TRAINING REPORT FROM PLANNING TO PERFORMANCE: REPORTING … · 6/15/2015 · a group of thirteen...

TRAINING REPORT

FROM PLANNING TO PERFORMANCE: REPORTING SKILLS, PROJECT PLANNING AND

PROJECT PROPOSAL WRITING

Addis Ababa, Ethiopia 15 - 19 June 2015

ELD Training www.eldtraining.com

Contents INTRODUCTION .......................................................................................................................................................................... 3

TRAINING EVALUATION ............................................................................................................................................................. 4

DAILY NARRATIVE ...................................................................................................................................................................... 5

DAY ONE ............................................................................................................................................................................... 5

Course Introduction ......................................................................................................................................................... 5

Setting Objectives ............................................................................................................................................................ 6

Data Gathering Methods .................................................................................................................................................. 8

Data Analysis .................................................................................................................................................................... 9

Day-end Feedback .......................................................................................................................................................... 13

DAY TWO............................................................................................................................................................................. 14

What is Professional Writing? ........................................................................................................................................ 14

Writing Clearly................................................................................................................................................................ 15

Day-end Feedback .......................................................................................................................................................... 17

DAY THREE .......................................................................................................................................................................... 18

Organising Ideas ............................................................................................................................................................. 18

Planning ......................................................................................................................................................................... 20

Drafting Practical: Children in Nepal .............................................................................................................................. 20

Day-end Feedback .......................................................................................................................................................... 20

DAY FOUR ........................................................................................................................................................................... 22

The Logical Framework Approach .................................................................................................................................. 22

Extended Group Work: Planning Practical ..................................................................................................................... 24

Day-end Feedback .......................................................................................................................................................... 25

DAY FIVE .............................................................................................................................................................................. 26

Planning, Drafting, Editing and Feedback....................................................................................................................... 26

Review, Evaluation and Closing ...................................................................................................................................... 26

ANNEXES .................................................................................................................................................................................. 27

Annex 1: List of Participants ................................................................................................................................................ 27

Annex 2: Training Schedule ................................................................................................................................................. 28

Annex 3: Draft Outputs from Group Work .......................................................................................................................... 29

Mid-point Report (Draft) ................................................................................................................................................ 29

GROUP 1: Poor Performance of Farmer Organisations .................................................................................................. 33

GROUP 2: Post-harvest Loss in Southern Mali ............................................................................................................... 37

GROUP 3: Poor Sales of Pastoralists' Products ............................................................................................................... 44

GROUP 4: Low Maize Yields among Farmers in Lira, Uganda......................................................................................... 48

From Planning to Performance: Project Planning, Proposal Writing and Reporting Skills Addis Ababa, Ethiopia June 15 - 19 2015 www.eldtraining.com

INTRODUCTION This report documents the process and evaluates the outcomes of a five-day training conducted for a group of thirteen participants on Reporting Skills and Proposal Writing, held at the Harmony Hotel, Addis Ababa, Ethiopia, from 15 - 19 June 2015. The training's objectives were to enhance participants' ability to improve participants' skills in developing reports and proposals, and more specifically: Reporting

• Set objectives • Gather and analyse data • Plan the report • Write clearly • Organise ideas in writing • Draft a report that achieves its objectives

Proposals

• Analyse the situation • Set project objectives • Select a strategy • Create a project framework • Plan the proposal • Draft the situation analysis and project description

Thirteen participants joined (see Annex 2: List of Participants), representing the Sasakawa Africa Association and SOS Sahel. The training was designed and led by ELD Director Mr. Neil Kendrick, who travelled to Ethiopia from Turkey to run the course, assisted by ELD facilitator Ms. Kibnesh Chala. This report begins with an evaluation based on daily feedback, end-of-course reflections from participants and trainer's observations, and is followed with a day-by-day narrative of what was covered. Participants' detailed feedback can be found at the end of each day's narrative. Work produced by participants is annexed.


TRAINING EVALUATION Overall, the training went well. Participants had clear objectives, and these corresponded very closely with the objectives of the training. Participants’ enthusiasm was high, and they contributed a great deal into making the training a valuable experience for all. They were punctual and cooperative, and always willing to raise questions and share from their own experience. The training was evaluated daily with written feedback and questions from participants. This allowed us to keep on track, review regularly and deal with any concerns as they arose. Feedback can be found at the end of each day’s narrative section in this report. On the final day, participants were asked to evaluate the training using a range of criteria. In all areas participants rated the training very highly, particularly in terms of the course meeting their objectives; appropriate content; the usefulness of the training materials; the range of methods used such as brainstorming, group work, etc.; and the ability of the trainers to facilitate the learning. Slightly less than unanimous were participants' perceptions on to what extent their skills had improved or their confidence had grown. Even so, while these are things that usually become apparent after applying what was learned in the working environment, even these all scored in the positive end of the scale. Criteria 0-20 20-40 40-60 60-80 80-100 Objectives Met?

XX XXXXXXXXXXX

Skills improved?

XXXXXX XXXXXXX

Confidence Gained?

XXXXXXXX XXXXX

Content Appropriate?

X XXXXXXXXXXXX

Useful Materials?

XX XXXXXXXXXXX

Methodology Appropriate?

X XXXXXXXXXXXX

Trainers' Knowledge and Skill?

X XXXXXXXXXXXX

Logistics? XXXX XXXXXXXXX Worth Coming? XX XXXXXXXXXXX Participants also added comments to their evaluation forms that reflected their own thoughts on the training. These included:

• 'The training is the most successful I ever had on such topics, not only for its relevance but also the efficiency of the trainers transferring knowledge was amazing. I recommend this training for planners, M&E people and managers.'

• 'This training should be done for all staff of any institution to build the capacity of their teams.' • 'The training was beyond our expectations - not only because of the skills and knowledge I have

gained, but how Neil (the facilitator) inspired me and instilled confidence in me.' • 'I am grateful that Sasakawa selected me for this training. Report writing had been a major problem

for me throughout my career. This is the best job-related training I have ever had.'


DAILY NARRATIVE DAY ONE The first day was extremely productive and covered a lot of ground. As well as establishing a clear agreement on the course objectives, participants learned how to set report objectives and considered different methods of gathering data. In the afternoon, various exercises on data analysis allowed participants to develop their skills in this area and, using Mind Mapping, they were able to turn a list of 'facts and figures' into a comprehensive and integrated network of information. Course Introduction The day began on time and managed to achieve its objectives. We began with a welcome to all participants, after which the trainers introduced themselves and briefly described their experience in delivering similar training to international organisations. Participants then introduced themselves in the plenary before an ice-breaking activity. The trainer then elaborated on the purpose for the training - the broad objectives of enhancing participants' skills in developing reports and proposals. He emphasized that learning was an on-going process, and that each person could expect to build on the skills he or she already had: and that no-one should expect to become suddenly 'perfect' at these skills at the end of five days. However, the training would equip them with the tools and a process they could use and build on as they continue to develop reports and proposals in their working areas. While expectations had been gathered before the course, participants were then asked to share their expectations from the training. Expectations were invited for all levels -

• Method / preferred learning style • Content / knowledge / learning • Desired change in skill • Effectiveness - how the improved skills would have a later impact

Participants saw from this exercise how their expectations could be used as a baseline for later evaluation. We then went on to look at the initial schedule (See Annex 1: Training Schedule) to see how it reflected the participants' expectations. The first session wrapped up with agreement on logistics and norm setting to ensure efficient use of the time available and a successful training.


