LAND USE PLANNING FOR TENURE SECURITY

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Presenting Author Email: [email protected] .... internet learning, online learning, distributed learning, tele-learning, networked learning and virtual learning. ..... possible to create responsive templates for the e-learning modules.
LAND USE PLANNING FOR TENURE SECURITY: AN E-LEARNING TOOL FOR DEVELOPING COUNTRIES

Eugene Uchendu Chigbu1, Anna Leitmeier1, Fahria Masum1, Matthias Baume1b, Danilo Antonio2, Samuel Mabikke2, Jorge Espinoza3 and Anita Hernig3. Presenting Author Email: [email protected]

Paper prepared for presentation at the “2015 WORLD BANK CONFERENCE ON LAND AND POVERTY” The World Bank - Washington DC, March 23-27, 2015

1.

Chair of Land Management, Centre of Land, Water and Environmental Risk Management, Technische

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Universität München, Munich, Germany. | 1b Media Center, IT-Service Center, Technische Universität München, Munich, Germany. Land and Global Land Tool Network Unit, Urban Legislation, Land and Governance Branch, United Nations Human Settlement Programme (UN-Habitat), Nairobi, Kenya. Sector Project Land Policy and Land Management, Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, Eschborn, Germany.

3.

Copyright 2015 by author(s). All rights reserved. Readers may make verbatim copies of this document for non-commercial purposes by any means, provided that this copyright notice appears on all such copies.

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LAND USE PLANNING FOR TENURE SECURITY: AN E-LEARNING TOOL FOR DEVELOPING COUNTRIES1

By

Eugene Uchendu Chigbu, Anna Leitmeier, Fahria Masum, Matthias Baume, Danilo Antonio, Samuel Mabikke, Jorge Espinoza and Anita Hernig

Abstract This paper posits that e-learning training packages on land issues are necessary to building capacities among practitioners within the land sector. However, despite the many e-learning options available in the market, there are still many challenges in meeting the right capacities for addressing issues concerning land tenure security in developing countries. Face to face training in institutions of learning is expensive and requires dedicated time. This paper introduces an e-learning package for capacity development on how to use land use planning for improving tenure security in developing countries. The methodology for the production of the e-learning package is based on the Global Land Tool Network’s tool development procedure. The paper is significant in some ways. It defines related concepts concerning e-learning in land management, particularly, the unknown concept of land use planning for tenure security. It also explains the relevance and advantages of the e-learning tool, with particular reference to a largely unknown authoring tool called Creyoco. Creyoco is a free authoring tool developed at the Technische Universität München, which is being used in the development of the e-learning package.

Key Words: Capacity development, Creyoco, e-learning, land use planning, land use planning for tenure security, tenure security

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This paper is part of an ongoing collaboration project between the TUM and GLTN through UN-Habitat and GIZ. We would like to acknowledge the following persons for their contributions to this research: Anthony M. Ntiador, Christopher Mulenga, Efren B. Saz, Fernando Órdenes, Juan Fernando Acuña and Washim Akhter. In addition, we received useful inputs and comments from Petrina Sakaria and Zebad Alemayehu Mekuria.

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1. INTRODUCTION Many developing countries have invested in land registration systems and improvement of land administration systems with the aim of reducing land conflicts and attaining efficient land markets. Their efforts constitute laudable initiatives towards developing reliable land records and improving tenure security of landowners, users and those that have legitimate interests in land. Often, land use planning initiatives exist in most of these countries but are not sufficiently linked with tenure security. Despite that land use planning and tenure security share a unique relationship, they have not been combined for gaining better development results. The two have a significant impact on land uses and values. Technische Universität München (TUM) and the Global Land Tool Network (GLTN) through UNHabitat and German International Cooperation (GIZ) have an ongoing collaboration project investigating this issue. The objective of the project focuses on how land use planning can serve as a means for improving tenure security in developing countries. It also includes the development of an e-learning package for understanding how land use planning helps in improving tenure security. The e-learning package was made a part of the project so that it can contribute innovative and affordable training and learning on the “how to” of land use planning with focus on improving tenure security. The package is expected to serve as an independent e-learning to students and/or trainees. It will also serve as a training tool for lecturers or trainers in capacity development involving land use planning and tenure security; and land use planning for tenure security initiatives. However, its core focus is on land use planning for tenure security. This paper introduces the e-learning package, with a focus on how it can enable capacity development in developing countries. It contributes to new approaches for responding to the needs of practical, professional and efficient training in land matters –a domain where e-learning has proved helpful (Groenendijk, Van Der Molen & Lemmen, 2010). The paper starts by defining related concepts. It then presents an overview of e-learning initiatives in support of capacity building in land issues in developing countries. Afterwards, it discusses the tool development process involved in the production of the elearning package. It particularly emphasizes the use of Creyoco (its authoring tool). Finally, it elaborates on the features and functionalities that make the e-learning package unique from others in the global land sector.

