Training Manual November 2007 PDF
Training Manual November 2007 PDF
Training Manual November 2007 PDF
TRAINING MANUAL
TABLE OF CONTENTS
1. BACKGROUND ................................................................................................................................ 1
2. PLANNING CONCEPTS .................................................................................................................... 2
2.1 Session: Planning and Budgeting ................................................................................................. 2
2.2 Session: Integrated Planning........................................................................................................ 4
2.3 Session: Community Participatory Planning ................................................................................ 7
2.4 Session: Opportunities and Obstacles to Development (O&OD)............................................... 11
2.5 Session: Review and Backstop ................................................................................................... 13
2.5.1 Session: Monitoring and Evaluation ................................................................................... 15
2.5.2 Session: Participatory Monitoring and Evaluation (PM&E) ................................................ 17
3. THE OPPORTUNITIES AND OBSTACLES TO DEVELOPMENT PLANNING METHODOLOGY.......... 19
LIST OF ABBREVIATIONS
1. BACKGROUND
The brief background of history of planning in Tanzania should be introduced, using the
following summary.
Since independence in 1961, the Government sought to have participatory planning in the
economic planning process, with a view to attaining a bottom-up planning. The
Governments efforts to achieve this could be seen in the various measures taken to steer
peoples participation in shaping their development. These efforts could be categorized into
three broad phases: the 1961-66 (immediately after independence); 1967-92 (Arusha
Declaration); and 1992- (reforms era).
The period since 1992 is characterized by Reforms in the public sector. The Government of
the United Republic of Tanzania (mainland) undertook the reforms in order to increase
efficiency and the capacity of the public sector to deliver quality services. The reforms
centered in the following areas:
Civil service reforms
Local Government reforms
Financial sector reform
Legal sector reform
Planning and budgeting reform
Parastatal organizations reform
Restructuring of the Regional Administration
These reforms aim at changing the role of the Central Government from directly involving
itself in production and service delivery, to that of policy formulation, coordination, advisory,
capacity strengthening of Local Governments, private sector and Non Government
Organizations, and to create an enabling environment for the Local Government Authorities
to perform. The Local Government Authorities assume the role of implementing and
facilitating all development activities, service delivery, rule of law and strengthening of
democracy to speed up Community development.
Although the government has continuously set a conducive environment for the people to
participate as explained above, yet, the planning process continued to be dominated by
government planners/economists, bureaucrats and donors who have an illusory feeling of
control and efficiency, based on we know, they (communities) do not know. Therefore,
effective participation in planning and decision making remained remote. In the past people
were just involved through, among others, the following methods: 1) food for work, 2) cost
sharing, and 3) agreement with beneficiaries.
There have been attempts to use participatory techniques in some areas of the country
especially in donor funded programmes. Some of the participatory techniques used in these
initiatives are PRA, SARAR, ZOOP and LEPSA. To some extent, these participatory techniques
enabled communities to make decisions in the process of planning. However, all these
techniques were biased towards identification of problems, thereby raising Community
expectations that there would be immediate external assistance to address their concerns.
This encourages the attitude of dependency. Also in some cases, donor programmes using
participatory techniques have predetermined interventions, hence, leaving little room for
communities to make decisions on their own.
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With these shortfalls, these initiatives promoted Community involvement rather than
effective participation. As a whole, planning in Tanzania has remained top-down, contrary to
government aspirations.
The government aspirations to strengthen planning have been to achieve:-
Increased peoples participation
Integrated development planning
Bottom-up planning
The Opportunities and Obstacles to Development (O&OD) Methodology provides a means
by which the government could meet these aspirations.
2. PLANNING CONCEPTS
There are a number of planning concepts. However, the concepts that are related to the
Community Participatory Planning in Villages and wards include the following:
Planning and Budgeting
Integrated Plans
Community Plans
Opportunities and Obstacles to Development
Review and Backstop
Monitoring and Evaluation
Specific Objective:
At the end of the session, participants shall be able to explain the concept of planning and
budgeting.
Key Message:
Planning and budgeting is important for sustainable development
Time: 30 minutes
Methodology:
Brainstorming 5 minutes
Explanation 5minutes
Group discussion 15 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Transparencies, flip charts and board, marker pens, masking tape, overhead projector
Steps
1. Facilitate the participants to brainstorm on the meaning of planning and budgeting.
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Essential information
Planning is a continuous process, which sets out objectives, identifies existing resources/
potentials and implementation capabilities to achieve the objectives over the specific period
of time. Once a plan has been prepared, what follows is implementation. In the course of
implementation, some objectives set in the plan are achieved, and some are not. Also, with
time, new priorities emerge due to changes in socio-economic aspects and policy
environment. For this reason, there is a need for periodic review of the plan to update the
plan so as to reflect the implementation status, and accommodate the new priorities. In this
regard, review is an integral part of planning process.
Purposes of Planning
To facilitate implementation in an orderly manner to achieve the set objectives
To enable assessment of resources available in order to overcome obstacles
To facilitate identification of Community needs
Advantages of Planning
Planning facilitates proper allocation of scarce resources
Planning facilitates timely implementation of activities
A plan is a tool, which guides the supervision of development activities.
Planning Approaches
There are two approaches of planning; the top-down approach and bottom-up approach.
The top-down approach has been dominant in Tanzania. This approach has the following
common features:
Sets goals, objectives and targets
Sets guidelines on how to plan at different stages
Sets expenditure ceilings
Sets timeframe for implementation
Generally top-down planning has an inherent feature of involving the people instead of
facilitating them to participate in decision making for their development activities. This
approach has also a tendency of making the people dependent on the government.
The second approach of planning is the bottom-up and has two scenarios:
The first scenario is where people use participatory tools and come up with priorities
based on pre-determined interventions. This also perpetuates dependence.
The second scenario is where people take the lead and make decisions in the planning
process. It instils a sense of ownership.
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Budgeting
Budgeting is part of planning process. It involves allocation of scarce resources to planned
development activities. Budgeting facilitates the implementation of planned activities, and
therefore, planning and budgeting are interdependent. A plan without a budget cannot be
implemented regardless of how good the plan may be.
Specific Objective:
At the end of the session participants shall be able to explain the importance of inter
sectoral collaboration in planning.
Key Message:
Community planning requires multi-sectoral collaboration
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Role play 15 minutes
Group discussion 15 minute
Plenary 15 minutes
Wrap up 10 minutes
Facilitation Materials:
Role play cards, flip charts and board, marker-pen, masking tape
Steps
1. Facilitate participants brainstorming on the meaning of integrated planning
2. Explain briefly about Inter-sectoral collaboration in planning
3. Facilitate role play: the Story of the Rainbow.
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I am the most important. I am the sign of life and hope. I was chosen for
grass, trees, and leaves. Without me all animals would die. Look all over the
countryside and you will see that I am in the majority.
Blue: (Interrupted)
You only think about the earth, consider the sky and the sea. It is water that
is the basis of life and clouds draw this up from the blue sky. The sky gives
space, peace and serenity. Without my peace, you would all be nothing but
busy bodies.
Yellow: (Chuckled)
You are all not serious, I bring laughter, gaiety and warmth into the world.
The sun is yellow, the moon is yellow, and the stars are yellow. Every time you
look at a sunflower, the whole world starts to smile. Without me there would
be no fun.
Orange: (Started to blow her own trumpet)
I am the colour of health and strength. I may be scarce, but I am precious for I
serve the inner needs of human life. I carry all the important vitamins. Think of
carrots, pumpkins, oranges, mangoes and papaws! I dont hang around all the
time, but when I fill the sky at sunrise and sunset, my beauty is so striking that
no one gives another thought to any of you
Red: (Could not stand it any longer. He shouted!)
I am the ruler of all, blood, and lifes blood! I am the colour of danger and
bravery! I am willing to fight for the course. I bring life in the blood! Without
me the earth would be empty as the moon. I am the colour of passion and
love, the red rose poinsettia and pony!
Violet: (Rose up to his full height. He was very tall and he spoke with great pomp.)
I am the colour of royalty and power. Chiefs and Bishops have always chosen
me for I am a sign of authority and wisdom. People do not question me, they
listen and obey!
Indigo: (Spoke much more quietly than the others, but just as determinedly)
Think of me. I am the colour of silence. You hardly notice me, but without
me, you all become superficial. I represent thought and reflection, twilight and
deep waters. You need me for balance and contrast, for prayer and inner
peace
And so all the colours went on boasting, each convinced to be the best, the quarrel
became louder and louder. Then suddenly there was a startling flash of brilliant
lightning and thunder rolled and boomed. Rain started to pour down relentlessly and all
colours went down in fear, drawing close to one another for comfort!
This is the end of the story.
4. After listening to the rainbow story, divide the participants into groups in relation to the
story and let them discuss the lessons learnt from the story.
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Essential information
Integrated planning is a process in which the implementation of various sectoral policies and
strategies aims towards achieving a common goal.
Advantages of an Integrated Planning are:
Does not cause confusion to the Community
Minimizes duplication of activities
Provides for experience sharing
Enhances inter-sectoral relationship and collaboration
Saves time
Facilitates proper use of scarce resources
Sectoral Relations
Sectoral relations are the basis for integrated planning. However, sectors often fail to
collaborate due to the following reasons:
Individualism and professional arrogance
Selfishness
Lack of awareness and orientation
Poor leadership
Lack of joint planning at all levels
Conflict of interests
Inconsistencies in policies
Inadequate resources
Existing opportunities for inter-sectoral collaboration:-
At national level
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Specific Objective:
At the end of the session participants shall be able to explain the concept of Community
participatory planning.
Key Message:
Community participatory planning is the basis for sustainable development
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation 15minutes
Illustrations 30 minute
Wrap up 10 minutes
Facilitation Materials:
Role play cards, flip charts and board, marker-pens, paper glue
Steps
1. Facilitate brainstorming on Community participation.
2. Explain briefly Community participation and the Concept of Community Participatory
Planning.
3. Explain the main pillars of Community participation.
4. Use the glass of milk illustration to understand peoples perception about the
Community.
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Glass of Milk
Positive Outlook
- She has given me what she is having with a tender heart.
- She has respected me; she gave even the little she had.
- She has satisfied me.
Negative Outlook
- She has given me just half a glass of milk
- Better not to have given me the offer
- She has underrated me.
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Joharis Window
Essential Information
Community Participatory Planning enables the Community to make decisions in the process
of analyzing, planning, implementation and monitoring and evaluation of the plans. In the
process of planning, the Community is facilitated to discuss and consult each other on their
development issues.
Participatory Planning aims at:
People: People collect data using participatory tools, analyze data, prepare plans and
set priorities.
Action: People own the process of planning, implementation and outcome.
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People centered
Integration
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Specific Objective:
At the end of the session participants shall be able to explain the concept of Opportunities
and Obstacles to Development Planning Methodology.
Key Message:
Opportunities and Obstacles to Development Planning Methodology is the basis for owning
the planning process and its results
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation 10 minutes
Group Discussions 20 minute
Group presentation 15 minutes
Wrap up 10 minutes
Facilitation Materials:
Role play cards, flip charts and board, marker-pens, paper glue
Steps
1. Participants to brainstorm on Opportunities and Obstacles to Development Planning
Methodology
2. Explain about Opportunities and Obstacles to Development Planning Methodology
3. Divide participants into groups and discuss on the meaning of:
- Opportunities
- Obstacles
- Causes
4. Facilitate groups group presentations
5. Wrap up
6. Evaluation the session by asking questions
Essential information
The O&OD is a new participatory planning methodology, which has the following salient
features:
It has positive outlook at the Community. In the process, the Community identifies
available resources to overcome obstacles, and therefore, it fosters the spirit of self
reliance.
It uses Participatory tools which are; the Village map, transect walk, Historical time lines,
Seasonal calendar, institutional analysis, daily activities calendar by gender and
household wealth ranking, focus groups and Identification of sources of income and
expenditure.
