multi-stakeholder learning workshop

Transcrição

T ANZANIA M ULTISECTOR L EARNING C OALITION
Proceedings of the Lushoto District Multi-Stakeholder Learning Workshop
Utondoro Conference Center, Lushoto. Tanzania. 21st – 25th May 2001
Sponsors:
Royal Danish Embassy
Organizers:
FANRM Research Consultants
Tanzania Multisector Learning Coalition
Facilitators:
ISG
National & District Multi-Sector Learning
Coalitions.
International
Support
Group
Lushoto District Multi-Stakeholder Learning Workshop, 2001.
Page..1
Acknowledgements and Credits
The success of this workshop is credited to the following individuals and organizations:
National Organizers: National Multi-Sector Learning Coalition, FANRM Research Consultants and the International Support Group.
District Organizers: Hassan Shelukindo, Twaha Kizuguto, Beatrice Shemdoe, Elizabeth Musoka, Eliskia Mngulwi.
Workshop Facilitators: Zainab Semgalawe, Grace Muro, Gibson Kisamba, Faustin Lekule, Francis Shao, Mark Farahani, Clive Lightfoot.
Workshop Chairpersons: Twaha Kizuguto and Hassan Shelukindo
Workshop Secretariat: Erasto Mlay, Patricia Mgema Nemes Makembe, Shakwaanande Natai, Abel Mgimwa, Isaak Madundo, Felix Matunda, Lucas
Chuwa, Beatrice Shemdoe, Richard Shebughe, Othman Haule, Jastin Mzoo, R Mugyabuso, Claude Kavishe, Elisikia Mugulwi, Elizabeth
Msoka, Stella Kusaga.
Proceedings Editors (English): Francis Shao, Zainab Semgalawe, Grace Muro, Gibson Kisamba, Faustin Lekule, Erasto Mlay, Clive Lightfoot.
Proceedings Editors (Swahili): Francis Shao, Erasto Mlay
Special acknowledgements go to:
Mr. Torben Linquist of the Royal Danish Embassy for providing the financial support to facilitate the conduct of this workshop.
Capt. Geoffrey Ngatuni, District Commissioner, and Mr Elibariki Tondi, District Executive Director Lushoto District for respectively officiating at the
opening and the closing of the workshop.
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MULTI-STAKEHOLDER LEARNING WORKSHOP
21ST – 25TH May 2001
Lushoto District, Tanzania
PURPOSE
The purpose of this workshop
is for District and Local level
stakeholders to develop their
own learning approach to the
decentralization of agricultural
services.
The
workshop
will
also
examine the consequences of a
learning approach for farmers
and service providers such that
follow-up
actions
can
be
developed.
Page..3
Contents
Page
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Introducing Multi-Stakeholder Learning Approach
Learning Framework 21st May
Opening Speech
Multi-Stakeholder learning approaches in Tanzania
National Multi-Sector Learning Coalition
The International Support Group
Royal Danish Embassy Support to Multi-Stakeholder Learning
Learning approach and the Uganda Experience
Learning approach Vidunda Village Experience
Participants Expectations of the Workshop
Future Visions of Farmers and Service Providers
Learning Framework 22nd May
Farmers’ Future Visions and Service Demands
Services Offered by Providers
Matching Farmer Demands with Services Offered
Learning tools developed
Negotiating Partnerships and Reflecting on Actions
Learning Framework 23rd May
Criteria for Negotiating Partnerships
Learning Tools Developed
Examining Institutional Consequences
Learning Framework 24th May
Examining Institutional Consequences – Farmer Groups
Examining Institutional Consequences – Local Government
Examining Institutional Consequences – Service Providers
Forming Learning Coalitions
Learning Framework 25th May
District Level Learning Coalition
Village Level Learning Coalition
Evaluating Learning Workshops
Reflection on Expectations
Participants’ Comments
Closing Remarks by Farmer Representative
Closing Remarks by NGO Representative
Official Closing by Local Government Representative
Participants List
5
6
7
9
10
11
13
14
15
16
17
25
27
31
39
40
48
51
52
54
55
56
58
59
60
61
64
66
67
68
69
71
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Introducing a Multi-Stakeholder Learning Approach
Learning Framework – Day 1; Monday 21st May 2001
Time
08:00
09:00
10:10
10:40
12:45
14:00
14:30
Activity
Registration of Participants
General Welcome
Participants introductions
Official opening speech
Morning program
Multi-Stakeholder Learning
Approaches in Tanzania
Learning Core Group formation and
function at national and district
levels
Role of ISG
Royal Danish Embassy support to
Multi-Stakeholder Learning
Approach
Introduction to afternoon program
Brainstorming participants
expectations
Identifying common and priority
expectations
15:30
16:00
Experiences in Learning Approaches
17:30
Facilitators meeting
Organisation
Materials
Plenary session MC - Mlay
Participant
Introductions - DALDO
s list
Facilitator “bean game” - Farahani
Bean seeds
Speaker: Capt. Ngatuni
for game
Tea Break and group Photograph
Introductions – Mr. Mlay
Flip chart
using mind
Presenter – Dr. Semgalawe/Kisamba
mapping to
visualize
Presenter – Prf. Lekule
Presenter -Dr. Lightfoot
Learning Objectives
Getting to know each other
Preliminary ideas on what is Linked
Local Learning in Tanzania.
Understanding the organization and
project to support LLL
Presenter Dr. Shao
Lunch Break and Energizer – Mlay
Plenary session - Ms. Beatrice Shemdoe
Cards
Facilitators group session of 4 farmer groups.
2 district groups – Farahani / Kisamba
5 group presentations plenary session and
Cards
clustering of cards
placed by
Facilitators - Farahani, / Kisamba
groups
Afternoon Tea break
Plenary session
Flipcharts
Presenter - Dr. Lightfoot
Identifying participants expectations for
the workshop.
Clarifying and prioritizing participants
expectations of the workshop
Reflecting on experiences in learning
approaches in East Africa, Canada, Peru
and the Philippines.
Reworking schedule and learning
objectives
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Opening Speech – Capt. Geoffrey Ngatuni - District Commissioner, Lushoto
Distinguished Guests, Workshop organisers, Workshop participants, Ladies and Gentlemen, “Good Morning everybody”
First and foremost, let me take this opportunity to thank the workshop organisers who thought I should be the guest of honour to open this important workshop.
Thank you very much.
I am told this is the second District multi- stakeholders workshop (the first one was held in Kilosa District – last year) to be organised in our country. I thank you the
National Core Group for selecting Lushoto among other districts (Mwanga, Iringa Rural) to be the host of the workshop. I would like to assure you that you made
the right choice and my words will be proved by what will happen after the workshop.
As the workshop is bringing together officials (National, District), farmers (14 from Lushoto), NGOs and other stakeholders, multiple ideas on how to implement,
promote local learning are likely to emerge. The learning approach/tool to rural development is a process, which takes time, effort, commitment and resources. It can
not be achieved in one day but enough time is needed for raising awareness among rural practitioners (villagers, District, Regional, National, NGOs, etc.). In
addition, time is needed for learning and building capacity (knowledge and experience) to ensure effective use of tools. I would like to underline that awareness is
the core institutional requirement for getting the learning a space on board, not so much in this workshop, but afterwards when you are back to your respective areas
and your development activities, whether at management or at your various frontline destinations. This approach/tool intensifies communication among various
stakeholders involved in rural development and integrate their activities into a communication and vision. Local learning empowers the local communities to learn
new ways, to plan, implement, and evaluate their own activities and contribute to policy issues related to the decentralisation process.
Dear guests, I would like to assure you that for our District whatever is discussed and planned and agreed here will be done practically and later it will be possible to
measure and compare the achievement. Last but not least, let me take this opportunity to thank the Royal Danish Embassy for providing financial support to the LLL
Core Group of Tanzania through FANRM Research Consultants, which has facilitated the workshop. Particular gratitude go to Dr. Clive Lightfoot (ISG), Dr.
Francis Shao and the Core Group members for the effort and support in soliciting funds and in developing interest among various public and private institutions and
donor agencies in the LLL approach as a tool for learning.
I hope the workshop, will come up with concrete resolutions, which will put the rural development rolling. “It can be done let us play our part” Again I wish you
nice and safe stay in Lushoto, feel at home and now I declare that the second workshop on District Multi-stakeholders (Tanzania) is officially opened. Thank you
for listening.
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Multi-stakeholder Learning in Tanzania – Dr. Zainab Semgalawe and Mr. Geoffrey Kisamba
The Tanzania Government approval to adopt the Multi-stakeholder Learning approach was given by the Permanent Secretary of the then Ministry of Agriculture and
Co-operatives (now Ministry of Agriculture and Food Security) in January 1999 and the National Multi-sector Learning Coalition (Core Group) was formed. Once
organized the National Multi-sector Coalition prepared a work plan and budget for 1999 and secured financial support from Royal Danish Embassy. This was
followed by a national sensitization workshop for the core group and district representatives to develop skills on learning approaches and agree on how learning
approaches in Tanzania should be carried out. A common understanding was reached on our learning approach to the decentralisation of agricultural services.
Learners were also identified as well as, what they wanted to learn, and how they wanted to learn as detailed in the matrix chart shown next page.
Multi-stakeholder Learning Activities
Multi-stakeholder activities have been undertaken at national and district levels in form of sensitization and district multi-stakeholder learning workshops. The
learning activities in these workshops stimulated identification of the right and new services according to the farmer demands. Information on improved pastures,
livestock breeds, livestock immunization, livestock market improvements, dips, transfer permits and guarantee in grazing areas were identified. Also identified were
services for overseeing proper use of water sources and provision of agricultural credit. Furthermore, farmers and service providers identified their respective role in
follow up actions. They drew up work plans for their follow-up activities to further the development of the learning process.
The impact of learning approaches.
Following the district multi-stakeholder learning workshop of Kilosa village level activities began to perform. In Vidunda the farmers who participated in the
learning workshop sensitized the whole village on the use of learning processes for sustainable natural resource management. After going through this process the
following actions took place. Community members stopped farming around water sources. They installed community control of forest burning. Part of the control
mechanism was the formulation of by-laws on forest burning and cultivation near water sources. Some farmer groups have started contour terraces on their sloping
field. They also proposed to sensitize neighbouring villages and other stakeholders sharing common resources such as the water sources and forests.
Scaling up Learning approaches to other districts, wards, and villages
Following the outcome in Kilosa district the core group decided to introduce Learning approaches to other districts. Three Districts: Iringa Rural, Lushoto and
Mwanga, were evaluated for readiness to try out the Learning approaches. Lushoto District was selected for the second District Mult-Stakeholder learning
workshop. The others, Iringa Rural and Mwanga to follow, when financial resources are secured.
