Corad_governance Facilitator Manual

FACILITATORS MANUAL ON GOOD GOVERNANCE

Consortium for Rehabilitation and Development

(CORAD)

Ivan Nikolic

Sierra Leone, January 2008

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TABLE OF CONTENTS 3 Forward 4 Acknowledgements 5 Preface 6 Introduction 8 Tips for trainers 10 Chapter 1: What is governance (is it good or bad)? 13 Chapter 2: Principles of good governance 16 Chapter 3: Dependency 18 Chapter 4: Leadership 20 Chapter 5: Community participation and inclusion 23 Chapter 6: Planning, budgeting and record keeping 27 Chapter 7: By-laws 31 Chapter 8: Advocacy 34 Chapter 9: Decentralization - government and our community 37 Chapter 10: Ward committees; CBOs and ward committees 40 Chapter 11: District councils; CBOs and district councils 43 Chapter 12: Chiefdom councils; CBOs and chiefdom councils 46 Chapter 13: Closing the workshop – summary and evaluation 47 Bibliography

2Facilitators Manual on Good Governance

FORWARD

Five years after the end of an eleven-year war, good governance is one of the key factors for Sierra Leone to consolidate the peace and move towards greater stability and a more robust and equitable economy for its citizens. This Manual on Good Governance has been prepared with input from CORAD agencies -- Africare, CARE, CRS and World Vision -- along with MSI (Management System International) and the Government of Sierra Leone’s Decentralization Secretariat. I hope this manual will contribute towards promoting the practice of good governance, resulting in a more secure and dynamic environment for the citizens of Sierra Leone. Brian Larson Country Director CARE International in Sierra Leone 29th February 2008


Acknowledgements This facilitators’ manual has been produced as part of the Livelihoods Expansion and Asset Development (LEAD) Program, which is implemented by the Consortium for Rehabilitation and Development (CORAD). This program, which seeks to reduce food insecurity in 32 of the poorest chiefdoms in Sierra Leone, has as one of its four Program Objectives that nearly 1,000 community based organizations (CBOs) will be supported to practice good governance. Not only will this enhance groups’ abilities to advocate with the government at all levels, but it will also feed into efforts to prevent corruption and promote democracy, human rights, transparency, and accountability in Sierra Leonean society, which is still emerging from the shadow of an eleven year civil war. The consultant would like to thank the many people at the CORAD partner agencies who made themselves available for meetings. The consultant also appreciated the contributions of Management Systems International (MSI Sierra Leone) and Enhancing the Interaction and Interface between Civil Society and the State to Improve Poor People’s Lives (ENCISS, Sierra Leone). A pilot version of this manual was used to conduct a Training of Trainers in Makeni, Sierra Leone, in November 2007. This manual has been revised in light of the experience of that training workshop and the many helpful comments made by participants and by CORAD partner organizations. Many thanks to the trainees from CARE, Catholic Relief Services, World Vision, and Africare, who have made this manual so much richer through their valuable inputs and willingness to share their field experiences. Two basic resources were used to draft this Manual: “Basic Training Manual for Ward Committees” (DecSec, Sierra Leone, 2004), and “Village Development Committees Training Manual”. In addition to these, the consultant has used his personal experience, suggested formats, and exercises from participants. Many thanks also for the suggestions that came from the co-facilitators of the training in Makeni, Ahmid Thoronka (MSI, Sierra Leone), and Samuel Mokuwa (ENCISS, Sierra Leone). The consultant would especially like to thank Saio M. Kinthor, Program Officer of CARE International in Sierra Leone, who was the main contact on this consultancy and provided invaluable support throughout the process. Additional translation and printing of the manual has been made possible by funding from the USAID. The contents of this document are the sole responsibility of the Consultant and can under no circumstances be regarded as reflecting the position of the USAID. Ivan Nikolic Consultant


Preface The manual is designed by an independent consultant to facilitate development of responsive, participatory, and accountable Community-based Organizations (CBO’s) in Sierra Leone, thus meeting governance objectives of CORAD1-implemented MYAP2. Project, Livelihood Expansion and Asset Development (LEAD). The LEAD project aims at improving human capabilities, specifically improving vulnerable people’s skills and knowledge, in order to strengthen their resilience to shocks. One critical component of this resiliency is to improve social and organizational capital, at both the community and local levels. In pursuit of this, a critical focus area of LEAD is the quality of governance, resulting in more efficient and equitable community-based decision-making, as well as improved linkages to local government and its services. By improving the transparency and effectiveness of their own organizations, Community-Based Organizations will be better able to negotiate similar improvements from local government. LEAD is implemented in four of the poorest districts in Sierra Leone, as such, all four members of the consortium will be implementing governance activities - a significant advance in the national scale-up of the democratic culture and decentralization process. Each chapter of this manual represents one module of this governance training. The modules are designed as succinct guidelines for CORAD trainers to strengthen capacities for implementing good governance practices among CBOs. Training of trainers for the material covered in this manual has already taken place (19-23 November 2007), although it will be necessary for trainees to replicate this training within their organizations to ensure that a suitable cadre of qualified trainers exists.

1 Consortium for Rehabilitation and Development. Members are CARE (prime), World Vision, Catholic Relief Services (CRS), and Africare. 2 MYAP: Multi Year Assistance Program, a Title II USAID funding mechanism for development programs


Introduction Purpose of this manual This manual is designed as a resource for CORAD partner agencies and target groups (CBOs) who want to adopt good governance practices. It should help them to make their work and procedures more transparent and accountable, which will increase the public’s trust in and appreciation of their work. Good governance is an ideal which is difficult to achieve in its totality. Very few countries, societies and organizations have come close to achieving good governance in its totality. However, to ensure sustainable human development, actions must be taken to work towards this ideal. So far, by building organizational skills, CORAD has managed to improve CBO’s capacities to promote good governance beyond their communities. Future efforts will ensure the creation of stronger CBOs and CBO associations that will be much more successful in their areas of work (agriculture, health, water and sanitation, etc.), thanks to improvements in the area of governance. Moreover, CBOs with good practices will impact local authorities’ lack of capacities for practicing good governance. Community-Based Organizations can be one of the strongest agents in promoting culture of good governance in Sierra Leoneans society. How to use this manual This manual can be used in three basic ways:

• As a teaching guide for trainers running courses for CBOs responsible for handling development projects.3

• As learning tool for trainers – in other words, so that they can work through the manual on their own.

• As a reference tool for trainers who have already gone through a training course.

In practice, the same group of trainers may use the manual in all three ways:

• They work through the manual on their own. • Then they attend a workshop in which the learning points in the

manual are elaborated and discussed. • They keep a copy of the manual to refer to in their future work.

This would be the ideal way of using the manual. Workshops are usually much more effective if participants have had a chance to acquire most of the basic informational content on their own, at their own speed. The workshop can then focus on:

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3 A corresponding Trainee Manual will assist trainers in conducting this training.

Facilitators Manual on Good Governance

• Issues that participants have not fully understood. • Points of controversy or disagreement. • Developing the skills needed to process new information

However, it is recognized that trainers will often not have the chance to work through the manual individually before a workshop. Objectives of the training At the end of a three-day training workshop based on this manual, participants should have achieved a number of specific learning objectives. They should be able to:

• Explain the meaning and value of good governance. • Explain the principles underlying good governance. • Explain the process and some of the tools for applying principles of

good governance to the work of CBOs and local authorities. • Reflect on the strengths and shortcomings of good governance

practices in their own communities. • Identify the institutional bodies in their communities and create

sustainable linkages. The content of the manual The main part of the manual is divided into three parts.