It uses a planning model; which enables the Community to identify in logical framework:
the specific objectives, opportunities, obstacles causes, interventions, and steps for
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Opportunities:
Opportunities refer to resources available within or outside the Community which can be
used by that Community. Opportunities can further be qualified as follows:
What communities have and use it properly e.g. availability of health facilities
(dispensaries )
What communities have and do not use it properly e.g. arable lands for coffee
production but not used
What communities have and do not use it at all e.g. forests for timber production and
not utilized
What communities do not have but have the right to use e.g. the right to use clean
and safe water but not available
Obstacles:
These can be defined as hindrances to optimal utilisation of existing development
opportunities. For example:
Social obstacles: outdated traditional beliefs
Economic obstacles: lack of working capital
Political obstacles: ideological differences
Technical obstacles: lack of qualified personnel or technology
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Causes
In the context of O&OD planning, causes are reasons for existence of obstacles
When discussing obstacles, the cause must be explored. For example, if the obstacle is
truancy, one of the causes could be outdated traditions it is not enough to stop there, the
outdated tradition has to be mentioned. Using this example the outdated tradition could be
early marriages for young girls who are still in school.
It is important to fully explore the opportunities, obstacles and causes. For example it is not
enough to say the opportunity is land. It has to be made clear that the opportunity is 100
hectares of land suitable for paddy farming. On the other hand it should be mentioned that
the obstacle is poor rice farming techniques. The cause should, for example, be mentioned
as unavailability of extension services.
Intervention
An act to address the obstacles
Steps of implementation
Activities to address causes
Specific Objective:
At the end of the session, the participants shall be able to explain the meaning and
importance of review and backstop
Key Message:
Review and Backstop mechanism is important for updating Community Plans in line with
Community priorities
Time: 30 minutes
Methodology:
Brainstorming 5 minutes
Explanation 10 minutes
Discussions 10 minute
Wrap up 5 minutes
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Steps:
1. Facilitate brainstorming on the meaning of Review and Backstop
2. Explain the meaning of Review
3. Explain the meaning of Backstop
4. Explain the importance of Review and Backstop in planning process
5. Facilitate discussions.
6. Wrap up.
7. Evaluate the session by asking questions
Essential information
O&OD roll-out is done only once in the LGA, where the communities are facilitated to
prepare their Community plans. However, in the subsequent years, Community plans should
be updated to reflect the status of implementation, and changes in the Community
priorities. This is done through review of Community plans.
Review is a process of updating the existing plans under communities initiative. The review
process involves re-planning on the basis of information generated from monitoring and
evaluation, and from status of plan implementation. The process should be scheduled
annually in order to respond to changing Community needs, and changing policy
environment.
Backstop refers to the efforts done by LGAs in facilitating and strengthening communities
development activities. The key players here are: the CMT, District Facilitators, and Ward
Facilitators. Backstop involves provision of technical and financial support, and
dissemination of information, especially on various National Policies and Strategies, and
sectoral policies, strategies, and guidelines to the communities, to facilitate processes of re-
planning, implementation, and participatory monitoring and evaluation (PM&E). It is
important to note that, Backstopping should aim at fostering ownership and building
capacity at the Community level.
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Specific Objective:
At the end of the session, participants shall be able to explain the concept of monitoring and
evaluation.
Key Message:
Monitoring and evaluation is an integral part of planning and implementation process.
Time: 30 minutes
Methodology:
Brainstorming 5 minutes
Explanation 10 minutes
Discussions 10 minute
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Facilitate brainstorming on the meaning of monitoring and evaluation.
2. Explain the meaning of monitoring and evaluation
3. Facilitate discussions.
4. Wrap up.
5. Evaluate the session by asking questions
Essential Information
Monitoring
Monitoring is a routine process of assessing the use of inputs and transformation of inputs
into outputs. For example, when building a house, one monitors the actual construction
work and the use of building materials. Monitoring provides the implementers with
information to be used for strategic decision making in the process of programme/project
implementation. The aspects of monitoring include financial and administrative progress,
physical progress of project, and stakeholders involved (implementers and facilitators).
Evaluation
Evaluation is a periodic assessment of work done, project design, results and impact. An
evaluation can also provide information to determine whether:
The benefits of the projects have reached the target group
The activities in the programme were relevant to the target group
The targets set out for the project were realistic
There are unforeseen effects as a result of the project activities
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Stages for monitoring and evaluation from the Village to Regional level
Regional Advisory Committee
meets semi quarterly
9
Region
Regional Secretariat
meets monthly 8
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Specific Objective:
At the end of the session, the participants should be able to explain the meaning, rationale
and the importance of PM&E in the Review Community Development Plans
Key Message:
Participatory Monitoring and Evaluation is the central pillar for Community ownership, and
sustainability of participatory planning process.
Time: 30 minutes
Methodology:
Brainstorming 5 minutes
Explanation 10 minutes
Discussions 20 minute
Wrap up 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Facilitate brainstorming on the meaning of PM&E.
2. Explain the meaning of participatory monitoring.
3. Explain the meaning of participatory evaluation.
4. Explain the importance of PM&E in review process
5. Facilitate discussions.
6. Wrap up.
7. Evaluate the session by asking questions.
Essential information
Participatory Monitoring & Evaluation (PM&E) is a process through which the Community is
actively engaged in undertaking the monitoring and evaluation exercise. It refers to the
assessment of implementation of Community Plan under the initiatives of the Community
itself. Participation is recognized as integral to the monitoring and evaluation process, since
it offers new ways of assessing and learning from change that are more inclusive and more
responsive to the needs and aspirations of the Community. PM&E is geared towards not
only measuring the effectiveness of plan implementation, but also towards building
ownership and empowering the Community, building accountability and transparency, and
taking corrective actions to improve performance and outcomes. PM&E has two parts:
participatory monitoring and participatory evaluation.
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Participatory monitoring
Participatory planning is a routine process to assess transformation of inputs to outputs in
the course of plan implementation. Transformation of inputs into outputs is assessed based
on the important aspects, which include: financial and administrative considerations;
physical progress of the activities identified in the plan; and human resources considerations
in the course of plan implementation. Therefore, participatory monitoring aims at analyzing
impact and progress, and, as a result, drawing ideas to improve plan implementation.
Participatory Evaluation
Second, participatory evaluation is a periodic assessment of achievements of the plans at the
Community level. It is a process that systematically assesses the achievement of outcomes
against indicators set in the plans and the related impacts to the Community. Therefore,
PM&E is key to determining the outputs and outcomes of the implementation of Community
Plan.
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Specific Objective:
At the end of the session, participants shall be able to explain the Opportunities and
Obstacles to Development and its benefits.
Key Message:
Opportunities and Obstacles to Development empower the communities to make decisions
about their development.
Time: 90 minutes
Methodology:
Brainstorming 10 minutes
Explanation 20 minutes
Group Discussions 20 minute
Group Presentation 30 minutes
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Participants should brainstorm on the current Planning Methodology
2. Explain the Opportunities and Obstacles to Development Planning Methodology (O&OD).
3. Divide participants into groups and discuss on O&OD.
4. Facilitate group presentation.
5. Wrap up
6. Evaluate the session by asking questions.
Essential information
The O&OD Participatory Planning Methodology is an intensive consultative planning process
that uses participatory tools to prepare Community plans focusing on the Tanzania
Development Vision (TDV) 2025 as a broad policy guide and hence forming the basis for
poverty reduction efforts.
The O&OD planning methodology has been institutionalized in the Local Government
Authority (LGA) structure. The methodology has been developed in line with the
governments aspirations to devolve powers to the communities as declared in the
Constitution of the United Republic of Tanzania and implemented in the ongoing Local
Government Reforms. In doing so, the government envisages to restore the spirit of self
reliance, local resource mobilization, transparency and accountability whereby communities
participate in planning, decision making, implementation and ownership of their
development initiatives.
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Nation Nation
Region Region
RPFB/ MTEF RPFB/ MTEF
LGA LGA
O & OD
GAP
Community Community
The O&OD planning process is holistic and participatory. The planning process is carried out
by diverse selection of Community members who are selected considering their sex, age and
social status, in order to ensure that the views of all the social groups are reflected in the
Community Plan. One important activity that is carried out during the planning process is
collection of data by the Community members using participatory tools. This process gives
people to understand the condition of their own Community.
The data collected is then used by the focus groups during discussions on the TDV 2025
objectives, to assess Community situation in the light of national targets. TDV 2025
objectives and Community situation analysis guide the formulation of Community specific
objectives and identification of opportunities that could be exploited to overcome obstacles.
The draft plan is presented to the Village Council for prioritization and budgeting. The Village
Council presents the draft plan to the Ward Development Committee for technical advice
before it is submitted to the Village Assembly for approval as stipulated by law.
This methodology has the following advantages:
Communities can manage the participatory planning process because it uses
participatory tools that are easy to follow.
It promotes transparency and accountability to Community development activities on
day to day basis.
It removes dependency and strengthens self- reliance.
It motivates communities to own the outcomes of their decisions.
It obliges both the central and local governments to respond and be accountable to
the people.
It provides a foundation for communities to take lead in the poverty reduction efforts.
It enhances the ability of LGAs to coordinate development partners initiatives.
It builds capacity of the Community in data collection
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It builds capacity of the Community to address cross cutting issues that require
collective efforts like HIV/AIDS, gender, human rights, good governance,
environmental issues and disasters.
The government decided to institutionalize this methodology due to the following reasons:
It is a methodology that starts with communities identifying the existing development
opportunities to overcome obstacles to development within their locality, thereby
instilling the sense of self-reliance. This is different from other participatory
approaches which start with identification of obstacles and, thus instilling sense of
dependency.
This methodology uses the Tanzania Development Vision 2025 as the basis for plan
formulation. The Vision 2025 enables people to make long term and short term plans
for emancipating themselves from poverty. In this regard, all Villages will have a
relatively similar approach to development issues.
It is the only participatory planning methodology with rural and urban processes.
The O&OD planning methodology provides the means to link the Community initiatives to
the targets and goals identified in the National Policy Frameworks, i.e. Tanzania
Development Vision 2025 (TDV 2025) and MKUKUTA. It is understood that MKUKUTA is a
medium term National Framework to operationalize TDV 2025, which is the basis for
formulation of Community development plans using the O&OD methodology. TDV 2025 sets
long term targets which are, attainment of: good and quality life; good governance and rule
of law; and strong and competitive economy. MKUKUTA translates these long term targets
into medium term goals for implementation under the three major clusters: growth and
reduction of income poverty; quality of life and social well-being; and governance and
accountability. O&OD provides a means to translate the broad targets and goals identified in
these frameworks into simpler and understandable goals to the communities.
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Specific Objective:
At the end of the session, participants shall be able to explain the purpose of the Tanzania
Development Vision 2025 as a basis for O&OD planning.
Key Message:
The Tanzania Development Vision 2025 is the basis for preparing development plans.