Page..7
Multi-stakeholder Learning Approaches in Tanzania
Local
Village committee
Village council
Village assembly
Coop groups
Farmer groups (women and youth)
CBO's
Gender mainstreaming
Based on practical intervention
decentralization
privatization
Environmental
conservation
Two-way linkages
(vertical and horizontal
Natural
resource
sustainability
Food
security
Land
tenure
Byelaws
Legal
framework
Regulation,
inspection
Co-share
Stakeholders put in resources
The policy
Poverty
alleviation
Self-indicators
Cultivate ownership
Government
The services
What is
being
In built sustainability
Self-documentation
Relevance
to own
Natural resources
management
Sustaining the changes
Organizational
consequences
Learning
definition
How to
get started
Based on
stakeholder
interests
Identify
stakeholders
Structured
and
systematic
New
partnerships
Planning
activities
Visualizing
futures
Market
Production
Input supply
Private
sector
What is linked
local learning
Indicators
Key words
participation
sharing
accumulation
continuous
feedback
multi-stakeholder
multi-level
Ward
Leadership - WDC
NGO's/CBO's
Informal groups
Govt (extn/community dev)
The setting
Self-evaluation
Changing attitudes
Research
Extension
Information
Who are
the
Empowerin
g
Determining
own changes
Workshops
meetings
field days
exhibitions
Identifying
own partners
Linking to
Districts
Input to
policy
making
District
Councilors,
Dept heads,
Religious leaders
Multi sector Govt Depts
NGO's, and informal groups
Coop Unions
Foundations and local donors
Private sector - input/market/credit
National
MAC, MNRT, MLHSD, MRALC
NGO's,
Education sector
Private sector Donors
International
Learning groups in other countries
International NGO's,
Donors
Page..8
National Multi-Sector Learning Coalition – Prof. Faustin Lekule
The implementation of changed economic policies which started in 1986, directed major economic activities from the government to the private sectors and included
the decentralisation of Administrative powers to the Regional, District and village levels. The process has exposed big gaps and threatens many people though its
economic objective was to complete with outside countries as per donors requirements. Continuation of poverty among many people has not only threatened their
lives but also degraded the environment and natural resources. After realising all these hence the need to establish Linked Local Learning process to put basic
principles for sustainable Resources Management.
The evaluation done in 1998 by an International support Group (ISG) through interview to several stakeholders in Kenya, Uganda and Tanzania showed the need to
establish new approach of multi-stakeholder learning in all levels. The evaluation aimed at the following:
1. Impact assessment of the liberalisation of the economic policies to the farmers.
2. Evaluation and comparison of different stake holders on how they co-operate, share on various informations and create strategies to evaluate the impact of
decentralisation to vulnerable groups (women, children, old people, etc)
Completion of the evaluation was followed by the workshop conducted in Kenya whereby participants from ministries of Agriculture Co-operatives and Regional
Administrations and Local Governments participated. The same workshop was organized and held in Dar es Salaam with the assistance of the funds from the Royal
Danish Embassy.
Roles of Leadership committee include:
i.
To guide on how to utilise the multi-stakeholder learning concept
ii.
To form a Working Group which will supervise on implementation of the Core Group decisions;
iii.
To prepare training workshops for the National level coalition group
iv.
To prepare multi-stakeholders workshops at District level, and,
v.
To participate in sharing experience with other countries.
Roles of the Working Group include:
i.
To prepare budget and work plan
ii.
To implement and supervise the implementation of all the decisions made by National Multi-sector Learning Coalition (Core Group).
iii.
To participate in sharing experience in the District and
iv.
To plan effective implementation strategies.
It is expected that immediately after the stakeholders workshop, the district will form a Core Group which will plan and implement the multi-stakeholder approach in
the district on the basis of the agreed partnerships and agreed changes in the Natural Resources management to ensure ecologically sustainable natural resource
management at the district and community levels.
The Government agreed on adopting the multi-stakeholder learning approach by forming the National Multi-sector Learning Coalition (TMLC) and its
secretariat.
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The International Support Group – Dr. Clive Lightfoot
The International Support Group (ISG) is an international non- profit making NGO that support the coming together of a wide range of stakeholders for the purpose
of developing learning approaches to complex organisational change, associated with the collaborative management of natural resources, decentralisation of
government services and liberalisation of agricultural extension support.
ISG works by invitation from local groups interested in pursuing learning approaches. When asked we support local groups by providing:
• experiential learning workshops,
• computer interactive self-learning resources,
• contacts with other learning groups,
• opportunities to share experiences at international workshops and internet exchanges
• assistance in writing proposal to sustain learning
ISG prefers that interested local groups access resources for workshop costs, training materials costs, and travel costs independently. When ISG assists in fund
raising it negotiates a separate budget with donors to cover ISG's costs. ISG prefers that interested local groups determine the level of support they want and the
duration of that support. ISG's support is indefinite and not projects bound.
ISG is an international, non-profit, professional association, registered in the Netherlands. We are a community of development professionals sharing a common
interest in learning approaches to development.
We live and work in different countries. As a decentralised 'virtual' organisation, we communicate by electronic mail and our assemblies are held over the Internet.
We have a virtual office at a web-site where we store our documentation.
We each share equally in decisions concerning the management of ISG. We have a three-member board plus two external board members. All members have other
jobs which provide them with a livelihood, and which also enriches the experiences they bring to ISG. Members do not derive a salary from our association.
ISG brings together, 14 professionals from eight countries that have 15-20 year’s experience in the area of:
• Networking and communication
• Education and training
• Natural resource management and ecology
• Poverty, gender and empowerment
Our experience covers: International research organisations, Universities in the North and South, United Nations Organisations, Government departments, NGOs in
the North and South, and in Consulting companies.
ISG has 11 members in the following countries: the Netherlands, the Philippines, Kenya, Peru, France, USA, and Canada.
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Royal Danish Embassy Support to Multi-Stakeholder Learning – Dr. Francis Shao
ISG exploratory visit to Tanzania in May 1998 identified a broad range of interest in the LLL approach. Senior Government representatives in the then ministries of
Agriculture and Co-operatives and Local Government and Regional Administration thought that Linked Local Learning would support their efforts in building
capacity at community and district levels to effect national policies for decentrralisation. Capacity was chiefly sought to empower the local communities to articulate
their needs and for district service providers to respond appropriately. At the wrap-up meeting ISG was invited to come back to test the LLL approach in selected
districts. ISG requested Dr. Francis Shao to act as their contact person. The representative from the then Ministry of Local Government and Regional Administration
was requested to act as convenor and chairman of a working group comprising of representatives from the two ministries, TAHEA (an NGO), DANIDA, GTZ and
the ISG contact person as secretary, to select the district for ISG’s first trial. Initially the team selected Iringa and Mufindi Districts because they were receiving
DANIDA support under its HIMA project and offered a possibility to accept and support the LLL approach. However the group felt that there was need for more
information on the approach and recommended to ISG to support at least two Tanzanians to join the Kenya LLL workshop to futher understand how this approach
could operate in the Tanzania context.
ISG agreed with the working group proposal to sponsor participants to the Kenya LLL workshop in Nyeri District. Two representatives of the two ministries and the
ISG contact person attended the Kenya workshop. Their report especially recommended the multi-stakeholders learning approach since it empowers various
stakeholders to link together under a decentralised system and recommended its adoption. The Permanent Secretary in the MAC appointed the first official National
Multi-sector Coalition Group, comprising of 26 members in January 1999. Their task was to initiate the process of adopting the multi-stakeholders learning approach
and look for funding sources.
Request for funding from the Royal Danish Embassy: It was not possible to convene the core group because of lack of funds. The ISG contact person and a few
members of the Core Group volunteered to form a working group to develop a proposal and look for funds from interested donors to initiate the multi-stakeholder
learning in Tanzania. This was done in collaboration with ISG. Among the donors contacted were the Royal Danish Embassy, DANIDA, GTZ, Ireland Aid, and
JICA,; this was in June 1997. DANIDA, GTZ, and Ireland Aid indicated that funds for 1999 were already committed and direct allocation was not possible. The
Royal Danish Embassy indicated the possibility of support and a proposal was submitted to them through the MOAC in June 1999 to cover only local costs. It was
hoped that ISG facilitation costs would be met from other sources. In November 1999 the Royal Danish Embassy agreed to release funds to support the multistakeholder learning activities in Tanzania to FANRM Research Consultants, on behalf of the Tanzania Multi-sector Learning Coalition (TMLC). This included the
coalition group activities, a multi-sector coalition sensitization workshop and a muti-stakeholders’ workshop in one of the districts in 1999/2000. The Royal Danish
Embassy also agreed to finance the coalition activities in 2000/2001 and 2001/2002 including two more multi-stakeholders’ workshops in two additional districts.
Page..11
National Multi-sector Coalition Sensitization Workshop
The national multi-sector coalition sensitization workshop was held at the Tanzania Episcopal Conference Center, Kurasini, Dar es Salaam, in November –
December 1999. This provided better understanding of the Multi-stakeholder Learning Approach. Representatives from Kilosa, Lushoto and Mwanga Districts also
participated in this workshop. GTZ accepted to finance the cost of the facilitator from ISG to conduct the workshop.
First District Level Multi-stakeholders’ Learning Workshop
Potential districts to pilot the multi-stakeholders’ learning activities were identified based on areas where the perennial donors have ongoing rural development
projects. The idea was to fit the learning approach into the existing development activities at district level for sustainability. Districts identified on this basis were;
DANIDA: Morogoro Rural, Kilosa, Njombe, Iringa Rural, and Mbozi. GTZ: Lushoto, Mwanga. Korogwe, and Handeni. After the sensitization workshop these were
narrowed down to Kilosa, Lushoto, Mwanga and Iringa Rural; and final evaluation identified Kilosa for the first multi-stakeholders’ learning workshop. The
workshop was held at VETA Mikumi, in Kilosa District from 12th to 16th June 2001.
Second District Level Multi-stakeholders’ Learning Workshop
Initially it was planned that with the phase one funding from the Royal Danish Embassy we would undertake two more district level multi-stakeholders’ learning
workshops in two additional districts. However during the development of the work plan and budget for 2000/2001 it was found that the balance of funds available
was sufficient for only one more learning workshop plus some follow-up activities. District identification field visits for the second district multi-stakeholders’
learning workshop were undertaken to Iringa Rural, Lushoto and Mwanga in April 2001. The recommendations were submitted to a National Multi-sector Coalition
meeting; which selected Lushoto District to host this Second Multi-stakeholders’ Learning Workshop.
The Royal Danish Embassy has also indicated possibilities of supporting a second phase of the project so that we can cover the remaining two districts and undertake
follow-up activities.
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Learning Approach and the Uganda Experience – Dr. Clive Lightfoot
The Uganda National Agricultural Advisory Service (NAADS) is a public sector program to support agricultural advisory services for small-scale farming
operations. It embraces the potential of market-oriented production to contribute to the relief of food insecurity, production shortfalls, and income deficits. The
overall objective of NAADS is to establish an effective and sustainable, demand-driven, agricultural, advisory service. Men and women farmers will be able to
manage and employ this service to help them identify and pursue opportunities for increasing their own productivity and incomes in a sustainable manner.
Comparing NAADS with the current public extension system, NAADS will institute a fundamentally different paradigm. Rather than delivering messages or inputs,
farm advisors will engage their client farmers in developing critical thinking about their agricultural endeavours, the management of their farming enterprises and the
required agricultural services to support them. These advisors will be accountable to farmers who will largely determine their work programs. NAADS seeks to
establish a very different form of agricultural extension in Uganda. Gone are the large numbers of government extension agents delivering messages to farmers on
how to grow their crops. Gone is the central government control on how financial resources for agriculture information and training are spent. NAADS wants
farmers to get together and demand what kind of agricultural information and capacity building they need. NAADS wants farmers to be free to contract the advisors
they want. NAADS wants to ensure this freedom by putting the financial resources for contracting advisors under the control of farmers themselves. So, rather than
being accountable to civil servants, advisors would be accountable to farmers.
As part of the programme, NAADS wants to pay special attention to natural resources management and provide systematic training in this area for farmers and their
advisors. To provide adequate services, advisors will also have to work as part of multi-stakeholder groups with communities on issues such as deforestation,
contamination of water, soil erosion control, bio diversity, and wetland conservation, etc. In addition, incentive schemes will need to be developed within the rules of
NAADS to ensure that such issues become regular parts of advisory service work programs. The essence of this process is collective learning and action to enable all
involved to tackle the complex issues of agricultural and natural resource management.