The first part (Chapters 1-2) deals with the concept and basic principles underlying good governance. This part of the manual could equally well be used by members of the CBOs, or by officials not directly involved in the work of CBOs. The second part (Chapters 3-8) is directed specifically at CBOs. It deals with the cultural obstacles in practicing good governance and the ways to build capacities of CBOs to practice major principles of good governance. In no circumstances should the second part of the manual be used without trainees having worked through the basic principles outlined in the first part. The third part (Chapters 9-12) is designed to enhance understanding of the system of local government in Sierra Leone. This part of the manual is to be used as a guide to promote the activities of CBOs to assist in advocating on various issues that are important to them and their constituencies or securing funds from the state.


Tips for trainers

• While selecting a training venue, make sure that it is accessible for all the participants. An accessible venue is one that people can easily get into and out of. This includes not being too small, being conveniently located for the majority of participants, having proper infrastructure for people with disabilities.

• Before the start of the workshop, make sure you have all the necessary materials (stationery, handout, confirmations from resource persons), so that the lack of these does not hamper the course of the workshop.

• Selection of participants, distribution of invitations, and permission from relevant

agencies must be done at least two to three weeks before the workshop.

• Clarify all the workshop rules with the participants on the first day. Do that by facilitating a process of setting ground rules. Ensure some basic rules of gender sensitivity and participation, (providing women opportunities to speak and participate in a balanced manner), by proposing such rules if participants have not listed them.

• Conduct various sessions and activities through group work. Suggestions for

group work are made under different modules. Also, it is important to consider how you will set your groups: will participants set their own groups, or do you want to set the groups for the training (usually, this is the case when you want to make sure that members of each group are well-mixed, either by agency, by level of experience, by sector, or by position held)? You might want to make setting groups more interesting by using different methods for making groups e.g. numbers, alphabets, names of the flowers and fruits, types of stationary etc.

• Make sure that all the participants take part in the sessions, i.e. encourage and

involve those participants who are shy or quiet. There are different ways you can do this, for example: for presentations of group work, encourage those participants who are less active and shy to present on behalf of their group.

• To make participants arrive on time, come on time yourself. Encourage shared

responsibility with trainees on timeliness of the training, by having them elect a time-keeper.

• Use simple and easy language during the sessions.

• Set and maintain boundaries to keep the discussion relevant and the tone

respectful.


• Closely monitor the group dynamics and atmosphere, making adjustments when necessary.

• Model good listening and clear, respectful communication.

• Conduct creative option-generating (brainstorming) processes.

• Watch peoples’ needs, e.g. a stretch break, a touch of humor, a change of pace.

• Help people learn from their experience through careful observation and

constructive feedback.

• At the end of each session, invite questions from the participants and in turn ask them questions on the topic.


Chapter 1: What is governance (is it good or bad)?

Objective(s) Understand concept of governance Apply concept of governance in the different areas of society

Methodology Question & answers, group brainstorming and discussions Materials needed Training manual, flip chart, markers Duration 1 hour

PART 1 Divide participants into groups of 4 or 5 people. Give each group big sheet of paper and markers. Ask participants to try to explain their understanding of governance. Ask them questions like:

- What do you think governance is when you hear that expression in everyday life? - What does governance mean to you?

Encourage participants to come out with as many ideas as possible, and emphasize that there are no right or wrong answers. After group work is finished, ask each group to present its findings. At the end of this activity you can ask following questions: What ideas were similar, or different? Use this discussion to lead to into a presentation on the meaning of concept of governance that covers the following points:

The concept of governance is not new. Simply put, governance is defined as the process of decision-making and the process by which decisions are implemented (or not implemented), or as a set of values, policies, and institutions by which a society manages its social, political, and economic process through interactions among government, civil society, and private sector.

Explain that there are two sides of governance. Technical aspect: what and how to

do something (or not to do), and representational aspect: how decisions are taken and who takes them.

PART 2 Start with a statement that governance can be used in several contexts, such as international governance, national governance, and local governance. Ask participants


if they can use the concept of governance on the family level. Brainstorm and write points on flip chart. After the brainstorm is a finished, present different levels of governance:

- International level - National level

o Government o Private sector o Civil society

- Local level - Family level

Government is one of the actors in governance. Other actors involved in governance vary depending on the level of governance that is under discussion. In rural areas, for example, other actors may include influential landlords, associations of rural farmers, cooperatives, NGOs, research institutes, religious leaders, finance institutions political parties, the military etc. At the national level, in addition media, international donors, multi-national corporations, etc. may play a role in decision-making or in influencing the decision-making process. Since governance is the process of decision-making and the process by which decisions are implemented, an analysis of governance focuses on the formal and informal actors involved in decision-making and implementing the decisions made and the formal and informal structures that have been set in place to arrive at and implement the decision. PART 3 Ask participants to think of formal and informal actors in decision-making in their communities. Follow up with explanation that covers the following points:

All actors other than government and the military are grouped together as part of the "civil society." In some countries in addition to the civil society, organized crime syndicates also influence decision-making, particularly in urban areas and at the national level.

Similarly formal government structures are one means by which decisions are

arrived at and implemented. At the national level, informal decision-making structures, such as "kitchen cabinets" or informal advisors may exist. In urban areas, organized crime syndicates such as the "land Mafia" may influence decision-making. In some rural areas locally powerful families may make or influence decision-making. Such, informal decision-making is often the result of corrupt practices or leads to corrupt practices.


Ask participants to list practices that they think lead to “bad” governance in their communities. After a short brainstorm, write ideas on a flip chart and refer to it during explanation of the next statement:

Governance is good when it ensures that political, social and economic priorities are based on a broader consensus in society and that the voices of all are heard in decision-making over allocation of resources.


Chapter 2: Principles of good governance

Objective(s) Understand participant’s perception of the concept of good governance Explain basic principles of good governance Suggest practical ways of incorporating good governance principles in work of an organization

Methodology Brainstorming, question & answers, and group discussions, visual presentation

Materials needed Training manual, flip chart, markers, sufficient number of copies of good governance map

Duration 1hour 30 minutes PART 1 Divide participants into groups of 4 or 5 people. Give each group big sheet of paper and markers. Ask participants to try to explain their understanding of good governance. Ask participants following questions:

- What do you think good governance is when you hear that expression in everyday life? What good governance means to you?

- Encourage participants to come out with as much ideas as possible, emphasize that there are no right or wrong answers.

After group work is finished, ask each group to present its findings. At the end of this activity you can ask following questions: What ideas were similar, or different? Use this discussion to lead into presentation on the meaning of key principles of good governance. Principles of good governance: Good governance has eight major principles. It is:

1. Participatory, 2. Follows the rule of law, 3. Transparent, 4. Responsive, 5. Consensus-oriented, 6. Equitable and inclusive, 7. Effective and efficient, and 8. Accountable.


