F Af 0005 06

PROJECT TITTLE
RURAL ACCESS TO QUALITY HEALTH CARE THROUGH

EHEALTH AND TELEMEDICINE INITIATIVES (RAQUHET)
Submitted to THE EXECUTIVE SECRETARY THE GLOBAL DIGITAL SOLIDARITY FUND GENEVA.
Presented by SOCIETY FOR COMMUNITY DEVELOPMENT [ SCD ] HIGHBURY PLAZA GADO NASCO ROAD KUBWA, ABUJA-NIGERIA Email contact@scdnigeria.org scdnigeria@hotmail.com Website: www.scdnigeria.org
November 2006
Section 1- Cover Page

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Ref. number F-AF/0005/06

1. Title of the project:
Date of receipt
Classification by country
Rural Access to quality health care through eHealth and telemedicine initiatives (RAQUHET)
2. Beneficiary country and region(s):
Nigeria / Abuja FCT
3. Dates of project lifetime:
Starting date: April 2007
Closing date: March 2009
4. Executing Agency (organisation submitting the project):
Society for Community Development (SCD)
5. Budget (in Euro or USD please specify the currency)
Total budget
Budget provided by the Executing Agency 1000 euro
Budget provided by current partners
Budget requested from potential partners
Budget requested from the DSF 496.040.00
500.040.00
3.000 euro
6. Brief project summary:
The two- year project proposed is aimed at supporting Nigerias national development objective of sustainable rural development and its contribution to the achievement of 3 MDG goals (poverty reduction, child mortality reduction and maternal health improvement). Deployment of ICTs to the improvement of primary health care in the Abuja FCT area through e-health and telemedicine is the main strategy. Enhanced quality health care delivery and local capacities are expected project outcomes. Telemedicine link with a remote station in Europe will enhance the quality of analysis, diagnosis and treatment expanding opportunities to tackle critical health needs at primary health care level. In addition to the focus on medical practice, the telemedicine link and ICT will integrate education social sector promoting a programme of school health education and or nutrition focused on school teachers and students. More specifically, the project components include advocacy and community mobilisation, research and other special studies, capacity building, procurement and installation of technical infrastructure, mainstreaming of telemedicine practice and participatory monitoring and
evaluation.
Section 2 - General presentation
1 row to be filled in by the DSF
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Ref. number
Date of receipt
Classification by country
Title of the project:
to Rural Access to Quality Health Care through E-Health and Telemedicine Initiatives (RAQUHET)
Dates of project lifetime:
Starting date: April 2007
Closing date : March 2009
1. Information on the Executing Agency (organization submitting the project):
1a. Coordinates of the Executing Agency
Name of the Executing Agency (as per legal status) : Society for Community Development (SCD)
Address: HIGHBURY PLAZA, BESIDE ABATOIR, GADO NASCO ROAD, KUBWA, ABUJA- NIGERIA
Telephone / Fax: +234 09 6717866 E-mail / Website: scdnigeria@hotmail.com contact@scdnigeria.org www.scdnigeria.org
1b. Type of Executing Agency (legal status)
Government Local authority/ city/ region x NGO University/ Training institution
Medical institution Private sector International organisation Other (please specify) :
1c. Legal representative
Name and Surname: A. Apoede Atsegbua Position: C E O Address: C30 Sultan Dasuki road, Kubwa, Abuja- Nigeria
Telephone / Fax : +234 -8033141652 E-mail : hayamacare@yahoo.com contact@scdnigeria.org
1d. Person in charge of the project (if different from the legal representative) Name and Surname: Position: Address:
Telephone / Fax : E-mail :
1e. Contact person (if different from the person in charge of the project) Name and Surname: Position: Address:
Telephone / Fax : E-mail :
1f. Brief presentation of the Executing Agency Briefly present the Executing Agency (statutes, mission, activity, achievements, experience in the field of development project management )
Society for community development [ SCD] is a National non governmental organisation founded in 1995 with head office located in the Federal Capital Territory of Nigeria and a field office located in a highly populated rural community called Jiwa in Abuja as well as a state office in Edo state, Southern Nigeria. SCD is registered with the government of Nigeria through Cooperate Affairs commission. SCD MISSION is to promote sustainable development and empower the poor especially women and children in Nigeria through advocacy, capacity building and rights based approach. We are currently implementing development activities in the areas of girl child education, Health including SRH/HIV/AIDS, gender equality, rights and good governance, in over 25 rural communities in 5 states and making positive impact in the lives of over 3 million Nigerians with financial support from Africare Nigeria, Federal Capital Territory administration and perhaps more importantly from sponsors in UK through ActionAID International Nigeria. Our current annual budget is over 100, 000.00 euro and our accounts are audited annually since 2003 by an external auditors [ Adebisi Oguneye and Co ] The chairman of SCD board of trustees is PROF. CHARLES WAMBEBE OFR FAS, former Director general, NATIONAL INSTITUTE OF PHARMACEUTICAL RESEARCH AND DEVELOPMENT, ABUJA NIGERIA. Other members of the board include Anne Okigbo Fisher, Dr Chris Agboghoroma, Dr Osy Okanya, Charity Ibeawuchi, Sarah Ochekpe, HRH Alh. Idris Musa, Elizabeth Obaba and A. Apoede Atsegbua. Some of the achievement recorded in the past by SCD include but not limited to the following, increased girl child enrolment and retention especially in rural and excluded communities in Nigeria, advocacy with communities which lead to renovation of some rural schools in villages in Nigeria. Training of primary and secondary school teachers on SRH/HIV/AIDS aimed at sustaining the prevention and control of HIV/AIDS among pupils and teachers. Formation of school management committees, Reduction of parent to child transmission of HIV/AIDS at the community level, capacity
building of rural communities on participatory approach such as stepping stones which has resulted in reduction of HIV, Stigma, discrimination and violence against girls/women through open community dialogue. Moreso, their knowledge on REFLECT METHODOLOGY has enabled community people to mobilise themselves to identify issues and profer solutions. The capacity of women has been enhanced as a result of the several trainings such as advocacy, gender issues, women and politics, resource mobilisation, business management. Knowledge of rights and how to demand individual and community right has also been enhanced. Maternal mortality has reduced and there is increased awareness on strategies to ensure child survival especially at the community level. Some very important personalities [ VIP ] visited our offices and project sites at different times as a result of the positive result from our community development work in Nigeria. They include but not limited to the following, Britains princess Anne, Mrs Wolfensohn wife of the former WorldBank president, Mrs Kholer wife of the former IMF Managing Director, Mallam Nasir El- Rufai, minister of the Federal Capital Territory of Nigeria, Mike Egbo, country Director of Pathfinder Nigeria, Dr Otive Igbuzor, country Director of ActionAID International Nigeria, Society for community development is a key member of civil society coalition for poverty eradication [ CISCOPE ]in Nigeria as well as civil society coalition against HIV/AIDS. SCD is a leading member of the logistics committee of the National conference on community development in Nigeria scheduled for January 2007. We have a strong partnership with the FEDERAL CAPITAL TERRITORY ADMINISTRATION [ FCTA ] We supported their rural water project in 2005 and 2006. The Director of SCD was called by the FCT Authority to plant a tree with other VIPs such as the speaker of the federal house of representatives, ministers, head of goverment parastatals, head of multinationals and traditional leaders in the new amiable park in Abuja Nigeria.
1.g. Documents to by provided in Annex
Annex 1 : Statutes of the Executing Agency (official document) Annex 2 : Latest Activity Report and Financial Report Annex 3 : Main sources of financing of the Executing Agency
2. Information on partners
2a. List of current partners who do not participate directly to the financing of this project Name of the organisation (legal status): GeorgeGreen consulting
Contact person: Engr. Elias Obaba Nature of the collaboration: Procurement of equipment and training.
Address: Idris Gidado street, Wuye quarters, Abuja- Nigeria.
Telephone / Fax :+234 08033015406 E-mail / Website:
Name of the organisation (legal status) : Millenium Integrated Limited
Contact person: Dr Tayo Sanni Nature of the collaboration: Procurement, Software Development, Training
Address: No 1 Macenta Close, Wuse 2, Abuja
Telephone / Fax : +234 (0)8033005706 (mobile); +234 (0)9 3140034 (fax) E-mail / Website: info@milleniumintegrated.com www.milleniumintegrated.com
2b. List of potential partners who do not participate directly to the financing of this project Name of the organisation (legal status) : Third Generation Content & Applications Providers (3GCAP)
Contact person: Mykel Adams Nature of the collaboration: Procurement of technical equipment; advice on telecommunications
Address: Suite F14 Russell Centre, Herbert Macaulay Way, Zone 4, Abuja
Telephone / Fax : +234 (0) 807 7150643 E-mail / Website: mykel@3gcap.net
Name of the organisation (legal status) :
Contact person: Nature of the collaboration:
Address:
Telephone / Fax : E-mail / Website:
2c. List of current financial partners (who participate directly to the financing of this project)
Name of the organisation (legal status):
Contact person: Object of the financing: Amount of the financing:
Address:
Contact person: Object of the financing: Amount of the financing:
Address:
2d. List of potential financial partners (who could participate directly to the financing of this project)
Name of the organisation (legal status): FEDERAL CAPITAL DEVELOPMENT AUTHORITY [ FCTA ]
Contact person: UCHENNA CHIGBO Object of the expected financing: Amount of the expected financing: DONT KNOW FOR NOW.
Address: MINISTERS BLOCK, FCTA, AREA 11, ABUJA, NIGERIA
Telephone / Fax : +234 08036153825 E-mail / Website
Contact person: Object of the expected financing: Amount of the expected financing:
Address:
Telephone / Fax :
E-mail / Website:
2.e. Documents to be provided in Annex
Annex 4 : Copy of cooperation agreements signed with current partners Annex 5 : Copy of letters referring to partnerships in course of negotiation
3. Field of activity / ICT applications
3a.Field of activity of the project
socio-economic development x rural development urban development x sustainable development
x education x health x gender issues other (please specify) :

______________________________
3b.Field of ICT application
e-inclusion e-commerce x e-health e-government
e-administration x e-education other (please specify) :

______________________________
4. Beneficiary country, region(s)/ city(ies)

4a. Country Nigeria Region(s)/ city(ies) Abuja FCT
5. Overall project goal
To improve access and quality of health care delivery in rural communities of Abuja FCT by promoting institutional and local capacities using eHealth technologies
6. Beneficiary(ies)
target group(s): comprehensive qualitative and quantitative evaluation (gender, age, social status, education level, health status, etc.) Specify to which extent the beneficiaries participate actively to the project.
Staff of Abaji General Hospital (4 doctors and 25 Nurses) will benefit from capacity building ICT training, telemedicine consultations and diagnostics) Capacity of 100 primary health workers from Primary Health Centres in Abaji (St. Peter Missionary Hospital and Lafiak Hospital in Abaji LGA) will be developed through ICT training, health education programme, participants in telemedicine diagnostics and consultations) Capacity building of 100 school teachers and approximately 2000 students (200/school) in 10 Abaji schools through ICT training and health education programme)
Capacity building of civil society groups in Abaji LGA with focused on gender issues, reproductive health, community development and education (5 Abaji-based CSOs) and Society for Community Development in Abuja FCT through ICT training; monitoring of telemedicine link; health education programme; advocacy Capacity building of 20 Abaji LGA officials including key policy actors through ICT training; monitoring of telemedicine link; awareness campaign and advocacy) Capacity building of 400 staff and students of relevant training institutions in the Abuja environs (Medical Training Institutions) through research programmes
Staff of overseas remote station (enhancement of research activities) remote station provisionally a choice between Evangelic International Hospital, Genoa; Sotiria Hospital, Athens; Charite Hospital, Berlin; and the European Hospital G. Pompidou, Paris Women and children in Abaji LGA (beneficiaries of training provided for teachers, community health workers, etc.) 5,000 women and 20,000 children to benefit annually Staff of FCT health and education boards (stakeholder fora, advocacy, scale-up activities) 100 FCT officials participate in awareness, advocacy and monitoring activities Host hospitals (ownership of telemedicine facilities; avoid cost of emergency medical transfers; marketing opportunity re sales of telemedicine services) Patients (qualitative medical treatment, cost-effective treatment, specialised medical diagnoses and treatment) 200 patients receive help monthly
7. Specific objectives modules

What specific objectives must be reached in order to contribute to the overall project goal? NB : Specific objectives must contribute to the overall project goal through delivery of concrete results. Specific objectives should not be mixed up with the expected results: they must reflect a sound correlation between project theory and field realities. Specific objectives should not include considerations pertaining to project management. Each objective should form one comprehensive module, to be further developed in Section 3 of this project presentation. . To develop instutional capacity and linkages involving government, private, civil society groups and community on ehealth technologies of promoting access and quality of health care delivery To extablish an operational e-health platform in pilot communities with appropriate ICT equipment and facilities To establish community driven and replicable models of ICT capacity intiatives targeted at medical personnel, health and education focused NGOs, youth and women. To increase social sector linkages by promoting health and education services
Objective n1 / Module n1
8. Implementation plan
Briefly specify which strategy you adopted in order to reach the project objectives. (Detailed project implementation should be presented in Section 3 of this project presentation)
Emphasis on inclusiveness (public, private, civil society groups and ultimate beneficiaries) to increase relevance of the project, ownership and sustainability is paramount in achieving the stated objectives. Institutional and local capacity strengthening is an essential ingredient to project success and its sustainability.
9. ICT impact
Explain the use of ICT for this particular project. Evaluate the ICT impact of the project, in particular with regard to the overall project goal.
Deployment of telemedicine technology and eHealth will enable a reliable, time-saving and cost effective approach to the delivery of quality health care at the primary care level. The application of ICTs will increase social sector integration (health and education). For example, the use of IT to deliver health education and nutrition services. Health and education information and services from a distance promote transfer of skills, facilitate virtual consultations and specialist treatment in remote stations, and improve record keeping and information sharing using online databases and electronic health records. Reduction in maternal mortality as delays in accessing quality health care and emergencies will be addressed. High rates of maternal and infant mortality and morbidity due to misdiagnoses and improper treatment will reduce considerably. Health promotion, health education and awareness campaigns (e.g. in relation to HIV/AIDS, malaria and TB as well as maternal mortality reduction and child survival) will also be significantly improved through the media facilities that come with a telemedicine station. Medical professionals and health personnel will, themselves, enjoy continuing professional development with recourse to multimedia applications for their training and research. There is potential impact for other social sectors, such as education, which can employ the eHealth facilities in the development of local solutions. For example, in the project, school teachers will receive relevant training via the eHealth facilities which will lead to improvement of health education in schools and host communities. Local women, youths especially girls including students aquiring computer skills Overall, the project will contribute to the achievement of 3 MDG goals (reduction in poverty, child mortality reduction and improvement in maternal health).
10. Long term vision/ Sustainability