ISG is supporting the NAADS secretariat develop a learning approach to NAADS. Currently ISG’s training focuses on capacity building in rural communities to
visualise their own future management of natural resources, and identify the support services needed to realise their visions. The training also focuses on the
capacities of service providers to negotiate partnerships with farmers, and the role of local government in ensuring quality control. All three stakeholders examine
the institutional consequences of responding to farmer demand led service provision.
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Learning Approach and the Vidunda Village Experience – Ms. Marieta Markseyo
Vidunda is a village in Kilosa District that participated in the Mikumi workshop in June 2000. After the workshop the group which represented the village went
back and introduced the concept of multi-stakeholder learning to their fellow villagers and explained all what they had learned from the workshop. Main outcomes
of the workshop were: a) participatory approach, b) environmental protection, c) importance of natural resources in development.
The group requested the Village Government to convene a general meeting to discuss the approach they had learned and actions that needed to be taken. In their
proposals they listed action the following partners: Teachers, Health Staff, Agricultural Extension Staff, and Village Chairman. It was decided to involve farmers in
the preparation of vision maps and implementation timetable. Having been given the go ahead the group started a program of visiting farmer groups and briefed
them on what Multi-stakeholder learning is and benefits of the approach. They explained how they can use the approach to improve their environment and natural
resources (land, water, air, wildlife etc.) so important for their livelihood. In discussing the rescues they used the three maps that showed the situation 30 years ago,
present situation, and their future vision. They managed to convince their fellow villagers and won their support.
It was agreed that they begin with resources management that includes water, land, and forests which are important for human life in their village. They also
discussed ways of dealing with boundaries disputes between their village and their neighboring villages. The Ward Councilor offered much support on this and
through contact with the neighbors we managed to strike a compromise on the approach to conserve environment and resources that we share.
We encountered the following problems. Lack of transport as we had to walk long distances sometimes on steep terrain as there is no road transport. We see that our
follow-up is being impaired due to lack of funds the group had to work in very difficult situations (including travel without any allowances). The majority of the
villagers are poor hence cannot afford their expectations. No money to buy working tools. Very low availability of inputs, supply of fertilizers is especially limited.
Some villagers are difficult to understand in implementing decisions made and agreed upon.
Nevertheless we have high expectations of implementing our future plans. We want to complete demarcation of housing areas, and demarcation and mapping all
farmland areas for each village/sub-village. Vision maps are to be prepared for each village to show what needs to be done to protect the environment. Each
household is to start conservation measures on their farmland (1/4 of an acre to start with). Every adult is to plant 10 trees or more each year, and each family to
grow an acre of wheat as cash crop.
Page..14
Workshop Expectations
Education
Learn how to train others to learn something new
Learn how to establish learning approaches in the district
Sensitize others to adopt the learning approach to improve the environment
Develop the learning approach
Participants to learn what is Multi-Stakeholder Learning
Multi-Learning Approach to improve extension services in the respective areas
Extend the learning approach to villages
Knowledge of Multi-Stakeholder Learning at village level is important
Learn how to bring about my own development and fellow villagers to benefit
from the education received during the workshop
Be educated on Multi-Stakeholder Learning
Participation to improve our understanding on Multi-Learning Approach
How to involve participatory learning
Planning
Multi-Stakeholders to collaborate in the planning and implementation of development
plans
How to utilize local knowledge to plan their own development
District to share development plans with the target groups
Empower target groups to come up with their own sustainable development plans at
village level
Involve villagers in solving their own problems
Program Implementation
Empower village level trainers of Multi-Stakeholder Learning
Likelihood of obtaining interested donor to support Multi-Stakeholder Learning
Establish formation of learning groups in the Multi-Stakeholder approach
Extend Multi-Stakeholder Learning to all villages in Lushoto District
National Multi-Sector Learning Coalition to work more closely with district
working groups
Initiate Multi-Stakeholder Learning as a policy at village level
Enable farmer participants to extend Multi-Stakeholder Learning
knowledge in their respective villages
Responsibilities
Villagers to take responsibility for sustainable utilisation and conservation of existing
Natural Resources
Multi-Stakeholder Learning will be very useful in the conservation of the environment
Learn how mountain dwellers address their problems
Re-establish and maintain resources for development
Experience
To get experiences from others who have Multi-Stakeholder Learning approach
To get experiences on sustainable utilization of local natural resources
To get feedback after the Kilosa Multi-Stakeholder Learning workshop
Increased experience in the in service delivery to target groups
Approaches
Differentiate Multi-Stakeholder Learning approach from other PAs
Difference between Multi-Stakeholder Learning and PRA
How Multi-Stakeholder Learning differs from other approaches such as PRA, RRA
What will be the benefit when we adopt Multi-Stakeholder Learning
New participatory approach
Award of certificate for participation
Poverty alleviation
Getting to know the role of Multi-Stakeholder Learning in poverty reduction
Multi-Stakeholder Learning approach is the tool for the poor to sustain their
development
Farmer credit availability as means of speeding up their development
Multi-Stakeholder Learning approach will empower farmers to reduce
dependence on external aid
Enable communities to analyse their problems and solve them without depending
on others
Relationships
Chance to deliver gratitude for invitation to participate in the workshop
Networking
Multi-Stakeholders to meet physically
Strengthening multi-stakeholder network
Visits to various areas within Lushoto Dstrict
Collaboration between donors, NGOs, District councils and communities
Page..15
Future Visions of Farmers and Service Providers
Learning Framework - Tuesday 22nd May 2001
Time
08:30
Activity
Recap on Day one , Expectations and
program for day two
Organisation
MC – Gibson Kisamba
Chair – Kizuguto/Shelukindo
Materials
Flipcharts
Learning Objectives
Reflection of day one presentations
Understanding day two program
09:00
Farmers work on future vision of
NRM and services demanded
Service providers work on presenting
services offered
Explanation of task
Group work: 4 farmer groups and 3 service
provider groups
Presenters – Farahani/Makembe
Facilitators–Lekule/Shao/Semgalawe
Tea Break
Plenary session 10 min presentation and 10
min discussion for each group
W/Chairman
Plenary session 10 min presentation and 10
min discussion for each group
W/Chairman
Lunch Break
Group work with 3 mixed Groups
Explanation of task
Facilitators – Shemdoe/Matunda/Shelukindo
Presenter – Semgalawe
Tea break
Group work continued
Maps and
flip charts
Understanding future visions and
services demanded
Understanding Service provision
10:00
10:30
3 Farmer group presentations
11:30
3 Service provider presentations
12:45
14:00
15:30
16:00
17:30
Farmers and service providers match
services demanded with services
provided
Matching services demanded with
services provided continued
Flip charts
Understanding future visions and
services demanded
Understanding Service provision
Flip charts
Understanding how to match service
demands with service provision.
Page..16
Farmers’ Future Visions - Wena Village
Past
Present
Future
Page..17
Farmers’ Future Service Demands – Wena Village
Resource
Farming Land and settlements
Vision of change
(1) Planting trees which improve soil fertility
Services demanded
Tree seeds supply
(2) Rehabilitation of traditional irrigation canals
Expertise
Furrow construction/repair tools
Expertise
Construction/digging tools
Road construction tools / equipment
(3) Soil conservation/Terracing
(4) Construction of access roads
(5) Construction of a village dispensary
(6) Road construction
Forests
Rivers
Wildlife
(1)
(1)
(2)
(3)
(4)
(1)
(2)
Planting trees
Planting trees along riverbanks
Avoid cutting trees within river source
By-laws to control farming activities along
river banks
Conservation of river sources
Forest conservation
By-laws to stop poaching and forest
encroachment
Adopt zero-grazing (animals enclosed)
Improved livestock
Livestock
(1)
(2)
Population
(1) Control of population growth
Partners
Institutions within
district, village
experts/government
farmers/villagers
- do - do - do -
Expertise
Construction tools / equipment
Expertise
Construction tools / equipment
Forest expertise
Forest expertise and tree seeds
- do -
Forest expertise
- do -
Training on better livestock management
Educating people on advantages methods of birth
control
- do - do - do -
B. Livestock
Institute, Extension
staff and Farmers
Health experts
Villagers
Page..18
Farmers’ Future Visions - Mavumo Village
Past
Present
Future
Page..19
Farmers’ Future Service Demands - Mavumo Village
Resource
Forests
Vision of change
(1) Planting trees (afforastation)
Farming land
(1) Soil and water conservation
(2) Terracing
Rivers
(1) Planting trees along river banks and sources
Access roads
(1) Road construction to villages and access to
main roads/highways
Education
(1) Construction of Secondary School buildings
Availability of construction materials (roofing materials,
timber, cement, nails, etc.)
Livestock
(1) Improved livestock keeping
(2) Zero-grazing (controlled/enclosed)
Health services
/Dispensary
Piped water
(1) Construction of a dispensary
Planting fodder crops
Inputs availability (specially – disease and pest control
chemicals and medicine
Availability of construction materials such as corrugated
iron sheets, concrete blocks, cement, nails timber etc.
Availability of pipe and connectors;
Tools such as hoes, spades, mattocks, etc.
(1) Distribution in to sub-village
level/homestead/household
Services demanded
Seeds, polyphone tubes
Tree nurseries
By-laws
Tools e.g. hoes, spades, mattocks;
Improved seed of maize, phaseolous beans, banana
suckers, coffee, sugarcane cuttings and pasture.
Tree seeds
Tree nurseries
By-laws
Construction tools/equipment (hoes, mattocks, spades;
Road hard-surfacing materials (murrum and gravel);
Transport
Partners
Farmers
Experts
Farmers
Agricultural experts
Farmers
Experts
Road engineers
Villagers
District Council
Villagers
Engineers, teachers
District council and Village
governments
Farmers
Livestock experts
Experts
Villagers
Experts/technitians
Villagers
Page..20
Farmers’ Future Visions - Mnadane Village
Past
Present
Future
Page..21
Farmers’ Future Service Demands – Mnadani Village
Resource
Hilly land/stony)
Vision of change
(1) Planting of trees the entire area
Kidundai and Mtumbi areas
(1) Soil conservation
Kwetongo area
(1) Construction of a school
Mshewa area
(1) Construction of a dispensary
Shambamlangwa area
(1) Construction of a fish pond
M/ngoro and allied subvillages (Mshewa, Mtumbi,
Kifuruga and
Shambamlangwa)
Whole Village area
(1) Distribution of piped water
Kabungulu and
Shambamlangwa areas
Whole Village area
Whole Village area
(1) Supply of electricity and
communication (telephone) networks
(1) Construction of irrigation
ponds/reservoirs
(1) Dairy cow farming
(1) Market development/surveys for
crops
Services demanded
Tree seeds
Tree nursery
Inputs (plastic bags, fertilizers/farm yard manure)
Terracing
Strip/inter- cropping
Brick-making, building stone collection
Brick making
Building stone collection
Location surveying
Dam construction
Fish rearing
Surveying
Pipe trenching
Surveying
Line clearing
Surveying.
Collection of sand and stone
Construction of cow sheds
Training on dairy management
Formation of milk marketing co-op.
