| This study explored who, what and how two Vietnamese coastal communities learned in their respective NGO facilitated integrated conservation and development (ICD) projects in Khanh Hoa Province from 2001--2003. One project, Trao Reef, was facilitated by IMA-Vietnam. The second, Hon Mun, was coordinated by IUCN. Both projects aimed to not only protect and enhance the marine environment, but also to include ordinary villagers in the process. The non-formal and informal learning context that these projects created and implemented is a neglected area of educational research. Moreover, within this context, Vietnam's coastal communities are undergoing rapid environmental change as its economy integrates into the region and the world, and as internationally-driven change challenge its social and environmental fabric. This learning dynamic is further influenced by Vietnam's environmental biodiversity, new participatory democracy decree and its long socio-cultural history.;Using qualitative methods, this research investigated the two projects through NGO and institutional document reviews, participant observations, and semi-structured interviews. Data was analyzed through a conceptual framework based on a synthesis of transformative learning, deliberative and participatory democracy, and collective agency. Findings suggest that while both projects had similar non-formal programs and informal learning activities, each used different participatory approaches resulting in distinct outcomes. IMA-V had many more informal activities where target participants, the Core Group and the Advocates, in particular, had experiential learning experiences to directly protect the marine environment. In contrast, IUCN focused on involving villagers in credit and AIG activities, while involving the Village MPA Committee members in learning to participate in MPA management. The results suggest that IMA-V villagers had more collective transformative learning experiences leading to their advocacy and protection of Trao Reef. In comparison, IUCN/Hon Mun villagers learned to participate in the project, but often for individual and not for collective benefit. The outcome infers that more transformational learning experiences result when villagers participate in collective learning activities that are experiential, and where they not only directly rehabilitate, protect, and advocate for the environment, but also deliberate environmental policy. Nevertheless, socio-economic environmental threats remain learning challenges to be contested and addressed. |