What is your strategy to ensure project sustainability at the end of the financed period (beyond project closing date)? How do you envision the financial autonomy of the project? Which other sources of funding do you envisage? If your project is replicable, how do you plan to extend its scope?
The key strategy for ensuring sustainability of the project is cultivating public-private partnerships in the establishment, financing, and management and monitoring of the telemedicine link. Nigeria, like most developing countries, needs to improve the quality and coverage of its health care services to meet globally agreed development targets (e.g. the MDGs). Government commitment to the project will attract external support once the project can demonstrate effectiveness and impact in addressing the major development challenges of access and provision of quality health care. Government provision can be leveraged by
contributions from the private sector. The capital outlay for project extensions can be reduced considerably with support from the private sector, e.g. in the procurement of telecommunications equipment and bandwidth, and in training. Advocacy activities during the project will be aimed at lobbying the medical establishment (e.g. the Federal Ministry of Health and the Nigerian Medical Association as well as individual hospitals) into mainstreaming telemedicine. If this is successful, capital and overhead costs of managing telemedicine links can be incorporated into routine operational budgets of health establishments, thus minimising the need for external donor support. It will also ensure that medical professionals undertake telemedicine as part of everyday clinical life and do not charge specially for their time. There will be scope for hosting establishments to market their telemedicine facilities on an income-generating basis. For example, academic and training institutions, researchers, pharmaceutical companies, etc. can be charged for use of facilities in conducting primary research or gaining access to rural health establishments. Lessons learned during the project and project outcomes will be carefully documented and disseminated amongst relevant stakeholders. Expansion of project telemedicine facilities and general uptake of eHealth technology will be possible if the project is successful as a pilot. The dissemination process will involve not just federal-level players but also potential State partners. Deployment of eHealth technology in all Nigerian States will impact significantly and positively on primary health indicators for the country. Fund raising will be an ongoing aspect of the project. While no specific commitments yet exist, the big telecommunications companies (MTN, Celtel and Globacom) are potential financing partners.
11. Relevance with regard to the DSF objectives

Briefly specify in which way this project is relevant to the DSF intervention policy. What are the converging points between the content of your proposal and the DSF action?
The DSF intervention policy is to bridge the digital divide and create new activities, new jobs and new markets by financing community development projects involving the use of information technology. The thrust of the proposed project is improvement of primary health care in rural communities (a fundamental development objective) through the deployment of eHealth technology, e.g. telemedicine (an IT intervention). The project goal is, thus, consistent with the DSF intervention policy. It is anticipated that the project will generate new activities (new electronic delivery of medical services), new jobs (medical professionals and health officers with new skills for working in a different way) and new markets (an expanded range of target beneficiaries, particularly in rural communities). In line with the DSF commitment to working with local public institutions on activities based on local needs. The ultimate beneficiaries are the rural populations in Abaji and environs. The telemedicine programme will be focused at the local problems of HIV/AIDS, poor maternal health and childhood diseases. The management and monitoring of the project will be based on partnership between the public, private and civil society sectors in line with the DSF mandate.
12. General context

Briefly describe the general context of the project. Explain to what extent this project contributes to local, national and/or international development objectives? Why is your field of activity a priority? Provide brief information on existing financing programmes in your field of activity, as well as on their results to date. Explain how your project complements existing development strategies and programmes (mainly at local and national level).
Improvement of primary health care, particularly for women and children, and mitigation of HIV/AIDS, malaria and other diseases are critical Millennium Development Goals. Nigerias health indicators are weak and need to improve rapidly if the country is to meet the internationally agreed target of effective primary health care by 2015. The mortality rate of children under five was 197 in 1000 live births in 2004 while infant mortality rate (0-1 year) was 101 per 1000 live births. Maternal mortality ratio per 100,000 live births was 800 in the year 2000. Nigeria with less tha 2% of the worlds population contributed 10% of the worlds maternal deaths in 2004. 3.7% of 15-49 year olds were living with HIV in 2003; there were 190,000 AIDS deaths in the same year. The average life expectancy for both men and women was 52 years in 2004. (UN MDG Indicators; EngenderHealth 2005). The proposed project is a pilot which, if successfully scaled up, will significantly improve Nigerias MDG indicators in the area of health. Primary health care programmes are currently delivered in line with the Abuja Framework for Action against HIV/AIDS, tuberculosis and related infectious diseases in Africa endorsed by the African Development Forum in 2000. Priority strategies of the Framework include the development of information and communication systems, and the adoption of affordable technologies for the treatment, care and prevention of HIV/AIDS, TB and Other Related Infectious Diseases. The proposed projects strategy of deploying eHealth technology to improve primary health care in Nigeria is consistent with the Abuja Framework for Action. Nigerias national IT Policy published in 2001 incorporates a specific objective for the health sector, namely to improve administration, efficiency and accessibility, and to establish electronic health networks. It emphasises IT as a critical engine for achieving sustainable development and global competitiveness in all sectors. The proposed project will advance the national IT Policy objective of promoting emerging technologies, including VSAT, fibre optic and broadband / multimedia technologies. The proposed project brings together the hitherto unrelated sectors of primary health care and ICTs. Efforts to apply ICTs to health delivery to date have been largely limited to basic functions like use of electronic databases to enhance administration and management. The project will be innovative in demonstrating how ICTs can enhance the core development objective of increasing access to basic primary health care and improving the quality of provision. The practical deployment of eHealth and telemedicine technologies is a new field in Nigeria. There are, therefore, no existing financing programmes to set precedence in the field. A limited amount of advocacy and awareness creation is being undertaken by the Society for Telemedicine and eHealth in Nigeria (SFTeHIN). SFTeHIN was established in 2005 as a collective of interested individuals to promote the importance of eHealth and telemedicine in health institutions in Nigeria. The organisation has run advocacy programmes with the Federal Ministry of Health and indications are that the Ministry is in favour of the new technologies. However, lack of funding has meant that no actual eHealth / telemedicine projects are on record.
13. Specific context

Provide a brief background of your project. What actors does it bring together? What are its financial means to date? Who are its direct and indirect beneficiaries? What are its strong points and its weaknesses? Explain to what extent the use of ICT represents a value-added for this project. How would the requested DSF funding complement and optimise your project?
The Society for Community Development (SCD) has a long history of involvement in community development and poverty reduction programmes in Nigeria especially in Abuja , FCT particularly in rural areas. It has worked closely with government agencies, like the FCT Authority, Abaji area council, Abuja municipal area council, Federal ministry of women affairs, Federal ministry of Health and development partners, notably ActionAid International Nigeria, Africare Nigeria, Unicef and FHI Nigeria/GHAIN. SCD has consistently addressed lack of access to basic health care in rural communities as a core development issue. It has, therefore, built up knowledge and experience of access and quality issues in health care in the FCT. It is in this context that the proposed project was conceived. SCD recognises the huge potential that the application of ICTs, through eHealth and telemedicine technologies, can have on the development challenge of expanding access to qualitative health care. SCDs work in the area of primary health care has been supported by a range of development partners over the years, most notably ActionAid International, Nigeria. Although no dedicated funding currently exists for the proposed eHealth project, SCD has used its own resources to date to develop the project idea and assess its feasibility. It is anticipated that financial sustainability of the project will be based on effective partnerships involving a number of key stakeholders. The government is the primary actor, being responsible for the two project site (Abaji General Hospital]. It also lies in the power of a government agency, the Federal Ministry of Health, to ensure that eHealth and telemedicine technologies are mainstreamed into general practice following the pilot phase. If the project is successful, the government will have found an important strategy for extending qualitative primary health care to its unreached populations. This will improve the countrys health indicators and enhance progress towards national and international development targets, e.g. the MDGs. Active participation of private sector institutions is also vital to financial sustainability of the project. Key components of the project, e.g. procurement of equipment and telecommunications props like bandwidth, training, etc., fall within the domain of the private sector. Securing private sector participation and sponsorship will significantly leverage project costs and showcase a model of privatepublic partnership. There are various civil society groups doing important work in the project areas. Their roles in community advocacy, education and mobilisation will be vital to the projects success. They will also contribute to project monitoring and enhance accountabilities. It is anticipated that the project will launch the new paradigm of eHealth on the public consciousness. The media will play a role in this regard. The projects efficacy will mobilise donor partners, local and international, to lend external support. The medical and academic community will enhance professional practice through exposure to the application of new technology to medical issues. There are significant numbers of Nigerian medical professionals in the diaspora. The project will offer them a platform for contributing to their nations development from a distance. The ultimate beneficiaries of the project are, of course, populations in rural communities, especially women and children. The project will contribute to improved quality of lives through provision of better health care. The project has many strong points. It is aimed at addressing a core development problem, provision of effective primary health care, and is rooted in national development plans for the health and IT sectors. It comes at a time when there is exponential growth in the telecommunications industry, ensuring that the technological backbone will be available. It also coincides with a rapid development of IT capability in Nigeria. It offers a practical
opportunity to apply multimedia IT solutions to development problems and gives Nigeria an in-road into the global information society. The project will also be based on partnerships between a broad range of stakeholders rural populations, government, civil society, the private sector, professionals at home and in diaspora. This is a strength that will engender project sustainability. The main weakness of the project is the perennial problem of lack of funding. Success depends on mobilising resources from the DSF and attracting counterpart support from identified partners. The threat presented by erratic power supply in Nigerian rural communities is a potential weakness which must be managed; power supply is critical to ICT deployment. The potential benefits of the project make the investment worthwhile in spite of the challenges. The deployment of ICTs within the project will add value to basic health care provision through expanded access and provide a model for other social sectors. The cost of deploying ICT solutions is consistently decreasing (cost of equipment, bandwidth, etc.). The chances of financial sustainability, with all partner inputs coordinated, are high. However, the DSF funding will be critical in getting the project off the ground.
Section 3 Detailed modules presentation

This section is essential for project implementation and project monitoring and evaluation.
Please fill in a separate form for each module-objective.
Concept of the detailed modules presentation:

To reach the overall project goal, the Executing Agency must set a number of specific objectives. To achieve each specific objective, the Executing Agency will need: Resources that will enable it to conduct a number of activities. Such activities must produce measurable results. Such results must contribute to achieving each specific objective. The achievement of each objective must contribute effectively to the overall project goal.
Objectives, expected results, activities and resources must be estimated according to the needs and field realities. For each of them, it is essential to identify indicators of success, means of verification and risk factors.
Presentation of the objective

Objective n1 / Module n1 To extablish an operational e-health platform in pilot communities with appropriate ICT equipment and facilities To develop instutional capacity and linkages involving government, private, civil society groups and community on ehealth technologies of promoting access and quality of health care delivery To establish community driven and replicable models of ICT capacity intiatives targeted at medical personnel, health and education focused NGOs, rural youths and women. To increase social sector linkages by promoting health and education services
1.1. Objective module N 01 Stated objective To extablish an operational e-health platform in pilot communities with appropriate ICT equipment and facilities
(Always in relation to the above objective) 1.2. Indicators Indicators of success pertaining to the above objective are quantitative and qualitative measurements based on which it will be possible to evaluate the impact of the objective (when reached), as well as its distribution among the beneficiary populations. 1.2.1 Telemedicine link established between Abaji General Hospital and one remote European station (choice of Evangelic Hospital in Genoa, Sotiria Hospital in Athens, Charite Hospital in Berlin, and the European Hospital G. Pompidou in Paris) 30% decrease in number of case transfers between Abaji General Hospital by end of Year 1; 50% decrease by end of Year 2 80% reduction in number of patients making trips to Abuja National Hospital or Gwagwalada Specialist Hospital based on referrals from Abaji General Hospital by end of Year 2 100% increase in volume of referrals from 2 local primary health care centres (St. Peter Missionary and Lafiak) to Abaji General Hospital by end of Year 2 Online database of patient files, including medical histories, in place by end of Year 2
1.2.2
1.2.3
1.2.4
1.2.5
1.3. Means of verification Inventory of existing sources of information corresponding to the indicators used for measuring the objectives impact. Are these sources of information relevant and sufficient? What other sources of information can be provided at the best cost-efficiency rate? Is it necessary to create new sources of information? If yes, will they be included in project activities and project budget? 1.3.1 Observations in reports based on inspection of telemedicine facilities; multimedia records of events (consultation sessions) via telemedicine link; rota of medical personnel incorporating schedule of telemedicine events; feedback from medical personnel and patients on effectiveness of telemedicine events Observations in reports based on inspection of telemedicine facilities; multimedia records of events (consultation sessions) via telemedicine link; rota of medical personnel incorporating schedule of telemedicine events; feedback from medical personnel and patients on effectiveness of telemedicine events Referral records at Abaji General Hospital Exit survey reports of patients Referral records at Abaji General Hospital, St. Peter Missionary Hospital and Lafiak hospital Reports of observations based on inspection of facilities at Abaji General Hospital
1.3.2
1.3.3 1.3.4 1.3.5
1.3.6
1.4. Risk factors pertaining to the objective Risk factors pertaining to the above objective are external causes which may affect the overall project rationale. What externalities might affect project rationale (in particular with regard to the progress from specific objective to overall project goal)?
1.4.1 1.4.2
Lack of adequate funding to put telemedicine links in place Unwillingness or low commitment on the part of project partners, particularly government and private sector actors Inability of the project to manage basic enabling conditions like power supply Unwillingness of community based patients to participate in telemedicine sessions Unwillingness of Europe based hospital to participate in telemedicine link with Nigeria
1.4.3 1.4.4 1.4.5
2. Presentation of expected results

2.1. Expected results This concerns the results and/or products that should be obtained concretely in order to reach the objective. Expected results and/or products must be measurable quantitatively and qualitatively.
2.1.1 2.1.2
Research and special studies conducted such as feasibility studies, baseline survey Advocacy and Awareness events conduted on the benefits and operation of the telemedicine programme conducted for targeted stakeholders and the general public in project communities ICT equipment and e-health technologies in place at Abaji General Hospital Local and institutional capacities built on ICT and e-health technologies Capacity building programme designed and implemented between Abaji General Hospital and the remote station in Europe
2.1.3 2.1.4 2.1.5
2.2. Indicators of success pertaining to expected results Indicators of success pertaining to expected results are quantitative, qualitative and time measurements on the basis of which it will be possible to evaluate concrete results, once obtained. What are the quantity and the nature of expected results? What norms of reference did you choose (benchmarking)? What is the timetable set for obtaining these results? 2.2.1 Reports of feasibility studies and baseline information available within the 6 months of the project life cycle Memorandum of Understanding prepared and signed with relevant stakeholders (National Power Holding Authority, Federal Ministry of Health and FCT) within the first year of the project life cycle Service Level Agreements with regard to participation of hospital personnel in telemedicine programme concluded with the Abaji General hospital (host hospital), remote European station and the Federal Ministry of Health within the first year of the project life cycle Number of relevant medical personnel and other stakeholders participate in orientation course and continuing education programme
2.2.2
2.2.3
2.2.4
2.2.5
Telemedicine equipment conforming with minimum specifications installed, tested and operational in the host hospital within the first 6 months of the project; training of relevant personnel concluded by the end of the first 6 months of the project Acquisation of requisite skills by medical personnel and key stakeholders on telemedicine programme
2.2.6
2.3. Means of verification pertaining to expected results Inventory of existing sources of information corresponding to the indicators used to measure expected results. Are these sources of information appropriate and sufficient? 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5 2.3.6 Research and Special studies reports Copies of SLA documents and MOUs Telemedicine facilities inspection reports Course certificates issued to trained personnel; sample of training manuals developed Training Program evaluation reports Anecdetol evidences
2.4. Risk factors pertaining to expected results The risk factors pertaining to results are obstacles that might affect the progress from expected results to reached objective. What externalities should be taken into account when seeking concrete results, to ensure that project objectives are reached?
2.4.1 2.4.2 2.4.3 2.4.4
Procurement, installation and testing of telemedicine equipment run behind schedule Service Level Agreements and MOUs with key stakeholders delayed or unsigned Telemedicine experts unavailable to conduct training for medical personnel Europe based hospital unwilling to participate in capacity building programme with Nigerian hospitals Awareness raising programme poorly targeted or poorly implemented
2.4.5
3. Presentation of activities
3.1. Activities
The activities are concrete actions that must be undertaken in order to produce each expected result. Which concrete actions will lead to the effective production of the expected results? Present a comprehensive numbered list of activities.
3.1.1 3.1.2 3.1.3 3.1.4 3.1.5
Conduct of special researches and special studies Advocacies, stakeholders meetings and awareness campaigns Provision of systems platform for delivery of telemedicine services, including hardware and software procurement and installation Organisation and management of telemedicine service Integration and interfacing of all necessary medical equipment (existing and newly procured) Technical consultancy Updating of existing and development of new medical platforms Training of telemedicine service users Advocacy on and marketing of telemedicine service
3.1.6 3.1.7 3.1.8 3.1.9
3.1.10 Monitoring and evaluation
3.2 Indicators of success pertaining to activities Indicators of success pertaining to activities are quantitative, qualitative and time measurements on the basis of which it is possible to evaluate carried out activities. What is the quantity (frequency) and nature of activities to be undertaken? What norms of reference did you choose (benchmarking)? 3.2.1 Number of Telemedicine equipment and software procured and installed by the fourth month of the project Key project management team recruited in the first month of the project; detailed work plan for the project developed and circulated by the end of the first month of the project Telemedicine facilities fully operational by the end of the sixth month of the project Consultancy contracts in place for technical management of telemedicine facilities and staff training programme Telemedicine events fully integrated into general hospital practice by end of the seventh month Orientation training for telemedicine operators concluded by the end of the sixth
3.2.2
3.2.3 3.2.4
3.2.5
3.2.6
month of the project; programme of ongoing training developed by the end of the sixth month 3.2.7 Awareness campaigns and advocacy workshops conducted in the first two months of the project; ongoing advocacy programme and communication strategy developed by the end of the second month of the project
3.3 Timetable of activities What is the provisional timetable for carrying out project activities?
Please submit in Annex (Annex 5) a provisional timetable of activities. As an example, the timetable can be designed on a monthly basis for the first year of project implementation. It can be designed on a three-month basis for the second year of project implementation.
Annex 5 : Submit a separate timetable of activities (over a two-year period)
3.4. Means of verification of activities Inventory of sources of information corresponding to the indicators used to measure carried out activities. Are these sources of information pertinent and sufficient? 3.4.1 3.4.2 3.4.3 3.4.4 3.4.5 3.4.6 3.4.7 Procurement records, equipment testing reports, inspection reports Recruitment records; job descriptions and job plans; project initiation document Reports of technical inspections of telemedicine facilities Signed off contracts; project records Hospital rota Training reports; training certificates; personnel records Reports of advocacy and awareness campaigns; communication strategy document in project records
3.5. Risk factors pertaining to activities Risk factors pertaining to activities are obstacles that may affect the progress from carried out activities to expected results. What externalities should be taken into account when carrying out activities, to ensure that the expected results are produced within the set timetable? What decisions or actions that are beyond the control of the Executing Agency may affect the inception of activities? Identify stakeholders/externalities that may affect this stage of project implementation.
3.5.1 3.5.2 3.5.3
Low quality or unsuitable equipment procured Lack of suitably qualified candidates to recruit into project team Telemedicine operators / personnel are poorly trained
4. Resources
4.1. Resources The resources are the material means which are necessary to the development of activities and to reaching the specific objectives. A clear identification of resources is essential to building a realistic budget estimate. Resources should be detailed in Section 4 of this project presentation.
Section 4 Budget and resources presentation