Time: 60 minutes
Methodology:
Explanation 20 minutes
Group Discussions 30 minute
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes, transparencies, OHP
Steps
1. Explain to participants on the targets of the Tanzania Development Vision, 2025
2. Facilitate discussions.
3. Wrap up and evaluate the session by asking issues.
Essential information
The Tanzania Development Vision 2025 has three targets, which are:
High quality livelihood for all Tanzanians
Good Governance and the Rule of Law
A Strong and Competitive Economy
In the process of O&OD Planning Process the objectives of the first and second targets are
discussed. The first target includes the following 9 objectives:
1.1 Food self sufficiency and food security
1.2 Universal Primary Education
1.3 Gender equality and the empowerment of women in all economic and political relations
and cultures
1.4 Access to quality primary health care for all
1.5 Access to quality reproductive health services for all persons of appropriate ages
1.6 Reduction in infant and maternal mortality rates by three quarters of current levels.
1.7 Universal access to clean and safe water
1.8 Increase life expectancy to the level attained by middle income countries
1.9 Eradication of abject poverty
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1.2 Universal Primary Education eradicate illiteracy and attain a reasonable level of
tertiary education and training that is commensurate with a critical mass of high
quality human resources required to effectively respond and master the
development challenges at all levels:
Checklist to facilitate discussions includes:
Pre-school education
Private investment in primary education
Primary education
Enrolment of children
Truancy
Maintenance and cleanliness of school surroundings
Pupils cleanliness/smartness
Absenteeism by sex
Lunch for pupils/students at school
Rate of entering secondary schools by sex
Quality and acceptability of pit latrines
The number and grades of teachers
Availability of houses for teachers
Availability of teaching aids
Availability of clean and safe drinking water in schools
Distances to schools
Effects of HIV/ AIDS in school
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Level of education:
Number of people enrolled in adult education
Number of people attending adult education classes
Number of adult education teachers
Number of classrooms for adults education
1.3 Gender equality and the empowerment of women in all economic and political
relations and cultures:
Checklist to facilitate discussions includes:
Working and allocation of work
Terms of opportunities to access technical education and various professions in
higher education
Property ownership
Decision making
Ward leadership
Involvement in household decision making
Also facilitate discussion on customs, cultural norms that discriminate women. Possible
points of discussions could include:
Female Genital Mutilation
Taboos against eating nutritious foods
Taboos against the use of latrines
Inheritance of widows
Pre-mature Marriages
HIV/AIDS
Decision making
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1.5 Access to quality reproductive health services for all individuals of appropriate ages:
Checklist to facilitate discussions includes:
Breast-feeding babies for 6 full months without using any other food
Access to vaccinations by women of child bearing age TT2+
Iodized salt
Pregnant women (TT1 and TT2, Ferrous)
After delivery (Ferrous and Vitamin A supplementation)
Maternal services
Maternal health service providers
MCHA/PHN
Traditional mid wives trained and untrained
Family planning services providers
The use of clinic cards for pregnant women
Distance to the health service centre
Outreach services
Acceptability, quality and use of family planning Services
Reproductive health education
Availability of clean water
1.6 Reduction of infant and maternal mortality rates by three quarters of current
levels:
Checklist to facilitate discussions includes:
Breast feeding for six months without any other food
Number of infants below one year of age
Number of children below 5 years of age
Number of women delivery the age of 35
Nutritional conditions of children 1-5 years (Highly malnourished, Medium, Good
health)
Vaccines for children 1-5 years (BDG, Polio, DPT-HB, Measles)
Active intake of vitamin A
Conducting a Village/Ward Child Day
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The Opportunities and Obstacles to Development (O&OD): Training Manual
1.8 Increase life expectancy comparable to the level attained by typical middle income
countries:
Checklist to facilitate discussions includes:
Increase income and self-sustenance in homesteads
Balanced diet
Producing and eating nutritious foods grains, legumes, fish, meat, eggs, milk, fruits,
vegetables etc.
Diets for children below 5 years of age
Use of iodized salt
Cleanliness of residential surroundings, good houses and proper use of
latrines
Clean and safe water
Education in prevention and proper (complete) cure of diseases
Physical exercising, games and recreation
The meaning of HIV/AIDS
How the virus is transmitted
AIDS symptoms
Ways of prevention/protection against HIV/ AIDS
Caring for HIV/AIDS victims
Topics on availability and quality of primary health care services include:
Health
Education
Water
Roads
Energy
Topics on land use planning include:
Surveying residential areas in towns
Economic activities and Social Services in townships.
Allocating land to the youth with gender in mind
Topics on security include:
Control of accidents
Disaster and emergency preparedness
Control homicide and other criminal acts such as rape, robbery, killing of the old aged
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The Opportunities and Obstacles to Development (O&OD): Training Manual
2.4 A learning society which is confident, learns from its own development experience and
that of others and owns and determines its own development agenda:
Checklist to facilitate discussions includes:
The society knows its rights and responsibilities
The society participates in planning and implementation of development activities
The society can finance various economic and social services
Fast in accepting and adapting to new technology
Community education plans to be in place
Specific Objective:
At the end of session, the participants should be able to explain the meaning of NSGRP, its
clusters and goals.
Key Message:
MKUKUTA is a medium term national framework to operationalize TDV 2025 which is the
basis for formulation of Community participatory plans.
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation 10 minute
Group Discussions 20 minutes
Group Presentations 20 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes, transparencies, OHP
Steps
1. Give an explanation to participants on the National Strategy for Growth and Reduction
of poverty (MKUKUTA), its clusters and goals.
2. Divide the participants into groups for discussions
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information
The National Strategy for Growth and Reduction of Poverty (MKUKUTA) has three clusters of
broad outcomes:
Growth and reduction of income poverty
Improvement of quality of life and social well-being
Good governance
Goals:
1. To ensure equitable access to quality primary and secondary education for boys and
girls, universal literacy among men and women, and expansion of higher, technical
and vocational education
2. To improve the survival, health and well-being of all children and women and of
specially vulnerable groups
3. To ensure access to clean, affordable and safe water, sanitation, decent shelter and a
safe and sustainable environment. This will reduce vulnerability to environmental
risks
4. To ensure adequate social protection and the provision of basic needs and services
for vulnerable people
5. To ensure effective systems that allow access for all people to quality and affordable
public services
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Goals:
1. To ensure that structures and systems of governance as well as the rule of law are
democratic, participatory, representative, accountable and inclusive
2. To ensure equitable allocation of public resources - with corruption effectively
addressed
3. To put in place an effective public service framework as a foundation for service
delivery improvements and poverty reduction
4. To ensure that the rights of poor and vulnerable groups are protected and promoted
in the justice system
5. To reduce political and social exclusion and intolerance
6. To improve personal and material security, reduce crime and eliminate sexual abuse
and domestic violence
7. To enhance and promote national cultural identities
Cross cutting issues should be considered during O & OD planning process. These include:
Gender
HIV/ AIDS
Environmental and natural resources
Good Governance
Disaster preparedness
Human rights approach to planning
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Specific Objective:
By the end of this session, participants shall be able to explain step by step gender
mainstreaming in the planning process.
Key Message:
Gender is an important attribute to sustainable development.
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation 5 minute
Group Discussions 10 minutes
Group Presentations 10 minutes
Case Study and discussion 20minutes
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Participants brainstorm on the meaning of gender.
2. Explain gender concepts
3. Divide participants into groups discuss gender concepts such as; gender roles, gender
gaps, gender relations in the process of development.
4. Facilitate group presentation
5. Ask two participants to read the case study.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
which the men had not brought up, was of great concern. The women also marked out
the exact number of houses, discussing the number of inhabitants and the spaces
between the houses. This led to discussions about social issues
Sex:
Sex portrays biological differences that make up male and females. These features cannot change
under normal circumstances. For example, a female and male sex organ is a key characteristic that
defines sex.
Sex roles:
Sex roles are biological functions for which a necessary qualification is to belong to one particular sex
category. For example, pregnancy and breast-feeding are female sex roles because only members of
the female sex can bear children. Such sex roles cannot change.
Gender:
The term refers to social aspects of being male or female. It is the social, cultural and psychological
feature that identifies a man or a woman in society. Gender is socially defined.
Gender relations:
Refers to how male and female members relate and interact with each other in the context of social,
political, economic and cultural aspects in society. These gender relations are normally determined
through the socialization process and reinforced through the individual, the family and Community
based institutions, cultures and ideologies.
Gender roles:
These are different tasks, responsibilities, and expectations the society has defined and allocated to
men and women, girls and boys. They are not necessarily determined by biological makeup, and
therefore they can change with time, and according to the situation. All roles according to sex are
social roles and they have been changing over
Gender balance:
This involves intent of ensuring that people both of sexes enjoy equal or proportional opportunities.
One example could be, having equal number of male and female in the Community water
Committee.
Gender equity:
Just treatment, balanced recognition and appreciation of both womens and mens potential in
Community and other spheres.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Gender neutral:
Planning for women, men boys and girls are taken as homogenous, not taking into consideration as
being different in needs and roles. For example, gender neutral planning does not show specifically
how it will address gender based needs and issues. Such a plan will refer to Community as if it were
homogeneous.
Gender awareness:
Women and men perform different roles in society, and have different needs that must, therefore be
recognized. It also refers to planning, implementing, monitoring and evaluating programme with
gender awareness or gender sensitivity.
Empowerment:
It is the process by which people take control and action in order to overcome obstacles. For women
it is the process by which women mobilize to understand, identify and overcome gender
discrimination in order to achieve gender equality.
Gender discrimination:
Gender discrimination means individuals are treated differently on the basis of their sex. In many
societies, this is maintained by structural discrimination against women in the distribution of income,
access to resources, and participation in decision making. For example, denying female children
(girls/daughters) the right to inherit their parents wealth is gender-based discrimination.
Gender equality:
Equal rights and opportunities for women, men girls and boys in all political, social, legal and
economic sectors.
Gender gap:
It is a measure of gender inequality, and a useful development indicator. For example, we can
measure the gender gap between boys and girls in school enrolment. Thew Ero School in Arusha in
1999 enrolled 90 boys against 105 girls of school going age.
Gender mainstreaming:
It is a process whereby gender issues and male/female specific issues and concerns are incorporated
in all development processes. The key mainstream aspects of development process are policy, legal
system, planning, and political system. Gender mainstreaming aims at ensuring equality in
development and thus enhances sustainability.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Specific Objective:
By the end of this session, participants shall be able to explain what is HIV/AIDS, its effects
on development and how to mainstream HIV/ AIDS issues in the O & OD planning process.
Key Message:
HIV/AIDS is a major obstacle to sustainable development in Tanzania.
Time: 60 minutes
Methodology:
Brainstorming 10 minutes
Explanation 10 minute
Role Plan 20 minutes
Plenary Discussion 15 minutes
Wrap up and evaluation 5minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Participants brainstorm on what is HIV/AIDS, how it is spread and measures to prevent
it.
2. Explain about HIV/AIDS.
3. Facilitate the role-play (barankata) as follows:
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential information
HIV/AIDS is Acquired Immune Deficiency Syndrome. The HIV/AIDS virus attacks the
immunity system of the body and destroys the ability of the body to fight diseases. Many
people with HIV/AIDS die from opportunistic diseases such as TB, diarrhea, malaria, and
other diseases. HIV/AIDS has neither cure nor vaccine. The HIV/AIDS is a social, cultural, and
economic problem touching on personal behaviour of an individual. It follows therefore that
the youths are at higher risks especially female youths.
Specific Objective:
By the end of this session, participants shall be able to explain what are sustainable natural
resources management and its relevance to Community planning.
Key Message:
Environment and natural resources management is important for sustainable development.
Time: 30 minutes
Methodology:
Brainstorming 5 minutes
Explanation 5 minute
Discussions 15 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Participants brainstorm on the meaning of environment and its management.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Specific Objective:
At the end of the session participants shall be able to explain attributes of good governance,
its role towards facilitating sustainable development and reducing poverty.
Key Message:
Good governance is a basis for promoting sustainable development, equality, unity and
peace.
Time: 60 minutes
Methodology:
Brainstorming 10 minutes
Explanation 15 minute
Role Play and Discussion 30 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes, writing pads
Steps
1. Participants brainstorming on the meaning of good governance.
2. Explain the meaning of good governance.
3. Facilitate the following role play that reveals the attributes of good governance:
transparency, competence, efficiency, integrity, accountability and rule of law.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Thank you Mr. Chairperson, the VEO and honourable members of this assembly. The following
is the report for school construction proceedings.