2. CONCEPTS: LAND USE PLANNING, TENURE SECURITY, LAND USE PLANNING FOR TENURE SECURITY, E-LEARNING AND AUTHORING TOOLS E-learning is a capacity building and development concept. Land use planning and tenure security are processes and scenarios that rely on land administration systems (Enemark & Williamson, 2004). They Page 3 of 21

are important aspects of land policy (Groenendijk, Van Der Molen & Lemmen, 2010). In addition, land use planning and tenure security are among the key issues identified by the UN-Habitat for creating more sustainable human settlements for the poor. The two concepts form critical elements in improving situations in developing countries. On the other hand, the concept of land use planning for tenure security is still largely unknown to many practitioners and researchers. Another term that is worth explaining is authoring tool. Grasping the meanings of these terms, at least within the context of this paper, is important –in case they mean different things to different people or in different countries. This section of the paper, for this reason, provides a general overview of their meanings. Several definitions exist for land use planning. Of the many definitions on the subject, two major ones are significant. FAO & UNEP (1999) define it as a systematic and iterative process carried out in order to enable an environment for sustainable development of land resources, which meets people’s needs and demands. World Bank (2010: 109) defines it as a “public policy exercise that designates and regulates the use of land in order to improve a community’s physical, economic, and social efficiency and well-being”. While these definitions may appear different in some ways, they point to the same message. That is –land use planning involves improvements in peoples’ standard of living, better ordering of land-based activities and positive changes in environment. These, and many others, constitute some of the purposes or objectives for land use planning. This notion provides a general practical idea of what land use planning means. Other relevant definitions exist, but they all support the idea already stated here (see FAO, 1993; GIZ, 2012). One issue worth mentioning is the importance of conducting land use planning in a participatory way –participatory land use planning. Just as in land use planning, tenure security also has a multifaceted meaning. Its meanings are sometimes influenced by individual experiences and people’s relationship to land. That is why it is hard to understand tenure security without first grasping the meaning of tenure. What is tenure? According to the “Bathurst Declaration on Land Administration for Sustainable Development”, tenure is the way in which the rights, restrictions and responsibilities that people have with respect to the land (and property) are held (FIG, 1999; Enemark, 2006). That means different forms of land tenure (such as leaseholds, freeholds, user rights, and various types of communal, customary or common land tenure systems) may exist within different land administration systems. Land tenure systems determine who can use which resources for how long and under which conditions. As a result, land tenure systems determine, to a large extent, tenure security. So, what is tenure security? Tenure security entails the confidence people have that their property rights (including ownerships and uses) will be protected against incursions from vested authorities or their governments. It implies the certainty people have that their landholdings are protected Page 4 of 21