4.1. Resources Resources are all material means necessary to the development of activities and to the achievement of projects specific objectives. A clear identification of resources is essential to building a realistic budget estimate. Identify the different categories of resources that are necessary at each stage of project implementation. For example: Human resources (please make the difference between employees to be paid by the project budget, volunteers and active participation of beneficiaries), infrastructures and equipment
(please make the difference between ICT and other equipment), training, furnishing and office supplies, coordination and administration, maintenance of equipment, experts fees, etc. Please submit a table in Annex (Annex 6) listing all necessary resources, following the example below (examples are mentioned only as an indication and may vary from project to project) :
Category Resource Quantity
Coordinateur Mdecin Human resources (paid employees : included in the budget) Formateur aux TIC
2 2 1
Bureaux Chaises Infrastructure and equipment (except ICT equipment) Peinture (20 litres) Location de locaux
4 6 2 1
V-SAT Onduleur Ecran ICT equipment Ordinateur Souris
1 1 1 4 4
Category 4.
Annex 6 : Comprehensive table of resources as per above example 4.2. Indicators of success pertaining to resources Indicators of success pertaining to resources are: a sound correlation between the comprehensive table of resources (see item 4.1), planned activities, end users and cost evaluation. a sound planning of resources utilisation by activity during the projects lifetime.
4.3. Resources in kind (resources which do not involve a cost for the project) Please submit a table in Annex (Annex 7) including a comprehensive list of resources in kind classified by category, nature and quantity (see item 4.1). For each resource, indicate the corresponding activity and the end users. The table can be presented following the example below:
Category (see item 4.1)
Resource Resource 1 Resource 2 Resource 3
Quantity 1 12 6
Category 1
Corresponding activity(ies) Activity 2 et 4 Activity 3 Activity 1
End user(s) Beneficiaries Trainers Medical doctors Etc.
4.4. Resources in cash (resources which involve a cost for the project) Please submit a table in Annex (Annex 8) including a comprehensive list of resources that involve a cost in cash for the project. The list should be classified by category, nature and quantity (see item 4.1). For each resource, indicate the corresponding activity and the end users. NB: All budget estimates must be based on real costs obtained through three calls for bids at least. The table can be presented following the example below:
Currency: Provide the currency (either USD, or Euro : please use the same currency throughout project presentation)
Local currency: Provide the local currency
Exchange rate: Provide the exchange rate
Category (see item 4.1) Category 1
Resource Resource 1 35
Quantity
Cost 1000
Corresponding activity Activity 1 and 3
End users Beneficiaries Nurses Medical doctors Trainers
Resource 2 Resource 3
2 9
68 30 000
Activity 2 Activity 1
4.5 Estimate timetable for resources utilisation per module and per activity Provide a timetable in Annexe (Annexe 9) with the estimate resources utilisation per module and per
activity, over a two-year period. The timetable can be presented following the example below:
Corresponding module Corresponding activity Activity 1 Resource Quantity End users(s)
Month 1 to 6 Provide the dates
Module 1
Resource 1 Resource 2 Resource 3
1 12 6
Beneficiaries Trainers Medical doctors
Module 2
Activity 3
..
Corresponding module
Corresponding activity
Resource
Quantity
End users(s)
Month 6 to 12 Provide the dates ..
Resource
Quantity
End users(s)
Resource
Quantity
End users(s)
Annex 7 : Table of resources in kind Annex 8 : Table of resources in cash Annex 9 : Timetable per each 6-month period (over 2 years) estimating resources utilisation per module and per activity
4.6. Means of verification pertaining to resources How did you identify and compile the list of resources? What sources of information did you use?
4.6.1 4.6.2 4.6.3
Study of telemedicine projects in other parts of the world Analysis of information from telemedicine equipment vendors and service providers Analysis of local market and current project management costs
4.6. Risk factors pertaining to resources Risk factors pertaining to resources are obstacles that can affect the utilisation or the availability of the resources needed in order to carry out project activities. Who provides and installs the technical equipment? Who maintains it? Human resources are they made available by the Executing Agency, or by other organisations/ authorities/ associations? Is the budget necessary to the inception of activities clearly defined? Are there any financing sources clearly identified and secured?
The project will commence with a technical consultancy to define system specifications and advise on procurement sources. The project team are aware of a reputable international telemedicine service provider AMD Telemedicine. However, a technical consultant will understand the market better and be able to recommend cost-effective options if they exist. Ideally, procurement, installation and maintenance of technical equipment will be managed by one service provider offering integrated services. The Executing Agency has a project team which is already busy putting together the project proposal and undertaking baseline research. While this team will continue to be involved in the project, further support will be required in the form of a project coordinator and two project assistants. The proposed budget is necessary to project inception. Vital components of the project like procurement and installation of infrastructure and training services occur within the first 6 months. To date, no financing sources outside programme funds held by the Executing Agency have been secured, although a few opportunities have been identified.
4.7. Sources of financing Provide a list of organisations that participate directly to the financing of the project
ActionAID International Nigeria
4.8. Budget Prepare an annual estimate budget, over a total period of 2 years (Annex 10). The budget must correspond to the table of resources in cash (Annex 8) and to the timetable for resources utilisation per module and per activity (Annex 9). For each resource, you should provide the corresponding source of financing. Please present your budget following the example below.
4.9. Budget presentation (example)
Estimate Budget (year 2007)
Category of resources
Resource
Quantity
Corresponding Module(s)
1/2 2
Corresponding Activity(ies)
1/5/9 5
Cost in Euro (or USD)

1500 36000
Source of financing
DSF Executing Agency
Resource 1 Resource2 Category 1
16 78
37500 TOTAL
1. Presentation of the objective

1.1. Objective module N 02 Stated objective To install and integrate appropriate ICT equipment and facilities needed for an operational eHealth platform
(Always in relation to the above objective) 1.2. Indicators Indicators of success pertaining to the above objective are quantitative and qualitative measurements based on which it will be possible to evaluate the impact of the objective (when reached), as well as its distribution among the beneficiary populations. 1.2.1 Equipment and infrastructural facilities procured according to standard specifications in the first two months of the project Standard equipment fully installed and tested in the two host hospitals by the end of the fifth month of the project Standard equipment fully operational in the two host hospitals by the end of the sixth month of the project
1.2.2
1.2.3
1.3. Means of verification Inventory of existing sources of information corresponding to the indicators used for measuring the objectives impact. Are these sources of information relevant and sufficient? What other sources of information can be provided at the best cost-efficiency rate? Is it necessary to create new sources of information? If yes, will they be included in project activities and project budget?
1.3.1 1.3.2
Standard system specifications (inventory); procurement records Installation checklist and work plan; installation reports; system integrity and test reports Inspection and validation reports
1.3.3
1.4.1 1.4.2 1.4.3 1.4.4
Unavailability of standard equipment Delay in procurement / supply of equipment Unavailability of local expertise to offer technical support Unreliable power supply

2.1.1
Equipment and other facilities needed for telemedicine infrastructure procured and installed according to standard specifications; inventory includes telecommunications technology and devices, network computing, video-conferencing systems and CODECs, specialised application software, data storage devices, database management software, and medical devices capable of electronic data collection, storage and transmission Comprehensive plan for management and maintenance of equipment and facilities in
2.1.2
place 2.1.3 Reliable power supply ensured in telemedicine stations (special arrangement with power authorities / provision of back-up generating sets)
2.2. Indicators of success pertaining to expected results Indicators of success pertaining to expected results are quantitative, qualitative and time measurements on the basis of which it will be possible to evaluate concrete results, once obtained. What are the quantity and the nature of expected results? What norms of reference did you choose (benchmarking)? What is the timetable set for obtaining these results? 2.2.1 Full telemedicine infrastructure based on defined specifications in place in the two host hospitals by end of the sixth month of the project Maintenance contracts signed off by end of the sixth month of the project Back-up power generating sets installed by end of the sixth month of the project
2.2.2 2.2.3
2.3. Means of verification pertaining to expected results Inventory of existing sources of information corresponding to the indicators used to measure expected results. Are these sources of information appropriate and sufficient? 2.3.1 2.3.2 2.3.3 Standard system specifications (inventory); installation checklist and reports Copies of signed off contracts in project records Equipment inventory; reports of inspections of facilities
2.4.1 2.4.2
Weak security arrangements to protect equipment and facilities against theft Low commitment to implementation of maintenance plan
3.1. Activities The activities are concrete actions that must be undertaken in order to produce each expected result. Which concrete actions will lead to the effective production of the expected results? Present a comprehensive numbered list of activities.
3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6 3.1.7 3.1.8
Technical consultancy Analysis of requirements and definition of system specifications Cost itemisation and pricing policy definition Procurement of equipment Off-line integration and testing of equipment Installation and configuration of equipment in project sites Testing and validation of site systems Live Deployment
3.2 Indicators of success pertaining to activities Indicators of success pertaining to activities are quantitative, qualitative and time measurements on the basis of which it is possible to evaluate carried out activities. What is the quantity (frequency) and nature of activities to be undertaken? What norms of reference did you choose (benchmarking)?
3.2.1 3.2.2
Technical consultants recruited in first month of project Procurement orders issued in first month of project (orders serviced within a
maximum period of 30 days) 3.2.3 3.2.4 Installation and testing of equipment by end of the fourth month of the project Equipment become operational and launched by the end of the sixth month of the project
3.4. Means of verification of activities Inventory of sources of information corresponding to the indicators used to measure carried out activities. Are these sources of information pertinent and sufficient? 3.4.1 3.4.2 3.4.3 3.4.4 Consultancy contracts and Terms of Reference Procurement records Installation and inspection reports Inspection reports
3.5. Risk factors pertaining to activities
Risk factors pertaining to activities are obstacles that may affect the progress from carried out activities to expected results. What externalities should be taken into account when carrying out activities, to ensure that the expected results are produced within the set timetable? What decisions or actions that are beyond the control of the Executing Agency may affect the inception of activities? Identify stakeholders/externalities that may affect this stage of project implementation.
3.5.1 3.5.2
Consultants lack requisite technical expertise Procurement, installation and validation fall behind project schedule
4. Resources

1.1. Objective module N 03 Stated objective To develop the ICT capability of medical personnel involved in the telemedicine link, and to develop the capacity of other local social service providers, e.g. teachers, to apply eHealth facilities to their sectors
(Always in relation to the above objective) 1.2. Indicators Indicators of success pertaining to the above objective are quantitative and qualitative measurements based on which it will be possible to evaluate the impact of the objective (when reached), as well as its distribution among the beneficiary populations.
1.2.1
Training programme implemented for medical personnel involved in telemedicine link by the end of the sixth month of the project Training programme implemented for other local social service providers (e.g. school teachers) between the seventh and twelfth month of the project Programme of refresher training in place by end of the sixth month Training manuals produced and circulated by end of the eighth month of the project
1.2.2
1.2.3 1.2.4
1.3. Means of verification Inventory of existing sources of information corresponding to the indicators used for measuring the objectives impact. Are these sources of information relevant and sufficient? What other sources of information can be provided at the best cost-efficiency rate? Is it necessary to create new sources of information? If yes, will they be included in project activities and project budget? 1.3.1 1.3.2 1.3.3 1.3.4 Training reports Training reports Training plan in personnel development records; project work plan Hospital training centre / library
1.4. Risk factors pertaining to the objective Risk factors pertaining to the above objective are external causes which may affect the overall project rationale. What externalities might affect project rationale (in particular with regard to the progress from
specific objective to overall project goal)?
1.4.1 1.4.2 1.4.3 1.4.4
Qualified trainers are not available Faulty training needs analyses Training implementation not effective Lack of post-training support