Setting Objectives In the second session, we moved into the first major theme of the day - Setting Reporting Objectives. However, the facilitator first led a reflection on the role and responsibilities of the reporter, which was summed up as to:

• Investigate • Analyse • Understand • Describe • Explain • Draw conclusions • Recommend • Help the reader decide on action

Following brainstorming on the key question ‘What is the overall purpose of reporting?’ the group came up with various reasons for reporting. We then discussed the key questions that we consider while setting specific report objectives such as:

• What is the history? • What are the current issues to be explored? • How will the results of the investigation be used? • Are we looking at strengths and weaknesses? • Are we looking at process, performance or outcomes?

We then examined the Four Levels of Evaluation and saw that as a project moves forward we progressively gather information at more of the levels. We also saw how the four levels correspond closely to the results-chain in the Logical Framework.

Effectiveness

Change in Skills / Behavior

Learning and Knowledge

Reactions and Feelings


The session concluded with an examination of the two most common types of reports - progress reports and evaluations.

Using Mind Maps, we saw how the progress report fits together as a learning and action document; and we also explored some of the many aspects that can be included in evaluations.

The session wrapped up by looking at reporting as a process. To fully understand the format and develop a plan for data gathering, analysis and presentation an essential starting point is to map the structure / format in order to (i) identify the questions the report should answer and (ii) identify where the information needed will be found.


Data Gathering Methods Data Gathering Methods was the next issue discussed. The participants first brainstormed various ways of data gathering and we then discussed each method each in detail, considering the purpose, benefits and challenges in using each method for data collection. The six methods discussed were:

• Survey • Interview • Desk Study • Observation • Focus Group Discussion • Case Study

Each method presents both opportunities as well as having drawbacks; and some methods help us get more quantitative data, while others are for qualitative. It was further emphasized that, both in order to get the required information in an economic, reliable way and to get both breadth and depth of information, an approach that integrates several methods is preferable.


Data Analysis To start the afternoon session, we began with analysing quantitative data. Participants were given a set of graphs representing responses from a survey of the citizens of Nepal on a range of issues conducted at the height of that country's civil war.

Participants discussed and compared their interpretations, and it became clear that even quantitative data is seldom neutral, and that everything can be interpreted in more than one way. Therefore, as reporters, we have a responsibility to speak on behalf of 'the facts' rather than letting 'the facts speak for themselves'. We then moved onto the three steps of data analysis:

1. Read everything 2. Cluster / organise the information 3. Identify patterns, associations and relationships

Participants were given a fact sheet which was to be a vehicle for extended practical work throughout first part of the week. This fact sheet contained around 30 pieces of 'information' related to the status of children in Nepal (however, this data could reasonably be from any developing country). In the first step of analysis, participants, in groups, read through and discussed each piece of data, noting their reactions and thoughts. Through the exercise, some questions were raised - after all, secondary data is static and often incomplete or does not fully answer our questions - and participants naturally tried to connect some of the ideas. It was recognised that this step, though quite limiting, was necessary as a familiarisation stage and that some conclusions, even though incomplete, were already starting to emerge.


Next, we moved to the second step. The same information was issued to participants, this time cut up onto separate pieces of card. Participants then clustered these to find some structure for the information. This was very much a trial-and-error process and, like step one, also had its limitations. While some pieces of information definitely belonged in a particular category, others seemed to belong in more than one 'box' while others were 'orphans', seemingly unrelated to the rest. In the end, a basic structure for the data was agreed as seen below.

This basic clustering of data was then broken down even further within each section to give us a basic structure for the data. While this level of analysis would be sufficient to give a descriptive report, we had seen on Day One that the reporter's responsibility includes that of explaining the data. For this, it was necessary to synthesise the data.


In the final session, participants were briefly introduced to the principles of Mind Mapping and the basics of Mind Manager software. After a few minutes practice with the software they went on to gather all the information together in a simple Mind Map.

Next, participants moved to turning the quantitative data to qualitative. For each piece of data or idea in their Maps, they were asked to 'describe' the data (using the Mind Manager 'Call Out' function). This exercise had two benefits. First, it allowed participants to 'step back' from the data and start to draw conclusions; and, secondly, it meant that during drafting participants were unlikely to be 'lost for words', as all their ideas would be easily accessible.


Next, we moved onto identifying some of the underlying issues that were not easily identified from steps one and two. Participants were shown how to link ideas such as cause and effect in their maps using the 'relationship' function.

We would return to these maps the next day during the session on Organising Ideas, and finalize the analysis on Day Three as part of the Writing Process: Analyse, Plan, Draft and Edit.


Day-end Feedback Each day participants noted down what they were happy about, and what questions / concerns they had. Participants were extremely happy with the first day's achievements. In particular they recognized the value of the tools presented such as Mind Mapping, enjoyed the participatory approach of the training and were appreciative of the facilitators' skills. Happy About ...

• Good day • Marvelous day • Educative day • Very interesting day • Entertaining • Excellent day - not at all boring! • Very good and easily understandable

• Participatory and lively • Participatory • Sessions were participatory • Group work was excellent

• The tools are useful and simple

• Great presentations • Facilitator kept all participants concentrating • The way the facilitator encouraged all

participants to get involved was excellent • Excellent trainer and co-trainer • Supportive facilitators and co-facilitators

• Introduction was good • Clear training objectives

• Session on the roles of the reporter

• Learning the steps of reporting

• I learned new ways of analysing data • Managing / analysing data • Mind Mapping • Using Mind Manager • Mind Mapping

• Time was well-managed

• Teaching materials were useful • Cooperative participants • Useful handouts

Questions &Concerns … • How do we collate / synthesize two or more reports (written by two or more writers) to get one

report?1 • Will I be able to master Mind Mapping before this course is over? • Can we use data from Ethiopia for this training?2 • As well as group work, can we also have some time for individual thinking? Sometimes I want to think

alone before discussion.3

1 Discussed the next morning during feedback, two approaches were suggested. The first is to ensure that those submitting the raw reports have clear guidelines on what to include and how to organise their reports so that the initial reports are consistent. This can be done through providing the field reporters with templates / Mind Maps as a framework for gathering and analyzing their information. The second approach was simply to treat the original reports as secondary data and to follow the process outlined earlier, i.e. to identify what questions the final report needs to answer and treat the reports simply as a data source. Once the questions are identified the writer needs only to look for the answers to those questions rather than try to 'synthesize' the raw reports into a new document. 2 The data provided could be from any developing country - the only thing that would change are the numbers. As our courses attract participants from many different countries, even selecting data from Ethiopia would mean some people are still unfamiliar with the context. That the data is from another continent entirely is actually an advantage. Firstly, participants will not bring any bias or preconceptions to the task of analysis; and, secondly, it demonstrates that the tools of analysis can be applied independent of any prior knowledge on the part of the analyst. 3 All of us have our preferred learning styles and, from Day Two, we tried to ensure that there were more frequent opportunities for individual thinking / practice prior to group work.