against expropriation or any activities that can limit the enjoyment of their interests on land (Sietchiping, Aubrey, Bazoglu, Augustinus & Mboup, 2012). Such landholdings may include uses, occupation, rights, and privileges, among others). Security of tenure is essential for solving poverty, adequate housing, problems of homelessness and unsafe living environments. UN-HABITAT & GLTN (2014) view rights to land as lying on a continuum, with the most appropriate form depending on the particular situation, country and contexts. The term, land use planning for tenure security is a hybrid concept that is yet to gain recognition within the land management lexicon. The term, in the manner it is used in this paper, evolved in the course of a project on the development of an operational guide for land use planning in TUM2. In the way utilized in this paper, the concept of land use planning for tenure security implies the utilization of land use planning as a means of improving tenure security. It is an integrative concept for understanding the connection or relationship land use planning shares with tenure security. While this remains highly uninvestigated, evidences from ongoing works on the subject by TUM and GLTN (through UN-Habitat) points to a correspondence between land use planning and tenure security. In summary, data from the TUM/GLTN project show that when land use planning is conducted in participatory ways, it leads to some improvement in tenure security of those whose land has been planned. Where this is the case (and this may not always be the case in different land use planning projects), the concepts of land use planning for tenure security is a reality. Land use planning for tenure security also constitutes a new or emerging principle in land use planning. E-learning, relates to electronic based tools used for training, capacity building, capacity development and education. There are several other terms that are commonly used to describe e-learning. They include internet learning, online learning, distributed learning, tele-learning, networked learning and virtual learning. Other terms include telematics distributed learning, computer-assisted learning, distance learning and web-based learning (Oye, Mazleena & Iahad, 2012). With several other terms available for e-learning, it is easy to conclude that there is no standard definition for it (Ally, 2004). In spite of this, various attempts at defining e-learning has been made (see Andersson & Grönlund, 2009; Groenendijk, Van Der Molen & Lemmen, 2010; FAO, 2011; Oye, Mazleena & Iahad, 2012). Due to the diverse nature of e-learning meanings, it is nearly impossible to define it without specifying its objective, target, strategies and media or tools involved in its delivery. In this regard, this paper considers the following explanation in forming its idea of the term as used in this paper. 2

TUM and GLTN through UN-Habitat and GIZ have an ongoing collaboration project with the goal of developing a pro-poor land use planning for tenure security tool. It is the basic idea behind the project that led to the use of the term, land use planning for tenure security, in this paper.

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“E-learning is an education via the internet, network, or standalone computer. E-learning is basically the network-enabled convey of skills and knowledge. E-learning refers to using electronic applications and processes to learn. E-learning applications and processes include Web-based learning, computer-based learning, virtual classrooms and digital collaboration. Elearning is when content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. E-learning was first called "Internet-Based training" then "WebBased Training" Today you will still find these terms being used, along with variations of Elearning. E-learning is not only about training and instruction but also about learning that is tailored to individuals. Different terminologies have been used to define learning that takes place online” (Oye, Mazleena & Iahad, 2012: 49) The above explanations give credence to the definition this study adopts. That is – e-learning is the use of computer and internet technologies, and their associated consumables, to deliver a range of solutions that are capable of improving learning and enabling capacity development. This definition is based on FAO’s (2011) view on the subject. E-learning is one of the most crucial tools that resulted from transformations in Information Communication and Technology (ICT). It constitutes knowledge gathering; knowledge storing and knowledge dissemination processes based on ICT. The Internet is a significant factor in the elearning revolution, but there exist other mediums too. The array of solutions involved in e-learning process can affect different categories of e-learning. Possible categories for e-learning would include courses, formal learning, and informal learning. Others may include community of learners, management of learning, network of learning, blended learning, among others. All of these elements affect the design or use of e-learning tools. E-learning is playing increasingly important role in land management and administration education (FIG, 2010). In the context of land use planning for tenure security, it can serve as a capacity development strategy. In the context of current advancements in ICT, e-learning is basically not possible without the help of authoring tools. There are many definitions of authoring tools (see Murray, 2003; Aleven, McLaren, Sewall & Koedinger, 2006; Wetzel, Blum and Oppermann, 2012; Vigo, Jay and Stevens, 2014; Hoffman & Ragusa, 2015; Hermans, Janssen & Koper, 2015). According to Berking (2009: 6), “authoring tools are software applications used to develop e-learning products. They generally include the capabilities to create, edit, review, test, and configure e-learning”. A notable aspect of this definition is that authoring tools “support learning, education, and training by enabling using distributed e-learning that is costefficient to produce, and that facilitates incorporating effective learning strategies and delivery Page 6 of 21

technologies into the e-learning” (Berking, 2009: 6). There are many authoring tools. Some are advanced software used for creating sophisticated applications. Some are used for tasks that go beyond e-learning. In such cases, they are multi-purpose or open-ended softwares designed to create tasks other than elearning. However, they are referred to as authoring tools when used for creating e-learning or online instructional materials. Since there are many authoring tools for e-learning, the choice of tools used for authoring an e-learning is important because different authoring tools offer different capabilities. That is why choosing authoring tools is a crucial decision in the design of e-learning.