2.1.1
All personnel in the host hospital to be involved in the telemedicine link fully trained by end of the sixth month Programme of training for school teachers (health education purposes) developed by seventh month; all school teachers fully trained by twelfth month Training manuals available by end of seventh month
2.1.2
2.1.3
2.2. Indicators of success pertaining to expected results Indicators of success pertaining to expected results are quantitative, qualitative and time measurements on the basis of which it will be possible to evaluate concrete results, once obtained. What are the quantity and the nature of expected results? What norms of reference did you choose (benchmarking)? What is the timetable set for obtaining these results? 2.2.1 At least 90% participation rate in training programmes
2.2.2 1000 copies of training manuals produced by end of the seventh month
2.3. Means of verification pertaining to expected results Inventory of existing sources of information corresponding to the indicators used to measure expected results. Are these sources of information appropriate and sufficient? 2.3.1 2.3.2 Training reports, attendance records Procurement records
2.4.1 2.4.2 2.4.3
Low attendance and high rates of drop out in training programmes Training approach not suitable (e.g. theoretical rather than hands-on) Production of manuals behind schedule
3.1.1
Training needs analysis (including identification of medical specialties and number of professionals to be trained) Definition of training model (e.g. training a critical mass vs. cascade training) Training consultancy Integration of telemedicine programme with mainstream medical practice (revision of
3.1.2 3.1.3 3.1.4
work schedules, etc.) 3.1.5 3.1.6 Production of training manuals Development of ongoing refresher training programme
3.2 Indicators of success pertaining to activities Indicators of success pertaining to activities are quantitative, qualitative and time measurements on the basis of which it is possible to evaluate carried out activities. What is the quantity (frequency) and nature of activities to be undertaken? What norms of reference did you choose (benchmarking)? 3.2.1 3.2.2 Training curriculum developed in first month of project Two separate training programmes (one for medical personnel, one for the wider community) concluded in each of the two project sites by end of the twelfth month 1000 training manuals produced and circulated by end of the twelfth month Work schedules of medical personnel reviewed to incorporate telemedicine sessions
3.2.3 3.2.4
3.4. Means of verification of activities Inventory of sources of information corresponding to the indicators used to measure carried out activities. Are these sources of information pertinent and sufficient?
3.4.1
Training reports
3.4.2 3.4.3 3.4.4
Training reports Procurement records Personnel rota; job descriptions
3.5.1 3.5.2 3.5.3
Training output inadequate for operation of the telemedicine programme Participants not sufficiently motivated Hospital administration unwilling to revise work schedules
4. Resources

1.1. Objective module N 04 Stated objective To ensure long term sustainability by attracting broad-based partnerships in the financing and scaling up of the telemedicine pilot
(Always in relation to the above objective) 1.2. Indicators Indicators of success pertaining to the above objective are quantitative and qualitative measurements based on which it will be possible to evaluate the impact of the objective (when reached), as well as its distribution among the beneficiary populations. 1.2.1 A consortium of partners established with firm commitments to financial contributions within the first two months of the project; consortium composition and commitments reviewed quarterly from fourth month of the project Government, through the Federal Ministry of Health and FCT Health Board, build allocations to the telemedicine programme into statutory budgets
1.2.2
1.3. Means of verification Inventory of existing sources of information corresponding to the indicators used for measuring the objectives impact. Are these sources of information relevant and sufficient? What other sources of information can be provided at the best cost-efficiency rate? Is it necessary to create new sources of information? If yes, will they be included in project activities and project budget? 1.3.1 1.3.2 MoUs in project records Federal Ministry of Health and Federal Capital Territory Authority, Health Board annual budgets
1.4. Risk factors pertaining to the objective Risk factors pertaining to the above objective are external causes which may affect the overall project rationale. What externalities might affect project rationale (in particular with regard to the progress from specific objective to overall project goal)? 1.4.1 1.4.2 Failure of partners to honour MoUs Unstable fiscal environment leading to low budget performance on the side of government

2.1.1
Memoranda of Understanding / Service Level Agreements developed with Federal Ministry of Health, Abaji General Hospital, Abuja National Hospital, one Europe based remote station, and private sector companies Ongoing sponsorship / communication strategy implemented for the project Short and medium term financial commitments secured from a range of sources Advocacy network of civil society groups created
2.1.2 2.1.3 2.1.4
2.2. Indicators of success pertaining to expected results Indicators of success pertaining to expected results are quantitative, qualitative and time measurements on the basis of which it will be possible to evaluate concrete results, once obtained. What are the quantity and the nature of expected results? What norms of reference did you choose (benchmarking)? What is the timetable set for obtaining these results?
2.2.1 2.2.2
MoUs, SLAs signed off in first month of project Sponsorship / communication strategy document produced by end of the second month of the project 30% of annual project budget raised from sponsorship drives in first year Programme of advocacy work released by civil society network by end of second month
2.2.3 2.2.4
2.3. Means of verification pertaining to expected results Inventory of existing sources of information corresponding to the indicators used to measure expected results. Are these sources of information appropriate and sufficient?
2.3.1 2.3.2 2.3.3 2.3.4
Project records Project records; copies of strategy document; reports of sponsorship drives Copies of MoU / SLA in project records Minutes of meetings; reports of advocacy campaigns
2.4.1 2.4.2 2.4.3
Unwillingness or slow response from potential partners Fiscal constraints leading to poor performance on sponsorship targets Changes in political environment disrupting government commitment to project
3.1.1
Advocacy workshops for government agencies, private sector companies and civil society organisations Follow-up meetings Development of sponsorship / communication strategy Finalisation of MoUs, SLAs Formation of cross-agency management committee (with representation from government, civil society and the private sector) Formation of civil society network Sponsorship drive
3.1.2 3.1.3 3.1.4 3.1.5
3.1.6 3.1.7
3.2 Indicators of success pertaining to activities Indicators of success pertaining to activities are quantitative, qualitative and time measurements on the basis of which it is possible to evaluate carried out activities. What is the quantity (frequency) and nature of activities to be undertaken? What norms of reference did you choose (benchmarking)? 3.2.1 3 advocacy workshops one for each of government, civil society and the private sector and one joint conference of all partners held within first two months of project MoUs signed with the Federal Ministry of Health, the FCT Health Board, the host hospital and at least 3 private sector companies in by the end of the second month of the project Civil society network release programme of advocacy work by the end of the third month of the project Sponsorship / communication strategy document in place by the end of the second month of the project
3.2.2
3.2.3
3.2.4
3.4. Means of verification of activities Inventory of sources of information corresponding to the indicators used to measure carried out activities. Are these sources of information pertinent and sufficient? 3.4.1 3.4.2 3.4.3 3.4.4 Workshop reports Copies of MoUs in project records Project work plan Copies of strategy document in project records
3.5. Risk factors pertaining to activities Risk factors pertaining to activities are obstacles that may affect the progress from carried out activities to expected results. What externalities should be taken into account when carrying out activities, to ensure that the expected results are produced within the set timetable?
What decisions or actions that are beyond the control of the Executing Agency may affect the inception of activities? Identify stakeholders/externalities that may affect this stage of project implementation.
3.5.1
Partners unwilling to sign MoUs with the project
4. Resources

1.1. Objective module N 05 Stated objective To develop a comprehensive monitoring and learning programme to ensure effective evaluation and dissemination of project outcomes
(Always in relation to the above objective) 1.2. Indicators Indicators of success pertaining to the above objective are quantitative and qualitative measurements based on which it will be possible to evaluate the impact of the objective (when reached), as well as its distribution among the beneficiary populations. 1.2.1 Project receives additional support for scale-up and expansion based on successful dissemination of project outcomes at end of Year 2
1.2.2 1.2.3
Beneficiary communities report positive impact of project activities Broad awareness of project outcomes in the wider society particularly in the development, research, academic and voluntary sectors
1.3. Means of verification Inventory of existing sources of information corresponding to the indicators used for measuring the objectives impact. Are these sources of information relevant and sufficient? What other sources of information can be provided at the best cost-efficiency rate? Is it necessary to create new sources of information? If yes, will they be included in project activities and project budget? 1.3.1 1.3.2 1.3.3 Project records: MoUs documenting additional support Project reports; participant feedback in evaluation questionnaires Feedback from stakeholder groups on impact of the project (project records)
1.4.1 1.4.2
The project is unable to demonstrate positive impact External policy changes leading to shifting priorities amongst partners

2.1.1 2.1.2 2.1.3 2.1.4
Comprehensive monitoring and evaluation framework established and applied Reporting schedule and mechanism developed and applied Programme of dissemination activities implemented at project end Publication of project outcomes
2.2. Indicators of success pertaining to expected results Indicators of success pertaining to expected results are quantitative, qualitative and time measurements on the basis of which it will be possible to evaluate concrete results, once obtained. What are the quantity and the nature of expected results? What norms of reference did you choose (benchmarking)? What is the timetable set for obtaining these results? 2.2.1 Monitoring and evaluation plan incorporated in Project Initiation Document in the first month of the project; 100% compliance with M&E plan (supplementary plans to address variations) Monitoring and reporting schedule incorporated in project work plan in the first month of the project; 100% compliance with reporting schedule (supplementary plans to address variations) Dissemination workshops held and project outcomes publicised on dedicated website at end of project 5000 copies of 20-page booklet capturing project outcomes and lessons produced at the end of the project
2.2.2
2.2.3
2.2.4
2.3. Means of verification pertaining to expected results
Inventory of existing sources of information corresponding to the indicators used to measure expected results. Are these sources of information appropriate and sufficient? 2.3.1 2.3.2 2.3.3 2.3.4 Project Initiation Document Project work plan Workshop reports; project website Procurement records
2.4.1
Weak compliance with monitoring and reporting frameworks during project implementation Low participation of project beneficiaries and stakeholders in monitoring and evaluation process
2.4.2
3.1.1 3.1.2
Technical consultancy Development of monitoring and evaluation framework for the project, incorporating cross-cutting themes (equity, gender and HIV/AIDS) and including instruments, frequency and personnel Development and validation of reporting format and schedule for the project
3.1.3
3.1.4 3.1.5 3.1.6 3.1.7 3.1.8
Production and circulation of monitoring reports according to agreed schedule Annual project review and end of project evaluation Organisation and dissemination of project outcomes physically and virtually Production of booklet capturing project lessons and outcomes Distribution of booklet
3.2 Indicators of success pertaining to activities Indicators of success pertaining to activities are quantitative, qualitative and time measurements on the basis of which it is possible to evaluate carried out activities. What is the quantity (frequency) and nature of activities to be undertaken? What norms of reference did you choose (benchmarking)? 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.2.6 Consultancy contracts signed off in first month of the project Clearly articulated monitoring and evaluation plan in place in first month of the project Reporting responsibilities allocated in first month of the project Timely project reports according to schedule (e.g. monthly or quarterly) Review and evaluation exercises completed according to agreed schedule Dissemination events held according to agreed schedule; project website dedicated to disseminating outcomes in last month of the project 5000 booklets documenting project outcomes produced and distributed
3.2.7
3.4. Means of verification of activities Inventory of sources of information corresponding to the indicators used to measure carried out activities. Are these sources of information pertinent and sufficient? 3.4.1 3.4.2 3.4.3 3.4.4 3.4.5 3.4.6 3.4.7 Copies of contracts in project records Project Initiation Document Project work plan Project records Project review reports Reports of dissemination activities; hits on dedicated website Procurement records
3.5.1 3.5.2
Non-compliance with monitoring and evaluation framework Slippage in monitoring and reporting schedules
4. Resources
4.1. Resources
The resources are the material means which are necessary to the development of activities and to reaching the specific objectives. A clear identification of resources is essential to building a realistic budget estimate. Resources should be detailed in Section 4 of this project presentation.
Annex 5: Provisional Timetable of Activities

Activities Months (1 24) 1 2 3 4 5 6 7 8 9 10 11 12 1315 1618 1921 2224
A001 A002
A003 A004 A005 A006 A007 A008
A009 A010 A011 A012 A013 A014 A015 A016 A017 A018 A019
A020 A021 A022 A023
Objective 01: Medical Tele-consultations Recruitment of technical consultants Delivery systems for telemedicine services (inc. hardware and software procurement and installation) (See Objective 02) Recruitment of project management team Production and circulation of project work plan Integration and interfacing of telemedicine equipment Training of telemedicine service users (See Objective 03) Advocacy / marketing of telemedicine programme (See Objective 04) Telemedicine programme fully operational Objective 02: Equipment & Telemedicine Infrastructure Recruitment of technical consultants Analysis of requirements and definition of system specifications Cost itemisation and pricing policy definition Procurement of equipment (hardware and software) Off-line integration and testing of equipment Installation and configuration of equipment in project sites Testing and validation of site systems Live Deployment Quarterly maintenance / service of equipment Objective 03: Training Recruitment of technical consultants Training needs analysis (including identification of medical specialties and no. of personnel to be trained) Development of training curriculum Definition of training model (critical mass vs. cascade training) Training of telemedicine link personnel Integration of telemedicine programme with
A024
A025 A026 A027 A028
A029 A030 A031 A032
A033 A034 A035 A036 A037
A038 A039 A040 A041 A042 A043 A044
mainstream medical practice (revision of work schedules, etc.) Training of secondary users of telemedicine facilities, mainly school teachers for health education programme Production of training manuals Development of ongoing refresher training programme Ongoing refresher training programme Objective 04: Partnerships Advocacy workshops for government agencies, private sector companies and civil society organisations Follow-up meetings with partners Development of sponsorship / communication strategy Finalisation of Memoranda of Understanding (MoUs) and Service Level Agreements (SLAs) Formation of cross-agency management committee (representation from government, civil society and the private sector) Formation of civil society network Quarterly meeting of cross-agency management committee Sponsorship drive Objective 05: Monitoring and Learning Recruitment of technical consultants Development of M&E Framework (inc. crosscutting themes equity, gender and HIV/AIDS) Development and validation of reporting format and schedule Production and circulation of monitoring reports Annual project review End of project evaluation Dissemination of project outcomes physical and virtual Production of booklet capturing outcomes and lessons Distribution of booklet 1 2 3 4 5 6 7 8 9 10 11 12 1315 1618 1921 2224
Annex 6: Table of Resources Category

Human resources
Resource
Project Coordinator Project Assistants Telemedicine Specialist Consultant Equipment & Telemedicine Infrastructure Consultant Training Consultants M & E Consultant
Quantity
1 2 1 1 2 1
ICT equipment
Telemedicine Site Supervisors Installation personnel Maintenance personnel / onsite technicians Project driver Telecommunications: Satellite Channel for 2 years Videoconferencing: ViPr Terminal (multiparty video telephony platform)
2 2 2 1 2MB dedicated bandwidth 3
ADSL Channel in European remote station Telemedicine workstation Medical equipment for Abaji General Hospital: Ultrasound device Traditional X-ray and scanner ECG Power generating sets Laptop computers Desktop computers Training manuals End of project outcomes booklet Training workshops for telemedicine personnel Training workshops for secondary users (e.g. school teachers in health education programme) Advocacy workshops for groups of partners Advocacy workshop for all partners Civil Society Network fora Recruitment of project team Management committee meetings Production of quarterly reports End of project evaluation / dissemination event Dedicated project website Project vehicle Project field office Photography equipment
For 3 years 2
Non-ICT equipment
1 1 1 2 4 40 1000 5000 5 3
Workshops
3 1 4 4 8 1 1 1 1 1
Project coordination
Logistics
Annex 7: Resources in kind Category Non-ICT equipment Resource Physical space to house telemedicine workstations and power generating sets Local training venues Quantity 4 (2 x 2 locations) Corresponding End user(s) activity(ies) A008, A013 Beneficiaries Medical A017 personnel
A022, A024
Human resources
Venue for civil society network fora Beneficiaries time
A033
A006, A008
Quarterly reports Time of management committee members Project website
A039
A034
Trainers Medical personnel School teachers, rural women and youths. Civil society partners Beneficiaries Beneficiaries Medical personnel School teachers Partners Project team DSF Partners Project team DSF Beneficiaries Partners (actual and potential) Wider society DSF
A042
Annex 8: Resources in cash Currency: Euro Local currency: Naira Category Resource
Human resources Project Coordinator
Quantity
1
Exchange rate: Naira 165 / Euro Cost Corresponding End users Activity
29,000 All activities Partners Beneficiaries Other project participants DSF Partners Beneficiaries Other project participants DSF Medical personnel, Beneficiaries Medical personnel, Beneficiaries, School teachers
Project Assistants
10,450
All activities
Telemedicine Specialist Consultant
31,200
A001-A002, A004A006
Training Consultants
14,850
A018-A027
Installation personnel
14,550
A013-A016
ICT equipment
Telecommunications: Satellite Channel for 2 years Videoconferencing: ViPr Terminal (multiparty video telephony platform)
70,000
A008
2MB dedicated bandwidth