It assures that corruption is minimized, the views of minorities and marginalized groups are taken into account and that the voices of the most vulnerable in society are heard in decision-making. It is also responsive to the present and future needs of society. Before starting to explain these principles, ask participants how they understand each principle. After short brainstorm, write ideas on a flip chart and refer to it during the presentation. Participation

Participation by both men and women is a key cornerstone of good governance. Participation could be either direct or through legitimate intermediate institutions or representatives. It is important to point out that representative democracy does not necessarily mean that the concerns of the most vulnerable in society would be taken into consideration in decision making. Participation needs to be informed and organized. This means freedom of association and expression on the one hand and an organized civil society on the other hand. Rule of law Good governance requires fair legal frameworks that are enforced impartially. It also requires full protection of human rights, particularly those of minorities. Impartial enforcement of laws requires an independent judiciary and an impartial and incorruptible police force. Transparency Transparency means that decisions taken and their enforcement are done in a manner that follows rules and regulations. It also means that information is freely available and directly accessible to those who will be affected by such decisions and their enforcement. It also means that enough information is provided and that it is provided in easily understandable forms and media. Responsiveness Good governance requires that institutions and processes try to serve all stakeholders within a reasonable timeframe. Consensus oriented There are several actors and as many viewpoints in a given society. Good governance requires mediation of the different interests in society to reach a broad consensus in society on what is in the best interest of the whole community and how this can be achieved. It also requires a broad and long-term perspective on what is needed for sustainable human development and how to achieve the goals of such development. This can only result from an understanding of the historical, cultural and social contexts of a given society or community. Equity and inclusiveness


A society’s well-being depends on ensuring that all its members feel that they have a stake in it and do not feel excluded from the mainstream of society. This requires all groups, but particularly the most vulnerable, have opportunities to improve or maintain their well being. Effectiveness and efficiency Good governance means that processes and institutions produce results that meet the needs of society while making the best use of resources at their disposal. The concept of efficiency in the context of good governance also covers the sustainable use of natural resources and the protection of the environment. Accountability Accountability is a key requirement of good governance. Not only governmental institutions, but also the private sector and civil society organizations, must be accountable to the public and to their institutional stakeholders. Who is accountable to who varies depending on whether decisions or actions taken are internal or external to an organization or institution. In general an organization or an institution is accountable to those who will be affected by its decisions or actions. Accountability cannot be enforced without transparency and the rule of law.4

PART 2 Divide participants into groups of 3 or 4 people, with total of eight groups. Give each group big sheet of paper and markers and assign each with one principle. Ask participants to try to explain their understanding of how their assigned principle can be practically implemented in their organizations. Ask them questions like,: ‘’How do you think this principle can be implemented in your organization? What are the mechanisms that can ensure implementation of this principle?’’ Encourage participants to come out with as many ideas as possible, and emphasize that there are no right or wrong answers. After group work is finished, ask each group to present its findings. Use this discussion to explain the following point:

Good governance is an ideal which is difficult to achieve in its totality. Very few countries and societies and organizations have come close to achieving good governance in its totality. However, to ensure sustainable human development, actions must be taken to work towards this ideal.

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4 Adapted from UNESCAP’s concept of good governance.


Chapter 3: Dependency

Objective(s) Recognize ‘dependency’ as an obstacle to good governance and community development State some of the causes and consequences of dependency Suggest practical ways of minimizing dependency

Methodology Role play, observation, question & answers, group brainstorming and discussions

Materials needed Training manual, flip chart, markers Duration 1 hour

PART 1 Role-play Ask selected participants to act out the role on the nursing mother kept coming to the Rev Fr. For assistance. 5 Story A nursing mother in Binkolo keeps visiting the parish house to request assistance from the parish priest. Every time she goes there, she asks for all sorts of assistance, which the parish priests usually respond to without question or caution. She goes there once when, unfortunately for her, the priest was out of town. The catechist she met could not fulfill her request for a legitimate reason, but she still went back home disappointed. Initiate a discussion about the role play guided by the following questions: What did you see happen in the role play (get their responses)? What was the real problem highlighted (dependency)? Does it happen in you communities (If yes, encourage participants to give real life situations/instances to show dependency happening in their communities)? PART 2 Divide the participants into three groups and let them answer the following questions:

- What causes dependency (let them free list and discuss how each can cause dependency)?

- What are the consequences of dependency (free list and discuss why)? - What can we do to minimize dependency in our communities (analyze all the

recommended steps/strategies and agree on the most practical ones)?

5 Some of the following activities from this Chapter have been adapted from “Training Manual for Village Development Committee Members”


After short presentation from each group facilitator does the presentation of facts.

Dependency is when someone/community wholly and solely relies on another individual/group/organization to provide solutions to their problems.

Some common causes of dependency are: laziness; lack of skills/initiatives; programs that promote hand-outs; natural & man-made disasters; ignorance/illiteracy. Consequences of dependency are: undermines sustainability and self-reliance; limited progress/ development; permanent dependency/non-independence; loss of initiatives; loss of pride and self-dignity; promotes crime/immorality; leads to psychological and emotional stress. Discuss whether such dependent people are bold enough to ask their sponsors questions on transparency and accountability during meetings or when the need arises. How can dependency be minimized?

- Effective capacity building - Empowerment - Raising awareness on the ills of dependency - Creating livelihood opportunities

Finish session with explaining these statements:

- Dependency on external assistance can undermine sustainable development - Communities must practice doing things for themselves since assistance will one

day be removed - Therefore trainings and other capacity building opportunities offered them must

be well embraced and taken very seriously by communities themselves.


Chapter 4: Leadership

Objective(s) Define Leadership State some of the qualities of a good leader Identify the different types of leadership (with their corresponding characteristics) and significance of leadership for good governance

Methodology Blind fold game, question & answers, group discussions Materials needed Flip chart, scarves for eyes (enough for almost all

participants), markers Duration 1 hr 40 minutes

PART 1 Introduce the session with a blind fold game. Divide the participants into three groups with each group appointing a leader. The respective groups are then asked to form single files holding hands. All group members with the exception of the leaders are blindfolded by tying their faces with the head scarf. Each leader is then asked to lead his/her group around the vicinity of the training venue. After some time, allow roles to change by blindfolding the group leader and letting another person take his/her place. Also get them to briefly move around same venue and then stop the exercise.

NOTE: The rule of the game is that no one should talk to the other person while the exercise is going on.

Participants are later asked to go back to their original groups and encouraged to open up discussions by responding to the following questions:

- How did you feel while being led? - How did you feel while leading? - How did you feel when you automatically changed role from leading to being led? - How did you feel when you automatically changed role from being led to leading? - What is the implication of the blindfold game?

Allow participants to give their responses to the different questions while noting them down on the flip chart for further discussions. PART 26

6 Some of the following activities from this Chapter have been adapted from “Training Manual for Village Development Committee Members”


Ask the participants to define what leadership is. Get participants views, while particularly stressing on good leadership. Encourage participants to state the qualities of a good leader (let them free list while you note down; do not forget to add up any crucial qualities that are left out by them).

A good leader must be: Respectful, Visionary, Tolerant, Open and accommodating, Transparent, Responsible in behaviour, Consultative, Supportive, Able to delegate, Fair/impartial, Empathetic and sympathetic, Accept faults, Flexible but firm, Decisive etc.