A: SOURCE OF REVENUE:
The money raised by the Villagers for construction: 250,000/=
Contribution from donors e.g. Anglican Church, etc.: 300,000/=
Total revenue 550,000/=
B: EXPENDITURE:
20 bags of cement @ 8000/= x 20 bags: 140,000/=
Paying labour charge (2 fundis) 2 @ 10,000 x 2: 20,000/=
Buying timber: 40,000/=
Other expenditure: 350,000/=
Total expenditure 550,000/=
After the role play participants discuss what the attributes of Good Governance that were
revealed in the role-play.
Ask them how they felt when their questions were not answered.
Ask the participants to give their opinions on the prevailing situation in this Community.
4. Wrap up and evaluate the session by asking questions.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information
Governance comes under severe pressure because of corruption, poor accountability,
overloaded and inefficient legal system, which hinder satisfying the fundamental human
rights, and erosion of meritocracy in public service. The government being aware of this
situation has been undertaking several initiatives to address some of the problems of
governance. Reasons for these problems are numerous but one of them is lack of
participation on the part of the society to have a say in their development activities. That is
why the government has taken deliberate measure to empower the masses to participate in
deciding and planning their own development.
Participation brings transparency and accountability at all levels. Also participation makes
the government accountable for what the people want instead of the government deciding
on behalf of the people. For example, at the level of the Village Council many people do not
attend meetings due to the fact the leaders are not transparent, do not involve the people in
decision making, shoddy implementation of development plans, and embezzlement.
Good governance is catalyst in the change of social outlook and the rule of law. This can be
attained by educating the society as to their primary rights, which are again a catalyst for
responsibility, transparency and accountability. It follows therefore that the society in the
light of developing a culture of participation, should exercise their basic right in decision
making on various issues through meetings and various Village Committees.
This entails being open and challenging leaders who are not fit and do not adhere to the
principles of good governance and the rule of law.
Specific Objective:
At the end of this session, participants shall be able to explain disaster and relief
management.
Key Message:
It is essential to consider occurrence of disasters during the planning process.
Time: 30 minutes
Methodology:
Brainstorming 10 minutes
Explanation and discussions 15 minute
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Participants brainstorm on the meaning of disaster.
2. Explain the meaning of terminologys and type of disasters that occur in Tanzania
3. Let participants discuss the causes of disasters that occur in their localities and
interventions taken.
4. Wrap up and evaluate the session by asking questions.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential information
A disaster is a serious disruption of the functioning of systems in a society causing wide
spread human, material and environmental losses, which exceed the ability of the affected
society to cope with using its own resources. The occurrence of disasters can be termed as a
rapid or slow onset depending on the speed and span of time of origination and impact.
Both natural and human made disasters can be slow or rapid. Disasters can produce complex
emergencies in some incidences. The security of a disaster impact on pollution is dependent
upon its capacity to absorb, deflect or manage the actual disasters.
Types of Disaster
There are three types of disaster namely: natural disasters, human-made disasters and
complex emergencies.
Natural Disasters:
These are disasters occurring without influence of human being. These could be slow onset
(slow to develop or take place) like drought, desertification, famine, diseases and
environmental degradation, or rapid onset (little or no warning) such as earthquakes,
cyclones, hurricanes and volcanic eruptions.
Human-made Disasters:
These are disasters caused by human influence. Some typical human-made disasters are:
building or dam collapse, e.g. due to sub-standard workmanship or poor design; civil unrest,
e.g. riots, disorder between different groups or between one particular group and the
security forces; crowd related, e.g. disasters in which nothing else is involved other than the
crowd like stampede in the sport grounds; industrial and transport accidents, e.g. chemical
factories, oil installations, nuclear plants and pipelines, collisions or crashes involving
aircraft, trains, motor vehicles and ships; terrorism, e.g. assassinations, hostage taking,
planting of bombs.
Complex Emergencies:
These are disasters caused by a combination of disasters for example prolonged conflicts
and wars may lead to other disasters such as famine, epidemics, refugee influx, etc.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Disaster Management
Disaster management is a comprehensive term used to describe all activities relating to the
reduction of disaster damage. These include both pre and post-disaster activities. Disaster
management is thus a continuum of inter-related activities and not a series of events, which
starts and stops with each disaster occurrence.
Specific Objective:
By the end of the session participants shall be able to explain how the human rights are
observed in the O&OD planning process.
Key Message:
Human rights ethics is the basis for sustainable development.
Time: 60 minutes
Methodology:
Brainstorming 10 minutes
Explanation 15 minute
Role Play 20 minutes
Plenary discussion 10 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Participants brainstorm on the meaning of human rights.
2. Explain the meaning of human rights
3. Facilitate role play: Power Walks
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The Opportunities and Obstacles to Development (O&OD): Training Manual
All participants are asked to listen to the statements, and for every statement to which
they could answer yes, they should take one step forward. Example of statements:-
I can influence decisions at the ward level
I can meet the government officials
I get new clothes on religious holidays
I can read newspapers regularly
I have time and access to listen to the radio
I do not have to queue at the dispensary
I have access to micro credit
I can speak in extended family meetings
I can afford to boil drinking water
I can buy condoms
I can negotiate condoms use with my partners
I went to secondary or I expect to go to Secondary school
I will be consulted on issues affecting young people in our Community
I can pay for treatment at a private hospital if necessary
I can speak at a Village meeting
I eat at least two full meals a day
I sometimes attend workshops and seminars
I have access to plenty of information about HIV/AIDS
I am not in danger of being sexually harassed or abused
4. After the power walk, facilitate discussion asking follows:
What did they learn from the role play?
How many got involved in decision making and how many did not?
5. Wrap up and evaluate the session by asking questions.
Essential information
Human rights are values that ought to be accepted and enjoyed by all human beings. These
rights have been a part of all societies and have changed and developed over time and
continue to change as humanity develops. They are the basis of the enjoyment and
protection of human life.
Salient features of human rights are:
Indivisible: All rights belong to all human beings no right can stand on its own.
Interdependent: All rights are dependent on one another. For example, the removal of
the right to education means that the right to freedom of expression is automatically
affected, and vice versa.
Inviolable: They cannot be taken away from any human being. Human rights are
personal to the self and not transferable.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Specific Objective:
At the end of the session participants shall be able to explain the Community entry protocol.
Key Message:
Active Community participation in the o & OD process depends on the initial acceptance of
the leaders and influential persons.
Time: 45 minutes
Methodology:
Explanation 5 minutes
Illustrations 10 minute
Discussions 20 minutes
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Give explanations on Community entry protocol
2. Use the following two illustrations to show Community entry protocol
Before starting the process of participatory planning, it is important to consider the
protocol of entering into the Community. This protocol includes giving prior notice to the
leadership at various levels (LGA, ward, and Village) about the necessary preparations for
participatory planning exercise.
The cup below is an illustration of Community entry protocol.
Leaders
Influential Persons Community
Community Cup
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Influential persons include traditional leaders, religious leaders, business men, traditional
midwives and traditional healers who are normally respected by the Community.
Leaders and influential persons have an influence over the Community. When you want to
send information to the Community on the activities you intend to undertake, it is important
to communicate with the leaders and influential people who will in turn explain to the
Community on the purpose of your activities. Informing the leadership and the people in
advance helps them to understand the importance of the exercise and to respond by
participating fully. Also it helps to create good relationship between the facilitators and the
Community.
Community are the majority of the people residing the and are the beneficiaries of the
process
Whenever one enters a Community, she/he should anticipate varied responses from
different groups as illustrated in the following Community adoption model.
In a Community, there are three groups of people who respond differently as follows:
Those who readily accept changes; these are few and set an example to others
The followers; these are the majority in the Community; and
The laggards; these want slow changes and it is not that they do not want changes or
are against changes but rather they lack clear vision or implications of the change.
3. After the illustrations, facilitate discussion on how facilitators should start working with
the Community.
4. Wrap up and evaluate the session by asking questions.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information
Community entry protocol involves the following procedures:
Informing the relevant authorities in the Community.
Introduce your ideas to the leaders and seek for permission to enter the Community.
Write a formal letter and arrange for the pre-visit.
During the pre-visit establish good relations with the leaders and influential people to
establish support, trust and confidence.
Also, it is important to know the socio-cultural dynamics of the Community.
Specific Objective:
By the end of the session, the participants shall be able to explain the meaning, importance,
and various techniques for social preparation.
Key Message:
Social preparation is a key to effective Community participation and ownership.
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation 10 minute
Group Discussion 15 minutes
Group Presentations 25 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Facilitate the participants to brainstorm on the meaning and importance of social
preparation
2. Explain briefly to the participants the importance of Social preparation at different levels
for sustainability of O&OD
3. Explain to the participants the key pillars of social preparation at the Community level
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4. Divide the participants into groups, and facilitate them to discuss various techniques for
social preparation in different settings/societies (e.g., urban, rural, pastoral
communities, etc)
5. Facilitate group presentations and discussions.
6. Wrap up and evaluate the session by asking questions.
Essential Information:
As a new participatory planning concept, O&OD may not be easily accepted and internalized
if the players are not adequately prepared to receive it. Social preparation is the process of
inculcating the understanding of the participatory planning process for effective action by all
players. It involves awareness creation for the players to understand their roles and
responsibilities.
At the Community level, social preparation is essentially meant to create a natural
atmosphere for the Community to understand and participate effectively in the O&OD
process.
At higher levels, i.e. administrative and decision making levels, social preparation is meant to
build understanding for authorities to recognize Community priorities, and provide
necessary support to the Community.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Specific Objective:
At the end of the session, the participants shall be able to launch and conduct the planning
process.
Key Message:
The first extra ordinary Village assembly or zonal/mtaa meeting is the beginning of
participatory planning.
Time: 30 minutes
Methodology:
Explanation 15 minutes
Discussions 10 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Explain the procedure of launching the planning process.
2. Facilitate discussions.
3. Wrap up and evaluate the session by asking questions.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential information
Specific Objective:
At the end of the session, the participants shall be able to explain the meaning, types,
sources, analysis, storage and utilization of data for Community in preparing plans.
Key Message:
Data collection and analysis is the backbone of participatory planning process.
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation 20 minutes
Discussions 20 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes, Village register
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Steps
1. Facilitate the participants to brainstorm on the meaning, types, sources, of data and
utilization of data
2. Explain the importance of data collection, sources, analysis, storage and utilization of
data.
3. Explain tools used in data collection
4. Facilitate discussion
5. Wrap up and evaluate the session by asking questions
Essential Information
Data Collection
Data collection for O&OD process should begin immediately after the information has been
received by the Community from the LGA. Usually, the letter to inform the Community about
the process is sent with a data collection form as an attachment1. The data form will guide
the Community leaders in gathering preliminary information prior to the commencement of
the planning process, and more clarification will be given to them by the facilitators during
the pre-visit. The data will be collected for the purpose of preparing the Community
participatory plan using the Opportunities and Obstacles to Development. Data can be
collected and presented in numbers, charts, drawings, etc.
There are two types of data:
1. Secondary data: collected from the Village/ward records and other institutions.
2. Primary data: collected in the field using participatory tools. This data includes:
Spatial data
Time related data
Social and economic data
1
The data form for collecting Community information is attached as an annex at the end of this Training
Manual.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Spatial data is the basis for identifying existing opportunities and obstacles in the
Community. Spatial data include land use, crops, topography, rivers, institutions, soils, and
forests. The tools for collecting this data is Village map and the transect walk.
Specific Objective:
By the end of the session, the participants shall be able to explain how a Community Map is
drawn.
Key Message:
Spatial data is the basis for identifying Communitys opportunities and obstacles to
development.
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation 10 minutes
Group Work 30 minutes
Group presentation 10 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Facilitate the participants to brainstorm on how Village maps are drawn.
2. Divide the participants into groups and facilitate them to draw a map on the ground by
using local available materials such as stones, sticks, ashes and other materials and then
copy the map on paper.
3. Facilitate group presentation.
4. Wrap up and evaluate the session by asking questions.
Essential Information
The Community map is one of the participatory tools that can facilitate the collection of
data.