Formation of marketing groups (to establish agents in
and outside the country)
Partners
Forest experts
Farmers
Land surveyors
Farmers
Mansions, carpenters,
Engineers, villagers
Mansions, carpenters,
Engineers, villagers
Surveyors
Villagers
Fish farming experts
Engineers/water technicians
Village government
District Council)
Surveyors/Engineers
Villagers
Village groups
Experts
Livestock experts
Villagers
Farmers, Co-operative leaders,
Traders,
Public institutions
Page..22
Farmers’ Future Visions – Maringo Village
Past
Present
Future
Page..23
Farmers’ Future Service Demands – Maringo Village
Resource
Forest areas (Chambogo, Kimala)
Vision of change
(1) Tree planting (Afforestationa)
Land (all hilly areas)
(1) Soil conservation (terracing, strip
cropping, inter-cropping)
(2) Tree planting
Water sources (Chambogo, Mlunge)
(1) Conservation of water sources
Irrigation water sources (dam and canals)
(Kigulunde and Sabato)
(1) Construction/Repairs
Livestock
(1) Zero-grazing (in sheds)
Services demanded
Tree seeds
Training
Action (planting), follow-up,
Supervision/valuation
Training
Improved seed supply
Inputs (other)
Action/follow-up/valuation
Training,
Availability of tree seeds
Training
Availability of tools/equipment
By-laws
Partners
Farmers
Forest experts (extensionists)
Leaders (village, district)
Training
Availability improved livestock
Availability of disease and pest
control chemicals and veterinary
medicine
Livestock keepers/Farmer
groups
Dairy Experts
Village Government
Farmers/Farmer groups
Experts
Experts
Experts
Page..24
Extension
SERVICES
Advisory services
SUBJECT
MATTER/DEPARTIMENTS
All Departments
Training
Livestock
Agriculture
Environmental protection
Poverty alleviation
Community
Education
Training
Liaison roles
Sensitization of various issues
Community
Development
Input availability
Forests (conservation)
Participation in community
meetings
Advisory roles
Training
Help formulation of by-laws
Support /control roles
DETAIL OF SERVICE OFFERED
Environmental Protection, Livestock and Water, Agriculture and Food security, Health ;
Education, Community Development, Availability of inputs, Natural Resources
Improved livestock management, Better animal feeds, Disease prevention and treatment,
Controlled grazing/zero-grazing, Use of improved bulls, Livestock products processing e.g. cheesemaking
Use of improved seed, Use of agro-chemicals and fertilizers, Good agronomic practices, Postharvest storage (e.g. early planting, proper spacing etc.), Organic farming (advocate use of natural
fertilizers and pesticides)
Farm surveying and layout, Establishment of fruit and tree nurseries, Maintenance of water
sources, Establishment of grass lays as/at edges of terraces, Construction of efficient cooking
stoves (charcoal/wood burners)
Importance of improved farming for increased production, Market surveying, New project
proposals
Gender education, Roles and responsibilities of village committees, (management training)
Community social/economic/political changes, Record keeping for projects and other issues
(importance and need), Proper use of available resources, Construction of modern houses
Between target groups and service institutions/NGOs
Human rights sensitization, Community health campaigns, livestock vaccination campaigns, credit
sources etc., School enrolment, Reduction of drudgery on women
Advise on technical issues, Advise on need and procedure to form credit and savings societies
Recommended types, Sources
Community forest management, Tree nursery establishment
On forest conservation, Proper utilization of available forests
Tree seed collection, Licensing (timber utilization)
Page..25
District Managers
Advisory Roles
Advise on project planning, emphasizing on gender, environment, etc, at
district and village levels
Document and advise implementation of village/district development plans and
when necessary advocate change to improve performance
Advise Government on outdated policies and need for review (land, forests,
marketing etc)
Advise on formulation of by-laws at district and village levels
Link
Translation of national policies for villagers
Solicit markets for farmer products
Ensure availability of agricultural inputs at village level
Liaison between farmers and other stakeholders, such as businessmen, financial
institutions, donors etc.
Supervisory Roles
Allocation of extension staff to villages/wards according to demand
Follow-up extension staff activities and performance
Supervise implementation of Government/National policies at district and
village level
Valuation
Follow-up and evaluate implementation and performance all departmental
activities
Training and Motivation
Propose staff for further training and short courses
Propose staff due for promotions
NGOs and Donors
Financial Support
Construction of irrigation dams and canals
Road construction to villages
Purchase of tree and fruit seeds
Tools for fruit ,and tree nursery development
Linkage
Between target groups and service providers/donors
Research (shot-term basis)
Social-economic problems related to project implementation and learning
process
Training
Marketing, Business planning and management, Participatory approaches in
development activities, Paraprofessional farmers training on land surveying,
mapping, animal husbandry, construction of livestock buildings, making
charcoal/wood cooking stoves
Information on
Available markets
Financial sources
Appropriate technology
Business opportunities
Page..26
Matching Farmers’ Demands with Services Offered
Mavuno Village
RESOURCE
Forests
STEPS TO
BE TAKEN
Development
Farms (land
management)
Water (Rivers)
Roads
Education
Livestock
Health
Piped water
supply
SERVICES DEMANDED
SERVICES PROVIDED
Supply of tree seeds, polythene
tubes, indigenous pots , By-laws
Resource assessment, Training on seed collection,
Acquisition of seed and distribution to farmers,
Sensitization of existing by-laws
Soil and water
conservation
Farm inputs, By-laws, Implements
for making terraces
Catchment and
water source
protection
Improving and
making rural
roads
Building
Secondary
School
Development
Supply of seeds and seedling pots,
By-laws
Training on agricultural systems and
environmental protection, Supply of inputs,
Passing by-laws
Training on natural resources management,
Advice on planning remedial activities, Seed
acquisition and distribution to farmers
Funds for cost of tools/equipment and
transportation
Building a
Dispensary
Piped water to
sub-village
level
Building materials, Bricks,
Technical support
Pipes and fittings, Transport,
Trenching equipment
Working tools and equipment such as
hoes, spades, lories for carrying
materials
Availability of building materials
(e.g. iron sheets, cement, nails,
timber, etc., Technical support
Animal feeds, Veterinary services,
Technical support
SERVICE PROVIDERS
Extensionists,
Heads of departments
(Managers)
NGOs and Donors
Extensionists,
Department Managers
NGOs and Donors
Extension Managers
Donors
Donors
Advice on rural planning and co-ordination
Managers
Training on proper feeding and fodder production,
Vaccination/immunization services, Availability
of breeding bulls, Advise and co-ordination
Community education, Advice and co-ordination
Extensionists/Livestock
experts
Managers
Extensionists
Managers
Extension staff
Managers
Donors
Community education, Technical advice, Coordination ,Funds
Page..27
Mnadani Village
RESOURCE
Forests
STEPS TO
BE TAKEN
Development
of forests
SERVICES DEMANDED
Supply of seeds, seedling pots,
Technical support
Training on seed collection,
Networking,, Passing of by-laws
Education of improved management of natural
resources,
Environment protection,
Dam construction
Training on natural resources management,
Advice on planning remedial activities,
Seed acquisition and distribution to farmers
Community education and sensitization, Soliciting
/raising funds
Irrigation Dams
Building
Irrigation
Dams
Technical support, Surveying,
Construction, Cement supply
Water (Rivers)
Catchment
water source
protection
Piped water
supply
Supply of seeds and seedling pots,
By-laws
Dairy cattle
keeping
Cattle-shed construction, Training of
dairy technology
Piped water
Dairy Cattle
SERVICES PROVIDED
Land surveying, Trenching, Pipes
supply
Education and training,
Technical support,
Group formation,
Acquisition of dairy cattle and bulls
SERVICE PROVIDERS
Managers
Extension Staff,
Donors
Managers
Extension Staff
Donors
Extension Managers
Donors
Extensionists
Managers
Donors
Extensionists
Donors
Page..28
Wena Village
RESOURCE
STEPS TO
BE TAKEN
Forest
management
Tree seeds
Forest conservation
Agriculture
Agricultural
improvement
Agroforest development
Revamp canaries
Livestock
Livestock
keeping
Population
control
Wildlife
protection
Improved livestock rearing (zerograzing)
Family planning
Village
dispensary
Forests
Population
Wildlife
Human Health
SERVICES DEMANDED
SERVICES PROVIDED
SERVICE PROVIDERS
Training on seed selection
Seed collection
By-laws passed
Tree seeds
Extension services
Canary construction
Training on soil and water conservation
Training on Zero-grazing
Extension staff,
NGOs,
Donors
Extension staff
Donors
Training on Family planning
Extension Staff
Forest conservation
Wildlife conservation
Training on forest and wildlife management
Village by-laws passed
Extension Staff
Construction of village dispensary
and medical facilities
Supply of building materials
Provision of medical facilities
Extension Staff
Heads of Departments
Extension Staff
Donors
Page..29
Maringo Village
RESOURCE
Forests
Land
STEPS TO
BE TAKEN
Forest
manageme
nt
Tree planting
Soil
conservation
SERVICES DEMANDED
Tree seeds
Forest conservation
Seed collection
By-laws passed
Action/Follow-up
Training on seed collection and nursery
management
Supervision on inputs availability
Training on environmental protection
Training, Supply of tree seeds, Passing protection
by-laws, Training, Construction materials,
Technical advice
Training on construction of cattle sheds, improved
dairy farming, and policy implementation
Training on construction of modern housing and
improved toilets
Policy implementation
Road construction expertise, Construction
equipment
Water
Water sources
Conservation of water sources
Dam construction
Livestock
Livestock
keeping
Housing
Improved livestock rearing (zerograzing)
Construction of modern housing
And improved toilets
Access Roads
to villages
Supply of
Construction of roads to villages and
main roads
Source of power
Communication
Alternate source of power
Settlements
Roads
Electricity &
Telephones
Bio-gas
Transport
Production
equipment
Transportation
SERVICES PROVIDED
Transportation of supplies
Supplies to villages and sites
SERVICE PROVIDERS
Extension staff,
NGOs,
Donors
Extension staff
Donors
Extension staff
Donors
Extension Staff
Extension Staff
Heads of Department
Donors/District Council
Businessmen/Donors
Page..30
Learning Tool: Preparing Future Vision Map
What is the tool used for? Future Activity Plans on Sustainable Management of Natural resources in the Next 30 years
Steps
Guiding Questions
The selected farmers will start by reviewing the village resources in
the past (eg 30 years ago) present and feature vision. This is done by
asking questions from different elderly people to get past history and
village boundaries does this.
Where are the boundaries for our neghbouring Village(s)?
Farmers will then draw 3 maps showing: The natural resource in the
past 30 years and beyond. natural resource at present, and the future
vision. Other important services including roads, settlements, etc,
must be shown on the maps.
Who we should involve when preparing the village vision maps?
What/Which resources belong to our village?
Which resources need to be developed farther?
What new resources we want acquired within our village
Map showing clearly the village boundaries and location of available
resources
Enabling co-ordination within the village such that all stakeholders
share their views and suggestions on various issues related to their
village (e.g. Village Leaders, Elders, Experts etc.
How do you use the tool:
As guide to improve the village resources with participation of all stakeholders (Village Government, Extension Staff etc.)
Page..31
Example:
Village Maps
Past
Present
Future
Page..32
Learning Tool: Preparing Table of Future Changes, Actions and Service Demands
What is the tool used for? Planning for future actions (sustainable development)
Steps
Guiding Questions
1. Afforestation on hilly lands (steep slopes), terracing, education on
conservation of natural resources, improved farming, etc.
What is future vision on the development of our resources?
2. Mixed agriculture (agroforestry), indoor dairy production, etc. for
increased food production and income
Which resources are needed to develop our village?
How do we reduce poverty among villagers?
3. Villagers to discuss partners they feel are of use to them before
negotiations (need partner - honest, trained, and good communicator).
What are the characteristics of a good partner?