3.0 THERE IS NO EXISTING E-LEARNING TOOL FOR LAND USE PLANNING FOR TENURE SECURITY Enemark (2008) notes that capacity development in land management involves life-long learning versus vocational training, project organization education versus subject-based education; management skills versus specialist skills; virtual academy versus classroom lecture courses. In this regard, several efforts have been made in different areas and aspects of land management, land administration and related subjects. Some existing notable e-learning initiatives on land issues includes the following: 

E-Academy (from GIZ): The E-academy is an online portal dedicated to trainings and capacity building on topics such as, peace and human rights, education and gender, health and health management, management and leadership, ICT and e-learning skills. Other topics include sustainable economics, business and communication, democracy, climate and environmental protection. It also includes Mobile Learning, which can be done with the use of smartphones. Just like many other existing e-learning initiatives, the E-Academy focuses on making its ecourses globally available. However, unlike the courses offered by FAO and the World Bank, some of the E-Academy courses costs a fee. Despite this, there is no course specifically addressing the issue of land use planning for tenure security.



e-Institute (from the World Bank): “This unique global portal is designed to support selfmotivated learners who want to get up to speed on the latest development trends, enhance their skills, and share knowledge through on-line learning communities. The e-Institute was launched as a virtual learning classroom to provide convenient, easy, and reliable access to cutting edge knowledge and communities of practice. More than forty-five e-Learning courses address complex real-world problems in priority areas such as governance, health, cities, climate change, and public private partnerships. Learners also have access to free monthly podcasts and webinars,

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video success stories, multimedia toolkits, and other resources”.3 Out of the forty-five free elearning courses being offered by the World Bank’s e-Institute, none addresses the issue of land use planning for tenure security. 

E-learning Centre (from FAO): This covers “a wealth of topics in the areas of food and nutrition security, social and economic development and sustainable management of natural resources”4. The E-learning Centre offers sixteen free e-learning courses.5 They include courses on food and nutrition security foundations, food and nutrition security analysis, monitoring, evaluation and impact assessment. Others courses are communication, social protection and resilience, gender, social analysis, child labor and climate change. Others include responsible governance of tenure, food safety, right to food, agricultural statistics, markets and investments, crop improvement, and animal production and health. The E-learning Centre meets the needs of training, education and capacity building and development in agriculture and food security for professionals. One of FAO’s most important contribution to e-learning in the land sector is its elearning curriculum on the responsible governance of tenure. The curriculum was designed to support the implementation of the voluntary guidelines on responsible governance of tenure of land, fisheries and forests, in the context of national food security (FAO, 2012). However, it has no focus on addressing the issue of land use planning for tenure security.



E-learning – Distance Learning Programme (from UN-Habitat): “In its mission to develop human resources and build institutional capacity building for the management and human settlements, UN-Habitat launched a web–based distance learning programme in May 2007. The e-learning initiative is spearheaded by the agency’s Training and Capacity Building Branch. The goal of UN-Habitat’s distance learning programme is to strengthen national training capacities for better local governance and urban development. The programme, which compliments the current scheduled training courses, is expected to generate a wider and more varied audience and broaden training delivery”.6 The E-learning – Distance Learning Programme of UN-Habitat, as at today, does not address the issue of land use planning for tenure security.

The World Bank, FAO, GIZ and UN-Habitat have only been used to showcase the major e-learning initiatives that exist. There is an extensive list of organizations that have launched (and are organizing) elearning initiatives on land issues. However, what they all share in common is that they do not offer any program or courses on how to use land use planning as a means of improving tenure. Several “higher 3

The entire description of the e-Institute presented here was culled from the official website of the e-Institute. Quote directly culled from the official website of the E-learning Centre 5 As at 05.02.2015 when the website was visited. 6 Quote directly culled from the official website of UN-Habitat. 4

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education institutions in field of land administration and surveying” are “offering a wealth of quality elearning material and courses available to students at a global level” (Groenendijk & Lemmen, 2008; Groenendijk, Van Der Molen and Lemmen, 2010: 8). That is why the concern of this paper hinges on elearning for land use planning for tenure security –rather than merely on land use planning or/and tenure security, in general. There is gap in e-learning education in land management. The gap relates to the lack of a specific learning program or course that addresses land use planning for tenure security. That gap is what the e-learning package being developed by TUM stands to fill. The next section of this paper explains the methodology for its development.