The Community map is an illustration of the actual social and economic situation in the
Community.
The Community map shows opportunities and obstacles to development.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
A map drawn by the Community will show all the important features such as
- Boundaries in relation to neighbouring Village/wards
- Compass
- Economic activities taking place
- The existing institutions in the Community
- The existing infrastructure
- Available resources
The Community map will be drawn by selected map drawers, but other members of the
Community who would like to participate in the exercise should be allowed to do so.
Facilitators should participate fully and ensure that the exercise is completed and the
map is thereafter copied on manila sheet.
Samaki Maini
Mowo Njamu
Nrao juu
Wandri
Kisangara
Key:
Ifumu
Village Boundaries
Streams
Roads
Water pipe
Electricity
Okyoro valley
Isanja wetlands
Trees
Forest
Banana tree
Koboko Coffee
KNCU
Village office
Church
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Specific Objective:
By the end of the session, the participants shall be able to explain the importance and how
to conduct the transect walk.
Key Message:
Transect walk facilitates verification of the existing opportunities and obstacles of the
Village.
Time: 30 minutes
Methodology:
Explanation 5 minutes
Illustrations 10 minute
Discussions 10 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Facilitate the participants to brainstorm on how to conduct the transect walk.
2. Explain how transect walk is conducted.
3. Use the following illustration to demonstrate transect walk.
4. Wrap up and evaluate the session by asking questions.
Essential Information
Transect walk refers to the collection of spatial information, through direct observation
while walking across a selected route in the Village. This exercise involves both facilitators
and the selected Community members. While walking, the facilitators and Community
members should note and record field conditions, objects, processes (such as environmental
degradation) and their relationships (such as allocation of land to food or cash crops).
Information gathered during transect walk will be useful in verifying or confirming the
information on the Community map. This information will be used as baseline data during
the preparation of Community Plan. This tool does not apply to the urban O&OD process.
Transect walk
Transect walk is a participatory tool which enables the Community to confirm/verify the
information on the Village sketch map.
Transect walk confirms environment data by visiting and observing directly the
respective sites.
As you conduct transect walk after the map drawing, it is the map drawers who should
agree on the route to be taken for transect walk.
The Village environment and sites should be placed on a simple diagram, and divided
according to zones.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
During transect walk, the facilitators should have brief discussions with the Community
members who are in the respective areas about:
- The existing opportunities in the respective zone
- The obstacles existing in the respective zone
- Gaps observed in the sketch map
After the transect walk, the participants should converge and agree on the key
observations during the transect walk, and place these on the diagram.
Horticulture, culativation of maize, Cultivation of Mibuni and Plantations Cultivation of Mibuni and Cultivation of Mibuni and Plantations and Cultivation of mibuni
Activities potatoes, yams, e.t.c Plantations vegetables and a little plantations
Non Church, Valley with water, shop, road Non School, Village, Office, Electricity, stream, Water stream
Services milling machine, cooperative union, shop
and road
Trees, Fruits, stream, river and land Trees, fruits and land Trees, fruits and some land Fertile small parcel of land, trees lots of Trees and grass for
Opportunities manpower, grass for domestic animals domestic animals
Small land Overpopulation Steep slopes Over population Soil erosion and steep
Obstacles slopes
Useful information collected during the transect walk can be used in the cause of solving
Village problems e.g., maintenance of water catchments areas, roads, etc.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Collection of time-related data is done using historical time-line and seasonal calendar.
Specific Objective:
By the end of the session, the participants shall be able to explain what are historical time
lines, their importance and use.
Key Message:
Historical time line is useful for improving future actions when preparing plans.
Time: 30 minutes
Methodology:
Explanation with illustration 10 minutes
Group work 30 minute
Presentation 15 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Explain the meaning and importance of historical time line
2. Draw an illustration of historical time line as below:
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential information
Historical time-line is a participatory tool, which enables the Community members to carry
out a simple analysis of the major historical events in their Community. The Community
members identify the major historical events, their causes, their effects (positive or
negative), and the actions taken (interventions) in response.
Historical time data is collected by a group composed of female and male elders who are
familiar with Village and its Community. These could be:
Female and male elders born in the Village
Those who migrated to the Village and have been there for a long time
Female and male youths between 18 and 35 years who live with their grandparents
Specific Objective:
By the end of the session, the participants shall be able to explain what are historical time
lines, their importance and use.
Key Message:
Seasons dictate types of activities to be undertaken by the Community.
Time: 60 minutes
Methodology:
Explanation 10 minutes
Illustration 10 minute
Group discussion 15 minutes
Presentation 15 minutes
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Explain the meaning and importance of seasonal calendar.
2. Divide participants into groups and facilitate discussions using the illustration
3. Facilitate group presentation
4. Wrap up and evaluate the session by asking questions
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information
Seasonal calendar is a participatory tool which presents diverse information in a common
time frame. It compares Community activities, month by month, across sectoral boundaries.
It identifies cycles of activity that occur within a life of a normal year.
It is important to ensure that the seasonal calendar is drawn for what the Community
considers a normal year.
Examples of commonly used terms include climate, human ailments, the occurrence of
foods, water, cash incomes, resting periods, etc.
Group discussions should be informal, and should be guided with simple questions like
when do you plant maize? or When do you harvest?
Social and Economic data is collected using institutional analysis, impact of economic and
social activities on environment, household wealth ranking, gender resource map, gender
daily activities calendar, and sources of revenues and expenditures.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Specific Objective:
By the end of the session, the participants shall be able to explain how to use institutional
analysis as a tool for collecting data.
Key Message:
Institutional analysis shows areas of collaboration between the Community and
development partners in the Community.
Time: 60 minutes
Methodology:
Brainstorming 10 minutes
Explanation with illustration 20 minute
Discussion 20 minutes
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, paper glue, manila paper, pins, scissors
Steps
1 Participants to brainstorm on the meaning of institutional analysis.
2 Explain the meaning of institution
- List down all the institutions in and outside the Community, which provide services to
the Community.
- Facilitate the participants to rank the institutions in order of importance starting with
the most important and ending with the least important.
3 Facilitate the participants to cut the Manila paper into rounds of various sizes bearing a
name of an institution of various sizes. The size of the card will connote the relative
importance of an institution and the more important the bigger the card to be allocated
to the institution.
4 Using the Venn diagram show the relationship of institution to the Community.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Football club
Mosque
Village
School Council
Church
Neighbourhood
watch group
(Sungusungu)
A card which is placed at the centre implies that the institution has a closer relationship
with the Community and vice versa. The bigger the card placed in the Venn diagram the
more important the institution is to the Community.
Church Village
School Council
Mosque
Football Club
Inter-institutional relations
The cards which are closer to each other show that the institutions have good relationship
amongst themselves in providing services.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Hospital
Secondary
School
Ward Market
Office
The external institutions with arrows closer to the centre have closer relationship to the
Community and vice versa. The size of the cards shows the importance of the
institution to the Community.
Essential Information
An institution is an organization, which has objectives and leadership. Institutional analysis
helps the Community to know the area of collaboration in terms of good governance (i.e.
administration, corruption and transparency), service delivery, gender rights, economic
strength and support, social cultural behavior and influence.
Institutional Analysis enables the Community and facilitators to:
Identify institutes and their activities.
Appreciate institutes which collaborate with Community in different areas of
development.
Be aware of the relationship between institutes in serving the Community.
Reduce work interference.
Understand the institutions which are not within the Community but which are useful.
From the diagram the results should be summarized as below:
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Specific Objective:
At the end of the session, the participants should be able to identify and analyze the impact
of economic and social activities on environment.
Key Message:
Protect the environment for sustainable development.
Time: 60 minutes
Methodology:
Explanation 10 minutes
Group work 20 minute
Presentation 20 minutes
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, paper glue, manila paper, pins, scissors
Steps
1. Facilitate the participants to list down the normal economic activities that are done
within and outside the Community.
2. Facilitate the participants to cut the Manila paper into rounds of various sizes
representing the importance of listed economic activities. The size of the card will
connote the relative importance of the respective economic activity, and the more
important the bigger the card to be allocated to the activity (see the illustration bellow).
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Agriculture:
Household
Farming and cleaning
Livestock
3 Facilitate the participants to draw a big circle, which will represent the environment, and
then facilitate them to place the manila cards in the big circle to show the relationship
between the economic activities and the environment. The activity with the biggest
impact on environment should be placed near the centre of the big circle (see the
illustration below)
ENVIRONMENT
Agriculture:
Farming and
Livestock
Fishing
Household
cleaning Small-scale
enterprises
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information
This tool enables the Community to do a simple analysis of the impact of their normal
economic and social activities on the environment. The results of this analysis enable the
Community to prepare a development plan that takes environmental issues into
consideration.
Economic activities include:
Agriculture (farming) including using of pesticides, insecticides, etc.
Animal husbandry
Fishing
Trade
Social activities include:
Construction of residential houses
Household cleaning
Cultural activities
Specific Objective:
By the end of the session, the participants shall be able to explain how the gender resource
map is prepared and used in Community planning.
Key Message:
Main streaming gender is important in decision making for development planning.
Time: 60 minutes
Methodology:
Brainstorming 10 minutes
Explanation with illustration 10 minute
Discussion 30 minutes
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes, paper glue, manila paper, pins, scissors
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Steps
1. Participants to brainstorm on the meaning of gender resource map.
2. Explain on the meaning of gender resource map by using illustration.
3. Divide the participants into groups and facilitate discussions
4. Facilitate group presentation.
5. Wrap up and evaluate the session by asking questions.
Radio
O
A
M
After the communities have identified the gender gaps, corrective measures should be
suggested when preparing the plan.
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Essential Information:
Gender resource map is useful in identifying resource needs and aspirations.
Gender resource map exercise helps the Community to indicate the gaps that exist in
ownership, division of labour and responsibilities among men, women and children.
Gender resource map is useful in identification of gender gaps for rectification.
Gender resource map helps to point out who should participate more in certain tasks.
Gender resource map helps to learn and understand from the Communitys view point:
who owns, controls and provides labour over resources based on sex. It is also used to
identify gender gaps in order to rectify the situation.
Specific Objective:
By the end of the session, the participants shall be able to explain the use of daily gender
activities calendar as a tool for assessing utilization of labor in a Community.
Key Message:
Shared workload between male and female is important in Community development.
Time: 60 minutes
Methodology:
Brainstorming 10 minutes
Explanation with illustration 10 minute
Group Discussion 25 minutes
Presentation 10 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes, manila paper
Steps
1. Facilitate the participants to brainstorm on common activities undertaken in a day by
gender.
2. Explain and illustrate about common activities undertaken in a day by gender and
gender gaps.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
3. Divide the participants into groups to prepare daily gender activities calendar and
identify existing gender gaps. (They should also come up with proposals on how to
minimize gender gaps
4. Facilitate Group presentations.
5. Wrap up and evaluate the session by asking questions
Essential information
The daily activities calendar is a participatory tool that enables the generation of information
by gender and age based on the division of labour at the household level. This participatory
tool is useful in revealing gender responsibilities and imbalances.
Most activities in the rural areas are distributed along gender based social notions. This
produces activities that are generally done by women, men or male and female children.
Nevertheless, in most of these same rural communities, people irrespective of sex are
performing some common activities, e.g. farming.
The purpose of this tool is to create understanding on how much flexibility exists between
roles played by the male and female, and to what extent their gender relations can be
associated with the existing task differentiation.
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Specific Objective:
By the end of the session, the participants shall be able to explain how to conduct the
exercise of household wealth ranking.
Key Message:
Household Wealth ranking is a basis for poverty eradication.
Time: 60 minutes
Methodology:
Brainstorming 10 minutes
Explanation 30 minute
Discussion 15 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Facilitate the participants to brainstorm on the meaning of Household wealth Ranking.
