discussions and consultation processes related to marine protected area establishment and management. This module provides a basic introduction to techniques and tips for facilitation on the context of marine protected area, which are useful 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. PREPARATION Read the Principles of Marine Protected Area management handout Get ready for role play and real exercise

INTENDED AUDIENCE
This training is tailored to suit the community organizers and other key stakeholders when facilitating a public discussion and consultation on marine protected area.

High school graduates or equivalent.

MINIMUM REQUIREMENT

AGENDA
Day 1: Preparing yourself as a facilitator Day 2: Facilitation Phase-1, experiencing the process Day 3: Facilitation Phase-2, learn the techniques Day 4: On-the-ground facilitation, learning from real experience.

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 eld exercise)

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TRAINING SYLLABUS
Module 1. To be a great facilitator Presentation, discussion and exercise: Basic principles of facilitation and facilitator, Simulation and Discussion: Facilitator Dos and Donts Module 2. Facilitation Phase-1 Presentation and discussion: Experience the process, set up momentum. Simulation: building condence Presentation and exercise: designing the process, setting up. Module 3. Facilitation Phase-2 Presentation and Discussion: How to handle discussions Techniques for leading and directing Stimulating dialogue What is active listening? Handling challenging situation Closing up the process Module 4. Experiencing real facilitation on-the-ground Facilitating community group Reections and self assessment Evaluation Pre and post training test will be administered accordingly.
Anemone sh and the anemone Marthen Welly/CTC

Facilitator and Facilitation

When leading various types of groups, understanding the different facilitation techniques and which style works best with both you and your audience is important. In fact, it is one of the crucial aspects to providing a quality experience. Facilitation techniques are demonstrated in a variety of settings, some of which include: Focus groups, meetings, board development, interviewing, facilitating online groups, negotiation and conict management, and working as part of a team. Technically, facilitate means, to make easier. A good facilitator will encourage participation, 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.

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FISHING EXERCISE:
OBJECTIVES

overshing and tragedy of the common

1. To give experience and increase understanding on overshing concept. 2. To illustrate tragedy of the common occurs in marine resources management.

DURATION
35 minutes shing exercise 15 minutes group discussion 10 minutes presentation
Fishing exercise brieng TNC-IMP

TRAINING STEP-BY-STEP
GROUP PREPARATION
Participants will be divided into ve groups. Each group will be named by marine species (Groupers, Seabass, Flying sh, Dolphin and Tuna) In each group participants should assign one person as shing master. Each group will get one shing rod with three hooks and a bucket for storing sh. Each sh which caught by each group will be priced as Rp. 1,000.00.

This exercise allows participant to comprehend the dynamic of Catch per Unit Effort (CpUE) based on fish population size dynamic, to evaluate assumption made from Schaefer model, and to assess conventional fisheries management system related to sustainable catch fisheries.

GROUP ASSIGNMENT
In a pool of imaginary marine area, there are 100 sh. Each participant will be allowed to catch maximum 5 sh for 3 minutes trip. Participant is only allowed to catch maximum 1 sh per effort. If more than one sh caught, the rest should be released back to the pool. Fishing mortality reduce sh 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 sh per trip. In the case of limited number of sh available in the pool, all shing masters may compete to catch sh 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 shing master Wira Sanjaya/CTC

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

If shers sh faster than emigration rate, then sher will not get anything. No more sh to catch

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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 Ofce since 1998 as Monitoring Ofcer 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, sh 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 divinghours in most of Indonesia water, the Caribbean, Micronesia and Andaman Sea. He is CMAS Scuba Diving Instructor since 2006 and certied 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 previously 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 Management Project Phase II(FFPMP Phase II) at NOAA-AVHRR satelite station at Manggala Wanabakti Building in Jakarta and as research assistant in PUSPICS - 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, Yogyakarta 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. Starting with facilitation the training for environmental awareness education for children and youth, then develop facilitation expertise to developing organizational and human capacities through the use of participatory and adult learning approach. Participatory community planning, community-based information, conict resolution and strategic planning are amongst sets of Boys competencies. He is a certied Integrated Coastal Zone Management 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 Management (INCoM). Boy is also a founding member of Center for the Betterment of Education.

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CTC Trainers
Dewa Gede Raka Wiadnya
Pak Gede advises the CTC on the development and implementation of sheries and marine protected area curricula. He served as the Training Manager for the Marine Program of The Nature Conservancy (TNC) in Indonesia from 2002 to 2010. At TNC, he developed course modules, facilitated training sessions, supervised training implementation, and published and advised on Indonesias sheries. Prior to joining TNC, Mr. Raka Wiadnya was a senior lecturer on sheries science at Brawijaya University in Malang, Indonesia and consulted on marine sheries with government agencies and the Asia Development Bank COFISH project. His MS in sheries 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 Triangle 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 Sundas Marine Protected Area network. He came to the CTC with extensive experience in on-site conservation as a government ofcial. 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 Environment, 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 conservation 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 Ofcer for the Marine Program, the Outreach Program Ofcer, 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 sheries advisor to the Coral Triangle Center providing expertise and training in sustainable sheries managment. He focuses on global and national sheries issues, climate change, marine ecosystem conservation, and sheries and agricultural trade with reference 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, Indonesia in 1980, diploma on sheries 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 nonprots to improve the management of marine protected areas and reduce the use of unsustainable shing practices. From 1989-1993, she developed the marine conservation portfolio for WWF Indonesia, then joined The Nature Conservancy (TNC). Under her direction, TNCs Coral Triangle Center in Bali was opened in 2000. She then served as TNCs Country Director for Indonesia 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-prot. 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 currently 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 biodiversity 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. Following 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 Institute of Social Politics, faculty of State Administration, Bandar Lampung.

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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