Developing a national environmental education system for PAs that not only includes lesson plans and activities, but encourages student research, publications, and national Congresses (such as the one organized by CONANP in 2009 and that took place in San Luis Potosí) where student research results are presented. Expand public use facilities and information so that the public can know and appreciate the country’s PAs, and develop deeper commitments to conservation. Build on the Pinacate Visitor Center model to demonstrate to the public how facilitates can be designed or retrofitted to reduce greenhouse gas emissions. Accelerate initiatives in each of the PAs to harmonize environmental policies and develop shared agendas for the PAs. Though a number of strategic alliances have been struck with other international, federal, state, and municipal agencies, there is ample room to accelerate the development of such alliances through the adoption of shared agendas. This would best be accomplished at the level of the Regional Offices where dedicated staff could be made responsible for identifying potential partnerships and negotiating new strategic alliances and shared agendas. 9.3.6 The evolution of both CONANP’s and FMCN’s institutional capacity over the course of this project has been nothing short of superlative. A number of suggestions are made herein to continue growing institutional capacity with funds that are currently available within the FANP and CONANP. Additional suggestions are made in Section 9.3 on what larger scale ideas may be feasible with additional sources of funding. The evaluators support the ongoing use of FANP funds for meetings and learning among PIE recipients and PA staff. We recommend doing more to make these sessions as critically constructive as possible with clear ideas coming out for next steps in advancing projects in the field; The special fund recommended in 9.3.1 (#3c) could include the financing of learning and capacity-building projects as determined by CONANP priorities; The PIE call for proposal in PAs should encourage mechanisms for strong regional or national NGOs to build the capacity of community-based groups and provide ever greater opportunity for community-groups to apply directly for PIE funds; Current funding available within CONANP Human Resources for professional development could be better integrated with learning and dissemination of key SINAP 2 lessons and ongoing PIE and management effectiveness efforts. Documenting the best practices within the IMAC networking experience would be helpful prior to trying to replicate a similar project – which should be done. The
Developing a national environmental education system for PAs that not only includes lesson plans and activities, but encourages student research, publications, and national Congresses (such as the one organized by CONANP in 2009 and that took place in San Luis Potosí) where student research results are presented. Expand public use facilities and information so that the public can know and appreciate the country’s PAs, and develop deeper commitments to conservation. Build on the Pinacate Visitor Center model to demonstrate to the public how facilitates can be designed or retrofitted to reduce greenhouse gas emissions. Accelerate initiatives in each of the PAs to harmonize environmental policies and develop shared agendas for the PAs. Though a number of strategic alliances have been struck with other international, federal, state, and municipal agencies, there is ample room to accelerate the development of such alliances through the adoption of shared agendas. This would best be accomplished at the level of the Regional Offices where dedicated staff could be made responsible for identifying potential partnerships and negotiating new strategic alliances and shared agendas. 9.3.6 The evolution of both CONANP’s and FMCN’s institutional capacity over the course of this project has been nothing short of superlative. A number of suggestions are made herein to continue growing institutional capacity with funds that are currently available within the FANP and CONANP. Additional suggestions are made in Section 9.3 on what larger scale ideas may be feasible with additional sources of funding. The evaluators support the ongoing use of FANP funds for meetings and learning among PIE recipients and PA staff. We recommend doing more to make these sessions as critically constructive as possible with clear ideas coming out for next steps in advancing projects in the field; The special fund recommended in 9.3.1 (#3c) could include the financing of learning and capacity-building projects as determined by CONANP priorities; The PIE call for proposal in PAs should encourage mechanisms for strong regional or national NGOs to build the capacity of community-based groups and provide ever greater opportunity for community-groups to apply directly for PIE funds; Current funding available within CONANP Human Resources for professional development could be better integrated with learning and dissemination of key SINAP 2 lessons and ongoing PIE and management effectiveness efforts. Documenting the best practices within the IMAC networking experience would be helpful prior to trying to replicate a similar project – which should be done. The
final-sinap-2-independent-eval.docx