After highlighting all these qualities, then relate to the participants and stress that they need to demand all these attributes from their community leaders so they can effectively manage the affairs of their communities. Explain that in real life situation, there always exist two different types/kinds of leaderships with related unique characteristics: Autocratic Leadership is very direct, dominating, impatient, hot-tempered unapproachable, impolite, harsh. Democratic Leadership is participatory, consultative, considerate, approachable, responsive, respectful, polite, delegate. End this session by allowing the participants to critically examine the differences between autocratic and democratic leadership, and recommend the most appropriate ways they feel they can adopt, to promote democratic leadership.


Chapter 5: Community participation and inclusion

Objective(s) Define community participation and inclusion State why it is important to involve all members of community in community activities, in order to practice good governance Identify practical ways of improving the equal participation of women, men, youth and the disabled in work of a CBO

Methodology Role play, brainstorming, question & answers, group discussions

Materials needed Flip chart, markers Duration 1 hr 40 minutes

PART 1 Ask the participants to act out the role play on the development worker and community people. Story A development worker visits a village and asks to be taken to the chief. At the chief’s place, s/he summons a meeting of the entire community and expresses his/her intention to assist them with the construction of a health centre, which s/he observed is the main community problem. S/he then selects a development committee and assigns tasks to people, giving them a deadline for the accomplishment of their tasks. Having done so, s/he leaves and comes back after one month to check on progress on activities. To her/his greatest shock and disappointment, nothing has happened. At the end of the role play, ask the participants to state what they exactly saw. Further divide them into three groups and allow them to discuss the following questions:

- What is community participation? - Why is community participation important? - How can community participation be improved? - What are the common factors that hinder community participation?

Encourage the participants to respond to these questions in their respective groups while their respective secretaries note down points raised by them. Then ask each group to do a five-minute presentation on their findings to the wider group. Follow the group discussion with a flip chart presentation of these learning points:


Participation is a process of joint dialogue, sharing and learning about situations to obtain consensus towards action and change.

Participation is an active process by which community people influence the direction and implementation of a development project

Participation includes the involvement of people in decision-making processes, implementation, sharing of benefits and costs, and taking part in the project/activities evaluation.

Explain that factors that hinder community participation are: members of community are not involved at all stages of the activity; socio-cultural conflicts in the community; poor leadership; political interference; ignorance coupled with illiteracy; lack of commitment; stereotypes about women, youth, disabled persons.7

PART 2 Participants divide into three groups to discuss following questions (one group women, one group men, and one mixed group). To what level are youths, physically challenged and women represented in work of your organization? To what extent do these groups participate in organization decision-making? How can we involve these groups of people in the activities of organization? Encourage the participants to respond to these questions in their respective groups while their respective secretaries note down points raised by them. Then ask each group to do a five-minute presentation on their findings to the wider group. Follow up with a discussion what each group, specifically women as minority group, see what makes them marginalized. Explain why inclusion is important for practicing good governance in your CBO:

• Promotes democracy and involvement • Contributes to good decision-making • Reinforces accountability and transparency • Involves and empowers beneficiaries • Creates unity and sense of equity among community members.

PART 3 Ask participants how an organization can ensure inclusion. Divide them into three groups and allow them to discuss the following questions:

- What is way to include women/youth/disabled in work of your organization? - What are mechanisms to achieve this goal?

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7 Part 1 of this Chapter has been adapted from “Training Manual for Village Development Committee Members”


Encourage the participants to respond to these questions in their respective groups while their secretaries note down points raised by them. Then ask each group to do a five-minute presentation on their findings to the wider group.


Chapter 6: Planning, budgeting, and record-keeping

Objective(s) Able to make clear plan and budget for developmental activities Learn how to accurately track all resources that are used Understand the essence of delegation Keep effective books/records on different activities

Methodology Discussions, question& answers, practical exercise Materials needed Training manual, flip chart, markers Duration 2 hours

PART 1 Ask participants: What do you understand by planning? Listen to their contributions and write them down on a flipchart. In addition to what they give you emphasize this statement:

Preparing a plan is an intensely focused activity that requires honest thinking about a concept, opportunity, key to success and the people involved.

Explain elements of this statement. Continue with explaining steps involved in carrying out a plan. Ask participants: What steps are involved in carrying out a plan? Free list what they give taking into consideration and then; Emphasize the following points:

Prioritize your activity in a scale of preference of what you want to undertake (identify all resources available at community level)

Set a date and time for the completion of the activity Select people to undertake the activity Assign responsibilities to the selected people and penalty for defaulters Make a budget Mobilize resources (definition of resources into physical and social) Explain how

this component can promote equity and social inclusion (point out different ways to include physically challenged people in community activities)

Ask participants why is important to select people for different activities. Allow them to brainstorm and give responses. Don’t forget to add the following to what they tell you:

- To know their level of participation


- It helps promote inclusion - There is less risk of dominance by one group - To ensure one person isn’t forced to do all the work and claims ownership. - To have someone that directly responsible.

Ask participants why is important to assign responsibilities to selected people. Ask participants whether they can relate this question with one of the principles of good governance (accountability). Don’t forget to mention the following.

- To hold people responsible for the assigned activity - To make people feel recognized and responsible - To encourage leadership

PART 2 Divide the group into three parts. Allow each group to come up with an idea of an activity that will improve life in their community (example: construction of a pit latrine). Let each group come up with a plan and how they mobilize resources. Listen to their contributions and write them down on a flipchart. In addition to what they give you emphasize this statement:

Budgeting is very important in any planning activity. Making budget helps you knowing how much the work cost; it helps assigning contributions to different people but make sure that people are not marginalized; It helps in avoiding overspending; it help us search for possible source of income/funding.

Start with a simple example: Whenever you go on a trip, you fill your bag with the clothes, food, and money you’ll need. That’s the idea behind the concept of budgeting: planning your trip and ensuring that you’ll have enough resources in your bag to make it to your destination. In just the same way, each organization plans its trips—its strategic objectives—and prepares for the journey with a budget.

A budget can take many different forms.

- A budget can cover a short time span (for example, a newly formed VDC develops a budget to ensure that it will have enough cash to cover operating expenses for the next month or two).

- A budget can have a long-term perspective (for example, a Village Development Committee makes a multiyear budget for a school, health center and drying floor)

- A budget can focus on required resources only (for example, a community wants a power saw to be producing boards, so he plots the cost for the power saw.)