2. Explain the meaning and how to conduct exercise of household wealth ranking
- Facilitate participants to define wealth ranking
- The Community members to brainstorm on the interpretation of household wealth
ranking
- Facilitate participants to set criteria of household wealth ranking
- Explain the procedure for conducting household wealth ranking
3. Facilitate discussion
4. Wrap up and evaluate the session by asking questions
Essential Information
Household Wealth Ranking is an evaluation of the economic status of every household in the
Community. In the rural process, criteria for household wealth ranking set by Village
assembly according to the Communitys perception should be used. Each household is then
ranked as having a poor, satisfactory or good living condition. The steps for carrying out
wealth ranking exercise are outlined hereunder.
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The points scored by each household will be added up with the condition set on the
following basis:
poor 4-8 points
satisfactory 9-15 points
good 16-20 points
Result from each hamlet are collected and compiled. This gives results for the entire Village
as shown below.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Note: Wealth ranking in the Urban Process is done based on the criteria set during the Mitaa/Zonal
meetings for launching the process. The steps to be followed are the same as in the rural
process, but the households should be compiled according to the Mitaas that exist in a ward.
Also, the Community members selected for the exercise should know properly each
Community member living in their respective Mitaas.
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Specific Objective:
By the end of the session, participants shall be able to demonstrate how to facilitate the
Village Council on how to identify sources of revenue and plan its expenditure.
Key Message:
Identification of sources of revenue is crucial in creating self dependency.
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation 10 minute
Role Play 30 minutes
Discussion 10 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, masking tapes
Steps
1. Facilitate the participants to brainstorm on the meaning of sources of revenue and
expenditure.
2. Explain by using an illustration.
3. Divide the participants in groups to identify sources of revenue and expenditure.
4. Explain how to set priorities in allocating revenue and committing expenditure.
5. Wrap up and evaluate by asking questions.
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The bigger the sources of revenue, the more the Village can meet its development activities.
The sources of income identified during focus group discussions, are forwarded to Village
Council for approval. All sources of revenue and human resource should be identified and
made public.
Essential Information
Identification of revenue sources should be done first by the focus groups.
The revenue sources identified by the focus groups should be discussed and approved
during the extraordinary Village Council meeting as sources of revenue for the Village.
All sources of finance in the Village, and labour force should be clearly identified.
Revenue estimates should indicate both internal and external sources.
Analysis of Village income enables the Community to assess its capabilities.
Identification of revenue sources is done by the Community members, and it helps to
improve transparency, and to curb loopholes for corruption.
Estimation of Village revenue and expenditure improves discipline and accountability.
Estimation of revenue and expenditure is done to ensure that the intended goals will be
achieved.
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After data collection focus groups will prepare the draft Community plan, using TDV 2025 as
a broad policy guide.
Specific Objective:
At the end of this session, participants shall be able to explain, form and facilitate
focus groups discussions.
Key Message:
Focus groups discussions are the basis for Community participatory planning.
Time: 60 minutes
Methodology:
5 minutes
Brainstorming
10 minute
Explanation
30 minutes
Role Play
10 minutes
Discussion
5 minutes
Wrap up and evaluation
Facilitation Materials:
Flip charts and board, marker-pens, paper glue
Steps
1. Facilitate the participants to brainstorm on the meaning of focus groups.
2. Explain the meaning and formation of focus groups and how to facilitate discussions.
3. Explain the use of focus groups as a means and tool in role-play.
4. Select some of participants form a focus group discuss one of the participatory tools.
5. Facilitate discussions on strengths and weaknesses of the role-play.
6. Wrap up and evaluate the session by asking questions.
Essential Information
Focus group is a major participatory tool for O & OD Planning process.
Focus groups are purposive groups formed on the basis of sex, age, and occupation
Focus group discussions provide access to a larger body of knowledge of general
Community information
Focus group becomes a tool when collecting data using participatory tools and becomes
a means/agent during the discussions on the objectives of the Tanzania Development
Vision 2025.
Focus groups in collaboration with the VEO/WEO compile and prepare the first draft
plans.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Specific Objective:
At the end of the session participants will be able to explain procedures for preparation
of participatory plans.
Key Message:
A Community plan is derived from decisions made by the people.
Time: 510 minutes
Methodology:
Brainstorming 10 minutes
Explanation 120 minute
Group work 250 minutes
Group presentations 120 minutes
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, manila paper, pins, paper glue
Steps
1. Facilitate participants to brainstorm on Community state planning and how it is
prepared.
2. Explain the meaning of Community participatory planning.
- Explain the attributes and procedures for formulating specific objectives.
- Use one of the targets of the Tanzania Development Vision 2025 to give an
explanation on how to formulate specific objective opportunities, obstacles, causes,
intervention, steps for implementation, inputs, costs, and prioritization.
3. Use table for Community participatory planning (plan matrix) to explain the planning
process.
4. Explain to the participants that the specific objectives are prepared based on the Village
data collected using participatory tools, secondary data and cross-cutting issues
5. Explain to the participants the reference points from TDV 2025
6. Divide participants into groups to discuss the objectives of TDV 2025, and prepare
O&OD plan.
7. Facilitate group presentations.
8. Insist on the importance of formulating specific objectives that are SMART (specific,
measurable, achievable, realistic, time-bound).
9. Opportunities, Obstacles, interventions, steps for implementation and indicators should
be specific and with logical flow
10. Wrap up and evaluate the session by asking questions.
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Village____________________ Ward______________________
District__________________ Region___________________
Goal: High quality livelihood
Objective: Food self- sufficiency and food security
Cost
Steps of implementation
Specific objective Opportunity Obstacle Cause Intervention Inputs Indicator
(Activities)
Internal External
Identifying farmers
-
group in each hamlet
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information
The Tanzania Development Vision 2025 has three goals as follows:
1. High quality livelihood
2. Good governance and the rule of law
3. Strong and competitive economy
During O & OD planning process the first two goals are discussed.
The goals to be discussed during the formulation of Community Development Plan will be
selected during the pre-visit day. In the rural process, the Village Council will select the
objectives from TDV 2025 during the pre-visit day, while in the urban process the Ward
Development Committee will do the same during pre-visit. The selected will be approved by the
Community during the launching of the process in the Extraordinary Village Assembly in rural
process, and in the extraordinary Zonal/Mtaa meetings in the urban process. The Community
can decide to make changes on the selected objectives as deemed right during launching. After
approval, the selected objectives will then form the basis for formulation of Community
development plans.
Based on the data collected using participatory tools, and using TDV2025 as a policy guide, the
focus groups will prepare draft plan. The draft plan should show clearly:
What the Community wants to achieve (specific objectives)
The resources/institutions which when used properly would lead to the achievement of the
specific of objectives (opportunities)
The hindrances to the proper use of opportunities (obstacles),
The reasons for existence of obstacles (causes)
Measures to be taken to address the obstacles (interventions)
Necessary activities to address the causes (steps of implementation)
Resources needed to achieve the steps of implementation (inputs)
Estimation of costs what can be done by the Community, and what cannot be done to
achieve the steps of implementation (costs)
The measurable means to assess the achievements (indicators)
In formulating the specific objectives, the facilitator should carefully refer to:
The preliminary Village data
The information generated during the use of participatory tools
National and Sector Standards
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Extra ordinary Village Council Meeting will be held to receive the Draft Plan as consolidated
by the focus groups, under the coordination of Village Executive Officer. The Village Council
meeting shall set priorities, and based on these priorities, a draft three year plan will be
prepared.
During the preparation of draft plan by the focus groups, many specific objectives are
identified. But, since resources are limited, all specific objectives identified at this step
cannot be achieved. Therefore, there is a need to prioritize. In this regard, after
consolidation of the draft plan by the focus groups, an Extraordinary Village Council Meeting
is held to set priorities by pair-wise ranking, and prepare a draft three year plan.
Specific Objective:
At the end of this session, participants shall be able to explain the use and practice of
pair wise matrix.
Key Message:
To plan is to choose.
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation 15 minute
Role Play 20 minutes
Exercises 10 minutes
Wrap up and evaluation 10 minutes
Facilitation Materials:
Flip charts and board, marker-pens
Step
1. Participants to brainstorm on the meaning of pair wise matrix.
2. Explain the meaning of pair wise matrix.
3. Conduct the following role play:
- Ask participants to sit as a Village Council.
- Display a list of specific objectives.
- Ask a Village Council whether there is any specific objective left out or there is a need
to add. Do this in order to satisfy the members that all specific objectives have
been included.
4. Facilitate participants to do pair-wise ranking across all specific objectives as shown in
the table below.
- For each specific objective add up and insert points in the relevant column.
- Arrange specific objectives in order of importance.
5. Wrap up and evaluate the session by asking questions.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information
Pair-wise ranking is one of the Community participatory tools for incorporating specific
objectives in Community based planning.
Pair-wise ranking is a suitable tool in setting priorities for specific objectives for the
whole Community.
Pair-wise ranking facilitates comparison between specific objectives.
This tool makes it possible to find out the position of the specific objectives even when
the specific objectives score equal points in the pair-wise ranking table.
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Specific Objective:
At the end of the session participants will be able to explain how to facilitate Village
Council to prepare a draft plan, prioritise and prepare a three-year plan.
Key Message:
The use of the existing structure of the LGA is the basis for sustainable development.
Time: 60 minutes
Methodology:
5 minutes
Brainstorming
15 minute
Explanation
20 minutes
Role Play
15 minutes
Discussion
5 minutes
Wrap up and evaluation
Facilitation Materials:
Flip charts and board, marker-pens
Step
1. Facilitate the participants to brainstorm on the role of Village Council for preparing
Community plan.
2. Explain to the participants how the Village Council meeting should be held to discuss
draft plan, prioritize and prepare draft 3 year plan.
3. Conduct the following role play:
- For purpose of practicing, turn the class into an imaginary Village Council/Ward
Development Committee.
- Nominate one of the participants to act as a chairperson and another member to act
as an executive officer who will be the secretary in the meeting
- Let the chairperson open the meeting
- The Executive officer should inform the Village Council/WCD members on how O&OD
planning process was conducted in the Village/Ward
- The facilitators should explain to the Village Council/WDC about the participatory
tools used by the focus groups and the draft plan
- Prepare the list of specific objectives as identified in the draft plan
- Prepare a matrix for pair-wise ranking of the specific objectives
- Facilitate the process of prioritization for specific objectives
- Facilitate the process of allocating costs for every step of implementation
- Prepare draft Three-Year Plan.
4. Facilitate discussions on what challenges are foreseen preparation of Three-Year Plan.
5. Wrap up and evaluate the session by asking questions.
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Priority
Steps for
Goal Objective Specific objective implementation Inputs What Village What Village What Village What Village What Village What Village
can do cannot do can do cannot do can do cannot do
Identifying a farmers -
group in each hamlet
Provision of motor motorbike 1, 150,000
To increase production
Food self bikes for extension
High of maize from the
sufficiency officers fuel 50,000 50,000 50,000
quality current 10 bags to 15 1
and food Training on how to training 50,000 150,000
livelihood bags per acre by year
security make use of manure materials
2010
Gathering materials to manure
make compost Grass
water
Conducting -
sensitization campaign
for parents
Rehabilitation of 4 building
classrooms materials
All the school age Labour
High Universal
children in the Village Construction of 2 building
quality primary 2
attend primary school classrooms materials
livelihood education
by 2010. Labour
Constructing 1 building
teachers house materials
Labour
Employing 2 more teachers
teachers
To increase the Rehabilitation of 3 material
number o f house- shallow wells labour
High
Access to holds with clean water 3 Formation of water -
quality
clean water from the current 95 Committees
livelihood
households to 135 by Introduction of water -
2010 fund collection
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Essential Information
The chairperson shall open and close the meeting
The Executive officer shall inform the Village Council/WCD members on how O&OD
planning process was conducted in the Village/ward
The chairperson will invite the Village resource persons and facilitators to present the
information about the participatory tools used, and the draft plan
The executive officer should present the revenue and expenditure estimates
For the concept of participatory planning, the chairperson will allow all participants in
the meeting (except development partners from outside the Village) to take part in
prioritization.