DAY TWO The second day left aside the data analysis and focused on Professional Writing skills. Participants learned what makes writing effective and the four steps of writing; and learned an essential tool of professional writers - how to write clearly. All participants were very enthusiastic about the day, particularly with the learning on the Fog Index and being able to apply the tools for writing clearly. What is Professional Writing? After a review of Day One, the first major input of the day was on the principles of Professional Writing. First, participants brainstormed their ideas around the focus question 'What is Professional Writing'. Ideas were diverse, and tended to describe what is good writing rather than define the concept itself. The trainer then volunteered a definition that 'Professional Writing is about creating action / change'. Next, we examined the features of effective writing, which are presented below.

The facilitator elaborated that 'writing sends a message', and discussed how readers will always make judgments about us / our organisations based on how we write. Hence, poorly organised writing suggests disorganised people; while writers wasteful with words may be seen as being extravagant in other ways, not necessarily favourably. The session continued with a reading task (where participants were read and evaluated two pieces of writing).This allowed participants to develop their awareness of what makes writing good, and led to some interesting discussion on the merits and weaknesses of each writing sample. Overall, participants already showed a very clear understanding of what to identify as features of good writing. An interesting learning from the session was also that, when having difficulty reading a text, it is, in most cases, the writer's fault and does not suggest poor reading skills! Writers should aim to be understood.

Clear Objective

Well-organized

Clear and Brief

Appropriate Language

Relaxed Style

Good spelling, grammar and punctuation


Next, we reviewed the responsibilities of the reporter and compared these with responsibilities of the Proposal Writer. Responsibilities of the Proposal Writer were to:

• Investigate the Situation – using a range of tools and points of view • Analyse – understand the causes of the problem to be addressed • Describe & Explain – help your donor to see the situation the way you see it • Develop a Plan of Action – set objectives, devise a strategy, schedule activities, developing a

monitoring and evaluation mechanism and management plan … • Persuade your Reader that –

• The problem is worth solving • It can be solved • You can do it

The final topic planned for the morning session was on the Writing Process. Participants learned that writing was a four-step process of Analysis, Planning, Drafting and Editing: a process we would follow throughout the course. Writing Clearly The day continued with examining how to improve clarity in writing. Participants were introduced to a tool called the Fog Index (FI). By analysing the Average Sentence Length (ASL) and percentage of complex words (words of three or more syllables), the Index gives us a score equivalent to 'the number of years education a reader needs to easily understand a text the first time'. Next, a short text was taken for evaluation. In many ways, it was a good piece of writing, but also it forced readers to slow down and re-read. In other places the meaning came through only after some considerable strain on the part of readers. We realised that this was due to poor clarity, mainly caused by long sentences and too many complex (polysyllabic) words. On analysing the text using the Fog Index, we saw that its index was extremely high. We also compared the two texts that had been used earlier for evaluation and saw that the preferred text had an acceptable Fog Index, while the text that presented difficulties had a Fog Index above the recommended level. Participants then tested the Fog Index of their own writing, using an online Fog Index calculator. In most cases, their FIs were somewhat high, and they would see how, as the session progressed, how they could bring this down without losing any of the quality of their writing.


The day continued with an exploration of how to improve readability by reducing the Fog Index. First, we brainstormed reasons why it's a good idea to use short sentences and came up with: • Easier and faster to write • More accurate • Easier and faster to read • Make your message more obvious • Get your reader’s attention • Easier to remember We then presented, gave examples of and practiced through exercises various ways to reduce the ASL and increase readability. These were:

1. Break up long paragraphs 2. Break up long sentences 3. Prefer short words where

possible 4. Reduce unnecessary words 5. Remove unnecessary phrases 6. Reduce emphasizing language 7. Reduce nominalizations and

abstract ideas It was emphasized throughout that we do not need to apply all the tools all the time. However, being alert to what makes writing unclear while drafting, and using the tools while editing, can easily help us make our writing clear and understandable without losing any of its sophistication. Participants worked sometimes alone, in pairs or in groups, and, at each stage, we saw how each tool made huge increases in readability without affecting the general style or content of the writing. Rather than introducing any new major topics for the day, the final session moved onto extended practice. Participants had the choice of whether to edit one of two texts provided, or to work on their own writing they had measured earlier, and bring the Fog Index down to 15 or lower using the tools learned.


Day-end Feedback Again, feedback was collected using the simple survey method as on Day One. Happy About ... Questions & Concerns ...

• Excellent! Yesterday's feedback was used! • Interesting and new ideas • Excellent day - everyone participated • Training is going well • Interesting topics • Nice facilitation • Many new and important ideas and

concepts learned today - excellent! • Participatory day

• The Fog Index is a very useful tool • Fog Index is a great tool • A good day - learned to use the Fog Index

and simple words in my writing • Everything is very good - especially the

concepts of using short paragraphs and words to make reports and proposals clearer

• Today was educative and interesting - it was good to learn about the Fog Index, Clarity and what makes writing effective

• Very useful tools

• How to we manage the language issues if we are writing in French?4

4 French speakers do face more challenges with clarity when writing in English, and written French tends to have a higher Fog Index than written English. Even so, we have seen these tools used effectively in training conducted using French language as a medium in our work in Rwanda and Madagascar. For those who wanted to better study the tools and concepts in French, we shared copies of our French language edition of our Reporting Skills and Professional Writing Toolkit, a 250-page EBook.