Allows discussion of the village development issues involving all stakeholders
Page..33
Example:
Natural Resource
1. Forest
Vision or Change
Planting of Trees
Service Required
Partnership
Seeds
Training
By laws
2. Wet Land
Page..34
Learning Tool: Communicating Services Offered
What is the tool used for? Enables District Managers/Heads of Departments to visualize services offered to farmers
Steps
Guiding Questions
1. Visualize how to communicate services offered to
farmers/villagers
What procedures to be used to enable providers visualise services
demanded which ones are being delivered, and those demanded but not
being provided?
2. Group discussions on services delivered
During discussions which services are frequently demanded and required?
3. List and communicate services delivered by the Managers
Are you able to list the services and communicate them to the
stakeholders?
The tool is used to visualize and list services that are demanded and can be delivered?
Page..35
Example:
Extension Field Workers
ADVISORY ON:
Up-keeping of environment
Livestock and water
Agriculture and food
Health
Community development
Farm inputs availability
Afforestation
TRAINING:
Livestock
Agriculture
Environment
Poverty eradication
COMMUNITY TRAINING ON
Gender
Human rights
Responsibilities of committees
Record keeping
NGOs
FINANCIAL SUPPORT IN:
Construction of fish ponds
Rural roads construction
Purchase of seeds (trees and fruit trees)
Materials for trees and fruit nurseries
TRAINING IN:
Research in business enterprises
Business management and pricing
Facilitate training programme in participatory
planning
Farmers and Technicians to be trained on how to
evaluate plans
Training Management and Evaluation
Co-ordinate beneficiaries and service providers
Make available reports on marketing finance and
business programmes
Support the exercise of small survey on problems
COMMUNITY DEVELOPMENT
encountered during implementation of activities
To advise and assist farmers on the formation of
saving and credit co-operative societies
Learning Process – Village Based Programme
(VBP)
FORESTRY
Training on participation in the development of
communal forests
Helping villagers in the formation of by-laws
Tree seed collection
District Managers
Advise on preparation of village plans with major
emphasis in Gender involvement and Environment
conservation.
To co-ordinate and advise during implementation of
plans and take development changes when need
arises.
Translate national Policies and enforcement at the
village level.
Supervision of implementation of National Policies.
To make sure that farm inputs are available to
farmers
To seek for crop markets
Posting extension staff as appropriate
Supervision of Extension Staff
To provide training (in-service training), provision
of extension lists and incentives
Advise the Government on abolition or make
changes to outdated policies e.g. Land policy,
forestry policy, trade liberalisation etc.
To co-ordinate farmers with other stakeholders e.g.
Financing institutions, internet link etc.
To make evaluation of Department activities
Advisory on preparation of village and District bylaws
Page..36
Learning Tool: Preparing Table of Matching Farmer Demands with Services Offered
What is the tool used for? Visualizing and marching of services demanded by farmers with those delivered by service providers
Steps
Guiding Questions
1. Discuss services delivered by the managers and determine whether
they are all required by the farmers
Which services delivered that satisfy farmers’ demands?
2. Select those which match with farmers’ demands
Which services march?
3. Try to tabulate the services demanded and match them with those
delivered
Which services are:
Demanded and given?
Demanded but not given?
Delivered but not demanded?
Tool used to visualise and match services demanded and those delivered to farmers
Page..37
Example:
RESOURCE
Forests
Land
STEPS TO
BE TAKEN
Forest
manageme
nt
Tree planting
Soil
conservation
SERVICES DEMANDED
SERVICES PROVIDED
Tree seeds
Forest conservation
Seed collection
By-laws passed
Action/Follow-up
Training on seed collection and nursery
management
Supervision on inputs availability
Training on environmental protection
SERVICE PROVIDERS
Extension staff,
NGOs,
Donors
Extension staff
Donors
Page..38
Negotiation Partnerships and Reflecting on Actions
Learning Framework – Wednesday 23rd May 2001
Time
08:30
Activity
Program for day three
08:45
Matching services demanded with
services provided.
10.00
10:30
11.00
12:45
14:00
Reflection on good and bad partnerships
and identification of criteria for
negotiating successful partnerships
Identification of indicators for reflecting
on partnership performance
Development of indicators for reflecting
on environmental sustainability and
poverty
15:30
16:00
Reflection on first three days
17:00
Organisation
MC – Kisamba
Chair - Kizuguto
Group presentations Chair
Group work by stakeholder type
Explained by Muro
Facilitators – Facilitator Group,
Tea break
Plenary Brainstorming session
Facilitator - Semgalawe
Lunch Break
Explained by Matunda
Facilitators- Facilitator Group
Tea Break
Plenary session
Explained by Makembe
Documenter - Lekule
Materials
Flipchart
Learning points
Flipchart
Understanding how to match service
demands with service provision
Flipchart
Understanding what makes and breaks
some partnerships
Flipcharts
Understanding how to develop indicators
for reflection on partnerships
Flipcharts
Understanding how to develop indicators
for reflection on environmental and poverty
impacts
Revisit
Expectations
Cards
Page..39
Criteria for Negotiating Partnerships
Examination of good and bad partnerships – Mnadani Village
Project
Partners
Success
Success
Construction
of irrigation
reservoirs
Village
Government
Donors
District Council
Community
Factors for success
Reasons
Failures
Working tools and
materials in place
The idea came from the
community
Commitment and voluntary services
(labour)
Construction at early 1st
stages. Work in progress
as planned..
Foundation completed
Community contributed in
terms of labour
True co operation among the community
and other partners
Agreement still valid.
Working tools controlled by
the community
Management and
monitoring by beneficiaries
Agreement open and
transparent
Good co-operation,
collaboration, and
communication
Piped water
supply to 12
sub-villages
Villagers
Donors
District council
6 sub village received
piped water
The 6 six sub villages
contributed
6 other village did not
contribute
Donor commitment fulfilled
Donor time elapsed
True co operation
Mobilization, necessary working tools
and materials available
Clean water accessible to villagers
Page..40
Examination of good and bad partnerships – Wena Village
Project
Partners
Success
Reasons
Success
Irrigation
Villagers
Stones collections
5 SPW students
(Donors)
Sand, gravel, and cement
provided by SPW
Group work
Consent event
Proposal received heartily
Factors for success
Failures
Lack of local technicians
Lack of regular follow up by
village government
Bad weather for the activity
(rain)
ack of support from extension
staff
Rehabilitatio
n of a
Primary
School
SPW students
Availed cement, paints,
timber and lime stone
Group work
Villagers
Sand and stones collection
Acceptance by villagers
Timely availability of tools and
materials
Close follow-up by the villagers
and donors
Villagers had the need for a
school.
Close collaboration between
villagers and SPW.
Page..41
Examination of good and bad partnerships – Maringo Village
Project
Partners
Success
Reasons
Success
Tree planting
Fish farming
(construction
of fish ponds)
Villagers
SECAP (donors)
Extension Staff
Village
Government
Village groups
Individuals
Village
Church
Trees planted – 90 Ha.
Education on:Seed collection and
preparation
Tree nursery establishment
Forest management
Environmental protection
Wildlife environment reestablished
Reduced soil erosion
problems
Increased water supply
Increased tourist activities
Increased income to
villagers through sale of
timber and tourist activities
Limited success
Factors for success
Failures
Project implemented as
planned
Commitment
Good supervision (by villagers)
Villagers were willing to
co-operate
Timely availability of inputs
Close follow-up and valuation
(donor and extension staff)
Transparency and good
communication
Adequate availability of working
tools/equipment
Poor communication
Limited education
Weak follow-up
Improved diets
Increased income
Water conservation
Page..42
Examination of good and bad partnerships – Mavumo Village
Project
Partners
Success
Reasons
Success
Government
Forest
Conservation
Dairy Bulls
Project
Central
Government
Village
government
Villagers
Livestock
keepers
SECAP
CRDB (financier)
Employment for villagers
Availability of firewood improved
No grazing within forest
Availability of timber for village use
improved
Improved forest management (by
villagers)
Unauthorized illegal lumbering
stopped
Villagers involved in the forest
conservation
Villagers allowed on (temporary
terms) controlled farming within
forest area
Involvement of villagers in
the conservation of the
forest
Availability of breeding bulls
(crosses)
Centers for improved bulls
were started
Factors for success
Failures
Transparency between forest
experts and villagers
Proper supervision
Adequate and committed
village government
Firm institutionalization of
forest conservation by-laws
Good Government policy
of involving villagers
(PRA)
Forest burning not allowed
Illegal lumbering stopped
Villagers willing to
participate in the
programme
Poor supervision
Increased income for villagers
through employment and sale of
forest products
Additional farming land
available
Financier recovered back his
money (including interest)
Few villagers obtained improved
dairy cattle (crosses)
Page..43
Summary of reasons for success and/or failure of projects (Wena, Maringo, Mavumo, and Mnadani Villages)
Project Name
FORESTRY PROJECTS
IRRIGATION DAMS:
Reasons for success
Transparency policy, Follow up, Accountability, Working
tools/materials, Evaluation, Sharing information,
Participation, Good leadership, Acceptance of projects, Good
management, Strengthening of by laws, Working timetable,
Groups (both sexes), Education /training
Irrigation dams, Availability of materials, Agreement (target
group and donor), Contribution from the community?
Transparent agreement, Frequent information, Co operation
Group
PIPED WATER SUPPLY:
DAIRY CATTLE:
Established bull centers
IRRIGATION
SECONDARY SCHOOL:
Project acceptance, Labour contribution from the community,
Follow-up
Reasons for Failure
Poor participation
Poor education
Poor follow up
No failure
Poor co- operation from partner (six villages)
Poor management
Poor co- operation among the partners
Lack of commitment, weak partnership (CRDB case)
Lack of experts/technical staff
Major criteria identified for selection of good partners were:
1.
2.
3.
4.
5.
6.
Transparency
Project Acceptability
Peoples participation
Working tools/Equipment
Follow up
Accountability
Page..44
Learning Tool: Identifying Criteria for Negotiating Partnerships
What is the tool used for? Determine the criteria for use in selecting good partner(s)
Steps
Try to reflect on the projects which already have been implemented in
your village and have com into final stage with success or failure
Guiding Questions
Is his/her background known?
Which project has he carried out successfully?
List down the partners or collaborators or co-operators who were
involved in the project(s)
Is there any project he could not implement successfully?
List down the successes and failures of the project you have chosen
List down the identified reasons for the successes and failures
Consider the reasons for such successes and failures
Amongst issues identified that contributed to successes and failure list
down 5 to 6 essential factors to use when negotiating partnerships
As guide to select the right partner. Helps to carry-out proper analysis when selecting partners
Page..45
Example
Project
Partners
Success
Reasons
Success
Irrigation
Villagers
Stones collections
5 SPW students
(Donors)
Sand, gravel, and cement
provided by SPW
Group work
Consent event
Proposal received heartily
Factors for success
Failures
Lack of local technicians
Interested in realizing outcome
Lack of regular follow up by
village government
Lack of support from
extension staff
Page..46
Learning Tool: Identifying Learning Questions for Reflecting on Partnerships
What is the tool used for? Preparing guidelines for implementation
Steps
Guiding Questions
1. Selection of projects to be implemented
How responsible is he?
2. Getting to know the capability of the partner you want to work
with
Does he/she have enough skills? (in relation to the project)
3. Involving the community in planning development activities
Does he/she involve others in decision making?
Implementation guidance
Page..47
Example
Guiding questions (developed by the participants) for negotiating partnerships
TRANSPARENCY
Does he/she produce reports?
Does his/her work performance relate to the contractual agreement?
Is he/she faithful?
Does she/he produce transparent financial reports?
Does she/he ask for excuses?
Does she/he accept corrective feed back?
Is she/he committing mistakes frequently?
Does she/he hide some of the issues?
Is she/he ready to correct himself?
Is she/he straightforward?
Has she/he asked for advice from the villagers?