20,200 A008, A022, A024
Medical personnel, Beneficiaries Beneficiaries, Medical personnel, School teachers Beneficiaries, Medical personnel, School teachers
ADSL Channel in European remote station Telemedicine workstation

Non-ICT equipment
For 2 years
10,000
A008
As above
4,000
A008
As above
Medical equipment for Abaji General Hospital: Ultrasound device Traditional X-ray and scanner ECG Power generating sets Laptop computers Desktop computers[ Branded] Training manuals
A008
As above
1 1 1
20,000 20,000 3,000 7,000 A008, A022, A024 All activities A008, A022, A024 As above Project team Medical personnel, School teachers Medical personnel, School teachers Partners, Beneficiaries, Medical personnel, School teachers Medical personnel, Beneficiaries School teachers, School children, rural women and youths Partners, Beneficiaries Partners, Beneficiaries Partners, Beneficiaries All All
4 40
8,100 45,235
1000
3,270
A026, A027, A008
End of project outcomes booklet
5000
15,450
A043, A044
Workshops
Training workshops for telemedicine personnel Training workshops for secondary users (e.g. school teachers, rural women and youths in health education programme) Advocacy workshops for groups of partners Advocacy workshop for all partners Civil Society Network fora Management committee meetings Production of quarterly reports [ news letters ] End of project evaluation /
28,600
A022
15,000
A024
10,000
A028
1 4
15,000 7,270
A028 A033
4 8
4,635 4,850
A034 A039
10,240
A041, A042
All
Logistics
dissemination event Dedicated project website Project vehicle [Hilux van ] Project field office Vehicle maintenance and diesel for 2 years
1 1 1
7,240 40.000 20,000 10.900
A042 All All
All All All
Total
500.040
SCD PAST ACTIVITIES REPORT/2005 ANNUAL REPORT.
SUBMITTED TO DSF
RIGHTS BASED APPROACH TRAINING FOR CSOS.
SUMMARY
In efforts to creating more awareness on rights, Society for Community Development