DAY THREE Day Three finished up the work on writing skills with a session on organising ideas in writing. Participants then applied all the analysis and tools so far and applied them through the four-step writing process of analysis - planning - drafting - editing. By the end of the day they had turned the raw data from Day One into a well-structured and well-analysed piece of writing - a big achievement! Organising Ideas After a review of the second day feedback and questions, the focus turned to organising ideas in writing. We saw that there were two main ways of organising our ideas - the Inductive and Deductive approaches. While the Inductive approach is logical, it often fails to be persuasive. We suggested that participants prefer to use the Deductive approach as:

• It helps the reader to decide on action • It’s more persuasive • The reader might not read everything • It gets the reader’s attention • It helps the reader to follow the argument • It shows respect


We further illustrated this by comparing two paragraphs based on the same data - Children's Education, from the earlier analysis - so participants could better understand the advantages for readers. By the end of the session all participants realised the value of presenting their ideas in this way. The session continued by looking at the various ways to organise the main points of any document:

• Chronology / Sequence • Location • Order of Importance • General to Specific • Specific to General

However, whichever way of organising ideas is used, it is always essential to give the main point as soon as possible to help the reader to follow the rest. The session on what makes a paragraph effective further reinforced this. One key feature of a good paragraph is the presence of a Topic Sentence, usually the first sentence of the paragraph. The Topic Sentence can give the structure of the argument, but, more usually, is interpretive, offering a summary, conclusion or reaction to the evidence the paragraph presents. The rest of the session was based around practical exercises where participants tried to identify the Topic Sentences for a range of paragraphs. Interestingly, as well as being hard work (something we should not force on our readers!) participants came up with many various (and often contradictory) Topic Sentences for the same data. This further illustrated the importance of Topic Sentences in persuading the reader to see things the way we see them. The session concluded by examining how, if we are consistent in using Topic Sentences, we can both aid readers in speed reading and also summarise our documents easily by using the Topic Sentences as the basis for a document overview.


Planning Firstly, we discussed the different sections of a report and the function / content of each section. Next, participants discussed and decided how to structure the data analysed into a report framework. Using the Mind Map, the facilitator the demonstrated how to develop the analysis into a report structure. Drafting Practical: Children in Nepal The next session took participants through a more extended exercise where the Mind Map analysis was used as a vehicle for drafting. Working both alone and in teams, participants drafted the report's background section (part of the introduction) and then drafted the various sections of the report. They used the deductive approach wherever possible, beginning with Topic Sentences, supporting these with main points and further supporting their arguments with examples, ideas, evidence and links based on their analysis in their Mind Maps. These were compiled into a complete report and the trainer then demonstrated how to extract the conclusions based on the writing. The trainer illustrated how to ensure all conclusions were balanced with recommendations, and teams developed a set of recommendations for their reports. The final report draft - a synthesis of various teams' and individuals' inputs - was exported to Word. The end result was a clear report with good flow and structure, conclusions based on firm evidence and logical recommendations. Please note the annexed text (Annex 3) is a first draft only.


Day-end Feedback Again, feedback was collected using the simple survey method as on the previous days. Happy About ... Questions & Concerns ...

• I'm delighted with everything - keep it up! I have learned so much!

• Very interesting and well-organised training

• Day by day the training becomes more interesting - excellent day!

• Excellent! • Interesting day • All sessions were good - we are learning

new things every day • An interesting day with exciting exercises

• Very useful learning on the writing

process • A good day - we converted the data into

a complex report • Good sessions on organising ideas,

professional writing and good group work based on the data we had analysed

• Educative day - exporting the report from Mind Manager to Word looked like magic

• Involvement of all participants

• Inductive or deductive - what do readers prefer?5

• Perhaps not enough exercises to learn the tools?

• How do we apply these techniques when writing lengthy reports?6

5 In most cases the deductive approach is the most persuasive and efficient: however, we do need to be aware that in cases of high power-distance or when giving bad news we may, occasionally, prefer the inductive approach. 6 In longer reports these techniques are even more valid, especially when a large document needs to be restructured. Recent participants shared the tools and approaches with their team after training and 20 people collaborated to develop a 200-page document of implementation, achievements and lessons learned over a five-year period from an agricultural extension project in all regions of Ethiopia.


DAY FOUR Day Four shifted the focus onto Project Planning as a basis for Proposal Writing. After a short presentation, participants reformed to make new teams based around common areas of interest and identified problems, set objectives, developed a strategy and built Logical Frameworks. The Logical Framework Approach Day Four turned the focus more specifically towards the Project Planning objective with a Logical Framework Approach 'walkthrough'. After some brief theory and history of the LFA, we got straight to the Logical Framework itself - the columns, the rows, the different sections and the diagonal logic.


Along with the above conceptual illustrations, a complete case study / example was regularly referred to, illustrating the ideas presented, as well as examples from participants' own experience. After the theory, we looked at each of the steps - Problem Analysis, Stakeholder Analysis, Setting Objectives and Defining a Strategy. Next, we saw how these ideas were integrated into the Logical Framework, and how the rest of the data (Preconditions, Assumptions, Inputs, OVI and MOV) were incorporated. Finally, we looked at how the analysis and Logical Framework data were developed through Mind Mapping into a plan for drafting the Proposal.


Extended Group Work: Planning Practical Participants then formed four teams. The groups' selected extended assignments were: GROUP 1: Poor Performance of Farmer Organisations GROUP 2: Post-harvest Loss in Southern Mali GROUP 3: Poor Sales of Pastoralists' Products GROUP 4: Low Maize Yields among Farmers in Lira, Uganda Throughout the rest of the day, teams worked together smoothly, applying the tools learned so far. The facilitators' role shifted into coaching and guiding teams when they were off-track or stuck. However, in most cases we preferred to let participants explore various possibilities and try to solve their problems themselves. Teams were encouraged to relax and do each step thoroughly without worrying about the end result. They developed Problem Trees, Objectives Trees and by the end of the day most teams had developed (if not completed) their Logical Frameworks. Each issue presented different challenges at different stages. For some, the Problem Tree was simple, while the Objectives Tree more complex to develop. For another team, developing the strategy was the main challenge. At various stages, feedback was given in the plenary so other participants could give ideas and learn from the suggestions given.


Day-end Feedback Again, feedback was collected using the simple survey method as on previous days. Happy About ... Questions & Concerns ...

• Inspirational day! • All good • Excellent day • Very good day • Insightful and interesting

• An interesting day - great group work • Lots of realistic practice • Interactive day - I enjoyed building the

Log Frame • An interesting day on developing the

Log Frame • I was able to do a Log Frame! • Today was well spent - a lot of ground

covered and well-presented

• Can't the trainers provide all the data for the training?7

• Some steps were a bit fast - I think I missed something

7 We already provide a data set for the reporting element. To really apply the tools in a realistic setting it is essential that, for the second major practical component, participants work entirely with their own ideas and information to avoid the training being simply a 'demonstration'.


DAY FIVE On the final day, teams planned and drafted the major sections of their proposals. Planning, Drafting, Editing and Feedback During the morning, teams continued working on their extended assignments, each group working at their own pace and getting inputs from the trainers as and when needed. Although participants were feeling a bit pressed for time, the facilitators stressed that they should not worry about the end result and work on the step they were on thoroughly. Teams started to turn their analysis into a plan. Their Problem Trees were imported into their Mind maps, as were their Log Frames. They then started to develop and fill out their maps by adding more data to serve as a plan for drafting. Towards lunchtime. some teams were ready to draft, while other teams started drafting only in the afternoon. Even so, by mid-afternoon all teams had drafted the most important parts of their proposals, and the various outputs of each team are annexed. Review, Evaluation and Closing In the final session we looked at work produced during the second half of the training - in particular, the Log Frames and draft proposals. The results were impressive considering the short time it had taken - approximately eight hours from problem identification to drafts that were, in all cases, well analysed, organised and presented. The facilitator emphasized that, naturally, under normal working conditions, it is very unlikely that we would develop a proposal in such a short time, and that the extended exercise was intended to illustrate and reinforce the steps of the Writing Process - so we should not expect the proposals or Logical Frameworks to be absolutely perfect examples. However, as a demonstration of what can actually be achieved using the tools and processes learned during the course, the results were most impressive. The workshop ended with a review of the key points covered and participants had an opportunity to raise any questions they felt had not been covered. We reviewed the expectations as well as key points from the course. Participants also completed the evaluation form summarized at the start of this report, evaluating the training against a range of criteria and adding comments. After issuing certificates, the training closed with final thanks from the trainer to all the participants for their hard work and commitment. Several participants also shared their reflections and appreciation in the plenary.