PARTICIPATION OF THE PEOPLE
Does she/he involve people of both sexes?
Does she/he provide feed back?
Does she/he entertain tribal practices?
FOLLOW -UP
Does she/he attends appropriate meetings
Does the visit villages or simply stays in the office?
Does she/he read work implementation reports?
Does she/he implement the project according to timetable
PROJECT ACCEPTABILITY
Does the project help the people?
Does the project promote family incomes?
Does the project meet peoples needs
Is the project well understood by the people?
What negative effects the project has?
Does the project benefit the targeted people?
Does the project benefit the targeted people?
Does the project contain environmental conservation aspect?
WORKING TOOLS/EQUIPMENTS
Does she/he posses the skills needed for the project?
Does she/he posses necessary experiences?
Is she/he capable?
RESPONSIBILITY/ACCOUNTABILITY
Can she/he appreciate?
Does she/he fulfill promises?
Does she/he harass the people?
Does she/he conduct self- evaluation?
Is she/he selfish?
Does she/he take responsibilities voluntarily?
Is she/he innovative?
Is she/he truthful?
Does she/he accept adjusted by laws?
Does she/he work to help the targeted people?
Page..48
Learning Tool: Identifying Learning Questions for Reflecting on Environmental Sustainability and Poverty Reduction
What is the tool used for? Visioning indicators for sustainable improvements of the environment and poverty reduction
Steps
Guiding Questions
1. To identify activities which bring about improved environment and
sustainable poverty reduction
Which activities /programmes have to be implemented so as to bring
about sustainable improvement and poverty reduction?
2. Reflecting on visible outcomes of when improved environment
programmes are being implemented
In the case these activities are implemented to completion what will be
the positive outcomes?
3. Reflecting on the effects when poverty reduction initiatives are
neglected
What indicators will show involvement of the managers and groups in
implementing the programs?
How do you use the tool?
This is a tool used to sensitize farmers on their understanding of their environment and poverty reduction and involvement to act.
Page..49
Example
Changes/Measures taken
Contour Construction
Tree planting
Fish pond construction
Indicator Showing Sustainable Environment
Absence of soil erosion
Increased soil moisture
Improved soil moisture
Increased number of trees
Availability of clean air
Reduced bare areas
Increased planted fruit trees
Improved fuel would availability
Reduced price of fish
Increased fish availability
Construction of irrigation dams
Crops production beyond agriculture period
Zero grazing
Absence of soil erosion
Reduced free livestock movement
Improved natural regeneration
Increased quantity and quality of water
Water sources Protection
Indicators Showing Poverty Eradication
Increased crop production per acre
Adequate rain fall
Increased incomes through sale of tree products
Increased ability by parents to pay for school fees
Improved incomes
Reduced child malnutrition
Prolonged agricultural activities, increased crop production
Fish farming
Improved child nutrition
Use of bio-gas
Improved incomes for farmers
Rivers fall of water all times
Increased crops production during by seasons
Page..50
Examining Institutional Consequences
Learning Framework – Thursday 24th May 2001
Time
08:30
Activity
Recap on Day three
Program for day four
09:00
Examining institutional consequences –
changes in practice, research and policy
10:30
11:00
12:45
14:00
15:30
16:00
Group presentations changes in practice,
research and policy
Follow up actions from workshop
Organisation
Chair – Shelukindo
MC – Semgalawe
Expectations Analysis - Makembe
Explained by - Muro
Group facilitators
Tea break
Plenary session
Lunch Break
Group work with farmers and service
providers
Facilitators – Kisamba, Shemdoe, Lekule
Materials
Learning points
Cards,
Flipcharts
Understand changes needed to better
support farmer visions and service
demands.
Cards and
flipcharts
Understanding how institutions need to
change to meet future visions
Flipcharts
Tea Break
Follow up actions from workshop
(continued)
Continue group work
17:00
Expectations feedback
Plenary session
Facilitator - Makembe
17:00
Tool sheets
Flipcharts
How to document learning tools
Flipcharts
Page..51
Institutional Consequences for Farmer Groups
Maringo village
NATURAL RESOURCES/
(STRATEGIES)
Tree Planting
Soil and Water Conservation
Water Sources Conservation
Construction of Irrigation water
reservoirs
Improved housing and latrines
Roads improvement
Telephone communication
network Bio-gas installations
SERVICES WHICH ARE
DEMANDED AND ARE
ACCESSED
Tree seeds, Training on tree nursery
establishment
Training, tree seeds, tools,
implementation, planting,
excavation
Training, tools and know how
Training, tools, tech know how
Training, tools tech. Know how
Excavation, tech. Know how
Telecommunication
Energy
SERVICES REQUIRED BUT NOT
ACCESSED
Poly-tubes, watering cans
Poly-tubes, fertilizers, surveying tools,
pick axe forked hoes, spades
Poly- tubes watering cans
Survey tools, pick axe, spades, stone
hammer cement water gates
Pick axes, spades, stone hammers,
cement, iron bars.
Material requirements and tools
Cement, pipes, stoves lanterns
REASONS FOR NOT BEING
ACCESSED
Inadequate by-laws, Inability (unable),
Poor communication
Poor communication
Lack of by-laws
Lack of tech know how, Lack of
construction materials and tools
Lack of know how, Lack of by laws
Mnadani village
NATURAL RESOURCES/
(STRATEGIES)
Forestry
Irrigation Water Reservoir
Construction
Domestic water supply
Electrification
Telecommunication
Livestock – Zero grazing
SERVICES WHICH ARE
DEMANDED AND ARE
ACCESSED
Poly-tubes, training and tree seeds
Technicians, Cements
Self help efforts
Training, Dairy Cattle, Milk market
SERVICES REQUIRED BUT
NOT ACCESSED
ACCESSED
Pipes, joints, cement and tech know
how
Tech know how, tools
Tech know how, tools
-
Donor support ceased
Lack of contribution from 6 hamlets
Can not be connected by the villagers
-
Page..52
Institutional Consequences for Farmer Groups
Mavumo village
NATURAL RESOURCES/
(STRATEGIES)
Forestry Development
Terraces
River, water source
conservation, tree planting
Feeder roads construction
Education infrastructure
establishment
Livestock/Zero grazing
Health services
Domestic water supply
SERVICES WHICH ARE
DEMANDED AND ARE
ACCESSED
Tree seeds, by laws, tech know how
Surveying tools, tech know how, by
laws and farming puts
Tech know how, by laws, tree seeds,
poly-tubes and hoes
Tech know how, by laws and tools
Site (Plot)
Fodder growing plots
Construction site
Tools
NOT ACCESSED
Fertilizers, watering cane, Bricks
Seeds; wheat, fruits trees, and banana
suckers
Fertilizers, bricks
Transport, Sand ,murrum
Tech. know how, by laws materials,
CIS, cement, timber
Materials: CIS, cement, nails
Pipes, joints and transport
ACCESSED
Inadequate funds
Poor Communication
Inadequate funds
Inadequate funds, communication
Not in District plan
Wena village
NATURAL RESOURCES/
(STRATEGIES)
Land conservation
Forestry development
Rivers conservation
Wild animals
Livestock development
Roads construction
Irrigation water reservoir
construction
SERVICES WHICH ARE
DEMANDED AND ARE
ACCESSED
Training, Seeds, Agroforesty, advisory
services
Tree seeds, tech know how fertilizers,
by laws
Tree seeds fertilizers
Training by laws
Training on zero grazing, by laws
Training, tech know how, labour
Tech know how, sand, stones cement
NOT ACCESSED
Poly-tubes
Poly-tubes
Poly-tubes
Tools, equipment for construction
Rehabilitation
ACCESSED
Tree seeds, polytubes, inadequate
financial resources
Lack of technical support
Inadequate funds
Lack of technical support
Training and by laws
Human resource
Livestock development (diary cattle)
Inadequate funds
Lack of technical knowhow
Page..53
Institutional Consequences for Local Government
Managers
NATURAL
RESOURCES/
(STRATEGIES)
Forestry development
Land and farms
conservation
Water sources
Livestock development
(Zero grazing)
Fish ponds
Irrigation water reservoirs
construction
SERVICES WHICH ARE DEMANDED AND ARE ACCESSED
Preparation of advise on village based planning and implementation
Co ordination of the plans
Policy interpretation
Advisory services on by laws
Evaluation of projects
Linking of stakeholders
Farm inputs: close advisory services
Marketing: desirable price and market
Personnel: Extension workers at village level to be motivated and
supervised
Laws: Water sources management and water rights
Advisory services on formulating by laws
Advisory services on: Planning and implementation and safeguarding
policies
Supervision of policy, servants and implementation plans
Policy: Poverty deviation and improved food diet
Advisory service: Ponds excavation and management
Co ordination: Village based plans
Laws: Proper water use and management
Policy on: Improved agricultural practices, poverty elevation
SERVICES REQUIRED BUT NOT ACCESSED
Seed tree/reduced price
Poly-tubes – free
Tree seedlings - free
Working tools - free
Farm inputs – free or subsidised
Adequate extension workers
Land tittle deeds
Reliable marketing system
Water rights
Tree seeds, poly-tubes tree seedlings, fence, working
tools (free/subsidised)
Livestock medicine at a subsidised price
Cattle bulls and washing at a subsidised price
Fish fingerlings frees
Adequate extensionists
Adequate water supply and tools - free
Page..54
Institutional Consequences for Service Providers
Extension workers
NATURAL RESOURCES/
(STRATEGIES)
Forestry Development
Dairy Cattle Improvement
Land Development and Conservation
SERVICES WHICH ARE DEMANDED AND
ARE ACCESSED
Training on: Participatory planning, by laws and tree
seeds collection
Good husbandry:
Feeding regrinds , diseases control, zero gracing,
improved bull center
Training on: Environmental friendly farming
practices.
Land Development and Conservation
Training on: Environmental friendly farming
practices.
Rural Feeder Roads Improvement
Tech, know how
Sensitization of the community
Training on:
Water sources management
Tree and management
River Conservation
AVAILABLE SERVICES BUT NOT DEMANDED
Artificial insemination
Cheese making
Improved seeds
Chemicals (eg pesticides etc)
Chemical fertilizers
Field crop husbandry
Improved seeds
Chemicals (eg pesticides etc)
Chemical fertilizers
Field crop husbandry
Page..55
Learning tool: Identifying Institutional Consequences by Stakeholder Group
What is the tool used for? To identify limitations/problems that may hinder speedy implementation of projects/planned activities
Steps
Guiding Questions
1. List the projects in progress and identify existing problems
affecting their smooth implementation (problems that are related to
service provision)
Is the service provider performing?
2. Brainstorm research requirements that may eliminate the technical
problems causing poor delivery of the needed services
Which/what type of research needs to be done?
Process of identifying weaknesses of service delivery during project implementation.
Page..56
Example
NATURAL RESOURCES/
(STRATEGIES)
Tree Planting
Soil and Water Conservation
SERVICES WHICH ARE
DEMANDED AND ARE
ACCESSED
Tree seeds, Training on tree nursery
establishment
Training, tree seeds, tools,
implementation, planting,
excavation
SERVICES REQUIRED BUT NOT
ACCESSED
Poly-tubes, watering cans
Poly-tubes, fertilizers, surveying tools,
pick axe forked hoes, spades
ACCESSED
Poor communication
Poor communication
Page..57
th
Learning Framework – Friday 25 May 2001
Time
08:45
Activity
Recap on Day four, Program for day five
09:00
Group work on setting up MultiStakeholder learning groups
10:30
11:00
13:00
14:00
15:00
15:30
16:00
Setting up learning groups (continued)
Presentation of learning tools and
learning group plans
Reflection on workshop revisiting the
workshop expectations
Closing ceremony
Forming Learning Coalitions
Organisation
MC Chair - Shelukindo
Group work with Ward level and District
level stakeholders
Facilitators Tea break
Group work
Lunch Break
Plenary session to develop workshop
recommendations
Tea Break
Individual filling out of evaluation form
Facilitator Presentation of Certificates
Farmer remarks, Service provider remarks
Closing speech -
Materials
Flipcharts
Learning Points
Understanding how to set up learning
groups
Flipcharts
Flipcharts
Understanding how learning tools and
process can be used in Ward and District
settings.