- A budget can account for income as well as expenditures (e.g. a community creates a profit plan based on expected activities it wants to undertake in achieving this plan)


PART 3 Define bookkeeping and explain its importance. Bookkeeping is the recording of all monetary transactions or other resources in books (or in memory of people) that can be referred to as and when necessary depending on what you want it for (know their position regarding their balances, debtors, creditors and calculate their profit or loss at the end of a period). Ask participants why it is necessary to keep books on all monetary transactions. Allow them to come with suggestions and note them down on the flip chart. Facilitator emphasizes the following points:

- Bookkeeping helps organization being more transparent & accountable - It helps build up organizational credibility - It will serve as a reference tool - It will make reporting very easy - Helps you easily track revenue and expenditure - Helps with planning - Guides along expenditure

Therefore it is advisable to keep proper documentation on all monetary transactions done by the organization, and once in a while to present a report to the entire community for them to know what is going on preferably monthly basis. It would be better for other stakeholders to also be doing on the spot checks without prior notice to ensure transparency and accountability. Keep in mind that bookkeeping is just one way of keeping community records. Ask participants if they keep records of their activities. Explain that as members of CBOs, there are some specific ways that one needs to keep records, to be able to show members, community, and donors what your group has been doing. Briefly explain examples of some community records that can be kept: meeting minutes; visitor log book; activity plans; financial records; monthly reports; correspondence. Visual presentation Facilitator takes the participants through an exercise on developing basic sample formats for keeping records on monetary transactions via8: Cash Ledger (Receipts)

Date No Item Description (Details) Amount Received

02/06/06 01 Sales from cassava farm Le 215,000.00

16/07/06 01 Gift to committee from relative Le 400,000.00

8 Parts of this Chapter have been adapted from “Training Manual for Village Development Committee Members”


12/08/06 02 Fines from defaulters of sanitation Le 40,000.00

20/08/06 01 Development contribution Le 250,000.00Prepared by: Date:

Signature: Total:

Cash Ledger (Expenses)

Date No Item Description (Details) Amount Disbursed

25/06/06 01 Cement for the repair of drying floor Le 125,000.0020/07/06 01 Bought palm tree seedling for tree crop plantation Le 140,000.0004/08/06 01 Transportation for seedlings to site Le 50,000.0015/08/06 02 Food for working on community farm Le 50,000.00Prepared by: Date:

Signature: Total:

General Cash Ledger (Receipts, Expenses and Balance) Date Item Description

(Details) Amount Received (Receipts)

Amount Received (Name and signature)

Amount Disbursed (Expenses)

Amount Disbursed (Name and signature)

Balance

02/06/00 Sales from cassava farm

Le 215,000.00 Le 215,000.00

25/06/06 Cement for the repair of drying floor

Le 125,000.00 Le 90,000.00

16/07/06 Gift to

committee from relative

Le 400,000.00 Le 490,000.00

16/07/06 Fines from defaulters of sanitation

Le 40,000.00 Le 530,000.00

20/07/06 Bought palm tree seedling for tree crop plantation

Le 150,000.00 Le 380,000.00

04/08/06 Transportation for seedlings to site

Le 50,000.00 Le 330,000.00

04/08/06 Food for working on community farm

Le 50,000.00 Le 280,000.00

20/08/06 Development contribution

Le 250,000.00 Le 530,000.00

Prepared by: Date:

Signature: Total:


Chapter 7: By-Laws

Objective(s) Understand concept and functions of by-laws Explore ways to facilitate crafting of by-laws which will comply with principles of good governance

Methodology Brainstorm, discussions, question& answers, exercise Materials needed Training manual, flip chart, markers, visual presentation,

adequate number of by-law basic concept Duration 1 hour 30 minutes

PART 1 Ask participants: What do you understand by by-laws? Listen to their contributions and write them down on a flipchart. In addition to what they give you emphasize this statement:

It is important they be written clearly and in language that is easily understood by all organization stakeholders. This document is frequently necessary for the registration of a CBO with national and public authorities. Moreover, by-laws are crucial cornerstone in ensuring practice of good governance. Good by-laws shall imply honest, transparent, accountable, responsive, and participative and people friendly administrative policies and actions of an organization. PART 2 Divide participants into groups of 3 or 4 people. Give each group big sheet of paper and marker. Ask participants to try to create by-laws for a Farmer Field School. Explain there are no right or wrong answers, it is just what they think what are basic elements of by-laws, and most important provisions. After the activity is finished, conduct a plenary discussion which focuses on the findings of each group. You can ask questions: What ideas are similar? What ideas are different? Use the discussion to present the basic concepts/principles of by-laws Article 1: What is the By-Law about? What will it contain?

By-laws are internal documents, a set of rules that enables each organization to conduct its affairs.


Preamble

Article 2: Name, Acronym and Logo

What is the name of the CBO? What is its official acronym? If available, how does its logo design look like?

Article 3: Sphere of activities

What activities will the CBO undertake? What will be its spheres (or categories) of activities?

Article 4: Location and Duration

Where is the registered office of the CBO located? What is its postal address? How long will the CBO be set up for - that is, is it for a limited period only, or is it unlimited?

Article 5: Aims, Visions and Mission

What are the aims of the NGO? Have goals and objectives been developed? What is its vision statement? What will be the mission of the NGO, and who will be its target beneficiaries?

MEMBERSHIP

Article 6: Membership Does the CBO have members? What is the membership structure of the CBO?

Article 7: Qualification

What are the qualifications of the CBO's members? Why are such qualifications needed?

Article 8: Admission How will members be invited and admitted to the CBO? What is the procedure?

Article 9: Responsibility What will be the expectations and duties/responsibilities of the CBO members?

Article 10: Consensus Building

How will consensus building be achieved among the members? How will decisions be taken on the CBO's activities? What are the procedures?

Article 11: Resignation

What is the procedure for a member to resign from the CBO's membership? Who should it be addressed to, and how is it accepted and processed?

Article 12: Expulsion or Suspension

Under what circumstances can a member be expulsed or suspended from the CBO? Who will take the decision, and how will it be implemented? What process of redress will be available to the member?

ORGANIZATION

Article 13: Organizational Structure

What is the organizational structure of the CBO? What will be the position of the staff members responsible for different aspects of the CBO's programs?

GENERAL ASSEMBLY

Article 14: Procedures

Will the CBO have a General Assembly? Why is it needed? Who can participate in the general assembly? Is there a proxy policy? How will the proceedings be reported to the general public?

Article 15: Scope

What is the scope of the General Assembly? What will be the duties and responsibilities of the General Assembly?

Article 16: Decision-Making

How will the General Assembly decisions be taken? How and who can present proposals for decision-making, and what is the procedure/process for taking decisions?

Article 17: Quorum

What will be the minimum quorum needed to call for a General Assembly, for the proceedings to take place, and for decisions to be taken?

BOARD/EXECUTIVE MEMBERS


Article 18: Composition How many members will the Board contain? What will be their positions?

Article 19: Eligibility Who will be eligible to become members of the CBO's Board?

Article 20: Selection and Appointment

How will potential individuals be identified and selected to the NGO's board? How will the appointment be decided and implemented?

Article 21: Term of Office How long will a member's term of office be on the CBO's Board?

Article 22: Duties and Functions of the Board

What will the duties and functions of the Board are? What is the CBO's expectation of a Board member?

Article 23: Decision-making.

How will decisions be taken in Board meetings? What is the procedure and quorum for a decision to be accepted and implemented?

Article 24: Meetings.

What is the usual agenda for a board meeting? Who will call it, and how will the proceedings be handled?

Article 25: Quorum

What will be the minimum quorum needed to call for a Board meeting, for the proceedings to take place, and for decisions to be taken?

Article 26: Removal

Under what circumstances can a Board member be removed (either expelled or suspended) from the CBO's Board? What is the procedure?

SUPPORTING COMMITTEES

Article 27: Running.

What committees will be set up to support the functioning of the CBO? (e.g., Funding, media, strategy/policy/project development etc.).

Article 28: Aims and Responsibilities

Why will these committees be set up? What will be their main aims and responsibilities?

Article 29: Election and Term of office

How will the committees be set up? What is the procedure for the election/selection of committee member? What will be their term of office?

Article 30: Duties and Responsibilities

What function will the members of the committee perform? What will their duties and responsibilities be? Who will decide the duties and responsibilities, and how can they be modified?