(SCD) has organized this training on right based approach, for Civil Society Organizations (CSOs) and Community members. The training, which took place at Petrus Hotel Area II, Abuja from the 24th 27th July, 2006,had CSOs from various organizations, and a few community people from the rural communities in attendance.
The different CSOs present include Population and Environmental monitoring, CLAP, TCarp intl, Media AIDS project, Family Heritage international, WOSUD, WHED, DOAF, CISCOPE, Women Environmental Project; CRH, NCWS, A. A. W, Grassroot empowerment, Health and Social development Initiative, and people from Gaube and Pegni communities .There was a total of 27 participants, which includes the 23 CSOs and 4 community members. There were two facilitators, in the persons of the Executive Director, SCD A. Apoede, and a staff Sani Ibrahim.
Further more different topics were taught in the course of this training, they are: Poverty, causes of poverty, poverty eradication in Nigeria, development, under development, approaches to development, right based approach, ranges of rights and obligations, risk in Right Based Approach(RBA),success stories(RBA),culture required for right based approach, skills/knowledge required for RBA, and ,opportunities enhancing RBA, action plan.
INTRODUCTION
WELCOME ADDRESS: Thank you everyone present for honouring our invitation for this four days training. In SCD we intended to organize a separate training for the community members and another for the other C.S.Os present, but due to the cost we decided to merge both together and so we urge that we use simple languages so the community people can understand and flow along with us in the course of this workshop.
Most of the NGOs are into creating awareness of HIV, making it very difficult getting NGOs that are into poverty eradication work. But right now as Im talking to you public funds is being transferred into a personal accounts, the discrimination of women is being planned, some people are planning on getting into power with wrong motives/personal benefits and not in the interest of the people.Our expectation is that after this workshop, we would engage government, and international partners. Im sure after this training stealing of public funds would reduce.We will not stay in our offices and write reports on programs we did not organize.And so,at the end of this training,we want to see a group of people, fearless people that can speak for their rights.I urge that you give full participation so we can achieve a successful meeting. Thank you and God bless. A.Apoede -Executive Director,SCD
GROUND RULES
Rules were set to ensure full participations. Below is a list of these rules: 1. 2. 3. 4. 5. All phones should be set on vibrations. Use of simple language our time should be properly managed respect other peoples views minimize side talks and distractions.
FEARS AND EXPECTATION
Fears and expectations we had when we received our invitation letters about the workshop. The participants listed out various fears and expectations below; EXPECTATION
- Strengthening the NGOs to be objective achievers - To study SCD skills & methodology as aims as to communities. - Engineering change - To be able to impact knowledge and acquire a channel to the right structures. - To learn how to engage government more in a diplomatic way without been confrontational. - Become more aware of human rights - To acquire necessary skills for rights based approach - Leadership in right based approach
FEARS
- Having just two facilitators for a 3 day workshop boring
events, hope will not make the
- Ability to participate all through out a whole day. - Improper time management - Quality of the facilitators and ways message would be delivered
(communications) - The workshop might not be practical enough. - What happens to the knowledge after the training and how to get resources? - Understanding the speech of the facilitators
OBJECTIVES
By the end of the training participants should be able to: - Understand the concept of poverty. - Understand different approaches to poverty eradication. - Understand right based approach to poverty eradication - Better understanding of the relationship between poverty and rights.
WHAT IS POVERTY?
Poverty according to the participants is lack of access to basic human needs example , food ,shelter, clothing.And in terms of how the people are governed poverty is a lack of voice.Austin Emeanne from CISCOPE, Abuja had this to say:
the government is a trust of the people, they are supposed to provide for the people their basic needs
GROUP WORK Question: a. What is poverty? b. What are the causes of poverty in Nigeria?
GROUP 1
Poverty is the inability of me to afford the basic needs of life irrespective of weather or not one is gainfully employed)
CAUSE OF POVERTY At the family level - Laziness - Lack of planning - Lack of basic education - Overblown family sizes - Religious beliefs
SOCIETY LEVEL
- Gender inequality - Lack of planning - Misappropriation of personal resources - Unemployment - Undeveloped capacity GROUP 2
Poverty means the following - Lack of basic necessities of life such as food, shelter, clothing, education health services etc. - Underdevelopment:- Secondary state economy as depended on the primary sources of production e.g. agric, manufacturing etc. - Governance: Government policies. Corruption in governance e.g.
unemployment, under-employment - Lack of education etc - Ignorance of right. - Societal behaviors/beliefs
2.
Bad governance Corruption at leadership level. Lack of knowledge, Information Lack of infrastructural facilities
Poverty
There are different definitions by Scholars and institutions . Poverty according to the national policy on poverty eradication defines poverty as a condition of not having enough to eat, poor drinking water, nutrition, unfit housing, high infant mortality, a low life expectancy, low educational opportunities etc. Also,the Bangladesh PRSP definition of poverty as the sustained inability of an individual to meet his/her basic needs of life which includes food, shelter, quality health care service, education and participation in decision making that affects and influence their lives.
Dr Octive Igbuzor defines poverty as A complex phenomenon. It is multifaceted and multi dimensional, and includes income, political, social and ideological poverty.
Income poverty: is a condition where people lack access to basic needs.
Political poverty: This occurs where people are denied basic rights & excluded from participating in the generation & distribution, and utilization of the resources in their communities (nations). Social poverty: This is a condition of stratification of society where certain individuals are discriminated against, stigmatized & dehumanized. Ideology poverty: is a condition where people are bereft or forced to abandon indigenous, genuine people centre ideas on how to organize society and distribute resources of nations in a just in equitable manner. CAUSES OF POVERTY
Lack of Accountability Inadequate distribution of resources Corruption Anti poor policies Environmental factors eg natural disaster. Unequal / Power relations Poor governance etc. Exclusion of the poor in decision making that affects their lives Inadequate capacity we are going to address these issues with our partners at the community level, we would not leave it for SCD alone - Austin Emeanne,from CISCOPE,Abuja. GROUP WORK
MEASUREMENT OF POVERTY IN NIGERIA. Questions: Classifications of people in Nigeria are into: Wealthy Average Poor Very Poor
Participants went back into their groups to discuss and answer the question.A rural community person Tani Danlami from Pegni had this to say: The government has a role of play in poverty. They do not give funds to community members, and do not give room for community people to demand for their rights
GROUP 1
Wealth Live a very comfortable life (life of affluence) Afford basic necessities of life (beyond the basic level) Homes of their own Send their children to any schools of their choice Afford the best medical care Excess of anything & then afford things that they do not really need. Influence policies and decisions High standard of living Usually class conscious
Average Just Comfortable Able to afford the basic things of life Tend to be fairly well educated Does not live a life of affluence Not usually in the decision making group though they can offer their opinions
Poor Can hardly afford basic things of life. Can afford either one and not the others of the basics. Live in slum areas. They are vocalists and their views does not count. No hope. They are usually beggars or scavenge for a living No goal, no education, no healthcare Left at the mercy of life. GROUP 1 1. Wealthy Live in affluent areas Have their own houses Afford high quality education (e.g. send children Abroad) Have access to, and can afford quality health services, they have much more than they need. The ruling class Can afford summer holidays.
Very poor
2.
Average Can afford to pay rent or live in his/her moderate house. Can afford basic health, education etc. Can afford basic three square needs and own at least one car.
3.
Poor Cannot afford three square meals Children go to public schools Can hardly afford to pay house rent, and dont own houses Attend government hospitals
4.
Very poor No homes, food, shelter (e.g IDPs) from demolition Have no permanent source of income No access to health, income education, electricity, water
GROUP 2 Wealthy Owners of means of production; they control the resources means of the society or economy i.e they own most of the private sectors. e.g owners of transport, companies, oil e.g Health care They are political elites e.g Power brokers. Best educational facilities to their children. They are urban dwellers.
Average They can afford the basic necessities of life They are employed They include the professionals, lawyers, teachers, nurses etc. They constitute the percentage of the working class.
Poor -
They are usually urban dwellers
Low income earners Usually not very educated or little educated. Usually rural dwellers Are mainly artisans, labourers etc.
Very Poor No or very little source of income. Cannot meet the basic need of life No progress e.g beggars etc. They live below poverty line No education
Doreen Magaji,from family heritage international had this to say: There is virtually no middle class in Nigeria; we have the rich & the poor. POVERTY ERADICATION IN NIGERIA Participant suggested that: its better of to alleviate the poverty and not to eradicate the poverty. Ayodele Sebiotimo ,from Media AIDS project.
We cannot completely alleviate poverty we can only eradicate it Ibecheole Julius from T-carp.lntl.
Ukoha Chidinma from CLAP suggested, we should develop programs that will eradicate poverty lifting people from the poverty level.
Sani Ibrahim facilitator from SCD, added that, poverty can be eradicated, the people just need basics, schools, safe drinking water etc.eg. Gwalada did not use to have schools, good roads, etc but today and with advocacy with SCD,the government has now provided them with these amenities.
Executive Director, SCD also added This training is to assist us, so that when we go back we will empower our communities & do advocacy with them. But most NGOs are into HIV/AIDs no one is into poverty eradication.
The participants went into their various groups to discuss and answer the group question.
Questions:How can Poverty be eradicated in Nigerias. Answers to group work. GROUP 1 1. 2. 3. 4. Hold our leaders accountable to their promises and manifesto. Advocacy & sensitization of the people. Education of the electorate on good governance. Bottom up approach in decision making
5. 6. 7. 8.
Fighting corruption & budget tracking. Empowering rural and urban people especially women. Encouraging community Development Strengthening social structures to take care of the aged, unemployed and the poor.
GROUP 2 1. 2. We must fight corruption and reduce it to the do bearest minimum if not completely humped out Good governance we must ensure that qualified people are put in government at all levels. And this includes, ensuring that the peoples mandate at elections are respected 3. Ensuring that the generality of Nigeria one will educate especially on their right. It is one belief that because a men or women who know his or right and he is likely to fight for it. 4. Value reorientation in there is need for a shift in the mind set. Nigerians generally need to move of a way from the negative life style and value e.g. gender relation, too much pursuit of wealth.
GROUP 3 1 Provide basic need e.g. food, good roads, electricity, Health care, etc. by the government. 2. 3. 4. Unity among the people. Building national identity and re-orientation. Eliminating corruption
5. 6. 7. 8.
Building the human capacities Adopt a welfarist system Develop pro-poor policies, people driven programmes Enshrining and ensuring that human rights are implemented.
Its high time we knew that the skilled and unskilled should have a part to play in decision making Ukoha Chidinma,from CLAP.
Ucha Osunewa from, CRH Abuja had this to say: The gender issue is one that should be looked into, so those values that encourage practices of women not having rights should be eradicated.
The fight against corruption should be taken seriously,and if found guilty you should be properly punished, and we must be strictly about the fight & let it be result oriented. -Austine Emeanna,from CISCOPE, Abuja Poverty Eradication in Nigeria
What needs to be done. - A more named understanding of poverty:Some people dont know what poverty is, we need to know what it is.
-Participation of the poor:-We need to go into the poor communities when talking about poverty. They should be involved in the decisions -Enpowerment of the poor -Good governance, Transparency, and accountability:-The people should be able to hold theirs leaders accountable on how their money is been spent.
-Right to approach -Promoting Pro-poor policies: Some policies do not favour the poor, for example,the issue of master plan (demolition), where the people were not put into consideration.
An Assignment was given to participants.to answer the questions below. Questions What is human rights? List the ranges of rights you know.
RECAP Review on what was taught the previous day by participants. Poverty Causes of Poverty How poverty is caused through lack of education, facilities Classification of people in Nigeria How to eradicate poverty (Fighting corruption)
Bad
governance,
Undevelopment,
Budget
monitoring,
corruption
in
governance will allow for capacity to be developed, (Cause of poverty) Measurement of poverty. (Wealthy, Poor, Average, Very poor)
Below is the presentation of Group work from previous the day Group 1 What are rights? They are fundamentals very nature of the human person. They are rights that belong to the human person by the very fact that the person is a human being. Without the right the very essence of the human decision is lost and such a person is reduced to the level of an animal or an inanimate object. Those rights are not just of a civil and political nature. The are also economic, social and political nature. In view of the importance of the rights, it has come to the conclusion in the Universal Declaration of human rights (UDHR) and other international conventions 2. List the range of Rights you know Human Rights necessary for our survival and dignified living. i. ii. Right to life and liberty. The rights to a standard of living adequate for health and well being of the individual and his/her family.
iii. iv. v. vi.
The right to social protection in terms of needs The right to the highest attainable standard of physical and mental health. The right to work and to just and favourable conditions of work. The house of food and housing
GROUP 2 Different perspectives on definition of human right but we have adopted a more universal definition. Account to the United Nations, Human rights are all the rights and freedom of which every human being is entitled i.e It is rights accorded to one solely on the ground that one is a human being. The General Assembly of the U.N in 1955 authorised the human rights. Convenants : one relating to Civil and political rights and the other to economic social & cultural rights. Both convenants became effective after a long struggle in 1976. The struggle and oneness for protection of human rights led to Universal declaration of human, which is basically a resolution adopted unanimously in dec. 1984, by the General Assembly of the United Nations The objective of the declaration is to Promote and encourage respect for human rights and fundamental freedom 2 It is broadly classified into :- personal, civil political, economic, social & cultural rights by human.
In other words, these include the rights to life, liberty, Security of persons, freedom from Arbitrary arrest, to a fair trial, to be presumed innocent until proved guilty, freedom of movement and residence, To Asylum, nationality and ownership of property.
GROUP 3 1. Economic development: refers to development processes that occur within the economic sector of a society eg. Agricultural sector, manufacturing sector, banking sector, industrial sector etc.
2.
Social and Cultural development: This refers to development processes within the social sector, which includes norms, values, beliefs and ideological learning of the society. Social and cultural development takes care of the education, health care, infrastructure e.g roads, housing, water supply, electricity etc. and other social deforms.
3.
Political development :- refers to the development actions that involves political processes e.g. civil and electoral development rights, Franchise,
systems of governance e.g. monarchy, democracy, transparency.
Contributions from participants and responses to group work Anything that does not conform to civil relation between humans should be done away with.
The level of development in a nation is an indication of how human rights are:
Through Advocacy we can get further to achieving the goal.
Right to information as a fundamental human rights; How many staff have access to the budget in their organizations?,Everybody is supposed to be a part of the information. Among CSOs, important information is either with the Director, who may be husband, or with the wife and it is discovered accountants do not even know how the accounts is been runned, most NGOs started at this level. So it is better for an organization to do what we call the best practices which are : - Information sharing:- sharing information on funds among staff, helps funds to be accounted for. - Savings: How much money can be saved from funds given to the NGO ,saving what is left of such money or putting into other projects is a best practice.
In sharing information there are challenges. Information shared amongst staff is usually given out, so the question is do staff be given information? The answer is Yes, because they have rights to information. Budget tracking: Government spend money especially at the community level, and its only a few people such as the councilors, chairman, secretary that knows how the money is being spent.But the people of the community usually do not have rights to knowing how their money is been spent,and that is the essence of Budget tracking. If there is a regulatory foam work so that standards are attained. Requirement should be met before you are qualified to have a foundation - Austin Emeanne, from CISCOPE Abuja.
GROUP WORK Question Different approaches to development GROUP 1 1. Advocacy: This involves coming together of the people of like minds and beliefs to bind into developmental ideas and bringing them to the public domain to sensitize the large number of people, on the desirability or otherwise of such a developmental idea. It could be in the form of mass appeal e.g media
advocacy, or it could be in the form of passing laws and statues to back up such ideas. e.g. legislative advocacy. It could also be in the form of sensitizing the executive branch of government to take certain development actions or judicial improvement to give accurate interpretations to developmental goals
2.
Rights Based Approach: Right based approach to development in this approach sees all
developmental goals at depriving from human rights. This approval notes that all humans have certain inherent rights which are inseparable from their persons. And since society is a contract into which every human has willing entered into, the society has the obligation to ensure the attainment of these rights through the instrumentality of government. The proponents of RBA are of the view, that both the owner of the right and the government should be made aware of the existence of these rights. They also hold that theres a bridge for these rights that it should be justicable 3. Faith based approach:Pursuing development on the perspective of religious beliefs could effective Advocates of this approach are of the view that people can be made to embrace developmental ideas from the perspectives of what their religion
says. This could be effective in HIV/AIDs related work, poverty eradication, gender etc.
GROUP 2 Development means growth in all sectors Growth is the primary responsibility of government.
Approaches to development 1. 2. 3. 4. 5. 6. Education Advocacy for good governance Positive involvement of the media Equal participation of all stakeholders Making proper policies Accountability / Check
APPROACHES TO DEVELOPMENT
1.
THE WELFARE APPROACH:The welfare approach seek to private short term
relief to provide short term relief to vulnerable people to people in extreme poverty.
2.
EXTERNAL DETERMINED DEVELOPMENT APPROACH:This goes beyond
short term action to relieve people of distress to addressing longer term development needs. This approach assumes that the affected people have a limited understanding of their circumstances and what to do to improve it. Development was therefore determined and inflated and even managed, sometimes external source would determine for instance that a community need a school. And proceed to impose a school on the community. The strategy left a lot of people that served little purpose.Communities which had genuine problems. The right base approach enables communities to mobilize themselves to identify their needs, which are also their needs which are also their rights. When these rights are identified communities and groups, then engage those with obligatory (duty bearers) such as local, state and national governmental to meet these rights.
Maureen Ojilo from population and environmental monitoring says:One of the interesting thing about the right based approach is that we NGOs have to go to the communities and teach them their rights. When going to the people use the participatory approach, localized languages, symbols. Access to information are the basic right of every community and individual. We have to create awareness on the laws of the constitution, it helps you know your rights -Ucha Osunewa from, CHR,Abuja.
Ayodele Sebiotimo from,media AIDS project had this to say: We should have copies of the constitution in several languages
Basic
principles
of
human
rights
are
universal,
interdependable
and
indivisible.Therefore,you must respect the rights of the duty bearer as much as you want your right to be respected.
RIGHTS AND OBLIGATION A right is a freedom.It is not a previledge,but an entitlement.For instance,children have rights to good education,good food,clothing etc.while parents have an obligation to guide and protect the children. The citizens also have rights to good roads,good drinking water.etc,while the obligation of the government is to provide these basic amenities which includes building of public schools,good drinking water,good roads etc
GROUP 1 Rights and Obligation Rights Fundamental entitlements
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Marriage Motherhood / fatherhood Education Studies Basic Amenities Pay tax shelter, Food Ltd. Social rights uphold the law Religion Not to infringe Rights to development maintenance culture Rights to employment Diligence Health Care go in time Adhere to medical official Rights to Associations Right to survival & Dignity Cry out (War) emergencies.
GROUP 2 Rights are freedom to which every human being is entitled e.g. Right to life Right to education Right to fair hearing Right to freedom of speechless
Obligations are duties or responsibilities expected of an individual / government to perform e.g. Parents are obligations to train their children, provide shelter, food and clothing. Government is obligations to provide sexual amenities e.g. security, electricity, portable water good roads, jobs, recreational facilities.
GROUP 3 Human rights are rights and freedom to which every human being is entitled it is rights that are accorded to us solely as human beings irrespective of class, the tribe or religion, e.g. As a citizens, it is our right life to have good education, to association, to life and liberty.
While obligations are those expectations and duties that we and individuals are expected to carry out.
Right differ from obligation in the sense that rights can be enforced or infringed upon and redressed sought. While obligation cannot always be enforced e.g. In the family, gives are expected to carry out household chores such as cooking, sweeping, nurturing of younger ones etc.
a.
Also, we have right to freedom of movement but not under the obligation to go to villa and rather unauthorized places go to government obligations to provide Job / employment.
Questions 1. What are the obligations of the government. Response: The obligations of the govt are the main paramount reasons for the people. 2. Is there a role in legal and justice system Response: You can report at legal aid or Human Right Commission government has obligation to make a person achieve his / her goal
3.
What do you do when you are in the midst of people that do not believe or unaware of exercising rights?
Response: Sit them down and explain to them that they have rights and must exercise it.
How can we ensure that the government carry out its obligation?
Response: You can take matters to court for of right denial, and seek redress.
SUCCESS STORIES
There was no water in a community, the community members mobilized themselves and visited the
minister,presented their case,and today,that community now has water. This was a result of right based approach. Today 14 rural communities have pipe borne water. Let us go back to our communities and teach about the right based approach
Today there are private universities everywhere, so the problems of the public schools are not being attended to and these private schools are too expensive for most parents to afford.
Government is the thrust of the people,so the CSOs should work and along with government DAY 3 Recap on the previous days discussion was briefly reviewed,while volunteers to report the next day were also nominated. Doreen Magaji (female) from Family Heritage International and male Ayo Aiyetan. Ayodeji Asaji
from NCWS Abuja
Participants went into their various groups to do the group work.
Question What are the factors that prevent people from engaging their rights in Nigeria?
GROUP 1 1. 2. 3. Ignorance of right Poverty Bad Governance
4. 5. 6.
Corruption Ineffective Judicial system Terrible Police attitude Bad Policies Military dictatorship
Inadequate sanctions on Nigeria by international communities Fear of victimization/intimidation/stigmatization Lack of access to information.
GROUP 2
1. 2. 3. 4. 5. 6. 7. 8.
Ignorance Government failure to protect the rights of the citizen intentionally Weak judicial system Fear and inferior complex of the citizen. Corrupt law enforcement system Lack of participation of citizen in policy matter Economic disempowerment. Lack of transparency from policy maker.
GROUP 3 1. 2. 3. 4. Economic :- Poverty Social Cultural :- illiteracy, little or no education, lack of access to education. Corruption, bribery, not having the right based approach. Political factors: Lack of political will Corrupt Judiciary Community clause
Director SCD, noted that,economic disempowerment is a constraint where the community people do not seem to be interested in the suggestion given to them, such as going to the government to claim their rights, but rather, they are interested in the food they will eat.