ANNEXES Annex 1: List of Participants

Keffing Sissoko Sasakawa Africa

Bokar Sissoko Sasakawa Africa

Idris Garko Sasakawa Africa

Benjamin Shamaki Sasakawa Africa

Ande Okiror Sasakawa Africa

Yalemzewd Teshome Sasakawa Africa

Shushan Nigussie Sasakawa Africa

Kumsa Dandeba Sasakawa Africa

Tesfaye Worku Sasakawa Africa

Aberash Tsehai Sasakawa Africa

Ato Lemma Dinku SOS Sahel

Ato Getachew Eshete SOS Sahel

Mr. Huka Garse SOS Sahel


Annex 2: Training Schedule

Day One Course Introduction / Opening Setting Reporting Objectives Data Gathering Methods Data Analysis Day Two Data Analysis / Planning the Report Introduction to Professional Writing and the Writing Process Writing Clearly

Day Three Organising Ideas in Writing Planning and Drafting the Report Day Four The Logical Framework Approach Extended Practical 2 - Analysis Day Five Extended Practical 2 – Planning Extended Practical 2 - Drafting Final Presentation of Team Work Review, Evaluation and Closing


Annex 3: Draft Outputs from Group Work Mid-point Report (Draft) Original Data Set: Children in Nepal Out of one hundred children:

• 49% are girls • 51% are boys • 93% live in the villages • 7% live in cities • 80% are immunised • 56% are malnourished • 40% belong to extremely poor families • 70% are admitted to school, but only 53 complete primary level • 79% of boys and 61% of girls are enrolled in primary level • 52% of the total population are children below 18 years • Only 71% of the population have access to potable water • The total population is 24 million • Every year about 779,000 babies are born • Every year 78,000 children die • Every day 206 children lose their life • 45,000 children die of diarrhoea every year • There is only one Children’s Hospital • There is one child specialist to 102,671 children • There are 23,885 primary schools • 2.6 million children are engaged in different sectors of child labour • Twice as many girls as boys in the 10 – 14 age group are at work • At least 40,000 children are bonded labour • 5000 children are living / working on the streets • Every year 1500 pregnant mothers out of 100,000 die during childbirth • Annually, 5000 – 7000 women are trafficked to neighbouring India. • 34% of marriages involve children below 15 years of age • Approximately 100 children are in adult prisons with their parents


VULNERABLE SITUATION OF CHILDREN IN NEPAL

INTRODUCTION

The purpose of this report is to investigate the vulnerable situation of children in Nepal.

Nepal has a population of 24 million, over half of whom are under 18. 52% of Nepalese are children. Most children are living in rural areas - 93% of children live in villages, where access to social services such as health and education is limited. There are more or less the same number of boys as girls. 49% of children are girls but girls are less privileged terms of access to education and are more likely to work or marry early.

Children's basic needs are not being met. Many children are malnourished, poverty is widespread and there is limited access to safe water. Hunger is widespread: more than half (56%) of children do not get enough food, contributing poor health. Nearly half of children live in poverty. 40% of children come from extremely poor families, limiting children's access to health and education and contributing to rights abuses such as child labour and trafficking. Poor access to safe water affects almost one third of children, leading directly to high child mortality due to waterborne diseases such diarrhoea, the biggest cause of death among children.

We have gathered information from ..

Unfortunately, ...

We have organised this report into the following three sections:

1. Poor Health Situation of Children

2. Worrying State of Children's Education

3. Lack of Protection for Children's Rights

1. Poor Health Situation of Children

The health situation of children in Nepal needs to be improved. Child mortality is high due to preventable causes and access to health care is limited.

High mortality rate over 10% of children under 5 years out of 779 000 new born per year. This high rate due to preventable causes: the diarrhoea is main cause of mortality (45000 children/year) due to poor access to potable water (29%). While the rate immunised children is quite promising


(80%),there is a high rate maternal mortality (1500 per 100000) due to widespread early marriage, malnutrition and poverty.

access to health facilities is difficult. There is just 1 children's hospital for all country) and limited specialists (1:102 671 persons) while the majority of people live in rural area and poverty because they cannot afford health care.

2. Worrying State of Children's Education

The educational situation is not good enough for the children of Nepal..There is limited access to primary schools, poor attendance and gender imbalance.

The number of schools is limited (23,885) and enrolment is satisfactory with 70% of the children going to school. However only 53% are able to complete the schools which is very low. This results in the high number of children drop out from schools. The boys have better chances to education than the girls. There are more boys (79%) enrolled than girls( 61%).

The high number of children out of school has direct effect on early marriage for girls, boys living in the street with related child labour work. Parents are not able to send their children to school because of widespread poverty in rural areas where most of the population lives.

3. Lack of Protection for Children's Rights

Children in Nepal are vulnerable to child right violations. The five major forms through which child rights violations are manifested are child labour, early marriage, trafficking, street children and children in prison.

Child labour is widespread and harms children or keeps them from attending school. Totally 2.6 Million children are in some form of child labour. 40,000 are in bonded child labour. Girls' participation in work is higher than that of boys. For children 10-14 years old, there are as much twice girls as boys participating in some form of child labour. The high drop out of children at primary level is partly associated with such high rate of child labour - out of children enrolled to primary school less than three-fourth complete primary education. Poverty is another factor for high child labour as about 40% of children come from poor family.

Early marriage is another element for child right violation particularly for girls. Over one-third (34%) of the children under the age of 15 years get married. Such early marriage results in several problems such as maternal mortality and gender imbalance in education.

Thirdly, child trafficking to neighbouring countries is high. About 5,000 to 7,000 children are yearly trafficked to India.


Street children and children in prison are common in Nepal. There are about 5,000 street children. The widespread poverty is one of the contributing factors. Some children are in prison. About 100 children are denied their future as they are forced to be with their guardians in prison. As the overall vulnerability is high, such children cannot have a bright future even after being released from the prison.

CONCLUSIONS

Based on our investigation into the situation of children in Nepal we have reached the following conclusions:

• The situation of children in Nepal is critical. o The health situation of children in Nepal is poor: Child mortality is high due to

preventable causes and access to health care is limited. o The educational situation is not good: There is limited access to primary schools and

poor attendance. o Child rights are not protected in Nepal: Use of child labour and early marriage are

widespread. o There is also widespread gender discrimination against girls in education and rights.

RECOMMENDATIONS

• All stakeholders have to participate to improve the situation of children in Nepal. o They need to establish more operational rural health care centres ,hospitals, recruit

medical personnel that address the issues of children. The Govt of Nepal needs to Create awareness on how to prevent early childhood diseases and make provision for potable water.

o We must create awareness among parents in importance of education. More schools have to be established in rural areas and there is a need to organise special support and provide incentives for girls to attend school.

o Awareness among the people on child rights must be created and implementation of laws on child rights including domestic and international laws needs to be enforced.

o Advocacy actions to sensitize decision makers on child rights is needed and we must create awareness at community level on child rights and we must educate the public on gender issues.


GROUP 1: Poor Performance of Farmer Organisations

Problem Tree

Objectives Tree


Logical Framework

Narrative OVI MOV Assumptions Goal Improved livelihoods

of FO members Members’ incomes increased by 25%.

Evaluation reports

Objective Efficiency of farmers’ organization improved.

Within 3 years: 1. Performance of 5

FOs improved 2. Membership

increased by 20%. 3. Profitability of FO

members increased by 10%.

Membership list Reports Financial records

Local government does not interfere with FOs activities.

Output 1. Increased member knowledge on benefits of cooperatives

2. Improved access to markets

3. Improved warehousing

1.1 1,500 members understand principles and benefits cooperatives.

1.2 All FOs are linked with 10 consumers’ cooperatives & processors.

1.3 Five standard warehouses renovated.

1.4 Two new warehouses built.

1.5 25 committee members and managers able to manage warehouses

1.1 Participant survey / exit interviews 1.2 Progress reports Financial records of cooperatives 1.3 Observation / inspection

Participants are willing / committed to work with cooperatives Willingness of financial service providers to work with FOs

Activities 1.1 Members trained on .... 1.2 Incentives provided for active members 2.1 Members trained on how to access market information. 2.2 Market linkages established 2.3 Creating credit access linkage 3.1 Facilitate credit services. 3.2 Management capacity training for ... 3.3 establish and equipped 5 warehouses

Inputs Total cost: $2,500,000 Direct Cost: $1,250,000 Indirect cost: $750,000

Preconditions: Government allocates plot of land for building warehouse.


DRAFT: IMPROVING THE PERFORMANCE OF FARMER ORGANISATIONS IN DEBRE LIBANOS

SITUATION ANALYSIS

Debre Libanos is located in Northern Shoa, 100 KM from the capital city. As per the 2014 CSA report, the total population of Debrelibanos district is one million. 52% of the population are female and the rest are male.

Farming is the primary source of income for most people. 85% of the total population are dependent on agriculture. There are 25 agriculture based FOs in DebreLibanos district with 250,000 members. Females membership in FOs is very low, which is only 10%.

The performance of FOs in Debrelibanos district is poor. The main factors are low commitment of members, lack and poor management of warehouse and limited market access.

Farmers participation in FOs is low. Many members lack awareness on the benefits of FOs. Only 42% of them trained on the advantages of cooperatives. Lack of incentives is also the other hampering factor for their participation. 90% of members don't get dividend from their sales and share.

Most FOs have poorly furnished warehouse. 20 FOs have poorly equipped warehouse while five FOs don't have at all. Establishment of new warehouse and maintaining the existing need high investment and managerial skills.

Low skill of store keepers and executive committees contribute for poorly management of warehouse. This is because of lack of training. Only 15% of storekeepers and 25% of the committees have got training on warehouse management.

FOs have limited market access. This is due to lack of information, poor market outlet and low availability of credit access. Most members don't have cell phone, only 12% of them are users. Four cooperatives have networking, while the rest don't have a means to share market information.

Inadequate market outlet is the second challenge that FOs are facing. This is partially due to weak market network / linkage with potential buyers. Of the total 25 FOs, only three cooperatives have linkages with processors, unions and consumer associations.

Thirdly, low credit access is the cause that limits FOs access for market. 90% of members don't have collateral required to access credit.


PROJECT DESCRIPTION

GOAL

The overall goal of the project is to Improve livelihoods of members of farmer organizations.

OUTCOME

Efficiency of farmers’ organization improved through better market access, increased membership participation and increased profitability.

The duration of the project is 3 years, and will bring about the following intended changes:

1. Improved performance of 7 farmer organizations;

2. Membership increased by 20%.

3. Profitability of FO members increased by 10%.

The project will improve the livelihood of members through enhancing members' skill and knowledge. Training will be organized on advantages of cooperatives. In addition, incentives will be provided to encourage members participate actively in the cooperatives. New warehouses will be constructed and the existing ones will be renovated.

1. Increased member knowledge on benefits of cooperatives .

1.1 Members trained on the benefits of cooperatives

1.2 Incentives provided for active members

2. Improved access to markets 2.1 Members trained on how to access market information.

2.2 Market linkages established

2.3 Creating credit access linkage

3 Improved warehousing

3.1 Facilitate credit services.

3.2 Management capacity training for committees

3.3 establish and equipped 5 warehouses


GROUP 2: Post-harvest Loss in Southern Mali

Problem Tree

Objectives Tree


Logical Framework Narrative OVI MOV Assumptions Goal Improved livelihood

conditions of smallholders

• % of food secure farmers increases from x to y by date

• % increment in agricultural income

• % of farmers above poverty line

• Baseline survey • Final Evaluation

report

Objective Improve Post Harvest best Practices of Cereals among smallholders in Southern Mali

• Reduction of post harvest loss from 30% to 10%.

• Volume of quality products marketed through established linkages

• Baseline survey • Final Evaluation

report

• Favourable markets for cereals

• Favourable weather condition for cereal production

• Environmental factors do not severely change

Outputs 1. Knowledge of smallholders on best practices of post harvest handling improved

• # of smallholders with improved knowledge on improved practices of post harvest

• # of farmers adopted improved practices by year 2

• Monitoring and evaluation report

• Midterm evaluation report

• List of farmers adopted

• Field Observation

• Farmers

willingness to shift to new practices

• Availability of financial resources for private service provision

2. Access to PHAP technologies facilitated

• % change in the # of private service providers functional in PH

3. Adapted and improved storage conditions facilitated

• % increment of smallholders farmers applying hygienic storage management

• % of smallholder farmers


Activities 1.1. Conduct Training of Trainers (TOT) for lead farmers

1.2. Facilitate training for smallholders on best practices in post harvest practices

1.3. Conduct demonstration for farmers on best PH technologies

2.1. Conduct training for local manufacturers on fabricating and maintaining PH equipments 2.2. Conduct training for machine operators 2.3. Organize private PH service providers (individual farmer entrepreneurs and FBOs) 2.4. Build capacity of PH service providers in business development 2.5. Link farmers to local fabricators 3.1. Conduct training on storage and storage and management 3.2. Conduct training on sanitary and safety 3.3. Conduct demonstration for farmers on improved and adapted storage technologies

Inputs • Total Budget= • Equipments • Training manuals • Training Facilitators • Demonstration facilities • Personnel

Preconditions


DRAFT: IMPROVING POST HARVEST PRACTICES OF CEREALS AMONG SMALLHOLDERS IN SOUTHERN MALI

CONTEXT

· Mali is one of the poorest countries in the world, with approximately 60% of the population living in poverty.

· Agriculture provides a livelihood for between 9 and 10.5 million people.

· In its second Growth and Poverty Reduction Strategy Paper 2007-2011 (PRSP II), Mali has set itself some ambitious targets for agricultural production.

· The cereal production forecast shows an increase of 39%, by 29% for cotton and 31% for livestock. The Law on Agricultural Orientation (LAO), adopted in 2006, confirmed the government’s intention to invest up to 20% of its budget (13% at present) in this sector.

· In Mali, the south western region of Sikasso is one of the breadbaskets of the country.

· It benefits from favorable environmental condition with an average yearly rainfall varying from 700 mm to 1300 mm.

· The Sikasso region, in southern-Mali is the first area of Cereal production with a total production of 1,790,145 tons in 2013/2014;

· This region is also concern by climate change impact with uneven distribution of rainfall with affect agricultural production;

o Significant post harvest losses (15-25%) due to lack of improved practices;

o Manual threshing and / or animal traction,

o Mechanical insufficient drying Non proper storage techniques and poorly mastered by grain producers

o Difficult access to credit: Lack of guarantee, Ignorance of the financial system operating mechanisms;

o Difficult access to national and sub-regional markets with poor quality of cereals and poor organization of producers for marketing

PROBLEM ANALYSIS

High post harvest losses of cereals among smallholders in Southern Mali

The two major effects of poor post harvest handling are the losses of quantity and quality of cereal products affecting small holders. The ultimate effects of these problems are low income, food insecurity, and lack of reliable market.

The loss in quantity of products is as large as a quarter of the total product. Overall it accounts for 20-30% per year in the region. The accumulation of all these losses over years ultimately lead large income losses, as a result of which the small holders remain in poverty. Currently above 36% of the smallholder farmers are under poverty line. Worse, as cereals are staple food, the PH losses largely contribute the existing food insecurity which is about 40% in the region.


Poor quality of products is the second form of post harvest loss. Processors often reject farmer's products as they lack required quality. As a result of poor quality, small holders lose both reliable markets and reasonable prices. The poor quality outcome of poor PH practices also contributes to poverty and food insecurity.

The three primary causes of poor post harvest handling are lack of knowledge on best practices, lack of technologies and shortage of adapted and improved storage conditions.

Majority of the farmers do not have adequate knowledge on best practices of PH. A recent survey show that only 40% do have acceptable level of knowledge about best practices.

Improved technologies are both inadequate and unequally distributed. Overall 80-90% of the small holders do not have access to improved technologies. In some areas, like Yoroso-a food insecure area- nearly all (99%) of the farmers do not have access. One of the root causes to the problem is the high actual and perceive cost of adapting available equipment. For instance, it costs a typical factory 25% of its total working capital to modify a machine.

The lack of adapted and improved storage conditions are low due to three contributing factors such as shortage of facilities and infrastructure, lack of hygiene and high humidity. Road and improved ware houses are so limited. Hygiene that could be easily improved results in deterioration of quality of products. Humidity is another challenge that similarly affects cereals under the existing scenario.

PROJECT DESCRIPTION

Goal: Improved livelihood conditions of small holders

Objective: Improve post harvest practices of cereals among small holders in Southern Mali.

STRATEGY

(1) Facilitate access to technologies

(2) Facilitate access to adapted and improved storage conditions

(3) Improve knowledge on best practices

OUTPUTS / ACTIVITIES

There are three outputs planned to be achieved.

1. Knowledge of smallholders on best practices of post harvest handling improved 2. Access to PH technologies facilitated 3. Adapted and improved storage conditions facilitated

(1) Knowledge of smallholders on best practices of post harvest

By the end the first year 60,000 smallholders will acquire improved knowledge on improved practices of post harvest. By the end of the second year 80% (48,000) will adopted improved practices. In order to achieve these results the following activities will be undertaken.

1.1. Conduct Training of Trainers (TOT) for lead farmers

1.2. Facilitate training for smallholders on best practices in post harvest practices


1.3. Conduct demonstration for farmers on best PH technologies

(2) Access to PH technologies facilitated

During the project life (four years) the number of functional private service providers will annually increase by 20%. The project undertakes the following activities:

2.1. Conduct training for local manufacturers on fabricating and maintaining PH equipments

2.2. Conduct training for machine operators

2.3. Organize private PH service providers (individual farmer entrepreneurs and FBOs)

2.4. Build capacity of PH service providers in business development

2.5. Link farmers to local fabricators

(3) Adapted and improved storage conditions facilitated

By the end of the project 50,000 farmers apply hygienic storage management. Planned activities are:

3.1. Conduct training on storage and storage and management

3.2. Conduct training on sanitary and safety

3.3. Conduct demonstration for farmers on improved and adapted storage technologies

Knowledge of smallholders on best practices of post harvest handling improved

1.1. Conduct Training of Trainers (TOT) for lead farmers 1.2. Facilitate training for smallholders on best practices in post harvest practices 1.3. Conduct demonstration for farmers on best PH technologies

Access to PH technologies facilitated

2.1. Conduct training for local manufacturers on fabricating and maintaining PH equipments 2.2. Conduct training for machine operators 2.3. Organize private PH service providers (individual farmer entrepreneurs and FBOs) 2.4. Build capacity of PH service providers in business development 2.5. Link farmers to local fabricators

Adapted and improved storage conditions facilitated

3.1. Conduct training on storage and storage and management 3.2. Conduct training on sanitary and safety 3.3. Conduct demonstration for farmers on improved and adapted storage technologies

M&E

M&E activities will include the development of a comprehensive Participatory M&E plan. Baseline study of producers will examine existing livelihood strategies and role of targeted crops. The project will also carry out baseline and final surveys of postharvest, service providers and traders. In addition, the program will monitor specific outputs related to workshops, trainings, agricultural extension visits, field days organized, etc.

Impacts on farm family income (assets)


Impacts on household income will be based on change increase in crop production and incomes generated in the project area. Income will be measured through and proxy indicators measuring appropriate household assets. These will be collected through sub-sampling representative producers throughout the project area.

Changes in behavior within the project communities and among the supply chain actors.

