multi-stakeholder learning workshop
Transcrição
multi-stakeholder learning workshop
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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..2 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..3 Contents Page Ø Ø Ø Ø Ø Ø Ø Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Learning Tools Developed Forming Learning Coalitions Learning Framework 25th May District Level Learning Coalition Village Level Learning Coalition Learning Tools Developed 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 Page..4 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Page..5 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..6 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..9 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..10 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..12 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..13 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Facilitators meeting Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 and Service Demands Farmers’ Future Visions - Wena Village Past Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 and Service Demands Farmers’ Future Visions - Mavumo Village Past Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 and Service Demands Farmers’ Future Visions - Mnadane Village Past Present Future Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 and Service Demands Farmers’ Future Visions – Maringo Village Past Present Future Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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) Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Action/follow-up/valuation Training Availability of tools/equipment By-laws Action/follow-up/valuation 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 Leaders (village, district) Farmers/Farmer groups Experts Leaders (village, district) Farmers/Farmer groups Experts Leaders (village, district) Page..24 Services Offered by Providers 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Services Offered by Providers 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Matching Farmers’ Demands with Services Offered 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Matching Farmers’ Demands with Services Offered 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 Heads of departments 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. Extension Staff Heads of Departments Extension Staff Heads of Departments Donors Page..29 Matching Farmers’ Demands with Services Offered Maringo Village RESOURCE Forests Land STEPS TO BE TAKEN Forest manageme nt Tree planting Soil conservation SERVICES DEMANDED Tree seeds Forest conservation Training on seed selection Seed collection By-laws passed Agroforest development 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. Supplies to villages and sites SERVICE PROVIDERS Extension staff, Heads of Departments NGOs, Donors Extension staff Donors Heads of departments Extension staff Donors Heads of departments Extension Staff Heads of departments Extension Staff Heads of departments 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.) Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..31 Example: Village Maps Past Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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? How do you use the tool: Allows discussion of the village development issues involving all stakeholders Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..33 Example: Natural Resource 1. Forest Vision or Change Planting of Trees Service Required Partnership Seeds Training By laws 2. Wet Land Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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? How do you use the tool: The tool is used to visualize and list services that are demanded and can be delivered? Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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? How do you use the tool: Tool used to visualise and match services demanded and those delivered to farmers Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Training on seed selection Seed collection By-laws passed Agroforest development Action/Follow-up Training on seed collection and nursery management Supervision on inputs availability Training on environmental protection Lushoto District Multi-Stakeholder Learning Workshop, 2001. SERVICE PROVIDERS Extension staff, Heads of Departments NGOs, Donors Extension staff Donors Heads of departments 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 Facilitators meeting Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Group work by stakeholder type 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 How do you use the tool: As guide to select the right partner. Helps to carry-out proper analysis when selecting partners Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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? How do you use the tool: Implementation guidance Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Group work by stakeholder type 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 Facilitators meeting Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Inadequate by-laws, Inability (unable), 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. SERVICES REQUIRED BUT NOT ACCESSED REASONS FOR NOT BEING 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 SERVICES REQUIRED BUT 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 REASONS FOR NOT BEING 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. SERVICES REQUIRED BUT NOT ACCESSED Poly-tubes Poly-tubes Poly-tubes Tools, equipment for construction Rehabilitation REASONS FOR NOT BEING 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 Preparation of advise on village based planning and implementation Farm inputs: close advisory services Marketing: desirable price and market Personnel: Extension workers at village level to be motivated and supervised Preparation of advise on village based planning and implementation 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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? How do you use the tool: Process of identifying weaknesses of service delivery during project implementation. Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. SERVICES REQUIRED BUT NOT ACCESSED Poly-tubes, watering cans Poly-tubes, fertilizers, surveying tools, pick axe forked hoes, spades REASONS FOR NOT BEING ACCESSED Inadequate by-laws, Inability (unable), Poor communication Inadequate by-laws, Inability (unable), 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Who are the Learners? Village Leaders Villagers Different Institutions Technicians, service provider partners Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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? How do you use the tool: It will be used to search for stakeholders who committed and able to volunteer at village level for group formation for group learning Lushoto District Multi-Stakeholder Learning Workshop, 2001. Page..61 Example Who are the Learners? 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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. Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. INSTITUTION/ADDRESS P.O. Box Lushoto P.O. Box 22 – Lushoto P.O. Box 72 – Lushoto P.O. Box 22 - Lushoto P.O. Box 22 Lushoto P.O. Box 72 – Lushoto P.O. Box 97 - Lushoto P.O. Box 151 – Lushoto P.O. Box 81 – Lushoto P.O. Box 81 – Lushoto P.O. Box 22 - Lushoto P.O. Box 22 - Lushoto P.O. Box 22 - Lushoto P.O. Box 181 - 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 Lushoto District Multi-Stakeholder Learning Workshop, 2001. 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