4. THE METHODOLOGY FOR THE DEVELOPMENT OF THE NEW E-LEARNING PACKAGE FOR LAND USE PLANNING FOR TENURE SECURITY An e-learning package was deemed necessary because there are many challenges in meeting the right capacities for addressing issues concerning land tenure security especially in developing countries. Most importantly, e-learning initiatives constitute important approaches for addressing capacity building among practitioners and other actors within the land sector. Especially, where “face to face training in universities and other institutions of learning is expensive and requires dedicated time” (Mabikke, 2015). Using an e-Leaning platform is, therefore, a pro-poor measure for developing capacities in developing countries. Capacity development in land use planning for tenure security is nonexistent anywhere. It remains a tough area for would-be trainers, academics and practitioners, especially as they work to improve the situations of the poorest communities in developing countries. By way of methodology, the generic steps in the tool development process of GLTN was adoped (see Figure 1). All land tools are unique in both contexts and substances. Hence, care was taken in using the generic steps of the GLTN’s tool development process. However, it was important that the GLTN’s tool development process was adopted because it is one of the most tested tool development processes in the land sector. Moreover, it puts emphasis on practicality. This was essential in developing the e-learning package. Why? “Users should be able to take a land tool and apply it (or adapt it) to their own situation” (GLTN, 2014: 3).

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Figure 1: Tool development process (GLTN, 2014)

As Figure 1 shows, the tool development process adopted for the e-learning package involved several steps or stages. The pre-scoping studies activities for developing the tool began with a proposal for developing a land use planning tool. The proposal was circulated to all GLTN partners during the GLTN Partners’ meeting in The Hague in 2013. Among the partners included The University of West Indies (UWI), University of East London (UEL), University of Twente (ITC) and Technische Universität München (TUM). Technische Universität München (TUM) was selected based on its extensive experience in trainings on land management in developing countries.7 Their responsibility was to develop a land use planning tool. It is from this tool (an operational guide for land use planning for tenure security) that the e-learning package is derived. Scoping studies have already been carried out, and they involved getting an in-depth understanding of the global knowledge, and current or ongoing initiatives in the field. During consultations, expert group meetings (EGMs), workshops and e-forums have been the principal means employed in engaging with the stakeholders. The consultation stage took place in September 2014 in Feldafing, in Germany. During this period, an expert meeting (comprising of about 30 global players in land management) was held. The experts provided useful input for developing the package –which is currently at the product development stage where its designs and contents are being developed by TUM. Once ready, product testing and piloting for the e-learning package will be done at country level. Revisions, adaptation, dissemination and training will follow soon after.

5. WHAT MAKES THE NEW E-LEARNING PACKAGE DIFFERENT? 5.1 IT IS BASED ON CREYOCO – AN AUTHORING TOOL DEVELOPED BY TUM There are many authoring tools available for e-learning development. Some of them are RapidBuilder (from XStream) and eXelearning (Auckland University of Technology / Tairawhiti Polytech). Others are i-Canvas (EDT Learning), courseLab (from WebSoft) and ViewletBuilder (from Qarbon). Others are ToolBook (from SumTotal), Camtasia (from TechSmith), Adobe Captivate (from Adobe), among many others. The e-learning package for land use planning for tenure security is being created with the use of Creyoco (from TUM).8 Some of the authoring tools mentioned earlier deliver the same amount of elearning capacities or more possibilities than Creyoco. However, most of them are desktop software that users have to download and install on their computers before use. In addition, most of them are commercial products that users have to pay for to gain user-licenses. 7 8

One of its main academic training initiatives on land is its MSc Program on Land Management and Land Tenure. The tool was created by the IT Serviczentrum (Media Center) at the Technische Universität München, Germany.

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When compared to other authoring tools, Creyoco9 has some advantages. It is a freely open source software or authoring tool that can be used to implement various multimedia applications. It is easy to use. Individuals without previous technical knowledge on programming can use it to develop an elearning tool. Being an online platform, it offers the following advantages over desktop platforms: 

It does not need administration rights on the computer;



It does not need additional storage resources;



Teams can work together on an e-learning authoring worldwide;



It is independent of operating systems and specialized browsers. The platform is free to use, and the software is open source.

