Training manual on participatory community based O&OD [Opportunities and Obstacles to Development] planning. Vol.1 Training guide
This manual was prepared to facilitate access to participatory planning tools in Tanzania, to make them more accessible to planners and other development workers in order to facilitate sustainable development in the country. Its main purpose is to provide a source of reference for the Tanzania government and other staff whilst engaging in development activities with communities. The manual is structured to explain the background to the underlying planning and local government reforms, and the monitoring and evaluation of development interventions at community and other levels. The background describes how the current local government reforms are designed, how they are implemented, and the measures to be put in place. It also provides an overview on why the new planning approach necessitates a shift in emphasis on participation of communities in creation of their own development interventions, and how other actors are to be involved in supporting and facilitating the successful implementation of development interventions. The manual is structured into four parts which hare based on a build up of knowledge and skills development: preliminaries, concepts, participatory methodology, and opportunities and obstacles to development.
This handbook provides an overview of new methods of community planning within the context of the built environment. It is based on the recognition that local involvement in the planning and management of the environment is the best way to ensure safe, strong and sustainable communities and that this is applicable throughout the world. It is laid out in a straightforward, jargon-free format that reflects its aim of being of use to individuals and residents as well as policy makers and practitioners. After a general introduction there is an A-Z of general principles, followed by the biggest section, an A-Z of 53 Community Planning Methods that runs from Action Planning Event to Video Soapbox. A selection of scenarios follows, covering some common development situations and illustrating ways in which the different methods can be combined in an overall strategy. It ends with lists of useful formats and checklists, publications and contacts.
This video, produced by the Asian Productivity Organisation, introduces Participatory Project Cycle Management (PPCM) a planning concept used in community driven planning. The training process on PPCM organises learning in a cyclical manner. Important elements of the training are theoretical inputs, close interactions with the villagers, documentation and systematic processing of information generated through interaction with the villagers, critical reflection among participants, and validation of information through feedback sessions from the villagers.
It combines the methods and principles of Project Cycle Management (PCM) and Participatory Rural Appraisal (PRA). PPCM structures the interaction among communities, government and non-government organisations and international partners as a systematic and joint planning process.
In 1999 the Asian Productivity Organisation organised an international training programme on PPCM in collaboration with the Centre of Integrated Rural Development for Asia and the Pacific (CIRDAP) and the National; Productivity Organisation (NPO), Bangladesh. This video is the documentation of that training course
This tool kit from the African network on Participatory Approaches provides a training manual and tool box for participatory village planning based on experiences with Village Level Participatory Approaches (VLPA) in five West-African countries (Mali, Guinea, C¶te d'Ivoire, Benin, and Burkina Faso) and Madagascar. The process of participatory village planning is explained step by step and illustrated by examples from several case studies in these countries. A set of cards (tools) spells out the successive steps in the planning process. Constraints and enabling conditions for a country-wide implementation of the approach in the new political and social setting of African countries are also dealt with. The manual is directed towards field practitioners, but also to policy makers who are responsible for formulating strategies of rural development and agricultural extension services. It comprises three parts. Part one presents the objectives and general principles of the participatory approach. It also discusses participatory methods and provides details on the steps and tools appropriate to each stage of the process. To facilitate their use, the tools are also presented in individual worksheets, which form part of this manual (the tool box). Part two describes the underlying conditions necessary for successful implementation of the participatory approach. It also discusses the roles of the various actors involved. Part three describes the conditions necessary for successful implementation of the participatory approach. It also describes what adoption of the approach means for organization of service delivery at the local, regional and national levels.
This folder, produced by the Jamaican Social Investment Fund, consists of seven short handbooks on CBOs . They are the result of observation of many Jamaican CBOs and they seek to address some of the common problems addressed by these organisations. These practical handbooks cover a number of topics: 1 The Community Based Organisation: looks at issues such as what a CBO is, how to get started, membership types, CBO structure, how to encourage new people, principles of evaluation and accountability, and registration. 2 Leadership and Motivation: here several issues are considered such as who the organisation belongs to, the constitution, job descriptions, meetings, how to stimulate creativity, building consensus and decision making, delegating and dealing with conflict. 3 Money Management and Fundraising: this handbook looks at the role of the Treasurer, the types of funds needed, different ways to raise funds, budgeting, accounting, financial reports, audit, credit and investment. 4 Planning Community Projects: various issues are considered such as developing a vision, identifying priorities, analysing the problem, analysing resources, analysing the past, analysing alternative solutions, analysing risk, planning activities and writing project proposals 5 Implementing Community Projects: this handbook takes the community project further by addressing implementation challenges, identifying beneficiaries, mobilising people to provide services, detailing the action plan, identifying the best time for implementation and monitoring of the project. 6 Evaluation of Community Projects: the issues around evaluating projects are looked at in this handbook and include questions such as why evaluate, who should evaluate, what should be evaluated and how should it be done. Evaluating people, planning and reporting are also addressed. 7 CBO Publicity and Networking; this last handbook looks at promoting the image the CBO through newsletters, press releases, presentations and by phone then goes on to consider communication in meetings, invitations and requests, and representation outside the community.
This manual draws on CARE's field experience in working with communities using participatory approaches. Part One uses case studies from countries such as Bangladesh, Madagascar, Somalia and Peru to review and critique CARE's experience with participatory approaches. Part Two focuses on conceptual reflections, which include looking at participation and the project cycle as well as using quantitative surveys to complement PLA findings. Part Three gives a comprehensive step by step guide to participatory tools and techniques, which is preceded by an overview of PLA and finishes with a look at tackling documentation, analysis, synthesis and report writing.
Capacity-building in participatory upland watershed planning, monitoring and evaluation : a resource kit.
This resource kit for trainers has been prepared to help develop facilitators for watershed programes enabling farmers to own and implement their own watershed management plans. Key aspects covered include, facilitating farmers to analyse their current situations, visualise a better future and the steps needed to get there and develop simple yet meaningful indicators to evaluate and monitor their progress along the way.
This video is one product of a participatory appraisal training workshop held in Hull, England. Following classroom-based learning of methods, participants applied these methods to projects in local communities. The first application shown aimed to help a parish council to understand the leisure needs of teenagers to improve the planning of a youth centre (4). The appraisal team met with the parish council to understand what they wanted to know (6). They then met with groups of teenagers on the streets and used mapping, and matrix scoring and ranking methods to elicit their preferences for the design and operation of the proposed youth centre (10). These were then reported to the parish council who also used participatory methods to help them understand the report (19). The second application concerned preferences of shoppers and supermarket staff regarding Christmas opening times (22).
The Forestry Cooperation Programme in Vietnam initiated a training process to develop an approach to gender analysis and implementing gender-sensitive programmes at the village level. The report describes a training programme which included two days classroom session on gender concepts and a period of fieldwork using PRA methods for gender analysis. The fieldwork focused on resources, activities, decision-making, social relations (between individuals and institutions) and the impact of project components. PRA methods were used to explore the gender dimension of all these areas. The transect walk revealed insights about women's workload that contradicted verbal discussions with women and revealed issues around what is considered 'difficult' or 'light' work. Another issue that arose was around 'inside' and 'outside' work. The analysis revealed the reasons why women were not fully involved in project activities and suggested ways of institutionalising gender-sensitive project planning. There was particular need for separate PRA activities within women's groups and gender disaggregated monitoring and evaluation. The appendix includes an impact diagram of planting orange trees by a women's group and seasonal analysis done by women-only, men-only and a mixed group.