AUDITOR

Article 31: Audit

Will the administration and finances of the CBO be audited? What is the procedure of the audit? How will findings of the audit be implemented?

RESOURCES

Article 32: Sources and uses.

What is the nature of (financial) resource needs of the CBO? What will be the primary sources of such resources (including private/personal sources).

Article 33: Initial Capital and Assets

What will the initial capital needs of the CBO be? What kinds of assets (financial and non-financial) will be needed to start the CBO?

Article 34: Fund Raising

What policy will be put in place by the CBO for fund raising? What purposes will it be used for, and who will be responsible?

OTHER CLAUSES


Article 35: Liability.

What are the applicable liabilities for the CBO? Under what circumstances are these liabilities applied? What procedures are in place to activate these liabilities, and who is responsible for them?

Article 36: Financial Year What is the duration, and starting month, of the CBO's fiscal/financial year?

Article 37: Applicable law and Court

Under what applicable law and court the CBO is constituted? How will disputes and other legal matters be handled?

Article 38: Dissolution

Under what circumstances the CBO can/will be dissolved? What is the procedure for dissolution? Who will be responsible for dissolving the CBO?

End this session by allowing the participants to critically examine all the elements of the proposed concept of by-law, and recommend the most appropriate one they feel they can adopt to help their organization to comply with principles of good governance.


Chapter 8: Advocacy

Objective(s) Understand advocacy Identify how advocacy skills can be used to promote good governance Identify steps CBO should take when advocate on behalf of their communities

Methodology Game, discussion, group work Materials needed Flip chart, markers Duration 1 hour 30 minutes

PART 1 Put participants into 5 groups, 4 groups are representing different communities, 1 group representing “decision makers”. Give each group an idea of something that they want for their community. Explain that each group has an idea, but the decisions makers are only going to allow one of these ideas, so each group has 3 minutes to convince the decision makers why their idea is the best. Each group should think why they want their idea to be adopted, why it is important and how it will benefit their community. Give groups 10 minutes to discus and choose one person to present. Each group representative gives their presentation, and then the decision makers base their decision on who was most convincing. After they make their decision, ask the rest of the participants: Who was the most convincing? Why were they convincing? Explain to participants that the game is like the role they play interacting with decision makers in the real life. CBOs will have opportunity to present different ideas about projects that could be done in their communities, e.g. agriculture, health, roads, water wells, etc. However, different stakeholders will support projects depending also on how ideas are presented. Explain to participants what advocacy is.

Advocacy is the deliberate process of influencing those who make decisions.

In the case of the CBOs, their advocacy role is to make a case on behalf of their communities to the Ward Committees, District Councils, Chiefdom Councils, Paramount Chiefs, INGOs, etc. Advocacy is never a confrontational activity. There are many strategies that can be adopted to get a message across. Advocacy is a deliberate


process involving intentional actions. This means that before you start with advocating, you must develop a strategy which is clear about who you are trying to influence and why, and what result you are aiming for. PART 2 Brainstorm with participants on the following question: Who are decision makers relevant to your community (formal vs. informal)? Put down answers on flip chart and then present following “Advocacy Basic” scheme: Gather information:

• Think of the key institution and persons that are involved in decision making. How do they work? Brainstorm with participants.

• Identify decision makers influencing your community (Paramount Chief, Councilor, and local Business Leaders).

• Who can help you influence those decision makers? • Gather information about your issue. Talk to community members about

development need, get their ideas and opinions.

Some criteria to consider when gathering information about possible development projects:

• The number of people who will benefit from the development project • Likelihood for success (is it a realistic project?)

Be focused:

• Identify in what area you really want to advocate. If you try to advocate for too much, you may spread yourself too thin. For example, there could be many needs in your community, but you may find you have more success if you advocate for one need that is a burning issue in your community.

• You should also have focused goal that which states what you want to change, who will make that change, by how much and when.

Building relationships: You need to develop relationships with your community and with local stakeholders. Meet your Councilor, Paramount Chief, members of Ward Committee, members of the Chiefdom Council, talk to the community, especially to the feedback and progress that you have made. You also need to decide who will be involved from your own CBO in advocating for your goal. A small team may be more appropriate than the whole CBO. Think of the skills that would be useful, like reading and writing, ability to speak well to people and to people higher up, and understanding of the issues, etc. Be focused: A respected body will have more influence over decision-making processes. Community based organization can establish credibility by:

• Keeping your demands/speaking moderate.


• Rather than attacking stakeholders in your community, employ variety of non-confrontational advocacy strategies.

• Bringing together all different groups across their community and hearing all views.

• Understanding its role in community. • Fulfilling their roles, being dedicated to your beneficiaries, promote accountability

and transparency by meeting at least once a month, keeping records of the meetings, making it public, providing feedback/information to the community and stakeholders, making your financial record open to the public.9

Identify steps: What are steps that you as a team can take to put forward your case? Who will you approach? How? What questions will you ask?

33

9 This information has been adapted from “Advocacy Tools and Guidelines: Promoting Policy Change”, CARE 2001.


Chapter 9: Decentralization - government and our community

Objective(s) Identify and understand functions of Ward Committee Explore ways to influence Ward Committees to comply with principles of good governance Identify ways to constructively cooperate with Ward Committees

Methodology Discussions, question& answers Materials needed Training manual, flip chart, markers, papers/stones, visual

presentation Duration 1 hour 30 minutes

PART 1 Ask participants how they understand difference between a centralized and a decentralized government. Listen to their contributions and write them down on a flip chart. In addition to what they give you emphasize that central government still has a role in the new decentralized system-in policy making and monitoring for example. If participants seem confused or unclear, you could do this exercise: Have a participant stand at the front of the room. Get a large bowl and balance it on the head (with the “kata”). Then start to load things into the bowl on the head e.g. some books to represent education, some medicine to represent health, some fruit to represent agriculture. Get the person to be acting as though s/he is struggling under the weight, i.e. centralization. Then ask for other people to come up and give them each one thing to carry, to demonstrate the sharing of the burden, i.e. decentralization. Explain participants that the game is like the situation in which more power and authority is transferred for Freetown to their communities in the real life. PART 2 Ask participants:

- What are some problems associated with centralized power? - Why do you think government has chosen the path of decentralization for Sierra

Leone? - What do you think will be the impact of decentralization in your community? - What are biggest obstacles in decentralizing power?