Creyoco was designed to provide a series of functionalities that makes the development for an e-learning package in developing countries for this project so attractive. It offers a WYSIWYG10 environment, which is programming free, for creating high-quality interactive e-learning contents that are publishable on the web, CD-ROMs and other devices. Since it was developed by TUM, this means that the TUM-team preparing the operational guide and e-learning package are working alongside the programmers of Creyoco to create a well-harmonized land tool.

Figure 2: The layout template selector in Creyoco 9

Acronym for “Create your own Course.” Computing acronym for “what you see is what you get.”

10

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In general, Creyoco was designed to provide varieties of e-learning functionalities. The unique functionalities Creyoco offers include its capability for: 

Creation and formation of text (e.g. PDF),



Implementation of password-safe documents;



Importation of images in different web formats;



Integration and control of videos and audio clips;



Internal and external linkages;



Creation of exercises with automatic evaluation;



Provision for layout templates and exportation options.

The exportation options of Creyoco works as self-running application – e.g. HTML file for displaying the learning package in a browser. In this case, a completed module in Creyoco is exportable into an HTML website and can be provided on a standard web server. It can also be saved as standardized SCORM11 modules and integrated into Moodle or MOOCs12 or any other Learning Management System. Creyoco contents are manageable as separate layout templates. This implies that an e-learning module or parts of it can be re-used in different contexts or e-learning scenarios. The user can choose different templates in the integrated template selector. When this happens, the entire e-learning module will emerge with entirely different appearance (refer to Figure 2). In situations where learners use mobile devices, it is possible to create responsive templates for the e-learning modules. These kind of templates facilitate contents to react flexibly on the device, proportionate to screen size. Specific tool-authoring features of Creyoco are illustrated in Figure 3. Content creation in Creyoco enables the creation of table of contents with automatically generated links to every page. Other features that can be created in Creyoco include glossary, PDF integration, text fields and links to Wikipedia articles. Its Didactical options include the possibility for notes for users. Learning targets can be set for learners by the user based on a summary of the main learning points of an e-learning module. Where previous knowledge is necessary, it can be formulated with this tool.

11 12

Acronym for Sharable Content Object Reference Model MOODLE: Modular Object-Oriented Dynamic Learning Environment and MOOC: Massive Open Online Course

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Media Integration of external websites and java applets. Content security Password capability

Communication Feedback and RSS.

Didactical tools Notes for lecturers, learning targets and previous knowledge formulation.

Creyoco Features

Content Integration Table of contents, assignment, glossary, PDF integration, text field and links to external websites – e.g. Wikipedia articles.

Tests or Assessment Case study, cloze and multiple choice question. Figure 3: The range of features Creyoco offers for creating didactical and interactive e-learning contents Communication tools include a feedback mechanism. This means that a learner using a Creyoco authored e-learning package can send an e-mail to the lecturer with this tool. In addition, RSS feeds can be integrated into e-learning module. The Test can, for instance, be used for assessment tasks relating to the content of the package. This is possible because a user can use the tool to create a story and describe a relevant activity for the learner. It also has cloze. This enables a learner to fill gaps in a given text. Multiple choice question (involving tests with one or more correct answers) are possible. Creyoco affords the functionality of providing explanations for wrong or right answers or an internet link to a relevant article on the subject under assessment. It also enables the user to formulate themes

that learners can brainstorm or ponder on. This means that learners of the e-learning package will have the option of receiving feedback during a land use planning for tenure security course. Its capability to afford the use of passwords means that it provides content security. Creyoco enables media functionalities possible with different media formats. Its capacity to enable integration of external websites and Java applets are its strongest media advantage over other tools. Most importantly, it allows several common web formats –e.g. PNG, JPG, GIF (for image); Mp3 (audio file); MP4 (for video file); MS-word and PDF formats (for formatted text).