CONSTRAINTS OF RIGHT Ignorance Poverty (economic disempowerment) Technical Ignorance Complicated and unfriendly nature of the legal system: The legal system are too complicated and costly for many people. Many people would rather forego a right because if sheer hustle and amount of time involved Controlled legal system The powerful influence of those who benefit from the status government. The paucity factors on rights. The optimistic tendencies of government, activist development actions.
GROUP 1 1. Massive empowerment of citizenry 2. Education on right based approach Give support to local communities to mobilize.
Engage government and development partners
Evolve mechanisms for holding government accountable Ensure NGOs provide adequate support to local NGO and communities.
3.
Advocacy for demonstration international laws
Mobilize CSOs For strong coalition And each others accountable
GROUP 2 1. 2. 3. 4. 5. 6. Enlighten the citizen Empowering right holders to engage the authorities to enjoy their right. Building the capacity of the citizens to advocate for change where necessary. Creating a forum where challenges, information, and experiences are changes Promoting the right based approach in the community. Advocating with the right holders for positive change.
GROUP 3 Form an umbrella body, coalition where we can articulate our views, points with the people/stakeholders. Advocacy lobbing to ensure that right holders enjoy their rights i.e Bring right issues to the gate keepers/or the government people. Enforcement through training and re-training, such as seminars, town hall meetings etc. Educate through sensitization through right based approach ie. Engaging the government; making people know their rights and demand for it.
NGOs should develop spirit of activism. Partnership with the media. i.e Print and electronic media can be invited to cover right based approach programmes that are carried out by NGOs.
ROLES OF NGOs
NGOs have roles of play which are 1. To ensure the fulfillment of rights and the difficulties of right holders to secure their rights, NGOs working on rights issues need to play the fulfilling roles.
2.
Create awareness by sensitizing rights holders.
3.
Educate on rights and obligation: This can be achieved by deeper education or rights breaking technical principles and theories of rights into simple form.
4.
Build capacity among right holders Engaging authorities and people in positions of authorities required courage which would come from internal conviction of ones relative position and the skills to engage which many people lack.
5.
Organise movement of right holders: The best way for rights holders to act to secure their rights is to act in unison, to come together and act as one, NGOs should support rights holders to come together and build their capacity.
6.
Influence law/policies:- It is sometimes necessary with more technical knowledge and resources to act on behalf of rights holders to influence their favour.
7.
Research / Share information: Share best product practices with duty bearers Monitor use of resources especially resources allocated to the poor to address agreed situations.
CULTURE REQUIRED FOR RIGHT BASED APPROACH (RBA)
1.
Every strategy works in a suitable culture (a given set of attitudes and beliefs).Where there is conflict or incompatibility between the strategy and the of an organization, strategy and the culture of an organization, strategy would not be effective.
2.
Empowering others: Right based approach is promoting the rights of others often not the right of the people in the organization engage in it. Organization that want to successful engage in RBA must have a culture that empowers others. Instead of seeing itself as the main and only actor.
3.
Willingness to let others lead:An organization with paternalistic attitudes to the poor and vulnerable would not to walk behind others and bask not in the limelight.
4.
Willingness to negotiate (with other actors) Even though many people mistaken RBA for confrontation the expectation in RBA that others should be willing to listen and that all deserve to be heard, compels organization in RBA to be willing to listen, to give up some position where necessary.
5.
Good internal governance (transparency, accountability, participation)
6. Continuous learning RBA work is technical work, organization into it need to continue deepen their own knowledge, understanding and continuously seek innovative approaches to addressing the issues of denial of rights. Sometimes can be rejected by even the rights holders changing the attitude of duty bearers doesnt happen overnight. But someone needs to do this work otherwise, rights would always be denied and abused. Actors in this field need to have patience but remain tenacious.
7.
Team Spirit: Organizations doing RBA work should have the spirit of collaboration, cooperation and working together for a common purpose.
8.
Courage : Confronting duty bearers and lining against powerful interest can be risking or daunting or both. One need courage to engage in RBA work.
Director, SCD added that, If you want to ask the government to be transparent / accountable, we should ourselves first be transparent and accountable to our organizations.
Irene Patrick from WHED had this to say: We should teach people how to engage through dialogue, and not through violence.
GROUP WORK The participants went into their various groups to do a group work.
Question What are the risks involved in doing right based approach? What are the skills required for Right based approach development work?
GROUP 1 1. Risks: * * * * Being labeled trouble maker and thus victimized. Imprisonment / deaths Denial of ones rights Loss of employment Rejection by right owners On account of misunderstanding of motives. Could be accused of worsening their situation.
2.
Skills Advocacy skills Training skills Communication skills Good knowledge of issue involved in RBA Monitoring skills Research skills Networking skills Mobilization skills
GROUP 2 1. Stigmitization Molestation Victimization Isolation Threats to life Rejection
2.
Skills involved in RBA Sound knowledge of the issue at stake Proper advocacy / facilitation skill. Good communication skills Negotiation skills Research and evaluation skills
GROUP 3 RBA enable communities to mobilize themselves to identify the needs; which are also their rights.
1.
Intimidation and threats to life Risk of not accessing funding Risk of exclusion: Unjustly excluded from general benefits like mapping. Risks of imprisonment and being charged with sedition or rebel
Unjust arrest e.g influencial persons in communities or society such as highly placed government officials traditional leaders, chiefs could organize security agents or local vigilante group against a right based worker / advocate.
2.
Training / education especially on RBA / issues Through knowledge on right issues Ability to adopt a participatory approach in order to mobilize
Sani Ibrahim added that, some of the risks involved can also be: Difficulty gaining acceptance by affected Show rate of process which can wear off actors and beneficiaries Low tolerance of government Absence of democratic culture Limited understanding by CS resulting in fear and wrong strategies. Too few actors to generate the critical mass needed to make RBA success. Engagement i.e. How to talk to people in power Research in information. In RBA, you must have skills in mobilization, alliance building, and networking.
If the bill to access to information is passed it will create the necessary environment needed to fuel right based approach -Julius Ibecheole, from T-Carp,Intl Abuja.
GROUP WORK Participants went into their various groups to discuss and do a groupwork.
Question Opportunities that will enhance right based approach with in FCT.
GROUP 1 More NGOs involved in RBA to form alliance Anticorruption policies Reform programme Closeness to the seat of power Communities reception of NGOs Reawakening of peoples consciousness Existence of donor partners that are willing to adopt RBA will definitely create the needed support for NGOs to implement RBA Media houses that will be willing to give a voice/engage government.
GROUP 2 1. 2. 3. 4. 5. 6. Presence of many existing NGOs The knowledge base of the population in FCT The high population in FCT. High poverty and unemployment ideas. High prevalence of HIV/AIDS in FCT Community activists.
GROUP 3 * * * * * Presence of international donors in FCT. Existing deprived communities Existing human right violation Increased number of NGOs and communities knowledge on RBA Strengthening networking among CSO in FCT.
OPPORTUNITIES FOR RBA WORK 1. Global climate Human rights issues draw much international focus, even and is being tried to governance and respect rights. 2. 3. 4. Growth of Civil society Wealth of information through the development of technology. Networking and alliance building not new to civil society:- This can be used for many purposes. 5. 6. Existence of legislatives provide avenue for influencing legislation. Availability of research institute which could serve as sources of information that will help our work.
The participants were asked to draw out a work plan.
DAY 4
RECAP
A recap on what was discussed the previous day is listed below. Poverty Roles of NGOs in ensuring right holders enjoy their rights. Cultures required for right based approach Risks involved in right based approach.
ACTION PLAN
The participants suggested and agreed that, three organizations present,should read out their various work plan. Then, a central action i.e a collective one involving all the present organization be drawn out.
Irene Patrick from WHED (Women health Education and development) Suggested that:;
RBA, the best way is to mainstream it into any existing project, this makes it easier.
Let us Know that Dialogue will help to achieve our rights confrontation should be always be the last resort, this will help us achieve the right based approach.
Director SCD added that:;
There are challenges in RBA which
be internal;these challenges could be in our
communities and our organizations.Information useful to the growth of the organization could be sold out through some people or staff within the organization,and this can destroy plans for right based approach,so care must be taken when choosing staff for the organization.
Participants were asked what they achieved / learnt from the training.Listed below is a few responses;
I have learnt how to go about my right, which includes being patient so as to achieve my goal.
I have learnt that our communities have rights to schools, education etc
I have learnt the skills of right based approach.
I just learnt that right based approach is an approach.
Learning about right based approach has taught me to know my right.
You need to mobilize people when fighting for the right base approach, you should not do it alone.
The training workshop ended at 12:30pm with a closing remark by the Executive Director, SCD A. Apoede and a closing prayer by Ramat Ibrahim. QUESTION 1. How do you cope with been considered a trouble in the course of fighting for rights?. Response:- Mobilize fearless people and go along with them,express the issues and do not go alone.
2.
Is it proper to give gifts in appreciation when we get grants? Response: No because of may be seen as bribe.
3.
What do you do when you are being faced with threats. Response: Build alliance, do not go alone to talk on issues.
4.
What can CSOs do to support an NGO that has exposed corruption and in problems? Response: CSOs should mobilize themselves just to support.
S/NO 1
ACTIVITY Stakeholders forum
OBJECTIVE
WHO
WHERE WHEN Between August to 2007 2006
To build the capacity Implementing FCT of civil society in Abuja team: on RBA Irene Austin Abdul Doreen Julius Ayo Charity Hadiza Ucha
February
2.
Training
on
Budget To
sensitive in
all the
tracking and monitoring * Advocacy
stakeholders
right based approach Duty bearers, Media, // // //
* Human right frame i.e. work (legal literacy) * Research * Mard E * Build Consencus
CSOs, funders,
3.
Training the media on RBA // // // // //
4.
Duty Bearer
STAKEHOLDERS MEETING ON DEVELOPMENT Welcome Address. We welcome each and everyone present here today and we greatly appreciate the fact that, you took out time to be here .So, we want each participant present here in this meeting to give full attention during the course of this meeting . Once again on behalf of a Society for Community Development (SCD), you are welcome.
A .Apoede Executive Director, SCD
SUMMARY
In effort to encourage community workers and bring about development in the rural/poor communities in FCT,SCD put together this stakeholder s forum ,on the 31st August, 2006 at Petrus Hotel Area 11, Garki Abuja .The meeting had CSOs from various NGOs such as Media Aids Project ,DOAF ,Health and Human Services ,HPC ,Family Heritage
International(FHIN),SNR ,CISCOPE ,Women Health Education Development (WHED) ,WOSUD ,Community Life Advancement Project ,DTCA ,and GRYD all in attendance. Also, present were representatives of the FCT Ministers office, ActionAID international and OxfamGB. Different community members from Jiwa , Tukpeki ,Tsoho Jiwa ,Gwalada ,Bassan Jiwa ,Dakwa, PIDE, T/Dallatu , Pagni , Kayace kuje area council were also in attendance. Sexual Reproductive Health (SRH)/HIV/AIDS, education, agriculture, gender/governance were topics discussed. However, certificates/awards were presented. The meeting was facilitated by Austin Emeanua from CISCOPE
GROUND RULES Some rules were established to ensure a favourable atmosphere and to guide the operations of the meeting. Below are the rules; All mobile phones should be set on silent mode Minimize side talks
Be objective in making contributions Respect everyones opinion Accommodate any language, i.e. freedom to speak any language through which points can be made.
Indicate intentions to contribute by raising up of ones hand.
EXPECTATIONS The participants were asked what they expect to be the outcome of the meeting, writing materials were distributed to that effect. They wrote out their various expectations which are listed below; Know how to control poverty How to bring about development in our communities That at the end of the meeting I would have gained more knowledge on issues on HIV/AIDS, Gender, Agriculture, Education, Rights and Governance. Gain more ideas about community development work Have improved partnership between NGOs, the government and communities. To have more understanding about poverty and poverty related issues for programming and planning purposes All issues raised be addressed To receive certificate on previous training I attended some months ago Capacity building of stakeholders towards a more proactive response to HIV/AIDS and community development To analyze and access strategies stakeholders are using to achieve development A strong policy on women development To know how to address the issue of HIV/AIDS in the communities To receive some words of advice and encouragement
PRESENTATION OF AWARD TO SCD STAFF Some of the members of Staff of SCD were presented Awards as staffs of the year in their various offices and each of them were presented the Award by some participants that were in attendance.
Ramatu
Ibrahim received an Award for Coordinating development in the rural
communities .The award was presented to her by Mr.E.P.Odiachi, from HPC
Sani Ibrahim received an Award for playing key role, in planning capacity building of rural people and mobilizing communities for development activities .It was presented to her by Hajia Zainab Oladapo from FCT Ministers office.
Oluyinka Eunice Obaba received an Award for assisting the Chief Executive Officer of SCD in advocacy, resource mobilization, management of resources and playing a key role in the development of the organization .It was presented to her by the Chief Executive Officer SCD, Mr. A. Apoede.
Austin Emeanua from, CISCOPE had this to say:
The best motivating factor for those that put the best of their efforts into what they find themselves doing is recognition
GROUP WORK/SHARING OF BEST PRACTICES The participants went into groups to do a group work on
Education Agriculture Gender/Governance Sexual reproductive health/HIV/AIDS.
The exercise is to find out their experiences, achievements, problems, and solutions to the above mentioned problems, looking from the Right Based Approach.
Each group had a leader/representative,
For Agriculture, Mr.Chundubu from Oxfam took the lead, while Mr.Sani Ibrahim from SCD and Mr.Solomon Adebayo from ActionAID International took the lead for Governance/gender and Education respectively.
GROUP 1
GENDER/GOVERNANCE: Gender: Gender can be defined in terms of human being classification based on their built up and the gap balance that classify them into male and female. Creation of human beings based on male and female and activities carried out buy them.
Achievements of Genders: Female in the communities now have rights from their husbands. Husbands seek advices from their wives in respect to everything in the household Participation of both male and female in household activities carried out equally Gender right awareness is achieved by the community Association formed by women and adult education of both male and female is runned in the community. Capacity building of women or gender based is given through target leaders Campaign is carried out to outreach areas in respect of any activities Females are empowered and counseling in the household ,on HIV/AIDS Young girls are now concerned ,by empowering them and trained on dangers of staying on the streets Encouragement is given to young girls on rehabilitation centers that
accommodate the street girls by orientation therapy and re-orientation by some skills .e.g. Tailoring, hairdressing, etc for 2 years. Messages on gender are passed through NGOs not directly to communities but through training.
In another organization, the following are the achievement made in respect to gender: Equality Participation
Interchange of behavior Caring for children Women trained on advocacy Skills acquisition
Challenges Social challenges Culture
Solution Men should be involved in maternal activities Awareness should be given to men on the rights of women
GOVERNANCE
Success stories :
Communities are now empowered to demand for their rights from the government. Citizens are now oriented on the use of dialogue in negotiating their rights with the government
Empowered communities have brought about the sinking of a borehole and establishment of a primary school in Kayace community.
Challenges
Bureaucracies in government procedures Consumption Mindset of citizens
Solutions
Improved and consistent advocacy efforts Educating the government on corruption practices and ways of handling them Making efforts at changing the mindset of citizens/communities and providing support for their advocacy efforts by CSOs, FBO s and other development partners.
GROUP 2
AGRICULTURAL SECTOR
Experience, achievements, problems, and solutions:
Lack of fertility due to lack of fertilizer. Lack of tractors Worms Cattle Government taking over land Pesticides Lack of adequate pay for produce Storage problems High transport cost/distance Subvention from government Forest inhibiting Technical asset Environmental factors Weather changes/dry rivers Irrigation difficulties Lack of funds Improved seedlings Lack of health-HIV/AIDS
Solutions: More funding Cooperatives Distribution of fertilizers to farmers co-operation Empower activities of cooperatives Credit loan lower rate Government good Land laws Cultural norms to allow women have land Machinery for farmers Training crop rotation Less bureaucracy Hold leaders accountable to promises Social representatives to contribute to agriculture Orientation
GROUP 3
Educational Sector Orphans and vulnerable children (OVC) were sent to school Learning of computer education The enrolment of girls into schools .ie .girl child education Adult education for our women OVC given books ,uniform and school fees SCD has helped us with chairs Encourage parents to put children in school
Problems of Challenges Poverty Parents are illiterates hence they cannot help with home work Children go to school to farm for their teachers instead of learning No text books No schools in some communities like Tukpeki ,Tungan Galadima ,Njuwa Tsoho Teachers and head masters selling books to parents ,given to them by government
Solutions Poverty alleviation Employment opportunities Loans to be given to women, so that they can assist men .i.e. women empowerment Members of the community school report any teacher or headmaster that sells books given free by government to their ward, head, or councilor for necessary action.
Further more the various groups assembled back to discuss issues on Sexual Reproductive Health SRH/HIV/AIDS.
The issue of HIV/AIDS is indeed a great concern to us all.There is no doubt that it is community driven ,but also an issue that has cut across a few villages, towns/cities and the nations of the world .Still, just a few people are aware and know how to prevent this disease, not to talk of knowing their HIV status. And so the issue of the Universal Access sets in, where a commitment was made that, by 2010
At least 95% of the population of the world should have heard about HIV/AIDS. Everyone infected by the virus must have treatment Every child that is orphaned must be supported Every woman that goes for maternity should be given information about PMTC
And so we are faced with these challenges and it requires immediate solutions.
The question therefore is this, The challenges to achieving universal access by 2010, Is it possible?,if not, what are suggested solutions from our perspectives .i.e. from our communities.
Below are a list of challenges and suggested solutions listed out by the participants. GROUP 1
CARE AND SUPPORT Challenges Cost of test at health venues (Poverty) Lack of knowledge of HIV status Lack of food Psychological trauma Stigma and discrimination Lack of capacity of support group to provide care and support Lack of support groups in most communities Lack of information on HIV/AIDS at community levels
Solutions: More information needed for people to disclose status and access VCT centres Government to provide support for care providers at the community level Reduction in cost of test at health venues Reduction of the accessible ARV Government to put OVC in schools ,assist with books and other educational materials Government to provide food ,clothing to people infected by HIV/AIDS More information /capacity on home based care and support Formation of support group at community level Economic empowerment of these infected and affected with HIV/AIDS
GROUP 2
CHALLENGES TO PREVENTION OF HIV/AIDS
Wrong dissemination of information to the community members Lack of access to the community Community participation in both program and training Inadequate infrastructures of media especially at Grassroot level Poverty and corruption Inadequate capacity building Cultural and religious beliefs Ignorance of community members Poor leadership Duplication of efforts by NGOs Stigma and discrimination
SOLUTIONS
Capacity building of NGOs and implementing partners or dissemination of information
Community members should be involved in conducting need assessment development and planning
for
Monitoring of resources for prevention purposes by NGOs ,CSOs ,and government Decentralization of strategy Monitoring ,evaluation and sustainability Forming a community association to sustain the activity Capacity building of the community on resource mobilization Sensitization of the community members and leaders ( both community and religious leaders)
Community leaders should have courage in given awareness Continuous enlightenment and sensitization Education on preventive measure Sensitization on stigma discrimination.
GROUP 3
Communities problems includes: Hospital Train people to create awareness in the communities Poverty Nutrition
CHALLENGES Stigma VCT
SOLUTIONS Provide equipped hospital Organize seminars/awareness campaign Create job opportunities / light to help women in trading.
Hajia Zainab Oladapo from,`FCT Ministers office who was present at the meeting added that ,she was impressed by the reports given by the participants especially the community members, about the outcome of the work SCD has been doing in their communities and so, an MOU will be signed, with SCD for them(SCD), to train field officers of FCDA, working with community members to build their capacity.
The participants went to have their lunch.
Ayodele Sebiotimo from ,Media AIDS Project had this to say:
Gender issues does not have to do with just the women ,and so ,when training the women on gender issues ,the men should also be trained too
Exec .Director SCD, added that, The issue of access in a Muslim community can be dealt with just by empowering the female community workers who are to meet with the women in such community
Austin Emeanua from CISCOPE had this to say:
Loan should not be taken to buy pencils, books, send a child to school, but should be invested into some commercial ventures with dividends used to support the family
Sani Ibrahim from, SCD ,added that;
Children diverted by teachers to go farming for them in their personal farm lands should be reported to the Community
Development Chairman(CDC),and at the Parent Teachers Association meetings
Ebere Ebom from DTCA had this to say: If we have established industries that can utilize agricultural produce we can avoid waste
Doreen Magaji from ,Family Health International (FHIN),had this to say:
Government
needs to step up their efforts ,involve community
members to know their rights
PRESENTATION OF EQUIPMENT TO RURAL WOMEN ASSOCIATION
SCD has taken a step further to provide the support for these people what they need to actualize their dreams and goals. The women association all from nine (9) different communities were given a complete set of grinding machine and a knitting machine .Also ,loan will be given to Bassan Jiwa and Pegni communities .The loans will be re-paid ,but the machines are given for free ,at no cost.
Executive Director SCD ,added that:
The machines are definitely not for individual use ,but for the community use ,and everyone that is a beneficiary should use the machines judiciously
PRESENTATION OF CERTIFICATES
It is a day for recognizing people for their participation .Here, participants who participated in the
1)
Right Based Approach and Stepping Stone training were presented with certificates
.Also participants who per took in the Advocacy and Reflex training were NOT issued with certificates yet ,because ,the participants have not put into practice what was learnt/discussed at the training ,and so ,SCD ,is not yet satisfied .
2) Also participants who successfully facilitated community work without pay were also appreciated and awarded certificates.
3) And others who successfully completed the course on HIV/AIDS (Stepping Stone) ,were also awarded certificates.
GOODWILL MESSEGES
We in Action AID represent the voice ,and magnify the voices of the communities at different levels .We are very passionate about the poor ,we believe in empowering women and communities that are poorly resourced .And so we do congratulate SCD ,we are delighted to support SCD ,and encourage and challenge them to do more .We also want to encourage the community members that ,they should not be discouraged ,but they should be vocal ,speak and express their views in an organized voice .And so we want to congratulate SCD ,once again for their efforts and good works.
Adebayo Solomon, Action AID International ,Abuja. Many of us believe in what we see ,and today SCD ,has proven to us that it is a functional NGO ,that does not make empty promises .And so they have given these machines and many other information needed by the communities ,we in DTCA would advice that you should go and multiply using the tools that has been given to you .And so we in DTCA are there to always support SCD .We are happy to be here ,we thank SCD for all they have done, so we want to say SCD has done well
Ebere Ebom, DTCA
A.O.B
After the training on the Right Based Approach, a working group called ABUJA RIGHT BASED APPROACH WORKING GROUP was formed .And So if anyone is interested and wants to be a part of this group ,such an individual should notify SCD .
The meeting came to a close, with a closing prayer ,and the participants were given transportation fare back to their various destinations.
HOMEBASED CARE TRAINING FOR COMMUNITY PEOPLE