Minutes of the meeting together with all information and statistics used, and the Village
plan will be presented to the Ward Development Committee for consultation/advice.
The draft three-year plan will be submitted to the Ward Development Committee for
consultation before being tabled at the Village assembly.
Specific Objective:
At the end of the session participants will be able to explain on how to facilitate the
WDC in giving advice to the Village plans.
Key Message:
The Ward Development Committee is an important consultative and coordinating
instrument of Community plans.
Time: 30 minutes
Methodology:
Brainstorming 5 minutes
Explanation 10 minute
Discussion 10 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, manila paper, paper glue
Step
1. Participants to brainstorm on the role of the Ward Development Committee in the
preparation of Community plans.
2. Explain the procedure for Ward Development Committee meeting to deliberate advice
on Village draft Community plans.
3. Facilitate discussion of the three-year plans.
4. Wrap up by insisting on the role and responsibilities of WDC and evaluate the session by
asking questions.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information
During the planning process, after the prioritization and preparation of draft 3 year plan by
the Village Council, the draft plan should be presented to the Ward Development
Committee. The Committee will receive the draft three year plan for all Villages and give
advice where required and specify those programs which are to be collectively implemented.
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Note:
Ward Development Committee meeting is a solely for giving advice on the Community
Participatory Plans. It is not meant to change the Community Participatory Plans
The advice from WDC should be reflected by the Village Council, and be presented
during the Extraordinary Village Assembly which will receive, discuss and approve the
Community participatory plan.
The Ward Executive officer shall prepare a summary of proceedings (minutes) from the
WDC meeting, and submit to the Council Executive Director.
WDC shall give room for discussion of project or activity that involves more than one
Village for the benefits of the Ward
After the WDC meeting, the Ward Executive Officer shall prepare a summary of advice
given during the meeting, and send to the respective Villages.
Specific Objective:
At the end of the topic, participants will be able to explain and facilitate the Village
assembly/Ward Development Committee on how to discuss and approve the
Community plan.
Key Message:
Cheerful Community participation is a prerequisite during Village assembly/ WDC
meeting.
Time: 30 minutes
Methodology:
Brainstorming 5 minutes
Explanation 5 minute
Discussion 15 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, manila paper, paper glue
Step
1. Facilitate the participants to brainstorm on the procedure for the Village assembly/ WDC
to discuss and approve the Community participatory plan.
2. Explain the procedure for Village assembly/ WDC to discuss and approve the Community
participatory plan.
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Essential Information:
In the urban setting, it is the Ward Development Committee which has the authority to
make adjustments to the plans as deemed right
The Village assembly meeting is the highest decision making body in the Village. It has
the mandate to make adjustments to the plan in a manner that they see it feasible.
Notice for calling the Village assembly should be sent to the Village members early
enough, in order to attain full attendance.
All members by gender and other vulnerable groups should be given a chance to
participate in the discussion.
After approval, the Ward Executive Officers, and Ward Extension Officers in the
respective ward will prepare a summary of activities by sector from the Community
Development Plans using simple format
The approved plans, together with all the information collected during the preparation
of the Community participatory plans should be forwarded to the Council Executive
Director together with the summary of proceedings/minutes of the Extraordinary Village
Assembly/WDC meeting which approved the plans.
Summary of Activities by sector prepared at ward level using simple format should also
be submitted to the Council Executive Director.
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Specific Objective:
At the end of the session, the participants shall be able to prepare a summary of
activities by sector from the Three-Year Plans using Simple Format.
Key Message:
Community Development Plans should be the basis for LGA planning. Simple format simplifies
this.
Time: 60 minutes
Methodology:
Brainstorming 5 minutes
Explanation with illustration 10 minute
Group work 20 minutes
Group presentation 20 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Flip charts and board, marker-pens, manila paper, paper glue, sample Community plans
Step
1. Facilitate the participants to brainstorm on activities in the Community plans, and how
they could be easily summarized so that they could be incorporated into LGA Plan.
2. Explain how a summary of activities from Community Plan could be prepared using
simple format.
- The activities to be compiled by sector.
- Simple format should be made up of those activities which the communities cannot
implement themselves without external financial and technical support.
3. Divide the participants into groups, and give each group sample Community plans.
4. Facilitate the participants in their groups to identify the sector categories for
preparation of simple format.
5. The participants shall prepare a summary of activities by sector using simple format
6. Facilitate group presentations.
7. Wrap up and evaluate the session by asking questions.
Important Information
After the endorsement of the Community Plans, the next step will be preparation of
summary of activities from the Community Plans by sector at ward level. This task will be
carried out by the Ward Officers, and if possible, the Village Executive Officers (Mtaa
Executive Officers in urban setting) can also participate. The summary of activities by sector
should be prepared in a simple format as shown in the example below.
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agriculture extension
irrigation schemes
compost manure
Establishment of
agriculture field
Construction of
Employment of
Preparation of
classes
officers
Manda 4
Mamsela 3
Igale 1
Buma
Kware 2
Ruvu
Total 10
In urban setting, Community Plans are formally prepared at Ward level. In this case, the
preparation of simple format turns out to be extraction of activities from the Ward Plan by
sector. Below is an illustration of preparation of summary of activities from the Ward Plan by
sector.
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Specific Objective:
At the end of the session, the participants shall be able to explain and use proper
facilitations skills during facilitation.
Key Message:
Facilitations skills are important for participants concentration and understanding.
Time: 60 minutes
Methodology:
Brainstorming
5 minutes
Explanation
15 minutes
Illustration
30 minutes
Wrap up and evaluation
10 minutes
Facilitation Materials:
Flip charts and board, marker-pens, manila paper, paper glue, sample Community plans
Step
1. Facilitate brainstorming on facilitation skills
2. Explain the important attributes of adult learning
3. Explain the qualities of a good facilitator
4. Explain different facilitation techniques and their importance
5. Explain the possible problems during facilitation
6. Wrap up and evaluate the session by asking questions
Important Information
The following aspects of adult learning should be taken into consideration during facilitation:
Adults learn differently from children, since they have more life and work experience,
and they are autonomous and self-directed. Therefore, facilitation should be carefully
done, giving more room for discussions, instead of lecturing. (facilitation is not teaching)
Adults are relevancy-oriented, so they would like to learn things that will be useful in
their work or other responsibilities in their lives.
Various techniques should be used in facilitation
Adults prefer to lean and clarify things practically
Because adults have more life and work experience, they usually prefer to compare
what they learn with what they understand in real life
Adults are practical, focusing on the aspects of a lesson most useful to them in their
work
Adults, like all other learners, need to be shown care and respect.
There are differences in experiences, education, skills, knowledge, behavior, living
conditions and aspirations among the participants. The facilitator should take into
account these differences, and ensure that the lessons reflect the reality to the
participants.
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Household:
Head of Households by Households Economic Number of people able to
Hamlet/ sex Ability work
Mtaa
Male Female Total Good Satisfactory Bad Male Female Total
1. Economic Activity
1.1 Agriculture: Food crops: main crop ...........................; others ..................................
Commercial crops: main crop .......................; others ........................
1.2 Animal husbandry: animals kept ...................................................................................
1.3 Private sector: workshops/garages
Small scale industries
Hotel/restaurants
Shops
Fuel stations.
2. Economic Services
2.1 Roads: main roads ..........km, district roads ..........km, rural road .........km
2.2 Electricity: ..............................................................................................................
2.3 Communication: .....................................................................................................
2.4 Market: ...................................................................................................................
2.5 Auction:...................................................................................................................
2.6 Cattle dips: .............................................................................................................
3. Social Services
3.1 Education
3.2 Health
3.3 Drinking water
3.4 Churches/Mosques.
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IMPORTANT STATISTICS
LGA Plan based on Community Plans 2008 2010
LGA: ________________________
Number of
Number of Economic Number of
working Social Services Economic Services
Households capacity people
people
Name of
Water Machine
Sunday Market
Village
Dispensary
Cattle Dip
Mosque
Women
Women
Women
Auction
Church
Market
School
Others
Middle
Milling
Food
Total
Total
Total
High
Men
Men
Men
Well
Low
Tap
Oil
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1 ADMINISTRATION
1. Name of the Ward/Village .........................................
2. Area (Km2)
3. Number of hamlets/Mitaa/Villages: ..
4. Number of Village Council Members: M ................... F ....................
5. Number of WDC Members: M ................... F ....................
6. Population:
Male: ......................................
Female: ..................................
Able to work: M ..................... F ...........................
Children (below 18 years old): M .................... F ..........................
Orphans: M .................... F ...........................
Street children: M .................... F ...........................
Disabled: M .................... F ...........................
Widow/Widower: M .................... F ...........................
Old (above 70 years old): M .................... F ...........................
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3 HEALTH:
Common/principle diseases:
DiseaseNo. of patient
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
Sporadic diseases which occurred over the past 1 year:
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
Communicable diseases:
1) Under 5 years
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
2) Above 5 years
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
DiseaseNo. of patients
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3.2 HIV/AIDS:
Number of deaths caused by HIV/AIDS (past 1 year, or 3 years): M F
Number of people affected by HIV/AIDS: M F
Rate of HIV/AIDS transmission: ..........................
5 ECONOMIC STATUS:
Yearly average income per:
- Person: ...........................
- Household: .............................
- Street/Village: ........................
- Ward: ........................
Major economic activities: .................................................................
Available institutions in the Village/ward: ........................................................................
6 PRIVATE SECTOR:
Vocational Training centres/workshops: ....................................
Small industries: ....................................
Hotels/Restaurants: ....................................
Shops: ....................................
Pharmacies: ....................................
Fuel petrol stations: ....................................
Economic groups: ....................................
Non-Governmental Organizations: ....................................
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8 ENVIRONMENT
Forest area in ha: ....................................
Number of planted trees: ....................................
Number of tree nurseries: ....................................
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Evaluation of training is an important aspect in any training because it helps to know how
much has been covered. Evaluation of training can be done at two levels. The first level is
done at the end of every topic, activities of the day and the entire programme. At this level
what is evaluated is the knowledge which participants have gained. The second level,
evaluation includes know-how, skills, and how many participants have changed in outlook.
First Level
Daily Evaluation:
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Second-level Evaluation:
Training programme
1. Have course objectives been achieved? Yes/No.
2. Was the time allocated to the course sufficient? Yes/No.
3. What topics of the course did you find useful? Explain briefly
(a)
(b)
(c)
4. What course topics were of no use? Explain why?
Topic Reason
5. What topics do you feel could be added to improve this course? If any, please mention
them.
6. Were participation and group discussions sufficient?
7. Did facilitators techniques help to make topic content understandable?
8. Has the training helped to increase your personal efficiency? Yes/No.
9. To what extent do you feel you can facilitate this kind of training to ward facilitators?
(a) To a large extent
(b) Fair extent
(c) I cannot.
10. How did you find the atmosphere of the course in general?
11. How did you find the procedure?
(a) Good
(b) Fair
(c) Bad.