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5.2 IT FOCUSES ON LEARNING AND TRAINING IN LAND USE PLANNING FOR TENURE SECURITY –A NEW APPROACH FOR SECURING PROPOOR TENURE The development of the e-learning package is based on the premise that land use planning and tenure security are essential for achieving global development goals, especially in the post-2015 period. This makes it crucial that training, education and capacity building and development in the land management gear towards securing pro-poor tenure. Hence the idea and practice of land use planning for tenure security. The e-learning package is a pioneer attempt at introducing and providing training and learning on how land use planning can serve as an instrument for improving tenure security. It approaches the two concepts, land use planning and tenure security, in a combined context. Therefore, the e-learning package is a one-course training or learning format consisting of modules that specifically focus on how to make tenure security inbuilt in land use planning processes. This makes it a specialist training/learning package. All other e-learning packages available in the land sector are either generalist or specialist tools that focus on different aspects of capacity development on land different from land use planning for tenure security. Since there is no e-learning tool that focuses on land use planning as a means for tenure security improvements, this e-learning package will be the only one of its kind. Its curriculum is structured for capacity building and development with a focus on the subject of land use planning for tenure security. As Table 1 shows, the e-learning package will consist of four modules with various topics. The modules include: conceptual issues in land use planning and tenure security and an introduction of the approach of improving tenure security through land use planning. The other two modules are how to adopt land use planning as a tool for enhancing tenure security and ideas for incorporating land use planning for tenure security into the “how” aspects of other land tools. Each of these modules has case studies that shows a real-life situation of the concept in developing country contexts.13 In its current form, the issue of units and time for training and learning are not yet finalized. This will depend largely on the final volume of the operational guide from where the e-learning package is derived. However, survey of other e-learning modules or courses offered around the world point to the reality that, from a thematic perspective, this e-learning package is the first of its kind within the land sector.

13

The case studies were primarily conducted for this project and will be published in the operational guide and also made available in the E-learning Package.

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Modules

Topics

Land use planning and tenure security

Understanding land use planning and tenure security The challenge of tenure security and the opportunity of land use planning Political and communities’ views on land use planning and tenure security are different – towards negotiating for pro-poor land tenure Participation in land use planning and connection between land use planning and tenure security Conceptual framework on how land use planning can enhance tenure security Land use planning enhances identification of land areas, parcels and uses and users Land use planning supports documentations of rights, restrictions and responsibilities Land use planning facilitates continuum of rights over land Land use planning promotes community participation and involvement Land use planning enables physical integration of slums in the city by adopting equitable principles (social urbanism) Land use planning has impact on land value and credit opportunities The operational framework on how land use planning can enhance tenure security Key aspects to be considered in adopting land use planning for enhancing tenure security Principles for addressing tenure security through land use planning Capacity for institutions, people and organizations involved in land use planning and tenure security Implementation and enforcement mechanism Monitoring and evaluation mechanism Supportive legal frameworks Integrating land use planning for tenure security into other existing land tools Incorporating land use planning for tenure security into continuum of land rights Incorporating land use planning for tenure security into slum upgrading Incorporating land use planning for tenure security into titling (or deeds) Incorporating land use planning for tenure security into the recognition of group rights Incorporating land use planning for tenure security in territorial development Incorporating land use planning for tenure security into gender evaluation processes for capacity development of grassroots organizations

Introducing the approach of improving tenure security through land use planning

Towards land use planning as a tool for enhancing tenure security

Ideas for incorporating land use planning for tenure security into the “how” aspects of other land tools

Case studies

Summary of content

Ethiopia and The Philippines

Presents tenure security as a challenge developing countries face. It then explains the connection between land use planning and tenure security.

Ghana and Laos Peoples Democratic Republic

Chile and Bangladesh

Brazil and Zambia

Provides a conceptual framework on how land use planning enhances tenure security. It spells out how land use planning can improve tenure security in developing countries. It enumerates functions of land use planning that directly enhance tenure security. Presents land use planning for tenure security as a new Land Tool. It provides relevant information for using this Tool.

Provides ideas on how to incorporate land use planning for tenure security in selected (existing) Land Tools. It stresses the potential for land use planning to operate as a stand-alone tool, but shows how it should be incorporated into existing tools to make enhance tenure security.

Table 1: Description of e-learning modules and contents (based on proposed operational guide for land use planning for tenure security)

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5.3 IT HAS FEATURES THAT MAKE IT A CONVENIENT PACKAGE FOR TRAINING AND LEARNING According to FAO (2011), “The most common approach for self‐paced e‐learning is Web‐based training consisting of a set of interactive e‐lessons. An e‐lesson is a linear sequence of screens, which can include text, graphics, animations, audio, video and interactivity in the form of questions and feedback. E‐lessons can also include recommended reading and links to online resources, as well as additional information on specific topics.” The e-learning package for land use planning for tenure security has all of these and more. Some of the features that make it a convenient package for training and learning include: 

It has interactive features –e.g. documentaries or video interviews, exercises, images or diagrams, text, graphs and videos. This is what would make it an immersive experience for would-be learners and trainers.