Evaluation
sheet
Page..58
District Level Learning Coalition
Presentation Managers, NGOs and Donors
Who are the Learners?
All committed Stakeholders at district level willing
and able to volunteer in following departments:-
Agriculture
Natural resources
Community Development
Co-operatives
Water
Culture
Trade
Planning Office
District Engineering Office
Finance and Manpower Development Office
Livestock
NGOs and Donors
What do they want to Learn?
Elements related to the wellbeing of the
community:-
What needs to be changed?
Improvement in the following areas:-
Soil Conservation
Conservation of water resources
Conservation of community forests and catchment
forests
Agriculture and livestock improvement
Formulation of participatory development
programmes
Proper use of locally available resources and
technology
Environment
Increased production
Increased income
Improved water quality and increased quantity
Improved nutrition and community development
Community empowerment on decision making and
development issues
Poverty alleviation
Improve and use indigenous technology
Improve livestock keeping
Improve communication
Page..59
Village Level Learning Coalition
Presentation Farmers
Maringo and Mnadani
Villages
Wena and
Mavuno Villages
Step 1
Briefing on Multi-stakeholder Learning to Village leadership and Villagers
Step 2
Planning: Analyse in detail the available resources, Use the participatory
method to involve the stakeholders
Step 3
Formation of Village Committee/Core Group, Village Working Committee
(Executive Group)
Who are the Learners ?
Village Leaders
Villagers
Partners
Technicians
Steps to Undertake
Step 1
Briefing on Multi-stakeholder Learning to Village Government and Villagers
Step 2
Planning to improve the available village maps
Step 3
Seek support of Village Leaders and convene general meeting to:- Give
briefing of multi-stakeholder learning education,
Identification of available natural resources in the village,
Identify early innovators of multi-stakeholder learning education,
Formation of working groups
Village Leaders
Villagers
Different Institutions
Technicians, service provider partners
What to Learn?
Identification of natural resources
How to improve the available resources
Participatory approaches
What to Learn?
Soil and water conservation
Natural resources management e.g. rivers
Multi-stakeholder learning education
How to improve the environment
Formulation of by-laws
Page..60
Learning tool: Forming District Multi-Sector Learning Coalitions
What is the tool used for?: To enable the managers and farmers to form learning groups through LLL to achieve a sustainable development resources
Steps
Guiding Questions
1. To get a list of stakeholders who will be involved at the district
level
Who are the learners?
2. To think together things which are to be learned
Where are they learning?
3. To analyse expected changes in sustainable resources
What are the expected changes?
It will be used to search for stakeholders who committed and able to volunteer at village level for group formation for group learning
Page..61
Example
All committed Stakeholders at district level willing
and able to volunteer in following departments:-
What do they want to Learn?
Elements related to the wellbeing of the
community:-
Planning Office
District Engineering Office
Finance and Manpower Development Office
Soil Conservation
Conservation of water resources
What needs to be changed?
Improvement in the following areas:-
Environment
Increased production
Increased income
Page..62
Learning tool: Forming Village Level Learning Coalitions
What is the tool used for?: To sensitize villager on multi-stakeholder learning approach and how it can be used to improve activity performance at the village
Steps
Guiding Questions
1. Initiate core group able to comprehend activities in progress
What will be the intentions of the core group?
2. Involve all stakeholders
How is the group going to be formed?
3. Plan how to start acting
Who will be involved in the activities of the group?
4. Arrange and call meetings
What will be the roles of the core group members?
How will the group communicate?
How do you use the tool?
Involvement of all stakeholders in the village so as to plan how to improve the existing natural resources sustainably.
Example:
Village
Steps
Key Questions
Step 1
Briefing on Multi-stakeholder Learning to Village leadership and Villagers
Step 2
Planning: Analyse in detail the available resources, Use the participatory
method to involve the stakeholders
Step 3
Formation of Village Committee/Core Group, Village Working Committee
(Executive Group)
Who are the Learners ?
Village Leaders
Villagers
Partners
Technicians
What to Learn?
Identification of natural resources
How to improve the available resources
Participatory approaches
Page..63
Evaluating Learning Workshops
Reflections on Expectations (n=number of participants out of 27 whose expectations were met)
Workshop Expectations
Education
Learn how to train others to learn something new, Learn how to establish learning approaches in the district, Sensitize others to adopt the learning approach to
improve the environment, Develop the learning approach, Participants to learn what is Multi-Stakeholder Learning, Multi-Learning Approach to improve
extension services in the respective areas, Extend the learning approach to villages, Knowledge of Multi-Stakeholder Learning at village level is important,
Learn how to bring about my own development and fellow villagers to benefit from the education received during the workshop, Be educated on MultiStakeholder Learning, Participation to improve our understanding on Multi-Learning Approach, How to involve participatory learning
Planning
Multi-Stakeholders to collaborate in the planning and implementation of development plans, How to utilize local knowledge to plan their own development,
District to share development plans with the target groups, Empower target groups to come up with their own sustainable development plans at village level,
Involve villagers in solving their own problems
Poverty alleviation
Getting to know the role of Multi-Stakeholder Learning in poverty reduction, Multi-Stakeholder Learning approach is the tool for the poor to sustain their
development, Farmer credit availability as means of speeding up their development, Multi-Stakeholder Learning approach will empower farmers to reduce
dependence on external aid, Enable communities to analyze their problems and solve them without depending on others
Program Implementation
Empower village level trainers of Multi-Stakeholder Learning, Likelihood of obtaining interested donor to support Multi-Stakeholder Learning, Establish
formation of learning groups in the Multi-Stakeholder approach, Extend Multi-Stakeholder Learning to all villages in Lushoto District, National Multi-Sector
Learning Coalition to work more closely with district working groups, Initiate Multi-Stakeholder Learning as a policy at village level, Enable farmer
participants to extend Multi-Stakeholder Learning, knowledge in their respective villages
Networking
Multi-Stakeholders to meet physically, Strengthening multi-stakeholder network, Visits to various areas within Lushoto District, Collaboration between
donors, NGOs, District councils and communities
Responsibilities
Villagers to take responsibility for sustainable utilisation and conservation of existing Natural Resources, Multi-Stakeholder Learning will be very useful in
the conservation of the environment, Learn how mountain dwellers address their problems, Re-establish and maintain resources for development
Approaches
Differentiate Multi-Stakeholder Learning approach from other Pas, Difference between Multi-Stakeholder Learning and PRA, How Multi-Stakeholder
Learning differs from other approaches such as PRA, RRA, What will be the benefit when we adopt Multi-Stakeholder Learning , New participatory
approach , Award of certificate for participation
Experience
To get experiences from others who have Multi-Stakeholder Learning approach
To get experiences experience on sustainable utilization of local natural resources
To get feedback after the Kilosa Multi-Stakeholder Learning workshop
Increased experience in the in service delivery to target groups
n*
18
16
19
15
13
20
10
16
Page..64
Evaluation Questionnaire Results
1=I do not agree at all.
2=I slightly disagree.
3=I am not sure.
4=I agree
5=I fully agree
1. FIRST IMPRESSIONS the workshop led to:
Open dialogue happening between stakeholders present
4.44
A better understanding of one another's situations
3.22
2. The following FACTORS were important in this workshop
The facilitators were willing to listen to participants opinions
4.44
The mix of stakeholders present was good
3.72
3. About the QUALITY OF COMMUNICATION during the workshop
The workshop provided participants with the opportunity to create new ideas
4.44
The discussion encouraged the development of trust for working together
4.03
4. About the OBJECTIVES and EXPECTATIONS of the workshop
I have a better understanding of Multi-stakeholder Learning
4.03
I have enough skills to facilitate a learning process back home
3.78
I have concrete follow up actions to take when I return home
3.87
Workshop Participant Categories
Farmers
Donors and NGOs
12
2
District Department Managers
Field Extension Officers
TOTAL
9
9
32
Page..65
Participants Comments on Workshop
WHAT COULD BE IMPROVED
WHAT WAS GOOD ABOUT THE WORKSHOP
Teaching language should be simplified
All participants contributed their ideas freely
Spend more time on the subject of resource improvement
Good meals
Increase workshop period to two weeks
Satisfactory conference room
Split the secretariat into Swahili and English groups
I was impressed by the approach of learning in groups
Avoid very tight schedule
I received the education I received I needed to help in the development of my village
Extend more workshops to villagers
Learning about multi-stakeholder learning approach
Increase discussion time, more to farmers
Programme flexibility
Managers need to make follow up visits to evaluate implementation of the
Co-operation between stakeholders and donors
multi-stakeholder learning approach
Transparency, truth, participant commitment and respect for each other
Presenters to agree on standard presentation procedures in advance
Opportunity to meet other people from different occupations (extension staff, managers and
Reduce volume of paper materials used
donors)
Vary presentation style, don’t use flipcharts only
Satisfactory teaching and learning materials
Include field visits during workshops
The mix between different stakeholders and opportunity to hear from farmers
Institute multi-stakeholder learning policy to hasten implementation at
Workshop procedure was good
village level
Transparent, co-operative and professional facilitators
Need to spend more time to learn on the approach before moving on to
Good workshop preparation from day one
planning and implementation
Respect for participant opinions regardless of one’s position (designation)
Distribute the whole workshop schedule in advance
Learn new ideas
Facilitators not against participant opinions and freedom to air views and criticisms
The vision to improve our environment
Involvement of the participants at every stage
Facilitators’ willingness to learn from participants and be criticized
Facilitation of participation and travel expenses
OTHER COMMENTS
Similar workshops need to be conducted at least twice a year or more
The next workshop should be organized for Mwanga District
Plan specific programme for farmers and involve more of them as they represent the actors in the field
Sponsor participants (farmers) to visit other areas implementing other areas
This approach should be adopted by all stakeholders and work hard to ensure it is sustainable
National Core group to maintain closer contact and communicate more frequently with the district working groups
Reduce the amount of detail to avoid confusing the farmers and prepare the presentations in simpler language for them to comprehend
Two weeks should be the time target for future workshops
If I have a problem related to the approach who should I contact?
More teaching needs to be done on the approach before moving on to applications
Introduce TV and Radio programmes on the multi-stakeholder learning and how it is being implemented in the villages
Page..66
Closing Remarks by Farmer Representative - Salum Msuya
Mr. Chairman,
Thank you for inviting me to speak a word of thanks on behalf of my fellow farmers. Special thanks to the Guest of Honor for accepting our request to
officiate the closing of our workshop. In addition we would like to offer our sincere thanks to all the facilitators from the National Core Group, ISG,
District and Other Stakeholders for conducting the workshop successfully.
We have benefited much from this workshop. From what we have learned we believe this approach will help to speed up development activities and
improve our environment in the villages as well as within the district. One special note is the time planned for the workshop. It was very short, forcing
very tight schedule and subject overlap.