Listen to their contributions and write them down on a flipchart. Then explain: With centralization power and authority is concentrated in Freetown. The heads of government departments at district and provincial level are extensions of central government. They do not have power and authority to act independently without consulting central government office in Freetown. Citizens may hardly participate in decision-making processes, and there is usually little consultation on issues that affect their lives. Problems associated with centralized power often include:

- Poor service delivery (corruption and mismanagement, marginalization) - Lack of transparency (e.g. not knowing what happens with tax money) - Lack of accountability (e.g. not knowing who is accountable when resources are

mismanaged or services are not provided) - Lack of participation (e.g. people are not involved in decision-making about

development in their communities). With decentralization the central government transfers responsibilities and functions to District/Town Councils and Ward Committees that are democratically elected, and Chiefdom Administration. They are democratic institution and structures that exercise authority or carry out government functions at the local level. In the Local Government Act 2004, the central government has given authority and responsibilities to local councils to take decisions and manage activities. Local councils are accountable to local people as well as to central government. Advantages associated with decentralized power include:

- Improved efficiency of resource allocation - Fosters accountability and reduces corruption - Facilitates cost recovery through mobilization of resources - Management of resources controlled by local communities - Increases local participation in governance and decision-making - Increases mobilization of local resources

Ask participants to translate the term decentralization into local language so that they can understand it better. Get participants to call out their translations and discuss as long as time allows. Here are three examples:

Temne translation of decentralization:

Ang govment ang ye katongkasu = the government is now with us (down at the ground) Mende translation of decentralization:

Nuga te Goumenti = the government of the people10

Limba translation of decentralization: Govment wo kentuu = our government

35

10 Parts 1 and 2 of this Chapter have been adapted from “Basic Training Manual for Ward Committees”


PART 2 Explain to participants that they are going to create a structure of local government, using stones/different size pieces of paper to represent different people or bodies. Divide participants into groups of 3 to 5 people. Ask participants to think about who are the key people or bodies that affect their communities (for example Paramount Chief, Councilor, Ward Committee member). Get the participant into their groups to look for different stones/papers to present different people/bodies, in terms of their influence on participants’ communities. Ask them to line up stones/papers in order of hierarchy as agreed by the group. Ask participants to look at each group’s structure in turn. Each group explains the structure they have developed. Compare structures created by the different groups. What is similar? What is different? How has the biggest stone in your structure? Why? How has the smallest stone in your structure? Why? Present participants’ next picture and explain relationship between different structures:


Chapter 10: Ward Committee and CBOs

Objective(s) Identify and understand functions of Ward Committee Explore ways to influence Ward Committee to comply with principles of good governance Identify ways to constructively cooperate with Ward Committee

Methodology Discussions, question& answers Materials needed Training manual, flip chart, markers Duration 1hour 30 minutes

PART 1 Ask participants about their understanding of the functions and roles of Ward Committee. Brainstorm, put answers on the flip chart. Explain to participants the composition of the Ward Committee. Local Councils must establish a Ward Committee for every Ward in the District. The Ward Committee will consist of the Paramount Chief and the Councilor as the Chairperson of the committee. In addition, at a public meeting, ward residents elect 10 members – at least 5 must be women. Ward Committee members do not receive any remuneration or allowance.

Councilor

Paramount Chief 10 elected members (At least 5 women)

Explain to participants the functions of the Ward Committee. • Mobilization of the Ward residents to implement self-help and development

projects. • Ward Committee is a focal point for the discussion of local problems and needs

and takes remedial actions or make recommendations to the local council accordingly.

• Ward Committee organizes communal and voluntary work, especially with respect to sanitation.


• Ward Committee makes proposals to the local councils for the levying and collections of rates for special projects and programs.

• Educates residents on their rights and obligations in relation to local government and decentralization, for example, paying tax.

Roles and obligations of Ward Committees and their members:

• Voice of the people - Collect the views and opinions and proposals of women and men and

present these to the District Council. - Report to his or her electorate the general decisions of the District Council

and the actions taken to solve problems raised by residents of the area. - Maintain close contact with electorate area and consult them on issues to

be discussed in the District Council. - Provide both technical support and information to the Ward to enable them

to take informed decisions in local level development planning processes.

• Revenue Mobilization - Educate residents of the Ward on the payment of the taxes in

collaboration with chiefdom Administration. - Maintain frequent contact with organized productive economic groups and

other persons in the ward. - Ensure transparency and effective utilization of resources mobilized.

• Oversight of Development Activities

- Monitor all development activities in the ward. - Link various projects activities with appropriate Line Ministries. - Ensure efficient utilization of inputs received from development partners.

• Community Mobilization

- Mobilize ward members to actively participate in development activities. - Sensitization of wards. - Ensure sustainability of project - Take part in communal and development activities - Promote community ownership.11

PART 2 Begin this part of the module by stressing importance of strengthening linkages between Ward Committee and CBOs, especially the following:

• Village Development Committee (VDC) • Community Welfare Committee • Community Health Club (CHC) or Village Development Health Committee

(VDHC)

38

11 Part 1 of this Chapter has been adapted from “Basic Training Manual for Ward Committees”.


• Farmers Groups • Youth Groups

Ask participants how these CBOs can constructively work with Ward Committee. Divide them into five groups, assign each group the role of one of the CBOs, and allow them to discuss the following questions:

- How can the group constructively influence the Ward Committee? - Why is cooperation with the Ward Committee important? - How can cooperation be improved? - How can CBOs create linkages with Ward Committees or include Ward

Committee members in their activities? - What are the common factors that prevent this cooperation?

Encourage participants to respond to these questions in their respective groups while their secretaries note down points raised. Then ask each group to do a five minute presentation on their findings to the wider group. If the groups do not raise the following points, include them in your wrap up to the exercise:

• CBOs can invite traditional and elected community representatives to take an active role in disseminating information on their work. A wealth of social events that exist could be transformed into platforms for dialogue with local administration and other stakeholders, including seed fairs, graduation ceremonies, and the openings of new projects.

• CBOs can take a more proactive role in implementing the development initiatives of the local authority (such as mobilizing members for voluntary work).

• In order to promote transparency, CBOs should send open invitations to local representatives for meetings, develop and share their own action plans with local leaders, and conduct joint monitoring activities with local governments. CBOs should make reports public and periodically share them with local authorities.


Chapter 11: District Council and CBOs

Objective(s) Identify and understand functions of District Council Explore ways to influence District Council to comply with principle of good governance Identify ways to constructively cooperate with District Council

Methodology Discussions, question & answers Materials needed Training manual, flip chart, markers Duration 1 hour 30 minutes

PART 1 Ask participants about their understanding of the functions and roles of District Council. Brainstorm, put answers on the flip chart.

Explain to participants the obligations of the District Council. Councils should meet at least once a month. They are responsible for services such as health, education, roads and setting rates of taxes. Council should provide information such as meeting minutes, rates of tax and financial accounts in public places (all of which have function to ensure good governance practices). Councilors must attend Ward Committee meetings and the Councilor is the Chairman of the Ward Committee. Council meeting are opened to anyone, people can come as observers. It is also protocol at some Council meetings to allow observers to raise points through their Councilor. Explain to participants the functions of the District Council.

• Health services (e.g. clinics, community health posts) • Educational services (e.g. schools, teacher salaries, teaching materials) • Roads and infrastructure (e.g. feeder road network, electricity, water, markets) • Raising revenue for the implementation o0f development projects in the district • Determining rates of local taxes. These are known as mandatory functions (they are set in the law, and the Council has no excuse for not performing them). Nevertheless, the District Council has additional functions: • Organizing communal and voluntary work, especially with the respect to

sanitation. This is discretionary function, which means that a Council can perform this function when it has resources and time.12

12 Part 1 of this Chapter has been adapted from “Basic Training Manual for Ward Committees”


PART 2 Ask participants about their understanding of the functions and roles of Councilor. Brainstorm, put answers on the flip chart. Explain participants roles and obligations of District Council and their members: Councilor

• Councilor represents Ward on the District Council. He or she is elected for a term of four years.

• Collect the views and opinions and proposals of women and men and present these to the District Council.

• Report to his or her electorate the general decisions of the district council and the actions taken to solve problems raised by residents of the area.