The modules are supported by real-life case studies on the subject of land use planning for tenure security. These case studies are based on researches done in Africa, Asia and South America. In general, the various modules (together with the case studies) provide knowledge for conceptualizing and operationalizing land use planning for tenure security.



The exercises and summaries allow for independent review and self-evaluation.



It can serve as an independent e-learning, as well as for academic and training programs.



It has a trainer’s guideline.



Its document formats enable easy modifications of contents.



Content, Navigation and exercises are adjustable to two user groups –i.e. individuals and group.



It has e-library or articles depository for further reading by learners.



It also has password enabled document depository for trainers.



It is accessible with a poor computer infrastructure and without internet –this would be especially practical in countries poor or inadequate ICT infrastructure. This makes it pro-poor in usage.



Its content is self-explanatory and easy to navigate through.



It has attractive and creative design. Its visual design is simple, yet contextualized to requirement of land sector professionals.



The e-learning package has a professional layout. It has inbuilt index for easy navigation. Its layout, together with its interactive features, blend in with specific learning objectives for each modules. The following image (Figure 4) is a sample screenshot of the e-learning showing a web page of one of the modules.

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Figure 4: A screenshot of a content of a module in the e-learning package The above screenshot (shown in Figure 4) is presented here only for illustration purpose. It does not in any way represent the final format of the module pages to be released at the end of the project. Its user interface is so simple that practitioners, students, trainers and organizations involved in land use planning and tenure security can handle it. It will also be open for public use.

6. CONCLUSION This paper recognizes the ongoing shift in teaching and learning in land management. A shift caused by the revolutions in ICT. Apart from presenting a new e-learning package that focuses on land use planning for tenure security, the paper has achieved other objectives – it stimulates awareness on e-learning. It also recognizes that in adopting GLTN’s land tool development method, it might have deviated in some ways. Page 17 of 21

However, the tool development procedure of GLTN is generic. Hence, its application in this project was affected by realities or situations surrounding a particular proposed land tool. Despite being a work-inprogress, evidences (at its current stage of development) show that the e-learning has a definite structure and attractive layout for a training package. One of the general limitations of e-learning tools is that many of them are internet-dependent. This can be a drawback to implementations in developing countries since the internet may still not be available or affordable to the poor and disadvantaged groups in these countries. To tackle this limitation, TUM is developing the e-learning bearing in mind that global availability does not necessarily mean global availability. Within the context of the e-learning development at TUM, several options have been created to make the e-learning package globally accessible to all, especially people living and working in developing countries. This is why several opportunities will be created to make the e-learning package available and accessible through USBs, CDs, and cloud or online platforms. This makes the e-learning package an efficient and durable tool –with high standard of usability and functionality. Most importantly, it is expected that users will be able to develop the capacity for applying land use planning as a tool for improving tenure security. The next steps in the development of the e-learning Package are the testing and validation processes. However, attaining these steps depends on the completion of the operational guide for land use planning for tenure security. With regards to the question of who can use the e-learning package? The tool can be used by anyone who wants to learn or train others on the subject of land use planning for tenure security. This implies that practitioners (or individuals with interest) in land management, planning, land tenure and related subjects can use it. At the individual level, persons interested in capacity building and development on land use planning for tenure security can take advantage of the e-learning package. In general, its curriculum is aimed to support various kinds of people working on land use planning and tenure issues. They could be persons who are administrators, policy makers, service deliverers in the private and public sectors, civil society personnel, researchers and academics. Finally, this paper recognizes that despite the many positive sides of the e-learning package, there are limitations to its usage. One of them is that, despite its expected accessibility to those with poor computer infrastructure and without internet, it may not be readily available in other languages than English. However, this is a concern that can be addressed in the later stages of its deployment. Another major concern pertaining to the package is that of its future management. The question of who will manage its server is yet to be decided. This is a decision that the TUM and GLTN would have to make. Adequate server and data base management would be a major precondition for sustaining the usage of the e-learning

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package. Dedicated server management, as well as responsible data organization form aspects that must be professionally handled for the use of e-learning package to be a success.

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