We have four requests to make in order to improve our learning process. First and foremost is that these workshops be continued and extended to as
many areas as possible. Secondly the time needs to be increased; one week is not enough, and two weeks would be a compromise. Thirdly Kiswahili
be maintained as the teaching language since most farmers do not speak international languages (English). Finally we request enough copies of the
Swahili proceedings of the Kilosa workshop and those which will be compiled for this workshop. This will help us to learn faster and be able to
compare what we do with what the others have done.
In closing we would like to promise that we will try all our best to introduce the multi-stakeholder learning approach in our villages and neighboring
ones for sustainable improvement of our resources and the environment.
Thank you all.
Page..67
Closing Remarks of NGO Representative – Rwelengera Mugyabuso
The Honorable Guest of Honor,
May I on behalf of my fellow participants present a few closing remarks for our weeklong workshop, which is just ending. We wish to give our sincere thanks to
ISG for availing the time by Dr. Clive Lightfoot to participate and support the workshop. His expert advice in the running of the workshop at each stage. We also
wish to thank all those who were involved in the facilitation of this valuable workshop from ISG, National Core Group and districts. Special thanks to the Royal
Danish Embassy for financing this workshop, and others including the Core Group activities here in Tanzania. We hope for their continued support in extending
their support to many more learning workshops that we need to expand the multi-stakeholder learning education. The Organising Committee supervised by FANRM
Research Consultants has done a commendable job to have the workshop in place. We wish to thank them for their endless effort and co-ordination. Finally we wish
to thank the Lushoto workshop participants and organisers for the necessary arrangements including our comfortable stay, conference facilities and meals.
We have learned a lot on multi-stakeholder learning approach in this workshop. We have also shared experiences between groups and individuals, all this helping
not only to improve our learning process, but also to establish a network which will help us to maintain contact, exchange of ideas and experiences for the benefit of
our Nation. The vision of identifying all the actors and involving them in the planning and implementation process will no doubt speed up the national development
strategy. This workshop has bee an eye-opener in this direction.
In order to cement and extend the multi-stakeholder Learning approach particularly to the villages the workshop has come up with the following recommendations
(i)
Formations of multi-stakeholder coalitions at district and village level so as to implement the approach practically.
(ii)
To learn the needs of our farmers and change our attitude so that we offer services that meet their needs.
(iii)
The need to emphasise improvement and conservation of existing resources and the environment is not debatable but a must. This is necessary for our
survival and for the future generations to come. We should aim at improving the environment and fight against poverty at all levels.
I wish to make two comments on shortcomings for the benefit of future workshops. First, the workshop space was rather small, considering the size of the group and
the need to chance the sitting into groups, use flip charts and audio- equipment. All this needs enough space. Secondly the time was very short, as has already being
pointed by the previous speaker. It is important the tie be increased.
Finally may I thank the Chairman for inviting me to speak what I have presented on behalf of my fellow participants. Thank you for listening.
Page..68
Official Closing by Mr. Elibariki Tondi, District Executive Director Lushoto.
Honourable Workshop Chairman,
Honourable Dr. Clive Lightfoot,
Workshop Facilitators,
Honourable workshop participants,
Ladies and Gentlemen,
I wish to take this opportunity to thank the organisers of this workshop for giving me the honour to be the guest of honour in closing this workshop. This has been a
special honour to me as it has given me the chance to participate and share ideas with the guests and the participants in the workshop. I am very happy, as it has also
given me the chance to learn about the multi-stakeholder learning approach.
I would like to welcome all of you guests to Lushoto. I hope you have enjoyed the cool and sometime rainy weather typical of Lushoto.
Thirdly I wish to take this opportunity to thank the donors (the Royal Danish Embassy) for financing the workshop, the organisers and those who facilitated the
workshop.
Mr. Chairman, I am told the workshop was attended by 41 participants; i.e. from Iringa (4), Mwanga (4), Lushoto (7), NGOs (2), Farmers from Lushoto (12), farmer
from Kilosa (1), National Core Group (6), and Extension staff Lushoto (5). All attended the workshop starting from 21/05/2001 till to date (25/05/2001). May I
congratulate all of you for your being able to attend for all the scheduled period.
Mr. Chairman, I am also told the basic theme of the workshop was on “MULTI-STAKEHOLDER LEARNING” In this workshop you learned or contributed ideas
on the different aspects of this approach e.g. its meaning, history, etc.; you have also exchanged ideas on your experience with this approach. Every one of you had
the chance to learn and understand the approach being learned . You have gained a new approach to improving your programme planning. Similarly you have
understood the benefits or negative effects (if any) of participatory planning.
The Honorable Chairman, I have been very pleased for this workshop because of this vision to involve the community at grass root level is an approach that has been
approved for adoption in the implementation of all development programmes nationwide. The approach is clearly stated in the Constitution of the United Republic of
Tanzania of 1997; similarly it is stipulated in the law Act No. 7 of 1982 of the Local Government Ordinance. This approach is mentioned in the Election Manifesto
(CCM) of year 2000. It is therefore clear that this workshop will support to a large extent implementation of National Policies and the Election Manifesto. I
congratulate you all, and support strongly the hosting of the workshop, which has taken a national face.
Page..69
It is obvious that various development programmes being planned need to utilise the limited available resources to improve the livelihood of the Tanzanian people.
Since these resources are scarce it is important they are efficiently utilised to satisfy the needs of this generation as well as the future generations to come. By
involving all the stakeholders who in one way or the other are involved in the utilisation of these resources we will be giving a chance to each one to contribute their
efficient utilisation.
Honorable Chairman, I believe if every one is involved then each will become responsible to ensure he or she utilises carefully whatever is available for the benefit
of all. Only in this way we may be able to sustain the resources for the future generations and ourselves. Each individual would utilize the existing resources
intelligently and with care, e.g. the available forests, water, land, animals, air, etc. By involving the community we will eliminate activities that pollute/destroy our
environment.
The education you have just received should be pushed forwards so that the village committees to plan sustainable development activities can use it. Such
plans (projects) even when they are financed by donors, when they leave still the villagers will own the projects hence continuing implementing the same. Many
districts have started using the participatory approach and have begun to enjoy the associated benefits. They own the programmes. The outdated ideas such as this is
a Government project, SECAP, HESAWA, World Vision, etc. is now being erased from peoples minds. The beneficiaries are rehabilitating the projects/programmes
so that even when the donor winds up they can be continued without being negatively affected.
Through this participatory involvement we will be able to use the available resources in the fight against poverty. Countries that have used this approach have
succeeded to a large extent in their actions towards improving their environment and revival of their economies, at the same time fight against poverty. This has been
possible through improved planning as a product of the participatory involvement.
After mentioning the above may I take this opportunity to thank you again for inviting me as Guest of Honor to officiate the closing and for selecting Lushoto to host
this workshop. May I apologize on our behalf any shortfalls in your expectations that we could not meet 100%? We will appreciate your conciliation on those if any,
and please adept those you felt were good.
At this point I declare the Workshop is closed, wishing all the best to our visitors and welcome again. Thank you all.
Page..70
PARTICIPANTS LIST
NAME
Capt. Gofrey Ngatuni
Twaha Kizuguto
Hassan Shelukindo
Jastin Mzoo
Elieskia Mngulwi
Elizabeth Msoka
John Titu
Richard Shebughe
Beatrice Shemdoe
Stella Kussaga
Patricia Mgema
Fredrick Msaky
Joachim Lyimo
Rwelengera Mugyabuso
Pascal Alphonce
Lucas Shemndolwa
Farida Mbwambo
Salim Msuya
Bisura Habibu
Paul Pentzel
Assiatu Ally
Yohana Shechambo
Aziza Suba
Thomas Sheiza
Raphael Kingazi
Daudi Mgonja
Ndelekwa Akyoo
POSITION
D.C.
DALDO
Manager -SECAP
DSMS Irrigation, Lushoto
DSMS Livestock
Extensionist
Afisa Maliasili
Chair. FoU
Gender Officer
CDO/DO II
Secretary
A.F.O.
Field Officer (Ext
CEO – RRC
(LFO II)
Mkulima
Mkulima - Mavumo
Mkulima/Katibu Uwashu
Mkulima
Mkulima
Mkulima
Mkulima
Mkulima Wena
Mkulima Wena
Mkulima Mnadani
Mkulima M/Kiti kijiji
DCDO
INSTITUTION/ADDRESS
P.O. Box Lushoto
P.O. Box 22 – Lushoto
P.O. Box 22 - Lushoto
P.O. Box 22 Lushoto
P.O. Box 36 Bumbuli
P.O. Box 233 Lushoto
P.O.Box 60 Uwashu - Lushoto
P.O. Box 60 Uwashu - Lushoto
P.O. Box 260 Mnadani Lushoto
P.O. Box 2 Maringo - Lushoto
PO Box 42 Maringo - Lushoto
P.O. Box 25 Bumbuli
P.O. Box 25 Bumbuli - Wena
P.O. Box 25 Bumbuli - Wena
PO Box 260 Mnadani - Lushoto
P.O. Box 260 Mnadani -Lushoto
P.O. Box 195 Mwanga
TEL
027-2640007
027-2645080
027-2640060
027-2640007
027-2645080
027-2645080
027-2640060
027-2640060
0272640039
027-2640355
027-2640064
027-2640263
EMAIL
[email protected]
[email protected]
secap@ tanga.net
ramugya @ yahoo.com
-
027-2640355
027-2640355
027-2640355
02757830
[email protected]
Page..71
PARTICIPANTS LIST
Felix Matunda
Lucas Chuwa
Prof. Faustin Lekule
Othmar Haule
Agronomist – (DALDO)
DSMS Crops
Professor
Dist. Natural Res. Office
P.O. Box 98 - Mwanga
P.O. Box 98 – Mwanga
P.O. Box 3004 SUA Morogoro
P.O. Box 82 Kilosa
Kavishe Shaira
Mark Farahani
Marietha Makeeyo
Shakwaanande Natai
District Extension Officer
AFO
Mkulima
District Extension Officer
P.O. Box 2- Kilosa
P.O. Box 333 - Kilosa
P.O. Box - Kidatu
P.O. Box 290 - Iringa
Issae Madundo
Nemes Makembe
Field Educ. Officer
DALDO/Livestock Officer
P.O. Box 1683 - Iringa
P.O. Box 171- Iringa
Abel Mgimwa
Dr. Francis Shao
(CDO) Hima Iringa PM
Consultant
P.O. Box 1187 – Iringa
P.O. Box 70463 – Dar.
Gibson Kisamba
TFA – Dar.
P.O. Box 4964 – Dar.
Grace Muro
Erasto Mlay
Dr. Zainab Semgalawe
Clive Lightfoot
William Mngazija
Trainer
Consultant
Socio-econ research
Chair
Mwandishi R. One/ITV
P.O. Box 977 – Dar
P.O. Box 70463 – Dar.
P.O. Box 2066 – Dar.
Agropolis Ave, Montpellier, France
P.O. Box 232 - Tanga
2757829
2757129
0741212152
0232623085, Fax 0232623205
2623027
2623172, Fax: 0232623202
026-2700428, Fax: 0262702396
026 –2720415, 2702493
026- 2700428, Fax:
0262702175
026-2702764
022-2451400, Fax 02224514500
022-2864567, Fax: 0222863391
0222118137, Fax: 116713
022-2451400
2865477, Fax: 2865312
33-467047527
0741-256881, Fax: 2643770
[email protected]
Lekule@ suanet.ac.tz
Kdc@ raha.com
Mfarahani tz@ yahoo.com
Asps.iringa@ cats-net.com
Mcciringa @ hot mail.com
[email protected]
Himairg@ twiga.co
fshao@ muchs.ac.tz
[email protected]
zsemgalawe@ raha.com
[email protected]
Page..72

multi-stakeholder learning workshop

Transcrição

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