• Maintain close contact with electorate area and consult them on issues to be discussed in the District Council.

District Council District Councils are expected to meet at least once a month. Meetings are open to the public, and can be conducted in English or in any other language common to the community in the locality.

Responsibilities which ensure transparency and accountability of the District Council:

• Minutes of a Council meeting should be made public within 14 days of being approved. These minutes will be in English and should be signed by the Chairperson. Minutes should be displayed in a visible place on Council premises and on a notice board in each Ward for at least 21 days.

• Council will make available on a notice board in each Ward: - Monthly statements of financial accounts - Annual income and expenditure statements - Inventories of assets of the local council - By-laws and notices relating to the taxes and fees - Development plans.

PART 3 Begin this part of the module by stressing importance of strengthening linkages between District Council and CBOs, especially the following:


(VDHC) • Farmers Groups • Youth Groups


Ask participants how these CBOs can constructively work with District Council. Divide them into five groups, assign each group the role of one of the CBOs, and allow them to discuss the following questions:

- How can the group constructively influence the District Council? - Why is cooperation with the District Council important? - How can cooperation be improved? - How can CBOs create linkages with District Council or include District Council

members in their activities? - What are the common factors that prevent this cooperation?






Chapter 12: Chiefdom Councils and CBOs

Objective(s) Identify and understand functions of Chiefdom Council Explore ways to influence Chiefdom Council to comply with principle of good governance Identify ways to constructively cooperate with Chiefdom Council

Methodology Discussions, question& answers Materials needed Training manual, flip chart, markers Duration 1 hour 30 minutes

PART 1 Ask participants about their understanding of the functions and roles of Chiefdom Council. Brainstorm, put answers on the flip chart. Explain to participants the main functions of the Chiefdom Council:

• Prevent commission of offences in their area and assist in maintaining security • Prohibit and restrict illegal gambling • Make and enforce chiefdom by-laws • Hold land in trust for the people of the Chiefdom.

Other functions of the Chiefdom Council: • Election of Paramount Chiefs, Section Chiefs, Town Chiefs and appointment of

chiefdom speakers • Collection of market dues and local taxes • Supervision of administration of justice through the local court • Administration of chiefdom finances in accordance with national policies on

financial management • Construction and maintenance of basic administration infrastructure • Any other responsibilities that may be delegated by the District Council.

Ask participants following questions:

- What do you think is the role of the Paramount Chief in the Chiefdom Council? - What do you think is the role of the Paramount Chief in the Ward Committee? - What do you think is the role of the Chiefdom Council in relation to your

community? - Can you think of any situation where there may be confusion over roles in your

community? Explain to participants the role of the Paramount Chief in relation with the Chiefdom Council, Ward Committee, and District Council.


Make sure participants understand following key points: • Paramount Chief is the Chairman of the Chiefdom Council but only member of

the Ward Committee (Councilor is the Chairman of the Ward Committee) • Chiefdom Council have function such as collection of tax and market dues and

holding land in trust • The Chiefdom Council and the Ward Committee should collaborate and consult

with each other • Process of decentralization/devolution takes time.

PART 2 Explain to participants the functions of the District Council in relation to Chiefdom Council:

• Chiefdom Councils prepare their annual budgets, but District Councils have responsibility to approve the annual budget of the Chiefdom Councils and oversee the implementation of such budgets

• District Council has responsibility to oversee the Chiefdom Council in performing functions delegated to them by the local council.

• District Councils are responsible for development programs and service provision within the chiefdoms in their localities. Chiefdoms are expected to cooperate with District Councils in these development programs and service provision.

• District Councils play an oversight role of Chiefdom Administration • Payment of precepts—the rate will be determined by consensus between the

District Council, Town Council and Chiefdoms. • 20 percent of Paramount Chiefs in a District are members of the District Council

with voting rights, in order to project the interest of the rest of the Paramount Chiefs in the District.

• District Councils can delegate functions to Chiefdom Councils.13 PART 3 Begin this part of the module by stressing importance of strengthening linkages between Chiefdom Council and CBOs, especially the following:


(VDHC) • Farmers Groups • Youth Groups

44

13 Parts 1 and 2 of this Chapter have been adapted from “Basic Training Manual for Ward Committees”


Ask participants how these CBOs can constructively work with Chiefdom Council. Divide them into five groups, assign each group the role of one of the CBOs, and allow them to discuss the following questions:

- How can the group constructively influence the Chiefdom Council? - Why is cooperation with the Chiefdom Council important? - How can cooperation be improved? - How can CBOs create linkages with Chiefdom Council or include Chiefdom

Council members in their activities? - What are the common factors that prevent this cooperation?






Chapter 13: Closing the workshop – summary and evaluation

The workshop should end with a summary of the learned points and an evaluation. The evaluation can be done in two ways. First, return to the written notes of expectations that the participants produced at the beginning of the training. Review these and see if the expectations have been met. You can do these using different methods. One way is to use questions in groups. Divide participants into four to five groups, and ask following questions:

- What did you find challenging? Why? How it can be changed? - What did you find most interesting/useful? Why? - Will you change anything in your work? If yes, what? - How this training can be improved?

Second, you can ask participants to complete an evaluation form (anonymously). This may elicit more honest responses from those who may be critical of the process. In addition, it would be very useful to approach trainees in their work places 3 to 6 months after training to find out how effective it has been in practice. As with any training, it is important that you are clear with trainees what you and your organization feel are the critical next steps that they should undertake. There is no blueprint for this—it will depend on how you and your organization plan to go about the work. Depending on what you have identified as the next steps and how quickly you want to accomplish them, it may be useful to have participants complete a Training Action Plan, using a template similar to the one shown here. (This will allow you or other members of your agency to continue to follow up with trainees and their organizations based on mutually agreed time frames.) Action to be Taken Who Will be

Responsible Due Date/Deadline Comments/Notes

Example: Complete by-laws Chairperson of group

(with executive committee)

First draft by 28 February, 2008

By laws need to be evaluated and changes made

Note: You should place steps in chronological order, with those that need to be completed first listed first.


Bibliography Locally available materials: The Local Government Act, Supplement to the Sierra Leone Gazette Extraordinary, Vol. CXXXV, No. 14, 2004.

“Basic Training Manual for Ward Committees”, Decentralization Secretariat, Sierra Leone, 2005.

“Training Manual for Village Development Committee Members”, CARE Sierra Leone, 2007. External resources: Frances J. Chetwynd. “A Practical Guide to Citizen Participation in Local Government in Romania”, Research Triangle Institute under The Local Government Assistance Program, Romania: Bucharest 2002. Marilyn Wyatt. “A Handbook of NGO Governance”, European Center for Not-for-Profit Law, Budapest, Hungary, 2004. Laura Edgar, Claire Marshall, and Michael Bassett. “Partnership: Putting good governance principles in practice”, Institute on Governance, Canada, 2006. Sources for Democratic Governance Indicators, UNDP, 2004. Online resources: http://www.uneca.org/itca/governance/Governance.htmhttp://www.iog.ca/http://www.hcmripa.gov.in/ggovern.html


http://www.uneca.org/itca/governance/Governance.htm

http://www.iog.ca/

http://www.hcmripa.gov.in/ggovern.html

Corad_governance Facilitator Manual

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