WELCOME ADDRESS. We in SCD,want to say thank you for honouring our invitation in other to attend this training of volunteers on Home Based Care.Alot of effort has been been put together to ensure this training turn out to be a success.We have invited various volunteers from various communities who are present here today.Our aim is to care and support those living positiviely in our communities(this is not limited to), use this approach to improve the quality of life of patients with incurable disease and their families,to ensure adequate support for Home Based Care by trained community members. We hereby urge that,you give full participation during the course of the training,so that at the end of this training,we can achieve our required goal. Finally,thank you for ones again for honouring our invitation and may God bless you all.
A.Apoede Executive Director,SCD.
SUMMARY In efforts to reach out to people living with HIV/AIDS in our communities,we in SCD (Society for Community Development),has put together this training of volunteers on Home Based Care.Several volunteers from various communities such as Jiwa S.W.V.H Gwalada,Dakwa,Jiwa,Kayace,Jiwa Tsoho,Tipkechi,Bassan Jiwa,Pagni,and Nasara were all in attendant,with a total of 17 women and 6 men, having a total attendant of 23 from the various communities present.The training which commenced from the 22nd -23rd August ,2006 took place at Kings Land Hotel Jiwa Abuja,with Barbara Gerna,Grace Agbayi,Sani Ibrahim, Ezinne Okeyuchendu as facilitators,and staffs of SCD.
GROUND RULES The rules set aside to be adhered to by participants are listed below 1) Minimize side talks 2) Set mobile phones on vibrations 3) Respect other peoples opinion 4) Indicate by raising your hands when you want to make a suggestion or answer a question.
EXPECTATIONS The participants were asked what their various expectations were; and below is list of some of their expectections; Enlightenment and creation of awareness To learn To be able to take care of ones self and also sensitization. Create awareness in community. For community members to be able to care for people with HIV or incurable diseases. Take care of home and family To know more on how to take care of people living with HIV/AIDS.
FEARS Not go to back without learning something To be able to gain something that will be of help to the community Opportunity cost Rain because of attendance If the right people will be in attendance
CONCEPT OF CAREGIVING It is a comprehensive care and support of people living with HIV / AIDS and cancer or any form of incurable disease. This cannot be left in this context alone but can also be extended to those suffering from a serious illness but not dying that same year. This care should be giving in the contours of continuum of care and not only at end of life but the moment the incurable disease is diagnosed until the end of life.
OBJECTIVES
The objective of this training is;
1 For care and support those living positively in our communities ( this is not limited ) 2 To use this approach to improve the quality of life of patients with incurable disease and their families through prevention and relief of suffering
3 To ensure adequate population coverage for home based care by trained community members.
The participants mentioned some terminal illnesses they know, below is a list 1 Tuberculosis 2 Herpetitis
Cancer
4 Measles 5 Cholera 6 Convulsion 7 Diabetes
OUTCOME The participants were also asked to mention some outcome expected from this Training 1 participants will stop being irritated by sick people, especially those living positively . 2 will attend to sick people not based on relationship she will intervene to serious ill cases 3 care and support for PLP 4 support patient to take food and drink
The participants were asked to list the need for Home Based Care below is a list of responses
To increase knowledge on home based care To drive away the fear of contacting disease Lack of health center To prevent stigima and discrimination To show love and attention to patient
Hafsatu Usman ,from Jiwa Tsoho had this to say: I have never heard that people living with HIV/AIDS can live with others in their homes talk more of visiting and caring for them
WHY HOME BASED CARE ?
1 Shortage of human resources 2 Shortage of health care providers
3 Shortage of hospitals, which are overloaded by HIV Epidemic (Reports of over 50% of hospital beds are occupied by HIV patients) 4 Limitations of infrastructures equipment and supplies 5 Limited access to modern medicines overall health system performance measure is low in Nigeria especially poor rural communities such as ours.
Aishatu Nuhu had this to say:
I did not know what Home Based Care was all about,but SCD helped me to know,and so I will make an attempt to start caring for sick people at home
The question is what can the community members do about these problem, The participants responses are listed below
we need to educate government on providing a hospital in our communities. We can contribute to build the hospital, Request for workers from government If the government does not respond we should team up and rally peacefully for government intervention
Group work
The participants went into their various groups to discuss and do a group work. Question ; - Share experience on how you would care and support a person living with HIV / AIDS.
Group 1
On your way going there you should go along with fruits Give he / her words of encouragement We should help him / her in domestic work We will make sure he take food before we leave his house
Regular visit. Taking drugs timely Financial support.
Group 2
Jinya / care give ; Hanya ne wanda mutun zai kula mutun marasa lafiya ta hanya a kala kala ; misali; Dafa masa abinci, diba masarawa etc.
Importance
1) Nisan Hasibity a karkara 2 ) karanci masun aikin Hasibiti 3) Karanci magani
Group 3 Financial support Food Washing clothes, plates Farm work Taking care of he / her children. Assisting with firewood for cooking Cleaning of the environment Cleaning his /her body Word of encouragement By making sure he / she takes drugs timely Counseling. Fetching water Assisting with drugs
The Director, SCD added that:
you do not contact HIV/AIDS by caring and supporting people living positive, giving them a handshake nor bathing them.
We can support and care for ill people especially those living with HIV/AIDS and Home Based Care is one way we can do that.
RECAP A recap on what was discussed the previous day was listed out by the participants.
Stigmatization Home based care Performing household chores for sick people. Advocacy Care for all sick people not just your relatives. Importance of Home based care. Why visitors are restricted in the hospital/home when seeing a patient/sick person. Reduced cost of treatment through home based care. Low cost of maintenance First Aid Care and Attention
The participants were further engaged in short exercise.
IMPORTANCE OF HOME BASED CARE (HBC)
Good basic care in the home enable the ill person to be as active and productive. Family support for the sick is strengthened. Relatives are able to carry out other duties (e.g. work, childcare)
HBC is usually, less expensive for families than the hospital, because care require visit and food to be provided in the hospital.
Sometimes hospital care is not possible or is simply unavailable. HBC can serve other opportunities for educating and can help distigmatize HIV/AIDS and TB.
Rabi Musa had this to say:
When I go to the hospital to visit,I am not allowed to stay and take care of my patient properly,but SCD has helped me to understand that,I can also give proper care to ill people in their homes
IMPORTANCE OF CARE GIVING 1. It provides intervention that neither shorten nor prolong life nor neither nor prospones death. 2. 3. 4. 5. 6. Provides relief from pain Helps psychological and spiritual aspect of the patients care. Offers a support system that help patient live until death. Offers a support system that help family cope during illness. Uses a tem approach to address the needs of patients and their families.
GROUP WORK The participants went into their various groups to discuss and do a group work.
Questions:
1. 2.
Action to prevent HIV/AIDS transmission. Provide care and support eg. Physical, psychological, spiritual and financial for PLP and other sick people.
3.
Influence social/norms that will promote or create friendly environment for PLWHA and sick people in the communities.
GROUP 1 1.a b. c. Mu da na a jani da reza day a Mu dana afani da mata waje. a gwada heni kafi a sa wanan.
2. -
PHYSICAL a tamale ta/shi wece ka ya a tamako gonna tamako abince tamako kulo da yara ta a kula da shi akai akai
PSYCHOLOGICAL Ishe she bace a dun ga wasa da shi mu gani mai mana damushi
SPIRITUAL a duwa ko gara gaje ya.
FINANCIAL SUPPORT
taimanko mutun daya taimanko kungiya
(3)
- care - love - Regular attention - Explanation about the types of disease.
Groups 2 1. 2. By the use of Condom Awareness about HIV/AIDS
3. 4.
By sterilizing sharp object before use. Abstainance before marriage.
2.a
Physically :
i. ii. iii. iv.
Cooking Fetching of firewood Farm work Visiting and encouragement
b.
Psychologically:
i. ii.
Encouragement Advice to take drugs and eat food.
c.
Spiritually:
i.
Through prayers for both the ill person and his/her people also fasting.
d.
Financially:
By giving money By buying drugs By assisting the children with school fees. By buying food for his/her family.
3 i. ii. iii. iv.
By Bathing ill person Eating in the same plate with him in some cases Discussing with the ill person. Make him feel the same with you.
GROUP 3 1. 2. 3. 4. 5. To create awareness on HIV/AIDS To stop casual sex Zip up Stop using of sharp object Use of Condom.
2.
We will provide the following for the sick people i. ii. iii. Fetch water Cooking Bathing
iv. v.
Farming Firewood etc.
Greeting/Praying Contribution by the communities in doing the following Feeding he/her children/school fees, buying drugs for the sick people.
3.
We should be visiting them We should also show love with them. And encourage them that HIV/AIDS dont kill. We shall share views with them. We shall play with them. We shall also eat, and shaking with them.
Sani Ibrahim SCD staff, added that: Home Based Care is not tied to HIV/AIDS alone but to all illness.
ADHERENCE DEFINITION:Extend a person behavior corresponds with agreed recommendations from their health care provider. Main goal: To take ARV medication Correct dose Correct frequency Correct time
A critical aspect of adherence is patiently involvement and participation between patient his/her healthcare provides and support system.
Adherence is one of the key determinant of treatment success. Poor Adherence leads to: The virus being able to cause many problem in the body - resistance If virus is uncontrolled then it is easier for an HIV positive person to transmit the virus. Results in a person immune defenses to decrease making the person more at risk of falling sick. Increased health cost Limits future treatment options
EXAMPLES OF NON ADHERENCE * * * * * * * * Take too little or too much of ARV Take ARV at the wrong time Forget to take dose Not follow food restrictions Stop regimen too soon Not visit clinic to set prescription filled Does not know how to handle side & effects Sharing of ARV with partner.
HOW CAN WE DEAL WITH CHALLENGES OF ADHERENCE * * * * * * Use of pill boxes Calenders Electronic reminders Written records Sunrise Sunset Daily routine
It was added that the participants take this Home based care program to their various communities and build on it.
The participants were given guidelines on how to go about starting the Home Based care Program. Below is a list of the guidelines.
1. 2. 3. 4.
Register patient Build a team of volunteers Start visitation Look out for opportunities. Internally and externally to support the person.
Note: Always write daily requests or weekly. Have a notebook for every patient. Always explore opportunities. On your first visit make sure SCD is part of your visitation. Make your program known to the community SCD will support.
It was also suggested that, they should have identification cards and make proper documentation for others to be able to read.
COUNSELLING Counselling in relation to HIV and AIDS is a confidential dialogue between a person and a care provider aimed at enabling the person cope with stress and make informed personal decisions relating to HIV/AIDS (WHO 1994).
WHAT COUNSELLING IS ALL ABOUT It is the issue centred and directed It is a dialogue and help to provide options to clients for decision making and behaviour change. It is focused on immediate presenting problem. It helps a person to make informed decision and be responsible for his or her own actions.
The participants were asked how many of them know what HIV/AIDS counseling is and just two among the participants indicated knowledge of HIV/AIDS counseling.
The participants were asked to state reasons for going for counseling and below are responses
So that we will know our HIV status. So we can go for test without fear
WHAT COUNSELLING IS NOT Giving advice A conversation An Interrogation A Confession A search for diagnosis Praying A forum for counselor to promote his/her own opinion.
TYPES OF COUNSELLING
Crisis intervention counselling Decision making counseling Problem solving counseling.
COUNSELLING IN SPECIAL SITUATION
i. ii. iii. iv. v.
Family counselling Dealing with suicidal ideas Counselling for Adolescent Counselling for children. Counselling for the sick.
AIMS OF COUNSELLING THE SICK AND PEOPLE LIVING WITH HIV/AIDS (PLWH)
To prevent and control the spread of HIV/AIDS Maintain emotional physical and social support to the infected and those who care for them.
Provide support in times of stress and crisis. Help accept information and adopt to the consequences of being infected. Provide information which will assist in decision making. Ensure understanding, encouragement and support for PLWHA, their families and associates.
FACTORS TO CONSIDER IN COUNSELLING
Time:
The time should be convenient and adequate for effective transfer of information and behaviour mordification.
Acceptance: Counsellor should appreciate the stress caused by fear of being infected or the need to change behaviour.
Consistency and Accuracy:All information about infection and risk reduction must be consistent. Information given to client must be accurate. Counselor should be up to date with information.
Trust and Confidentiality:- The relationship between the client and counselor is built on trust and understanding, that whatever is discussed remains a private matter between the two,
COUNSELLING SKILLS Active Listening Encouraging Recognizing Effective questioning Empathizing Respecting Clarifying Paraphrasing Connecting Repeating Emphasizing Making Action Plan Motivating Summarising
EFFECTIVE COUNSELLING WILL ENABLE CLIENTS TO: Have control over their lives. Feel more confident Adopt healthy development and behavioural change.
Feel good which is rewarding in that of will encourage the client to himself / herself
- Plan the future.
PRE AND PRO TESTING In HIV / AIDS counseling there is pretest and post test counseling. There is also voluntary testing where the individual decides to undergo the test, it must be with your consent.
Pretest -. Counseling is done before the test
Post- test- counseling is done after knowing on you HIV status. Where the client is advised on what to eat, what not to eat, generally what to do and what not to do.
When a client goes for HIV/AIDS, it is necessary to go back for a confirmatory test which confirms that the person is actually positive or negative. For people living with HIV/AIDS, they have their fundamental human rights: such as right to education, freedom etc. So they should be properly taken care of just like those who do not have HIV/AIDS.
Haruna Musa had this to say:
I dont know my HIV status,because I have always been afraid,but now I know about counseling,I will go for it and then do an HIV test
NUTRITION
Nutrition can be defined as food substance that we eat or drink which help in building the body and preventing it from infection from disease.
BENEFITS OF GOOD NUTRITION
Increase Immunity against opportunistic infections Decreased cost and time invested in medical care. Decreased rate of disease. CAUSES OF MALNUTRITION
Depressed appertite Limited food availability Chronic infection Disturbed metabolism
COMPONENTS OF GOOD DIET
Staples Cereals (rice, wheat, corn, millet, should be used without threshing)
Starchy roots (Yam, cocoyam, Cassava, potatoes) Starchy fruits Plantains
2.
Legumes: Foods in pods (Beans, nuts and seeds)
The protein of a staple is increased when mixed or eaten with legumes
Animal and milk product ;- milk , yoghurt , cheese ,. Cram , meat , fish , eggs. This type of food should be eaten always as can be afforded. Legumes and grains
* * *
Beans and rice, Bennie seed with maize Jollof dawa Groundnut with pop corn and soya milk Seed sance with fish or meat.
4. Fruits and vegetables (Oranges, pineapple spinach, citrus, carrots).
5. Oil and sugar:- One should be careful with the quantity because it may harmful to PLP health. 6. Water and fruits:- At least 8 glass of water should be taken daily. Fruit juice, tea, soup and milk Limit/avoid alcohol.
ACTION PLAN
Finally, the participants were asked to draw out an action plan on how to carry out the Home Based Care program in their various communities.
Participants were also given hand-gloves which they will use during the home based care program.
QUESTIONS Who will provide the finance ? Response ;- If its an individual visit you can provide the finances, but If its a organization who sent you them the finance should come from the group / organization. 2)If the person and throws up (vomit), what should I do Responses;- There are local made herbs like bitter leaf water, or sprindling of cold water on the face, salt with warm water
3) What whould we do if family members of the patient are not very patient very mean to your patient as a care giver is present there? Respons: Explain to them the gravity of what they are doing and you keep being committed dont stop caring, let them know that they dont contact the diseases by shaking or communicating with the patient. 2 What will happen to a PLP when he his told that he cannot be attended to when he needs someones attention, especially when the person needed is tired too:
Responses; our reaction to the people living with HIV/ AIDS is not encourage, as the thoughts of these negative reaction are what kills the patient and not the diseases in same cases 5 some of the people living HIV / AIDS go psycho sometimes, how do you handle such situation?
6 A patient is a community not dose to a hospital who takes an overdose of drug what should be done? Response ;- