1
The young side of the Moon
Edited by Fausto Amico and Alessandro Melillo
Prism – Promozione Internazionale Sicilia-Mondo
with the support of:
Resource Hub for Development (RHD), Kenya
Volunteers for Community Development and
Environment Education, Vietnam
New Beginnings Charitable Trust, India
DOREA Educational Institue WTF, Cyprus
Jaunatnes Iniciativu Centrs, Latvia
Inter Alia, Greece
Federation Dimbaya Kagnalen, Senegal
ERASMUS+ Key Action 2, Capacity building in the field of
youth
This project has been funded with support from the European Commission. This
publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
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Index
FOREWORD ------------------------------------------------------ 4
Who is this booklet for ------------------------------------------ 5
How to use the booklet ----------------------------------------- 5
CHAPTER 1 - The project: The young side of the moon -------- 7
CHAPTER 2 - PCM and the Dark side of the Moon ----------- 14
2.1 The project cycle ------------------------------------------ 14
CHAPTER 3 - The training course on PCM and community
development -------------------------------------------------- 21
3.1 The Analysis phase ---------------------------------------- 22
3.1.1 Cultural diversity through painting ---------------------- 22
3.1.2 The project context -------------------------------------- 25
3.1.3 Stakeholder Analysis ------------------------------------- 27
3.1.4 Problem Analysis ---------------------------------------- 29
3.1.5 Are you a midwife? -------------------------------------- 32
3.1.6 Image theatre -------------------------------------------- 33
3.1.7 The objective tree --------------------------------------- 35
3.1.8 Forum theatre ------------------------------------------- 37
3.1.9 Strategy analysis ----------------------------------------- 39
3.1.10 Cooperative and group work -------------------------- 40
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3.2 The Planning phase ---------------------------------------- 42
3.2.1 Building the Logframe Matrix -------------------------- 42
3.2.2 First Column: Intervention Logic ------------------------ 42
3.2.3 Completing the Logframe matrix ----------------------- 46
3.2.4 Activity, resource and cost schedules ------------------- 49
3.2.5 Final evaluation: the spiral ------------------------------- 50
CHAPTER 4 – The job shadowing in Senegal, India, Vietnam
and Kenya ----------------------------------------------------- 54
4.1 The job shadowing in Senegal ---------------------------- 55
4.2 The job shadowing in India ------------------------------- 60
4.3 The job shadowing in Vietnam ---------------------------- 65
4.4 The job shadowing in Kenya ------------------------------ 69
CHAPTER 5 – The learning achievments ---------------------- 74
5.1 The participants ------------------------------------------- 74
5.2 The partner organizations --------------------------------- 77
CONCLUSIONS ------------------------------------------------ 78
ACKNOWLEDGEMENTS --------------------------------------- 81
References ----------------------------------------------------- 83
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FOREWORD
I am pleased to introduce the booklet “Young side of the
Moon”, summarizing the conclusions of an intense
cooperation and exchange of experiences in the field of youth
and community development, involving 48 youth workers and
8 organizations from Italy, Senegal, Kenya, India, Vietnam,
Latvia, Greece, Cyprus. The project has given us the
opportunity to establish human and professional relationship
with colleagues and friends from different regions of the
World. A first training course was held in Italy, providing a
non-formal and creative training on the Project Cycle
Management linked to the concept on Nonviolent Community
Development, and equipping youth workers with knowledge,
key competences and learning tools needed for the
development and delivery of community-based projects. The
job shadowing where hosted in Senegal, India, Vietnam and
Kenya, offering a reciprocal opportunity for practical learning
experience, exchange of good practice, acquire key
competences in the field of youth work and community
development.
"The real voyage of discovery consists not in seeing new lands
but in seeing with new eyes". Marcel Proust
Fausto Amico
PRISM – Promozione Internazionale Sicilia-Mondo
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WHO IS THIS BOOKLET FOR
The booklet targets youth workers that are engaged in
community work with disadvantaged young people. Overall it
aims to provide inspiration and guidelines to provide youth
workers with knowledge, key competences and practical tools
needed for the development and delivery of community-based
projects that responds to identified young people community’s
needs. The booklet gives also an inside look of a common
learning pathway on youth work and community development
as experienced in different regions of the World.
How to use the booklet
The booklet is intended as a learning resource to support
community development in the frame of youth work.
The first chapter briefly presents the project, its objectives,
activities and the international partnership.
The second chapter reviews key concepts on PCM and how it
could be linked to the concept album of Pink Floyd entitled
"The Dark Side of the Moon”.
The third chapter introduces the Training Course in Italy,
describing the key processes for designing and conducting
training modules on PCM, with a focus on how PCM could be
combined with non-formal education and theatre of the
oppressed.
The fourth chapter reports the Job Shadowing activities in
Senegal, India, Vietnam and Kenya.
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The fifth chapter includes the conclusions about what we have
learned during the project.
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CHAPTER 1
THE YOUNG SIDE OF THE MOON
Erasmus+ 2014-2020
Erasmus+ aims to strengthen the quality of youth work and
non-formal learning for young people in Europe. It provides
opportunities for young people to experience learning mobility
in Europe and beyond and for youth workers to develop their
interpersonal skills and improve their employment prospects
through training and networking opportunities in Europe and
beyond1.
Youth workers' training and networking
Capacity Building projects are transnational cooperation
projects based on multilateral partnerships between
organizations active in the field of youth in EU and Partner
Countries.
Project title
The young side of the Moon
Dates
02/10/2014 - 02/04/2016
Description
The project focuses on how the global crisis affects young
people in its multi-dimensions. Different youth needs around
the world are addressed according to a creative approach
1For more information:
http://ec.europa.eu/youth/programme/index_en.htm
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experimented by PRISM, which is based on use the concept
album of Pink Floyd entitled "The Dark Side of the Moon".
Venue
Italy(Caltanissetta), Senegal (Ziguinchor), India (Vijayawâda),
Vietnam (Hanoi), Kenya (Kisumu).
Countries involved
Italy, Senegal, Kenya, India, Vietnam, Latvia, Greece, Cyprus
Themes
- Project Cycle Management
- Nonviolent community development
- Youth work in EU and Partner countries
General objective
To engage youth workers from EU and Partner countries to
step up into leadership roles in their local and global
communities as agent and multipliers for sustainable co-
development and growth.
Specific objective
To enhance the socio-professional development of youth
workers and organizations to respond to identified community
needs and global challenges affecting young people World-
wide.
Results achieved.
- N. 48 youth workers from EU and Partner Countries equipped
with key competences and tools on Project Cycle Management
and community development.
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- Strengthened the capacity of youth workers and
organizations involved to delivery community based project
addressing young people.
- Strengthened international cooperation and the exchange of
experiences on youth work and community development
between different World countries.
Participants
N. 48 youth workers engaged with different groups of
disadvantaged young people in community-based activities.
Activities
The project include different mobility activities of youth
workers:
- A Training Course in Italy, Caltanissetta, 20-28 February
2015, involving 28 youth workers from Italy, Senegal,
Kenya, Vietnam, Latvia, Greece, Cyprus.
- A Job shadowing in Senegal, Ziguinchor, 20-28 April
2015, involving 5 youth workers from Italy, Greece,
Senegal.
- A Job shadowing in India, Vijayawada, 20-28 June 2015,
involving 5 youth workers from Italy, Cyprus, India.
- A Job shadowing in Vietnam, Hanoi And Ha Giang
Province, 30 August - 8 September 2015, involving 5
youth workers from Italy, Latvia, Vietnam.
- A Job shadowing in Kenya 28 October to 6 November
2015, involving 5 youth workers from Italy, Cyprus,
Latvia, Kenya.
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The international partnership
The project involves 11 non-governmental organisations from
EU and Western Balkans countries:
Project coordinator: Prism-Promozione Internazionale
Sicilia-Mondo - Italy, Caltanissetta
Prism acts as a local development agent encouraging
transnational cooperation on policies promoted by the
European Commission. The association is intended as a
laboratory where both public and private organizations and
individuals with related interests can converge, exchange ideas
and collaborate to develop projects that promote the
economic, social and cultural development of the territory.
Link: www.associazioneprism.eu
Resource Hub for Development (RHD), Kenya
Resource Hub for Development (RHD) which is a registered
national non-governmental organization was founded in 2010
by young citizens from different communities in Kenya. The
organization regards the youngsters as the most dynamic part
of and source of the society.
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Link: www.kenyadev.org
Volunteers for Community Development and Environment
Education, Vietnam
Volunteers for Community Development & Environment
Education (V4D) is a non-government, non-profit organization
in Vietnam. We provide informal education service for youth,
vulnerable groups, and build capacity for social enterprises.
Link: www.v4d.asia
New Beginnings Charitable Trust, India
NewBeginnings Charitable Trust (NCT) has been working with
International volunteers since 2009. NCT primarily works in the
field of youth and community building, providing as well
volunteering opportunity to international volunteers.
Link: http://new-beginnings-in.webs.com
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DOREA Educational Institue WTF, Cyprus
DOREA Educational Institute WTF is one of the leading training
providers in Cyprus and it is a not for profit organisation,
providing a full range of specialised integrated services in the
areas of training and education.
Link: www.dorea.org
Jaunatnes Iniciativu Centrs, Latvia
Kekava municipality institution “Youth initiative centre” is
founded in 18th January 2011, but it commenced its operations
in July 2012. Centre is devoted to youngsters from 13-25 years
old, but it is worth mention that in centre activities involve
youngsters even from 11 years.
Link: www.facebook.com/jickekava
Inter Alia, Greece
Inter Alia is a civic organization and a think-tank based in
Athens, Greece. Its mission is to raise the capacity and
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awareness of European citizens on the available channels for
acting, participating & shaping Europe. The four main tools for
action are: Analysis, Debate, Networking and Research.
Link: www.interaliaproject.com
Federation Dimbaya Kagnalen, Senegal
Local partner of ChildFund, The federation Dimbaya is civil
Society organization with over 5-year experience in community
development covering Ziguinchor department composed of
114 areas (26 urban districts and 88 villages). Its mission is to
engage youth to bring positive and lasting change in their
communities.
Link: www.facebook.com/fedimbaya
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CHAPTER 2
PCM AND THE DARK SIDE OF THE MOON
2.1 The project cycle
“Project Cycle Management” (PCM) is the methodology
adopted by European Commission as its main approach for
project and programme management. The main aim of PCM is
to facilitate a participatory approach in designing and
managing projects, starting from the real needs of the final
beneficiaries of the activities. This approach ensures a high
quality of the project activities (that are targeted to the real
needs of the target groups) and, above all, a high level and a
strong sustainability of the project results and impacts. The
project cycle is made up of five phases: programming,
identification, preparation and formulation, (approval and
financing ), implementation, and evaluation
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This cycle highlights three main principles:
1. Decision making criteria and procedures are defined at each
phase (including key information requirements and quality
assessment criteria);
2. The phases in the cycle are progressive and linked to each;
3. New programming and project identification starts from the
results of monitoring and evaluation after every intervention
(cycle).
The monitoring and evaluation phase aim to map the new the
starting context, the new basic situation to deal with a new
project, the initial condition to improve that are to be
considered modified by the previous intervention. Every phase
of the PCM is linked to one (or more than one) song of the
concept album "the dark side of the moon", as described
below.
PCM Phase1: The Programming phase
The Programming phase, in the framework of EU programmes,
this phase refers to the negotiation process undertaken at a
institutional level. The final product of this phase is an agreed
Programme. This is the phase in which the situation is analyzed
to identify problems, constraints and opportunities.
From the project manager point of view, in this phase the
starting context is analyzed , the basic situation we're going to
deal with our project, the initial condition that we want to
improve, change, modify It is analyzed and the information on
the actual needs, whatever the context, target group or
stakeholders are collected in order to target a real need with
the project that we're going to develop in the later stages.
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"The dark side of the moon" TRACK:1 - Speak To Me
The album begins with the introduction ‘Speak to Me.’ The first
sound we hear is a heartbeat representing the beginning of
life. This track is a collage of the entire album, foreshadowing
what is to come, it is a collage of sounds, voices and noises
that can be heard later on the following tracks. It is a summary
of conversation with the new born child asking for advices.
It is exactly what it has to be done at the beginning of the
PCM. The good project manager has to identify all the
elements that will be found later in the project. This is the
phase of collecting information (by "speaking" to the target
groups and stakeholders) on the real needs to address. It's the
phase in which the project manager ask for advices and
information, exactly as the new born child mentioned-above.
PCM Phase2: The Identification phase
The Identification phase focuses on analysis of relevance of
project ideas, selected on the basis of the identification of the
better strategies to address the problems and needs revealed
in the previous phase. For each of these priorities, strategies
that take account of the lessons of past experience will be
formulated. The following question is answered: «Is the project
concept relevant to beneficiaries needs and consistent with EU
policy priorities?»
"The dark side of the moon" TRACK: 2 - Breathe and 8 -
Any Color You Like
The lyrics in Breathe seem to imply two different lifestyles
which are the follower and the chooser. As the second phase
of the PCM is about choices (the strategies to choose to
address problems and needs), It is crucial in our analysis the
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line of the song: “Look around and choose your own ground.”
This line clearly tells one to make your own decisions based
upon information collected through the direct observation and
through data collection from stakeholders. This is the proper
way to go through life, using logic to take decisions. While the
song "Any Color You Like" it is a sarcastic remark that
underlines the chronicle lack of choices that afflict some
people during their live. It stands in opposition to the view of
life in "black and white".
PCM Phase3: The Formulation phase
After the choice of the strategy, the overall structure of the
project is determined. This phase usually consists (in EU
projects), in the preparation of a detailed project proposal. All
the key elements of the projects (context, aims and objectives,
expected results, tasks, roles, activities, target groups, impacts,
budget and so on...) will be detailed in an application form. In
the logic of PCM, this is the phase for the use of the logical
framework approach as a logical tool to go into the details of
the key aspects of the project and to check the feasibility of
the project itself.
The logframe matrix aims at:
- validating and detailing every element of the intervention
logic (first column of the logframe);
- thinking about how the project will be monitored and
evaluated (second and third columns of the logframe);
- taking into account potential risks and assumptions that can
badly influence the project (fourth column),
- the budget and the resources needed for the proper
implementation of the activities.
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"The dark side of the moon" TRACK : 3 - On the Run and
4 - Time
The theme of time, in our overlap between PCM and Pink
Floyd's album has, to this point of the PCM a double meaning:
1) In the formulation of the project proposal, time it is a key
element that must mark the activities, roles and responsibilities
of any project activity. The Gantt chart or the work plan of a
project are the elements that summarize all the key aspects of
any proposed formulation of the project proposal.
2) The time and its deadlines, are common factors and
essential elements to be considered in the process of
formulation and preparation of proposals for project managers
working on call for proposals basis.
PCM Financing stage ($): Approval and financing
The quality of the project will be evaluated by the funding
authority. In the case the project positively meets the selection
criteria and get a proper evaluation, it will receive funding to
be implemented.
"The dark side of the moon" TRACK : 6 - Money
The song opens the B side of the LP with the sound of cash
registers. This song deals with the theme of money and how
modern society is attached to the concept of wealth and
accumulation of resources. In our analysis, the song lends itself
perfectly to accompany the explanation of the PCM phase
which represents the financing stage and the granting of the
project.
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PCM Phase 4: The Implementation phase
In the first phases of the PCM the project has been planned,
the key aspects have been identified and if the grant is
received (financing stage) the project can be put into practice.
The implementation of the project is to be considered as the
practical phase of the cycle in which what have been planned
and written in the application form during the formulation
phase (in terms of activities, achievement of results, proper use
of the resources etc.. ), have to be implemented as closely as
possible to what previously formulated . The implementation
stage of the project cycle is in many ways the most critical, as it
is during this stage that planned benefits are delivered.
"The dark side of the moon" TRACK : 7 - Us and Them
"Us and them" is a song that deals with the issue of relations,
cooperation and how to perceive us and the other. The same
title puts in opposition the idea of the ego within a complex
and diversified society.
These elements, within the PCM implementation phase, are to
be considered as crucial aspects, as especially in the EU-
Funded projects, the joint implementation of the project
activities between partner organisations coming from different
countries is a key element and one of the main aspects for the
proper implementation of the project and for the optimization
of its impacts.
PCM Phase 5: The Evaluation phase
The evaluation phase aims to understand if the implemented
activities were carried out in a suitable way (and so adhering to
what is indicated in the application form) and especially if and
how the starting situational that in the programming phase
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has been identified as a need to satisfy, has been truly
changed / improved.
Therefore the evaluation phase has the double role to:
- measure the impact of the project (and so the effectiveness
of the activities and the sustainability of the impact);
- map the new the starting context, the new basic situation to
deal with a new project, the new initial conditions to improve
that are to be considered modified by the previous
intervention. The evaluation leads to future projects and
programming.
This final phase helps to understand why the PCM is a theory
set on a cyclical trend, rather than on a path with a beginning
and an end.
"The dark side of the moon" TRACK : 10 - Eclipse
Eclipse is the final song of the album and it uses many
messages to describe the human experience and to close the
cycle of the story told in the album. In this song the word "all"
it's used twenty times, and it is used to list all the
achievements, the defeats, the improvements made and the
needs never fulfilled of a man, or maybe of the entire human
race, in the path of life, and in particular at the end of this path.
This repetition of the word "all" creates a real list, and in fact, is
the time to draw the conclusions of what has been done, what
has been done, on what could be done better or differently
and what was absolutely better to avoid. A final reflection, a
real evaluation. The track and the album close with the same
heartbeat heard at the beginning of the album. A cycle closes,
but another one is ready to go.
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CHAPTER 3
THE TRAINING COURSE
In this chapter you will find a description of the learning
activities proposed within the training course. It describes the
key processes for designing and conducting training modules
by using Project Cycle Management (PCM), with a focus on
how to plan community development projects in the youth
field. PCM is used and experimented with non-formal
educational and theatre. All learning activities are described by
using the same structure: objectives, timing, instructions,
conclusions and materials needed.
Dates
20/10/2014 - 28/10/2014
Venue
Italy, Caltanissetta
Countries involved
N. 28 participants from Italy, Senegal, Kenya, India, Vietnam,
Latvia, Greece, Cyprus
Themes
- Project Cycle Management
- Nonviolent community development
Learning objectives
To equip youth workers with key competences related to
Project Cycle Management in order to respond to identified
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community needs and global challenges affecting young
people world-wide.
The activities
The training course focuses on two stages:
1. The Analysis Stage, during which the context/area of
the project is screened and analysed, to select the
strategies that will be applied to improve it. We always
intervene in order to address the problems faced by
target groups / beneficiaries, as well as their needs and
interests. The Analysis Phase include :⇒ Stakeholder
Analysis ⇒ Problem and Needs Analysis ⇒ Analysis of
Objectives ⇒ Analysis of Strategies.
2. In the Planning Stage the intervention strategy is
further developed into a practical, operational plan
ready to be implemented. All knowledge and insights
obtained during analysis are integrated in the planning.
The logframe matrixes drawn up, and activities and
resources are defined and scheduled.
3.1 The Analysis phase
Participants are split in multicultural groups focusing on
different main problems that affects young people in local
communities (ex. unemployment, poverty, exclusion, racism,
conflicts, health, education, environment). The participants
should keep the same group throughout the training sessions.
3.1.1 Cultural diversity through painting
OBJECTIVES: The workshop helps participants to develop
awareness of other cultures and appreciation of cultural
diversity. It also enable participants to create a climate of trust
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and understanding, focusing on their capacity to “enter the
other person’s model of the world” through observation,
communication and creativity.
SUGGESTED TIME: 60 min.
INSTRUCTIONS: The activity addresses the issue of cultural
diversity through visual communication. Participants are
introduced to portraits by showing a range of examples
(photojournalism, portraits of homeless, ceramic sculpture,
hybrid of humans and animals, portraits from artistic
movements, etc). Participants are invited to work in pairs and
portrait each other, by bringing out facial characteristics,
expressions, emotions and aspects of cultural identity.
CONCLUSIONS: Presentation of works and final group
debriefing.
MATERIALS: A projector, pencils, colors, papers, good
soundtracks inspiring participants.
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3.1.2 The project context
OBJECTIVES: the activity aims to engage participants in a
common reflection on the area we want to intervene.
SUGGESTED TIME: 45 min.
INSTRUCTIONS: Participants are introduced to a case study
concerned a development project targeting rural tribe women
in central Africa in order to improve their quality of life. The
case study shows a projects which had to face failure, causing
a damage for the final beneficiaries life instead of an improved
condition. Therefore, the reasons for failure of the project are
asked and discussed among participants.
CONCLUSIONS: The trainer close the case study without
summarizing main findings. Main findings will be analyzed at
the end of the training.
MATERIALS: a flip chart, pencils.
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The Reciprocal Maieutic Approach (RMA)
The Reciprocal Maieutic Approach (RMA) is a dialectic method
of inquiry and "popular self-analysis" for empowerment of
communities and individuals. It can be defined as a “process of
collective exploration that takes, as a departure point, the
experience and the intuition of individuals” (Dolci, 1996). The
RMA was developed by Danilo Dolci from the Socratic concept
of Maieutic. It derives from the ancient Greek "µαιευτικός",
pertaining to midwifery: every act of educating is like giving
birth to the full potential of the learner who wants to learn, as a
mother wants her child to emerge from her.
In the RMA process, to educate is intended in the classical
meaning of the word, that is “e-ducere”: to take out. As the
name says, RMA is a “reciprocal” process between at least two
persons and it is normally done inside a group, with one person
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asking questions and others giving answers. It is the reciprocal
maieutic communication that brings out people’s knowledge,
with all participants learning from each other2. As an approach
for nonviolent community development, RMA provides a model
for helping youth workers and young people to become more
active in promoting community projects that concretely
improve their life.
3.1.3 Stakeholder Analysis
OBJECTIVES: The activity aims to identify all those groups,
namely stakeholders, who have a significant interest in the
project
SUGGESTED TIME: 60 min.
INSTRUCTIONS:
A properly planned project addressing the real needs of the
beneficiaries cannot be achieved without an analysis of the
existing situation. A basic premise behind stakeholder analysis
is that different groups have different concerns, capacities and
interests, and that these need to be explicitly understood and
recognized in the process of problem identification, objective
setting and strategy selection. However, the existing situation
is likely to be perceived in different ways by different groups of
stakeholders. Thus it is important to bring together
representatives of all key stakeholders in the Analysis Phase.
Information about existing problems comes from a variety of
sources including interviews, surveys, reports and statistics. The
2 Source: “EDDILI - To EDucate is to make possible the DIscovery of Life”
http://reciprocalmaieutic.danilodolci.it/wp-content/uploads/2011/09/English.pdf
28
likely relevance, feasibility and sustainability of an intervention
are likely to be much greater if important stakeholders are
consulted during situation analysis.
The main steps involved in stakeholder analysis:
1. Identify the general problem or opportunity being
addressed/considered;
2. Identify all those groups who have a significant interest in
the (potential) project according to the following criteria:
power of influence, interest;
4. Identify the extent of cooperation or conflict in the
relationships between stakeholders;
5. Interpret the findings of the analysis and incorporate
relevant information into project design in order to promote
stakeholder ownership and participation.
A stakeholder map:
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CONCLUSIONS: Presentation of works and final group
debriefing.
MATERIALS: pencils, flip chart papers, post-it.
3.1.4 Problem Analysis
OBJECTIVES: Problem analysis identifies the negative aspects
of an existing situation and establishes the “cause and effect”’
relationships between the problems that exist.
SUGGESTED TIME: 120 min.
INSTRUCTIONS: The analysis is presented in diagram form
showing effects of a problem on top and its causes
underneath. Once complete, the problem tree represents a
summary picture of the existing negative situation.
How to Establish a Problem Tree?
- Step 1: Identify major problems existing within a given
situation (brainstorming).
- Step 2: Select an individual starter problem. Look for
related problems to the starter problem.
- Step 3: Visualization of the problems in form of a
diagram, called a “problem tree” or “hierarchy of
problems”.
- Step 4: Establish hierarchy of cause and effects:
problems which are directly causing the starter
problems are put below; problems which are direct
effects of the starter problem are put above.
- Step 6: Connect the problems with cause-effect arrows.
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- Step 7: Review the diagram and verify its validity and
completeness.
Rules for Writing Problems:
- Write down your own statement on a card. Write in a
Sentence. Make clear “subject and object”.
- Problems have to be worded as negative situations
- Problems have to be existing problems, not future ones
or imagined ones
- Avoid “No money, No capacity, etc.”
- Avoid generalization – be specific.
- Don’twrite a cause and effect in one card.
- The position of the problem in the hierarchy does not
indicate its importance
- A problem is not the absence of a solution, but an
existing negative situation.
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How to Write a Card (Sample)
Poverty
Parents have low income
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Example of a problem tree3:
CONCLUSIONS: Presentation of works and final group
debriefing.
MATERIALS: pencils, flip chart papers, post-it.
3 From European Commission, International Cooperation and Development,
Aid Delivery Methods, Project Cycle Management Guidelines
https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-
delivery-methods-project-cycle-management-200403_en_2.pdf
32
Note
Absent solutions are problem statements that do not describe
the current negative situation, but describe the absence of a
desired situation. For example, ‘Lack of trained staff’ does not
describe the specific problem (staff has insufficient or
inappropriate skills), and risks biasing the intervention towards
the absent solution (‘training’) when in fact it might be an issue
of recruitment or personnel management.
3.1.5 Are you a midwife?
Participants are introduced to the Reciprocal Maieutic
Approach (RMA) as an educational approach for group work,
analysis, communication and dialogue.Through a continuous
dialogue that embodies a new way of educating,RMA fosters
the development of everybody’s potential to analyze, imagine
and experiment the capacity to change the reality and act
nonviolently. The project manager is not a leader, but
“midwife”, expert in the theory and practice of questioning and
group work, involved in clarifying the essence of everybody’s
intuitions and experiences.
Assumptions:
- Dialogue is a tool for reciprocal research and active
participation.
- Each person has an inner knowledge that comes from
experience.
- Knowledge is dynamic and it should be built within a group.
- Complex images of reality are built through the plurality of
points of view and everyone’s contribution.
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- Everybody being in connection inside a group can be an
element of change.
The learning process:
- The space is organized in order to create a democratic, non-
hierarchical environment.
- Participants sit in a circle (sharing of power, equality), so
everyone has the same distance from the centre and can look
each other in the eyes. The space is the metaphor of relations,
communication, expression and creativity. There isn’t any
leader, boss, desk or pulpit.
- The RMA coordinator introduces the issue or a “good
question”. Ex. What is peace according to your personal
experience? What is war?
- The workshop should begin as a process of dialectical
inquiry. It is important to put into practice the mosaic
metaphor, to find nexuses, to connect by association of ideas
and analogies.
- The fragments of knowledge, experience, the hypothesis
made by everyone, are gradually related to one another.
- The RMA coordinator closes the workshop by making a short
summary of what has been said during the session and
drawing conclusions on what emerged from it.
3.1.6 Image theatre
OBJECTIVES: Image theatre it is used to explore internal or
external oppression, unconscious thoughts and feelings related
to the focus problem analyzed by participants through the
34
previous problem tree. Image theatreworks across language
and culture barriers and frequently reveal unexpected
universalities. Through image theatreparticipants go deeper
into the analysis process.
SUGGESTED TIME: 120 min.
INSTRUCTIONS: In Image Theatre, still images are used to
explore abstract concepts such as relationships and emotions,
as well as realistic situations. This technique was developed by
Augusto Boal as part of Theatre of the Oppressed. Participants
in small groups create physical images concerning a conflict
situation as analyzed in their problem tree. They are then
invited to step into the center of the audience and remake
their image. Participants rapidly sculpt their own or each
others' bodies to express attitudes and emotions. In Image,
participants explore issues of oppression by using nonverbal
expression and sculpting their own and other participants’
bodies into static physical images that can depict anything
concrete or abstract, such as a feeling, issue, or moment.
Spectators are asked to observe these images and reflect on
what they witness.
CONCLUSIONS: Presentation of works and final group
debriefing.
MATERIALS: any kind of material that participants might
creatively use to perform their scene on the stage.
The Theater of the Oppressed, established in the early 1970s
by Augusto Boal, is a participatory theater that fosters
democratic and cooperative forms of interaction among
participants. Theater is emphasized not as a spectacle but
rather as a language accessible to all. More specifically, it is a
rehearsal theater designed for people who want to learn ways
35
of fighting back against oppression in their daily lives.
According to Boal, “Image Theatre can help bring people
together, in a common space, to creatively, nonverbally, and
dialogically express and develop their perceptions of their
world, power structures, and oppressions”.
3.1.7 The objective tree
OBJECTIVES: Analysis of objectives is a methodological
approach employed to: describe the situation in the future
once identified problems have been remedied; verify the
hierarchy of objectives; and illustrate the means-ends
relationships in a diagram.
SUGGESTED TIME: 120 min.
INSTRUCTIONS: The ‘negative situations’ of the problem tree
are converted into solutions, expressed as ‘positive
achievements’. For example, ‘agricultural production is low’ is
converted into ‘agricultural production increased’. These
positive achievements are in fact objectives, and are presented
in a diagram of objectives showing a means / ends hierarchy.
This diagram provides a clear overview of the desired future
situation.
The main steps in the process are summarized below:
Step 1: Reformulate all negative situations of the problems
analysis into positive situations that are desirable and
realistically achievable.
Step 2: Check the means-ends relationships to ensure validity
and completeness of the hierarchy (cause-effect relationships
are turned into means-ends linkages).
36
Step 3: If necessary: revise statements, add new objectives if
these seem to be relevant and necessary to achieve the
objective at the next higher level, delete objectives which do
not seem suitable or necessary.
Example of an objective tree4:
4From European Commission, International Cooperation and Development, Aid Delivery
Methods, Project Cycle Management Guidelines
https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-
project-cycle-management-200403_en_2.pdf
37
CONCLUSIONS: Presentation of works and final group
debriefing.
MATERIALS: pencils, flip chart papers, post-it.
3.1.8 Forum theatre
Forum Theatre was developed in the 1960s by Brazilian theatre
director Augusto Boal. It is a theatrical game in which a
problem is shown in an unsolved form, to which the audience,
as spect-actors, is invited to suggest and enact solutions.The
goal of Forum Theatre is to make people more aware of some
problems that they may have not considered previously.
Forum Theatre scenarios are designed to stimulate audience
participation through discussion, interactive role-playing and
shared experiences. Audience members are allowed to attempt
their solutions until they feel satisfied they have done
everything they have wanted to do. After the Forum scene has
been worked through, discussion can take place about the
scene's issue(s). Participants explore the complexity of the
individual/group relation at a variety of levels of human
exchange. They are invited to map out: a) the dynamics of
power within and between groups; b) the experience and the
fear of powerlessness within the individual; and c) rigid
patterns of perception that generate miscommunication and
conflict, as well as ways of transforming them. The aim of the
forum is not to find an ideal solution, but to invent new ways
of confronting problems.
38
OBJECTIVES: It enables participants to find creative solutions to
identified problems through theatre and try out courses of
action which could be applicable to their everyday lives.
SUGGESTED TIME: 120 min.
INSTRUCTIONS:
- Participants in groups are invited to perform a short
play showing a situation of oppression connected with
their group theme.
- The problem is always the symptom of an oppression,
and generally involves visible oppressors and a
protagonist who is oppressed.
- The play is shown twice. During the replay, any member
of the audience (‘spect-actor’) is allowed to shout
‘Stop!’, step forward and take the place of one of the
oppressed characters, showing how they could change
the situation to enable a different outcome. Several
alternatives may be explored by different spect-actors.
The other actors remain in character, improvising their
responses.
- The game is a form of contest between spect-actors
trying to bring the play to a different end (in which the
cycle of oppression is broken) and actors ostensibly
making every possible effort to bring it to its original
end (in which the oppressed is beaten and the
oppressors are triumphant).
- The process is presided over by the ‘Joker’- whose job
is to ensure a smooth running of the game and teach
the audience the rules, however, like all participants can
be replaced if the spect-actors think they aren’t doing a
good enough job.
39
- Many different solutions are enacted in the course of a
single forum- the result is a pooling of knowledge,
tactics and experience, and at the same time what Boal
calls a ‘rehearsal for reality’.
CONCLUSIONS: Presentation of works and final group
debriefing.
MATERIALS: any kind of material that participants might
creatively use to perform their scene on the stage.
3.1.9 Strategy analysis
Strategy analysis is a process in which specific project
strategies are selected from among the objectives raised in
objectives analysis, based upon selection criteria. Analysis of
Strategies involves deciding what objectives will be included IN
the specific intervention, and what objectives will remain OUT,
and what the operation purpose and overall objectives will be.
The selected strategy will then be used to help formulate the
first column of the Logical Framework, particularly in helping
to identify the project Overall Objective, Purpose and potential
Results.
How to select the project strategy?
- Divide the objective tree into different clusters of
objectives.
- Name all clusters.
- Remove impossible one to achieve.
- Set criteria to make the final selection.
40
Example of a strategy analysis from the objective tree5:
3.1.10 Cooperative and group work
Through cooperative learning, participants work together in
groups or all together on structured activities. They are
individually accountable for their work, and the work of the
group as a whole is also assessed. Participants work face-to-
5From European Commission, International Cooperation and Development, Aid Delivery
Methods, Project Cycle Management Guidelines
https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-
project-cycle-management-200403_en_2.pdf
41
face and learn to work as a team. They develop interpersonal
skills, learn how to communicate and learn from each other.
They learn how to overcome problems, to deal with conflicts
and find solutions in a cooperative way. Teamwork,
negotiation and communication skills are central to effective
PCM.
The life cycle of a group
Teams pass through four stages of development as they go
from a collection of individuals to a fully cohesive, functioning
group, as follows:
- The RED Team (Forming/ Orientation)
- BLUE Team (Storming/ Dissatisfaction)
- The YELLOW Team (Norming/ Integration)
- The GREAN Team (Performing/ Production)
Understanding these stages and applying the right leadership
strategies is essential to team success.
42
3.2 The Planning Stage
The results of the stakeholder, problem, objectives and
strategy analysis are used as the basis for preparing the Logical
Framework Matrix. The main output of the LFA is the logframe
matrix. The logframe sets out the intervention logic of the
project and describes the important assumptions and risks that
underlie this logic. With objectively verifiable indicators and
sources of verification, the logframe provides the framework
against which progress will be monitored and evaluated.
3.2.1 Building the Logframe Matrix
The logical framework matrix is a way of presenting the
substance of a planned intervention in a comprehensive and
commonly understandable form. The matrix has four columns
and four rows: ⇒The vertical logic identifies what will be done
and achieved, and specifies the important assumptions and
risks beyond the operation management’s control. ⇒The
horizontal logic relates to the measurement of the effects of,
the indicators, and how and where they will be verified.
3.2.2 First Column: Intervention Logic
OBJECTIVES: The first column of the Logframe matrix is called
the “Intervention logic”. It summarises the ‘means-end’ logic
of the proposed project, by setting out the basic strategy.
SUGGESTED TIME: 120 min.
INSTRUCTIONS: Participants work in group in order to
structure their intervention logic. The intervention logic
describes hierarchy of the project objectives and makes the
distinction between program strategy (Overall Goal), project
impact (Project Purpose), project deliverables (Outputs) and
the key activities (Activities).
43
The LFM consists of a matrix with four columns and four (or
more) rows, which summarise the key elements of a project
plan, namely:
-the project’s hierarchy of objectives (Project Description or
Intervention Logic);
-the key external factors critical to the project’s success
(Assumptions);
-how the project’s achievements will be monitored and
evaluated (Indicators and Sources of Verification).
The Logframe also provides the basis on which resource
requirements (inputs) and costs (budget) are determined.
Note on terminology
- Overall objective: the broad development impact to which the
project contributes – at a national or sectoral level (provides
the link to the policy and/or sector programme context).
- Purpose: the development outcome at the end of the project,
more specifically the expected benefits to the target group(s).
- Results: the direct/tangible results (good and services) that
the project delivers, and which are largely under project
management’s control.
- Activities: the tasks (work programme) that are needed to be
carried out to deliver the planned results.
The project Information must be extracted from the objective
tree and put into the LFM. When the objective hierarchy is read
from the bottom up, it can be expressed in terms of:
44
- IF adequate inputs/resources are provided, THEN
activities can be undertaken;
- IF the activities are undertaken, THEN results can be
produced;
- IF results are produced, THEN the purpose will be
achieved;
- and IF the purpose is achieved, THEN this should
contribute towards the overall objective.
A description on how transposing objectives into the logframe
matrix is shown below6:
6From European Commission, International Cooperation and Development, Aid Delivery
Methods, Project Cycle Management Guidelines
https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-
project-cycle-management-200403_en_2.pdf
45
CONCLUSIONS: Presentation of works and final group
debriefing.
MATERIALS: pencils, flip chart papers, post-it.
46
3.2.3 Completing the draft Logframe matrix
OBJECTIVES: to complete the draft Logframe matrix by
including indicators, source of verifications, assumptions.
SUGGESTED TIME: 120 min.
INSTRUCTIONS: Participants in their group keep completing
their draft Logframe matrix.
Second Column: Indicators
Indicators describe the operation’s objectives in operationally
measurable terms (quantity, quality, target group(s), time,
place). Specifying indicators helps checking the viability of
objectives and forms the basis of the operation monitoring
system. Indicators should be measurable in a consistent way
and at an acceptable cost.
A good indicator should be SMART:
⇒ Specific: measures what it is supposed to measure
⇒ Measurable
⇒ Available at an acceptable cost
⇒ Relevant with regard to the objective concerned
⇒ Time bound
Third Column: Sources of Verification
Sources of verification indicate where and in what form
information on the achievement (described by the indicators)
can be found. The sources of verification should specify:
⇒the format in which the information should be made
available (e.g. progress reports, operation accounts, operation
records, official statistics etc.);
⇒who should provide the information;
47
⇒how regularly it should be provided (e.g. monthly, quarterly,
annually, etc.);
Fourth Column: Risks and Assumptions
An intervention cannot deal with all contextual factors that can
have an influence on its' performance. Many of them are
outside the control of the single intervention. But they are
conditions that must be met if the operation is to succeed.
Assumptions are the answer to the question: “What external
factors are not influenced by the operation, but may affect its
implementation and achievement of objectives?” Those
assumptions, which are very critical, are risks. If they might
influence the success of the intervention in a negative way if
not realized and if the analysis shows that we may assume that
they will be realized without being completely sure, they are
included as assumptions in the fourth column of the Logframe.
These assumptions have to be monitored during the
implementation of the operation.
An example of a how key elements of the draft Logframe
matrix might look (at this stage of preparation) is shown
below7:
7From European Commission, International Cooperation and Development, Aid Delivery
Methods, Project Cycle Management Guidelines
https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-
project-cycle-management-200403_en_2.pdf
48
CONCLUSIONS: Presentation of works and final group
debriefing.
MATERIALS: pencils, flip chart papers, post-it.
49
3.2.4 Activity, resource and cost schedules
An Activity Schedule is a format for analyzing and graphically
presenting project activities. It helps to identify their logical
sequence, expected duration, any dependencies that exist
between activities, and provides a basis for allocating
management responsibility. With the Activity Schedule
prepared, further specification of resources and scheduling of
costs can be undertaken.
A checklist for preparing an activity schedule:
- Step 1: List Main Activities
- Step 2: Break Activities Down Into Manageable Tasks
- Step 3: Clarify Sequence And Dependencies
- Step 4: Estimate Start-Up, Duration And Completion Of
Activities
- Step 5: Summarize Scheduling Of Main Activities
- Step 6: Define Milestones;
- Step 7: Define Expertise
- Step 8: Allocate Tasks Among Team;
Example of indicative Activity Schedule - prepared during the
Formulation Stage:
50
3.2.5 Final evaluation: the spiral
At the end participants sit in a spiral for the final evaluation.
Coming back to first activity, participants are asked: “Why a
project fail?”.
Participants, sitting in a spiral shape, are invited to discuss
about weakness and critical points about their project
proposal, while sitting into the spiral.
The spiral is a metaphor for chaos and confusion. Into the
spiral communication and dialogue are distorted:
misunderstanding, mistrust and distances are nurtured.
In a spiral participants experiences the importance in life of
being in circle as a metaphor for human capital, open
communication, equality, sharing of power, free expression
and creativity.
51
In a circle everyone has the same distance from the center and
can look each other in the eyes. The space is organized in
order to create a democratic, non-hierarchical environment.
Haranguing the crowd from the balcony is totally different
than trying to create a democratic dialogue where it is possible
to communicate and co-plan a nonviolent and sustainable
future.
Why does a project fail?
Lack of beneficiaries involvement: the consultation process in
analysis and planning should comprise beneficiaries and
stakeholders. Project that do not meet the real needs of
beneficiaries could turn into a damage for people life and well-
being instead of an improved situation.
Lack of project management competences: rigorous planning,
coordination and financial management are essential to ensure
effective and timely project activities and achieve results and
objectives.
Lack of consistency between the objectives of the proposed
project with the local context characteristics and priorities.
External conditions: like political instability, difficult physical
environments, natural disasters, etc..
Scarce resources: human and financial resources should be
planned properly at the analysis and planning phase.
52
Community participation in projects is crucial. A project not
including a strategy to attract required support from various
parties and stakeholders, could gets severely affected.
Cultural issues: projects are managed by outsiders (top-down
approach), so there is little interest in them from the local
community and they may not take local culture and
sensitivities into account. Instead, project management
approaches should be tailored to fit with local values and
culture, ensuring active involvement of beneficiaries and actors
from the local community.
Sustainability: it designates the capacity of a project to
continue beyond its lifetime. Project sustainability is a major
challenge in many community projects: various elements of
sustainability are to be identified, assessed and incorporated
into a project right at the design stage.
Team and cooperative work are fundamental, communication
and sharing of responsibilities are crucial for the success of any
project. Sitting and discussing in circles rather than in a spiral,
is therefore condition to life.
53
54
CHAPTER 4
THE JOB SHADOWING IN SENEGAL, INDIA, VIETNAM AND
KENYA
The job shadowing activities hosted in Senegal, India,
Vietnam and Kenya offered a reciprocal opportunity for
practical learning experience, intercultural dialogue, and
exchange good practice in order to:
- gain insight into day-to-day activities of the hosting
organization;
- learn about youth community work practices and
projects in the hosting community;
- develop contacts that may facilitate strategic
cooperation with the hosting organization and public
authorities in the partner country.
Learning objectives
The transfer of knowledge & experience facilitated by the
job shadowing activities allowed partner organizations
involved:
- to become more capable to work together;
- to develop new international cooperation projects and
synergies in the youth field between partner
organizations and participants involved;
- to gain key competences in youth work and community
development through a plurality of experiences and
perspectives from different World contexts.
55
4.1 The job shadowing in Senegal
Venue
Ziguinchor, Senegal
Dates
20/04/2015 - 28/04/2015
Countries involved
N. 5 participants from Italy, Greece, Senegal.
The context
Located between two neighbouring countries: the Gambia to
the North and Guinea-Bissau to the South; Ziguinchor, in the
south part of Senegal, most educated area with a unique
melting-pot promoting coexistence between different ethnic
groups, religions and beliefs. However, the major drawback of
this region is the old armed conflict over 30 years resulting in
many casualties and displacement. It also significantly delayed
Ziguinchor’s socio-economic development. Added to this is
the unprecedented maritime disaster – the sinking of “Le
Joola” boat – September 26th, 2002, with its consequences felt
at all levels: about 2,865 people died, mostly young
breadwinners (workers, students, pupils) leaving behind many
orphans. These factors explain the precarious socio-economic
situation with more than 75% of the population living below
the poverty line. Families whose main source of income was
agriculture no longer have access to their land now mined.
Entire families have moved to cities further impoverishing host
families already very poor and majorly led by destitute women,
56
causing food insecurity. This is why our organization is
committed into changing this situation.
The hosting organization: Federation Dimbaya Kagnalen
Local partner of ChildFund, The Federation Dimbaya is a civil
society organization with over 5-year experience in community
development covering Ziguinchor department composed of
114 areas (26 urban districts and 88 villages), gathering over
320,000 inhabitants with 39.8% aged 0-14 and 36.5% of 15-35
years. With at least 4,000 children (13.4% infants aged 0-5,
children =70.2% aged 6-14, 16.4% youth aged 15-24) directly
benefitting from the organization’s programs and projects. The
organization’s main objectives are setting up a capable and
aware organization gathering N.7 youth and adults community
based associations bringing appropriate response to those
vulnerable children and young people’s needs in terms of child
protection, healthcare, early childhood care and development,
nutrition, child participation, life skills, youth and economic
empowerment, parental education. Its aim is helping those
neediest children to be young & adults who will bring peace,
positive and lasting change in Casamance.
The activities
The job shadowing offered an outstanding and marvelous
opportunity for reciprocal learning, intercultural dialogue, and
exchange of experiences in the field of community
development, by gaining insight into day-to-day activities of
the hosting organization “Federation Dimbaya Kagnalen” and
its amazing commitment for education and community
development in Casamance. Activities included visit to local
57
community projects, self-help groups and schools in
Ziguinchor and its neighbouring villages
- Visit to local schools in Ziguinchor supported and
financed by Federation Dimbaya: Boutoute, Djiringho,
Katy Kane, ASSOREP Yamatogne.
- Youth club of Boutoute, engaging young people in
recreational and sports activities, education and
Vocational training.
- Th Childfriendly school in the village Nyassia,, including
cultural exchanges with children and young people.
- Round tables with community members of the big
Dimbaya family, including sharing of experiences and
culture.
- Visit to local authorities: municipality and prefecture of
Ziguinchor.
- Cultural tours in the region, as well as specific sessions
dedicated to explore reciprocal opportunities for
synergies and development of follow-up cooperation
projects in the youth field between the partner
organizations involved.
58
Self-Help Group: savings and loans
Federation Dimbaya supports self-help group in the peripheries and
rural areas of Ziguinchor, comprising very poor young people and
women who do not have access to formal financial institutions. A
self-help group is a small voluntary association of people from the
same socio-economic background, who come together for the
purpose of solving their common problems through mutual help,
by promoting small savings which suits the needs of the members.
The savings are kept with a common fund that is in the name of the
group. The self-help group act as a forum to provide space and
support to each member, enabling all members to learn to
cooperate and work in a group environment. A self-help group
significantly contribute to the empowerment of vulnerable groups in
the community.
Senegal children face modern-day slavery
Known as talibés - an Arabic word for pupil - an estimated
50,000 street children, as young as three-years old are sent up to
hundreds of kilometers away from home to big cities, by their
parents to gain religious instruction at "daaras", but they end up
begging on the streets. The phenomenon of child beggars is complex.
Children spend years at the classrooms or "daaras" where "oustaz"
or a "marabout" spirtual guide traditionally teach the children to
read the Koran and to speak Arabic. In practice, the schools serve an
additional purpose - to reduce the burden on parents caring for
large families.
59
60
4.2 The job shadowing in India
Venue
Vijayawada, India
Dates
20/06/2015 - 28/06/2015
Countries involved
N. 5 participants from Italy, Cyprus, India.
The context
Vijayawada is the third largest city in the southern state of
Andhra Pradesh. Located on the banks of the Krishna river, it is
one of the main commercial and trading centers of Andhra
Pradesh. India is estimated to have one third of the world's
poor. According to World Bank, 37 percent of India’s
population (or about 410 million people) falls below the
poverty line, making the country home to one-third of the
world’s poor. And, although the impressive economic growth
has brought significant economic as well as social benefits to
the country, disparities in income and human development are
on the rise. An enormous number of people live in slums and
rural areas with limited access to electricity, clean water, food,
and educational opportunities. Millions of young people and
children under the age of 14 living in slum are growing up in
abject poverty. Because food is scarce and the need for
families to pool their resources for survival is great, there is
tremendous pressure on young people and children to work.
Slum children work as rag pickers, sewage cleaners and other
unhealthy and dangerous jobs. Young women are married off
61
early, work as indentured servants or end up in prostitution
just to survive. Extreme poverty and lack of education and
employment make girls more vulnerable to being trafficked
from rural areas to big cities in India. While India has gone
through a rapid period of economic growth in recent years,
critics say that growth has come at a severe cost to the
country’s environment in the form of deforestation, pollution
and threats to endangered species.
The hosting organization: NewBeginnings Charitable Trust
NewBeginnings Charitable Trust (NCT) has been working with
International volunteers since 2009. NCT primarily works in the
field of youth and community building with the intervention of
youth activities. NCT has developed a large network of partner
ngos with whom volunteers are placed for volunteering and
youth interactive activities. NCT works in specific social context
of diverse cultural background that calls for specific approach
in implementing programmes and projects related to poor
women, child trafficking, street children, child labourers,
children with disability, young people affected by HIV. Every
programme is designed in consultation with the target group
and is designed for producing sustainable impact on the lives
of the target community. NewBeginnings believes in
community ownership of taking responsibility to grow within.
The activities
Activities during the job shadowing included visit to local
community projects:
- Social Service Society and the Vijayawada Catholic
Diocese, working with street children and formation of
Micro-credit for women from Vinchipet area.
62
- The Asha Sadan community house providing shelter for
children in need of care and protection.
- The self-help groups of women at Kolping Youth Hostel
in Vasantha Rayapular area.
- The Diocesan Youth Animation Centre running
vocational courses for young people who drop out of
school.
- Visit to an orphanage community run by local NGO
HELP, working with rescue and rehabilitation of girl
children trafficked for sexual violence.
- Cultural tours in the region and specific sessions
dedicated to explore reciprocal opportunities for
cooperation and networking, involving local NGOs such
as Leaf society and Siruthuli working on water
management and sanitation in Rural India.
63
Micro finance in the self help groups
NCT in cooperation with the Kolping Youth Centre supports youth
and women groups from villages around Guntur district in Andhra
Pradesh though microfinance projects. Microfinance to Self Help
Groups may be considered as a vital option for meeting the financial
needs of those poorer sections of the society. Microfinance is the
form of financial development that has its primary aim to alleviate
the poverty. The Self-Help Group is a viable organized setup to
disburse microcredit to young people and women for the purpose
of enabling them into various entrepreneurial activities. Micro
finance is a broad term that includes deposits, loans, payment
services, including financial services such as micro credit, micro
savings and micro insurance to poor people.
Human trafficking in India
The trafficking, sale and prostitution of girl children have become
major problems in Andhra Pradesh particularly in Coastal Andhra.
Hundred of girls and women travel on a regular basis and they are
trapped into trouble by traffickers from organized crime
syndicates. There are several factors, which leads the women and
children to be trafficked, such us extreme poverty, domestic
violence, social factors including traditional prostitution practiced
in some nomadic tribes.
Environmental sanitation
Environmental sanitation is a major public health issue in India.
Most Indians living in remote rural areas do not have access to
modern sanitation, causing dangerous diseases and
malnourishment. NCT is working in rural areas in cooperation with
local NGOs on promotion of safe sanitation and drinking water
practices, personal hygiene, solid and liquid waste management’s,
home hygiene and environmental sanitation.
64
65
4.3 The job shadowing in Vietnam
Venue
Hanoi and Ha Giang province
Dates
30/08/2015 - 8/9/2015
Countries involved
N. 5 participants from Italy, Latvia and Vietnam.
The context
Ha Giang is a province in the Northeast region of Vietnam,
offering one the most amazing landscape of limestone
pinnacles and granite outcrops. This majestic landscape shelter
the largest diversity of ethnic minorities in Vietnam. Although
Vietnam’s 53 ethnic minority groups make up less than 15
percent of the population, they accounted for nearly 50
percent of the poor in 2015, residing in isolated and remote
regions. The schools in these areas are not equipped with
enough facilities and quality of teachers is not as high as in the
city as the result students’ basic skills and knowledge are very
limited. The risk of deforestation and forest resources is
threatening the country, and in fact disasters of deforestation
and depletion of forest resources has occurred in many areas,
deforestation is a national disaster. Environmental issues
become extremely important for future generations, resulting
in many consequences which affect directly the young people.
Poverty in Vietnam tends to be seen as a rural phenomenon,
but following a period of rapid urbanization, it is becoming a
significant issue in urban areas as well.
66
The hosting organization: Volunteers for Community
Development & Environment Education Organisation-V4D
Volunteer for Community Development and Environment
Education (V4D) is a non-government, non-profit organization
in Vietnam with a mission to build global community events
through local environmental and community services. As the
first local Non-Government volunteer organization in Vietnam
with official status to have volunteer programs V4D provides
opportunities that make a difference to the lives of people
from all parts of the world. The organization also works to
setup sustainable projects to protect the environment, provide
basic education for vulnerable groups, and encourage
community development and cultural exchange.
The activities
Activities have been hosted at Hanoi city and at Ha Giang
province, the oldest Shan tea area in Vietnam and one of most
beautiful and breathtaking places in the World. The agenda
included:
- Hanoi several meetings have taken place with university
groups and eco-social enterprises in Hanoi, sharing
projects and initiatives to develop capacity for
disadvantaged youth.
- Visits to community projects on capacity building
targeting ethnic minority groups in Ha Giang, including
orientation training targeting hill-tribe teenagers and
young people.
- Responsible and sustainable tourism projects targeting
tea farmers, including visits to hundred-year-old wild
tea trees in Cao Bo.
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- Cultural tours in the Dong Van karst plateau Geopark,
as member of the Global Geopark Network
coordinated by UNESCO. A Geopark is a territory, which
includes a particular geological and cultural heritage,
promoting a sustainable territorial development
strategy in order to create for tourism and attracted
many visitor within and outside country.
- Specific sessions dedicated to explore reciprocal
opportunities for cooperation and networking in the
field of youth are responsible tourism.
BUILDING CAPACITY FOR ETHNIC MINORITY GROUP
V4D promotes ethnic minority empowerment through
Capacity Building Programme for Ethnic Minorities. Vocational
training classes and community development activities
designed especially for ethnic minority group are undertaken
through the coordination of field facilitators. The programme
focuses on thematic areas which particularly and appropriately
address the needs of learners and their communities as
determined through community-based needs assessment
surveys, including:
- Income generation projects, for example, poultry
farming and business skills training in marketing,
microcredit management, selling of local products
such as organic tea, handicraft, etc..
- Healthy living education focusing on HIV, sanitation,
nutrition, reproductive health and family planning,
diseases prevention.
Capacity building for ethnic minorities
V4D promotes ethnic minority empowerment through Capacity
Building Programme for Ethnic Minorities. Vocational training
classes and community development activities designed especially
for ethnic minority group are undertaken through the coordination
of field facilitators. The programme focuses on thematic areas which
particularly and appropriately address the needs of learners and
their communities as determined through community-based needs
assessment surveys, including:
- Income generation projects, for example, poultry farming
and business skills training in marketing, microcredit
management, selling of local products such as organic tea,
handicraft, etc..
- Healthy living education focusing on HIV, sanitation,
nutrition, reproductive health and family planning, diseases
prevention.
- Environment: eco and geo-tourism, conservation,
educational programs for appropriate use and management
of natural resources.
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4.4 The job shadowing in Kenya
Venue
Kisumu, Kenya
Dates
28/10/2015 - 6/11/2015
Countries involved
N. 5 participants from Italy, Cyprus, Latvia and Kenya.
The context
Kenya has the largest and most diverse economy in East Africa,
with an average annual growth rate of over 5% for nearly a
decade. However, Kenya remains a highly unequal society by
income, by gender, and by geographical location. Widespread
poverty remains a critical development challenge. Rapid
population growth is another major challenge, further
complicated by high unemployment rates especially among
the youth. Whilst many challenges face young people,
undoubtedly the most acute is the inability to access
employment (particularly in the rural areas). It is this that drives
young people into crime and drugs, and into a general state of
hopelessness and despair. According to the World Bank,
between a third and half of the country’s urban population live
in poverty. High level of poverty in Kenya has resulted to
malnutrition and noninfectious diseases affecting young
people and children especially in the dry areas, not easily
accessible and poorly serviced. Poverty affects educational
levels and children from poor backgrounds have been known
to be much less likely to attend school than those of rich
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families. Poorer educational levels imply poorer chances of
gainful employment. Additional negative factors affecting the
youth include marginalization, lack of voice in the community,
poor representation in decision making and limited
recreational facilities. Drug and alcohol abuse in Kenya has led
to an increase in related social, medical and economic
problems, including poor health, domestic violence, increased
crime, sexual violence, unsafe sex and exposure to HIV for
many young people.
The hosting organization: Resource Hub For Development
Resource Hub For Development (RHD) is a registered national,
non-governmental, non-profit, non religious, non-political,
humanitarian and development Organization founded in 2010.
It has a mandate in partnering with communities, local and
international institutions and organizations in alleviating
poverty through socio-economic empowerment and
humanitarian aid in poor marginalized rural regions and urban
slums in Kenya. RHD stand to change the lives of individual
and families in the poorest communities in Kenya by
promoting initiatives and sustainable development solutions
which advocates facilitating lasting change, strengthening
development capacity for self help, providing economic, social
opportunities and relief to the poor.
The activities
Activities included field trips and visit to community projects
and self-help groups in rural areas of the Kisumu region:
- the poultry project in Nyamware Farm promoting
marketing of community agricultural products.
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- The Saints community school hosting children from the
rural community of Ndigwa-Uyoma and the Supa youth
development group.
- The Alara youth development project engaging young
people living in slum areas of Kisumu through sport,
arts and music.
- The Kibeth Welfare Group (Kakelo Villege -Oyugis) and
Homa Hills (Homa-Bay) aiming at eradicating poverty
through aqua-culture.
- The widows group in Katinga supporting orphans on
education and development.
- Self-help groups in Nyamanga where community
members and young people come together to erect a
dispensary in order to cope with the frequent cholera
outbreak in the area, to provide malaria treatment
within the community, to provide care to HIV positive
people and educate for alleviating stigmatization
among young people affected by HIV.
- The Siany Youth Empowerment Initiative and the
Winyarago Orphanage in Migori.
- Sessions dedicated to networking and exchange of
ideas for follow up cooperation projects in the field of
youth and rural development.
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Widows and orphans in rural Kenya
Due to HIV/AIDS, Unknown Death (pandemic) and poverty, many
women have been left widows with several orphans to feed for
themselves with no or meager resources to survive on with no
support from immediate family members. Widows are left helpless
and orphans drop out of school. Older women are left with many
orphans to feed single handed. This has affected the moral, social,
academic, economical and physical wellbeing of the survivors
causing bitter suffering. Depression, helplessness and poverty are
the end result of this situation which is growing at an alarming rate.
Supporting needy children access education
RHD have enhanced access to basic education services through
sponsorship empowerment to needy orphans, disabled and
vulnerable children in Nyakach region. The establishment of the
‘RHD Education Sponsorship Fund’ has enabled the organization
support 56 disabled, orphans and vulnerable children to acquire
secondary education, vocational and technical training through
sponsorship and provide wheel chairs; fight poverty and empower
needy families/ homes through provision of animals like cows, goats
and farming; and offer guidance and counseling services to the
disabled, orphans and vulnerable children, and their caregivers in
the whole Nyanza region, Kenya.
Capacity Building
RHD offered capacity workshops and training and technical
assistance packages, which helped communities implement school
improvement and reform initiatives fully and successfully. Trough
partnership with international organizations youth exchange,
capacity training and technical assistance initiatives have been
implemented in many areas in Nyanza region. Small grants have
been distributed to local community groups for implementation of
education projects.
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CHAPTER 5
THE LEARNING ACHIEVEMENTS
The impact on participants is connected with the learning
objectives, by equipping youth workers with key competences
related to project cycle management, non-formal education
and youth community work.
5.1 The participants
Sense of initiative and entrepreneurship
- to analyze and “understand” the context in which they work
and live;
- to turn common ideas into social and cultural projects that
responds to identified young people’s community needs;
- to plan and deliver young people-oriented projects in their
local communities;
Sense of initiative and
entrepreneurship
Cultural awareness and
expression competences
Social and civic competences
Communication in foreign
languages
Learning to learn
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- to respond to community needs related to young people
more effectively;
- to manage their projects more systematically through project
cycle management.
Cultural awareness and expression competences
- to learn about other cultures and youth work experiences
from different World context;
- to improve the capacity to work in multicultural teams.
Social and civic competences
- to make a positive contribution to society as informed,
responsible and engaged young citizens;
- to increase the capacity to addresses problems and needs
that affect young people globally.
Communication in foreign languages
- to improve English in a multicultural environment and to
learn about different views on life.
Learning to learn
- to pursue and organize one's own learning, either individually
or in groups, in accordance with one's own needs.
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Debbie, participant at the training course in Italy:
PCM training course in Caltanissetta was an awesome
experience. First of all, the course was based on a brilliant idea,
taking Pink Floyd’s tracks from the album “Dark Side Of The
Moon” and analyzing the steps of Project Management Cycle. It
became clear and understandable in a unique way, always
having in mind and sometimes listening to the famous songs.
This course taught me how to deconstruct a problem and step
by step analyze it until I reach the desired outcome. Secondly,
the diversity of the group was definitely a significant advantage.
Getting in touch with people not only from Europe but from
Vietnam, Kenya and Senegal was very educational and curious
and amazing. We exchanged ideas and thoughts and problems
and challenges we may face and I think it evolved me
personally. Overall, it was an amazing experience and very
intense because on one hand we learnt things from the course
and on the other hand we learnt things by just talking and
interacting with each other.
Boyka, participant at the job shadowing in Senegal:
Monday morning – we were picked up by a driver who brought
us to the FDK’s office. A sincere welcoming by the Office
Manager Haby Diallo who we have already met in Caltanissetta,
a short tour of the office and… a meeting with FDK’s Board who
sung for us “Bonjour, bonjour”… We couldn’t feel differently but
welcome, smiles, open eyes and hearts when meeting a large
group of parents, local advisors, religious and civil community
leaders, managers, social workers and students, singing for us.
For a young organization like ours this mobility was a great
opportunity for growing through reciprocal learning,
intercultural dialogue, and exchange of experiences in the field
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of youth work and community development. And learning from
our hosting organization “Federation Dimbaya Kagnalen” (FDK)
was a unique experience of its own.
5.2 The partner organizations
Increased cooperation and networking
- strengthened cooperation between organizations from EU
and World countries to develop joint projects that responds to
common challenges faced by young people;
- sharing of different youth work and community development
experiences from different regions of the World;
- increased experience to work in a multicultural and multi-
ethnic environment;
- network of youth workers who will use the key competences
acquired in their local activities with young people.
Resource Hub For Development team:
The long awaited job-shadowing is finally in Kenya
We at RHD feel delighted and honored to welcome, host and
share good moments with you our friends from Europe. We wish
you all a very fruitful and productive stay at Resource Hub For
Development (Kenya). We are sure you will feel the indomitable
love, splendor and comfort throughout your stay in Kenya.
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CONCLUSIONS
A classic definition of “project” is the one that intends it as a
series of actions planned in order to change, modify and
improve a situation or a condition that needs to be improved,
or simply a problem that has to be solved. A less-known
definition of the one mentioned above, but which I think is
absolutely relevant because it derives from our direct
professional experience in project management, is based on
the idea that the project is to be considered as a “living
creature”. The main idea under this second definition, is that
each project we undertake in our lives (regardless of whether
they are personal or professional projects), needs to be
protected, fed, stimulated, guided and monitored to be
brought to completion. Therefore, the attitude any project
manager need to have towards a project is very similar to the
attitude of a good parent towards a child.
The theory of the Project Cycle Management - PCM, (the
theoretical basis that is used for the proper management of
any project), considers the project as an entity that has, in fact,
its own life cycle. The cycle of a project is punctuated by stages
that lead it from its conception to its implementation and its
fulfillment, exactly as the stages of the life of any individual.
This "humanized" conception of the project, led me to dare an
experiment based on a strange overlap between the project
(precisely understood as a living being) and one of the main
works of art of the 900s whose addresses the topic of the man,
the human being and its way of living on this planet. The
masterpiece I am talking about is one of the best-selling
albums of all time: “The dark side of the moon” of the British
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rock band Pink Floyd, released in 1973. After its release, the
album went to number one on the Billboard chart for one
week, but it ended up staying on the Billboard charts for 741
consecutive weeks (or just over 14 years). The dark side of the
moon is one of the first example of the so-called "concept
album". Concept album is a studio album where all songs or
lyrical ideas contribute to the telling of a story or evisceration
of a topic. The story told by Pink Floyd, as already explained, is
the story of human being and in particular the story of how
men are in modern society. In this framework, “The dark side
of the moon” begins with the sound of a heartbeat (to
symbolize the birth) and it ends with the same beat that slowly
fades away (to symbolize the end of a path). This album’s
cyclicity further facilitated the overlapping of the PCM (which
by definition is cyclic) to the album itself.
The overlapping experiment was considered successful when I
realized that the tracks in the album, had a direct assonance
with each stage of the PCM, even in accordance with the
sequence of the songs, as explained in the following chapter.
Finally, the famous album cover depicting a PRISM on a black
background, hit by a beam of light , represents the perfect
metaphor of “human being” and of a “project” (which in our
experiment went in parallel), by showing the human (in the
idea of Pink Floyd) and project (in our theory) abilities to
acquire a simple input from the outside (the light beam) and to
process it, change it, turn it into something more, something
new, something better ... the colors of the rainbow! That’s
PCM! That’s life!
Not by chance our organization is called “PRISM”…
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ACKNOWLEDGMENTS
We wish to express our sincere thanks to the participating
organizations: Resource Hub for Development (RHD),
Volunteers for Community Development and Environment
Education, New Beginnings Charitable Trust, DOREA
Educational Institue WTF, Jaunatnes Iniciativu Centrs, Inter Alia,
Federation Dimbaya Kagnalen.
A special thanks to all partner coordinators, staff and
community members of the job shadowing activities in
Senegal, India, Vietnam and Kenya, for welcoming us as friends
and sharing their professional experience in community
development:
Haby Diallo, Baye Mor Talla Ndiaye, Adoulaye Diouf, Salif
Kanoute, the president Moussa Ndir Samb, the Sagna” family
and all Dimbaya community members and friends;
Ravi Sebastian, Fr Prasad, Fr Bala and all friends from the New
Beginnings Charitable Trust network;
Hong Tuoi Vu, Tuyet Trinh, Son Quang Trinh and all the V4D
team in Ha Giang and Hanoi;
The RHD family: Amos Oketch Odera, Peter Kosgey Okeyo,
Omole Adual Gaudensia, Otwaroh Akinyi Ruth and all the RHD
members Omole Gaudensia, Omutelema Lois, Mibei Bavelyne,
Mirikau Ernest, Paul Andega, Otwaro Ruth, Akuma Peter, Okoo
Christopher, Obonyo David, Ogola Erick.
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We would like to acknowledge the contributions of all youth
workers taking part in the training course: Lampros Lamprou,
Georgios Philippou, Justina Pluktaitė, Viktorija Triuškaitė, Diana
Batraka, Boyka Boneva, Maria Latta, Nikolaos Papakostas,
Nikolaos Pasamitros, Despoina Theodosiou, Linda Vaškevica-
Veita, Vita Priede, Reinis Zobens, Salif Kanoute, Haby Diallo,
Marie Claire Anastasie Sagna, Jeanne D’arc Sagna, Donatello
Miraglia, Tuyet Trinh, Tuoi Vu, Eleni Proxenou, Maria Giapitzaki,
Kristaps Zalkalns, Amos Okech Odera, Gaudensia Aduol Omole,
Ruth Akinyi Otwaroh, Giuseppe Divita, Giuseppe Zuzzè,
Giovanna Vaccaro, Zeeshan Aslam, Djassi Mamadou, Faye
Bunja, Dario Ferrante, Arunkumar Govindaraj, Sai Prathyusha,
Ignatiou Panagiota, Abdoulaye Diouf, Haby Diallo, Baye Mor
Talla Ndiaye.
Finally, we acknowledge the help and financial support of the
“The Education, Audiovisual and Culture Executive Agency –
EACEA” and of the Eramus+ programme.
PRISM – Promozione Internazionale Sicilia-Mondo
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