The project proposes to introduce a few (at least three) commodity specific market development strategies including postharvest, storing and selling. But the project will monitor the change of behavior of the farmers and other market chain actors on two aspects: - Socioeconomic feasibility of these specific market development strategies; - Change of behaviour of producers and other market chain actors through suggested /introduced postharvest handling and storage options. Monthly and quarterly reports to AGRA will provide summary updates on progress, quality, results and impacts


GROUP 3: Poor Sales of Pastoralists' Products Problem Tree

Objectives Tree


Logical Framework

Narative Logic OVI MOV Assumptions Goal Pastoralists livelihoods improved

Outcome Profitable sales of pastoralists products Income of pastoralist cooperatives increased by 15%

Project Report, Review of cooperatives accounting documents

No conflict, drought

Output 1.IMPROVED COMPETITIVENESS 2. IMPROVED SKILLS OF PASTORALISTS

a. Sales volume of products increased by 20% (from 5000 Birr per member to 6500 by 2017) b. All products supplied to markets are branded Cooperative members operate their business without external technical support

Cooperatives documents Observation and reports Observation and reports

a. cost of raw materials will remain sustained cooperatives continue to apply the skills b. Customers demand for NTFP products

Activities Output One Activities a. Conduct 2 product promotional activities at local and national levels b. Create linkages with at least 2 Private dealers and a cooperatives union for input supply & output markets Activities for Output 2 a. Introducing new soap making mould to increase the volume of production, b. Undertake Skill training on operating the new mould for all members of the cooperatives, c. Provide refresher cooperative management training for executive members of the coops d. Provide refresher entrepreneurship skill training for members of the cooperatives e. Provide refresher financial management training for cooperatives leaders (Bookkeeping, accounting)

Input Birr 1,500,000

Precondition Donor grant secured There is local government project support Cooperatives members are willing to actively involve in the business


DRAFT: CAPACITY BUILDING & IMPROVING GOVERNANCE OF HERDER'S BUSINESS ORGANIZATION

CONTEXT

Boran is located in the southern part of Ethiopia, Regional State of Oromia. The population of Borana is estimated to be 1.6 million with 51% female and 49% male. The people of Borana are dominantly pastoralists relying on livestock production and small ruminants. Due to the uncertain climate, Borana zone is affected by frequent drought that challenged the lives.

In order to cope up with the with the drought pastoralists tend to diversify their livelihood such as commercialization of NTFPs. As a result, soap making, scent wood, honey producers and Bricks making cooperatives organized and started business.

PROBLEM ANALYSIS

The core problem of the producers cooperatives is poor sales of NTF products. The business of these coops is suffering from lack of brand, small volume of production (1000 soap bars per month) which is not significant to support fetching enough income for the members.

EFFECTS

• Low income • Poor livelihoods

CAUSES

• Low quality of products • Mass produced similar products compete • high cost of production • high cost of inputs • poor product promotion • Institutional capacity limitation • Financial limitation • Inadequate means of communication • Small product size • Manual production • Part time production • Lack of market information • Absence of market information system • Low quality of products • No access to improved technology • soap making Technology not available in country • Low skill • Low business management skill • Illiteracy


• Poor accounting & bookkeeping • Inadequate training • Low trading culture • Subsistence way of living

PROJECT DESCRIPTION

GOAL

Pastoralists livelihoods improved

OUTCOME

Profitable sales of pastoralists products

STRATEGY

1. Enhancing competitiveness of homemade NTFP products with mass production 2. Enhancing the production and marketing skills of cooperative members

Availability of NTFP, willingness of coop members to diversify their livelihoods, promising demand for value added NTFP

OUTPUTS / ACTIVITIES

OUTPUT ONE

1.Improved competitiveness

a. Conduct 2 product promotional activities at local and national levels b. Create linkages with at least 2 Private dealers and a cooperatives union for input supply & output markets

OUTPUT TWO

Improved skills of pastoralists

a. Introducing new soap making mould to increase the volume of production, b. Undertake Skill training on operating the new mould for all members of the cooperatives, c. Provide refresher cooperative management training for executive members of the coops d. Provide refresher entrepreneurship skill training for members of the cooperatives e. Provide refresher financial management training for cooperatives leaders (Bookkeeping, accounting)


GROUP 4: Low Maize Yields among Farmers in Lira, Uganda Problem Tree


Logical Framework

Narrative OVI MOV Assumptions Goal Improved Food security

Objective HIGH yield of maize among farmers in Lira

Stable market prices

Outputs 1. Increase farmers access to inputs

2. Farmers have knowledge/skills

3. Gender mainstreaming in agriculture

1.1 Number of maize acres established

1.2 2000 farmers access inputs and knowledge

3.1 500 women have access to Agricultural land

Reports No of produce sold in Tonnes

1. Climatic conditions.

2. Cost of inputs is not a barrier

3. Farmers apply the skills

4. Husbands allow their women free access to land

Activities 1.1 Train farmers in seed production 1.2 Link farmers to credit institutions 1.3 Train and link Agro dealers to input

companies 2.1 Train farmers on best agricultural practices 2.2 Introduce Morden farming tools 3.1 Encourage the men to support women to access land for Agriculture 3.2 Develop technologies that are targeted to women farmers. 3.3 Link women farmers to credit institutions

1. 200 farmers trained 2. 1,500 farmers access

credit 3. 50 agro dealers linked to

input companies 4. 2000 farmers acquire

skills on good agricultural practices

5.

Preconditions Conducive government policy


DRAFT: IMPROVING FOOD SECURITY THROUGH INCREASED YIELD OF MAIZE IN LIRA DISTRICT NORTHERN UGANDA.

CONTEXT

The low yield of maize is a major concern to food security in Lira district of northern Uganda where maize farming is the main source of income for much of the population.

Lira district has a total population of 5,000 people of those 2000 are directly involved in maize farming. The district is located in the rain shadow- thus receives erratic rainfall. The soil in the district has been degraded due to continues cropping, lack of rotation lack of application of organic matter.

PROBLEM ANALYSIS

The current yield of maize in Lira district is terrible. According to a survey carried out by the Ministry of Agriculture average yield is as low as 1 tonne per hectare

Some of the aspect that have contributed to this problem are poor germination, mixed seed, limited access caused by poor Agro dealer net work. According to the survey 90% of the farmers don't have access to improved seed.

The pattern of rainfall is erratic and its one of the contributing factors to low yields. The poor cropping methods have lead to soil mining-removal of nutrients from the soil.

The number of extension workers is not sufficient and the few recruited by government are not willing to stay in the rural areas that has resulted to the farmers having limited access to information. About three quarters (70%) of the farmers have no access to quality fertilizer mainly due to lack of information.

Lack of collaterals & High interest rate has resulted to limited access to credit by the farmers. The stages in processing bank loans are long and complicated leading to untimely access of credit. This has contributed to farmers not being able to procure inputs of production such as improved seed, modern farm tools and quality fertilizers.

According to the MOA survey less than 10% of the women have access to farm land and yet they contribute more than 80% of the farm labor at household level. This has led to insufficient food being produced thus the household can't eat 3 meals a day resulting to malnutrition and poor health.


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