12. Give other remarks.
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Day 1
Time Activity
8.30-9.00 Registration and introduction
9.00-9.30 Opening
9.30-10.00 Objectives of the training
10.00-10.30 History of Planning in Tanzania
10.30-11.00 Tea/coffee
11.00-11.30 Planning Concepts
(1) Planning and Budgeting
11.30-12.30 (2) Integrated Planning
12.30-1.30 (3) Community Participatory Planning
1.30-2.30 Lunch
2.30-3.30 (4) O&OD
2.30-3.00 (5) Review and Backstop
3.00-3.30 (6) Monitoring and Evaluation
3.30-4.00 (7) Participatory Monitoring and Evaluation
4.00-4.30 Evaluation and Tea/coffee
Day 2
Time Activity
8.00-8.30 Review of Day 1 Topics
8.30-10.00 Opportunities and Obstacles to Development Planning Methodology
10.00-10.30 Tea/coffee
10.30-11.30 Tanzania Development Vision 2025
11.30-12.30 MKUKUTA
12.30-1.30 Lunch
1.30-2.30 Cross-cutting Issues
(1) Gender
2.30-3.30 (2) HIV/AIDS
3.30-4.00 (3) Environment and Natural Resource Management
4.00-5.00 (4) Good Governance
5.00-5.30 Evaluation and Tea/coffee
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Day 3
Time Activity
8.00-8.30 Review of Day 2 Topics
8.30-9.00 Cross-cutting Issues
(5) Disaster Management
9.00-10.00 (6) Human Rights
10.00-10.30 Tea/coffee
10.30-11.15 O&OD Planning Process
(1) Community Entry Protocol
11.15-12.15 (2) Social Preparation
12.15-12.45 (3) Village Assembly
12.45-1.45 Lunch
1.45-2.45 (4) Data Collection
2.45-3.45 (4-1) Spatial Data
(a) Community Map
3.45-4.15 (b) Transect Walk
4.15-4.45 (4-2) Time related Data
(a) Historical time lines
4.45-5.15 Evaluation and Tea/coffee
Day 4: Pre-visit
Day 5
Time Activity
8.00-8.30 Review of Day 3 Topics and Pre-visit Feedback
8.30-9.30 (4-2) Time related Data
(b) Seasonal Calendar
9.30-10.30 (4-3) Socio-economic Data
(a) Institutional Analysis
10.30-11.00 Tea/coffee
11.00-12.00 (b) Impact on Socio-economic Activities on Environment
12.00-1.00 (c) Gender Resource Map
1.00-2.00 Lunch
2.00-3.00 (d) Gender Daily Activities Calendar
3.00-4.00 (e) Household Wealth Ranking
4.00-4.30 Evaluation and Tea/coffee Community Map
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Day 6
Time Activity
8.00-8.30 Review of Day 5 Topics
8.30-9.30 (4-3) Socio-economic Data
(f) Sources of Revenue and Expenditures
9.30-10.30 (5) Preparation of Draft Community Plan
(5-1) Focus Groups
10.30-11.00 Tea/coffee
11.00-1.00 (5-2) Preparation of Draft Community Plan by using TDV 2025 by focus
groups
1.00-2.00 Lunch
2.00-4.30 (5-2) Preparation of Draft Community Plan by using TDV 2025 by focus
groups
4.30-5.00 Evaluation and Tea/coffee
Day 7
Time Activity
8.00-8.30 Review of Day 6 Topics
8.30-10.30 (5-2) Preparation of Draft Community Plan by using TDV 2025 by focus
groups
10.30-11.00 Tea/coffee
11.00-1.00 (5-2) Preparation of Draft Community Plan by using TDV 2025 by focus
groups
1.00-2.00 Lunch
2.00-3.00 (6) Village Council
(6-1) Setting Priorities by Pair-wise Ranking
3.00-4.00 (6-2) Preparation of Three-Year Plan
4.00-4.30 (6-3) Ward Development Committee
4.30-5.00 Evaluation and Tea/coffee
Day 8
Time Activity
8.00-8.30 Review of Day 7 Topics
8.30-9.00 (6) Village Assembly or Zonal/Mtaa Meeting
9.00-10.00 (7) Preparation of Summary of Activities by Sector at Ward
10.00-10.30 Tea/coffee
10.30-11.30 Facilitation Skills
11.30-12.30 Evaluation
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Day 1
Time Activity
8.30-9.00 Registration and introduction
9.00-9.30 Objectives of the training
9.30-10.00 History of Planning in Tanzania
10.00-10.30 Planning Concepts
(1) Planning and Budgeting
10.30-11.00 Tea/coffee
11.00-12.00 (2) Integrated Planning
12.00-1.00 (3) Community Participatory Planning
1.00-2.00 Lunch
2.00-3.00 (4) O&OD
3.30-4.00 (5) Review and Backstop
4.00-4.30 (6) Monitoring and Evaluation
4.30-5.00 (7) Participatory Monitoring and Evaluation
5.00-5.30 Evaluation and Tea/coffee
Day 2
Time Activity
8.00-8.30 Review of Day 1 Topics
8.30-10.00 Opportunities and Obstacles to Development Planning Methodology
10.00-10.30 Tea/coffee
10.30-11.30 Tanzania Development Vision 2025
11.30-12.30 MKUKUTA
12.30-1.30 Lunch
1.30-2.30 Cross-cutting Issues
(1) Gender
2.30-3.30 (2) HIV/AIDS
3.30-4.00 (3) Environment and Natural Resource Management
4.00-5.00 (4) Good Governance
5.00-5.30 Evaluation and Tea/coffee
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The Opportunities and Obstacles to Development (O&OD): Training Manual
Day 3
Time Activity
8.00-8.30 Review of Day 2 Topics
8.30-9.00 Cross-cutting Issues
(5) Disaster Management
9.00-10.00 (6) Human Rights
10.00-10.30 Tea/coffee
10.30-11.15 O&OD Planning Process
(1) Community Entry Protocol
11.15-12.15 (2) Social Preparation
12.15-12.45 (3) Village Assembly
12.45-1.45 Lunch
1.45-2.45 (4) Data Collection
2.45-3.45 (4-1) Spatial Data
(c) Community Map
3.45-4.15 (d) Transect Walk
4.15-4.45 (4-2) Time related Data
(c) Historical time lines
4.45-5.15 Evaluation and Tea/coffee
Day 4: Pre-visit
Day 5
Time Activity
8.00-8.30 Review of Day 3 Topics and Pre-visit Feedback
8.30-9.30 (4-2) Time related Data
(d) Seasonal Calendar
9.30-10.30 (4-3) Socio-economic Data
(b) Institutional Analysis
10.30-11.00 Tea/coffee
11.00-12.00 (b) Impact on Socio-economic Activities on Environment
12.00-1.00 (c) Gender Resource Map
1.00-2.00 Lunch
2.00-3.00 (d) Gender Daily Activities Calendar
3.00-4.00 (e) Household Wealth Ranking
4.00-5.00 (f) Sources of Revenue and Expenditures
5.00-5.30 Evaluation and Tea/coffee Community Map
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Day 6
Time Activity
8.00-8.30 Review of Day 5 Topics
8.30-9.30 (5) Preparation of Draft Community Plan
(5-1) Focus Groups
9.30-10.30 (5-2) Preparation of Draft Community Plan by using TDV 2025 by focus
groups
10.30-11.00 Tea/coffee
11.00-1.00 (5-2) Preparation of Draft Community Plan by using TDV 2025 by focus
groups
1.00-2.00 Lunch
2.00-4.30 (5-2) Preparation of Draft Community Plan by using TDV 2025 by focus
groups
4.30-5.00 Evaluation and Tea/coffee
Day 7
Time Activity
8.00-8.30 Review of Day 6 Topics
8.30-10.30 (5-2) Preparation of Draft Community Plan by using TDV 2025 by focus
groups
10.30-11.00 Tea/coffee
11.00-12.00 (6) Village Council
(6-1) Setting Priorities by Pair-wise Ranking
12.00-1.00 (6-2) Preparation of Three-Year Plan
1.00-2.00 Lunch
2.00-2.30 (6-3) Ward Development Committee
2.30-3.00 (6) Village Assembly or Zonal/Mtaa Meeting
3.00-4.00 (7) Preparation of Summary of Activities by Sector at Ward
4.00-5.00 Facilitation Skills
5.00-5.30 Evaluation and Tea/coffee
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First Day
Social Preparation
- Village Council Meeting
- Introducing Community Planning Process to social groups
- Preparation for Village Assembly
- Pre-sensitization of Community members
Secondary Data Collection
Second Day
Social Preparation (continue from the previous day)
Secondary Data Collection
Third Day
Extra ordinary Village Assembly to launch the O&OD Planning
Selection of Community resource persons
- 2 people from each hamlet
Forming focus groups
- Old men and women
- Young men and women
Selection of map drawers
Primary Data Collection
- Drawing the Village map
- Household wealth ranking
Fourth Day
Primary Data Collection
- Transect walk
- Historical time lines
- Seasonal calendar
- Institutional analysis
- Impact of social and economic activities on environment
- Gender resources map
- Gender daily activities calendar
- Sources of Revenue and Expenditure
Fifth Day
Focus group to discuss Vision 2025 (High Quality Livelihood)
- Food self sufficiency and food security
- Universal primary education
- Gender equality
- Access to quality primary health care for all
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Sixth Day
Focus group to discuss Vision 2025 (High Quality Livelihood)
- Access to quality reproductive health services for all individuals of appropriate
ages.
- Reduction in infant and maternal mortality rates by three quarters of current
levels.
- Universal access to safe water
- Increase life expectancy to the levels attained by typical middle income countries.
- Absence of abject poverty.
Seventh Day
Focus groups continue to discuss Vision 2025 (Good Governance and Rule of Law)
- Desirable moral and cultural uprightness
- Strong adherence to and respect for rule of law.
- Absence of corruption and other vices
- A learning society which confident leans from its own development experiences
and that of others and owns and determines its own development agenda.
Eighth Day
Focus groups prepare the Draft Community Plans
Ninth Day
The Village Council to prioritize all specific objectives.
Preparation of Draft 3-Year Community Plan.
Tenth Day
Ward Development Committee Meeting to be held so as to give technical advice on
the Draft Three-Year Plan.
Eleventh Day
Extra-ordinary Village Assembly to receive and approve Community Plans
Twelfth Day
Preparation of summary of activities from the Three-Year Community Plans by Sector
at Ward level
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First Day
Social Preparation
- Meeting with WDC members
- Introducing Community Planning Process
- Introducing O&OD Planning Methodology and Process
- Preparation for Zonal/Mtaa Meetings
- Pre-sensitization of Community members
Secondary Data Collection
Second Day
Social Preparation (continue from the previous day)
Secondary Data Collection
Third Day
Zonal/Mtaa Meetings to launch the O&OD Planning
Selection of Community resource persons
- Two people from each Mtaa
Forming focus groups
- Old men and women
- Young men and women
Selection of map drawers
Fourth Day
Primary Data Collection
- Drawing the ward map
- Seasonal calendar
- Household wealth ranking
- Institutional analysis
- Impact of social and economic activities on environment
- Gender resources map
- Gender daily activities calendar
- Sources of Revenue and Expenditure
Fifth Day
Focus group to discuss Vision 2025 (High Quality Livelihood)
- Food self sufficiency and food security
- Universal primary education
- Gender equality
- Access to quality primary health care for all
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Sixth Day
Focus group to discuss Vision 2025 (High Quality Livelihood)
- Access to quality reproductive health services for all individuals of appropriate
ages.
- Reduction in infant and maternal mortality rates by three quarters of current
levels.
- Universal access to safe water
- Increase life expectancy to the levels attained by typical middle income countries.
- Absence of abject poverty.
Seventh Day
Focus groups continue to discuss Vision 2025 (Good Governance and Rule of Law)
- Desirable moral and cultural uprightness
- Strong adherence to and respect for rule of law.
- Absence of corruption and other vices
- A learning society which confident leans from its own development experiences
and that of others and owns and determines its own development agenda.
Eighth Day
Focus groups prepare the Draft Ward Plans
Ninth Day
Zonal/Mtaa Meetings to discuss and give comments on the Draft Ward Plan
Tenth Day
Focus groups under the Ward Executive Officer to incorporate comments from
Zonal/Mtaa Meetings into Draft Ward Plan.
Eleventh day
Ward Development Committee to be held to prioritize all specific objectives, prepare
and endorse Three-Year Ward Plan.
Twelfth Day
Preparation of summary of activities from the Ward Plan by sector using Simple
Format.
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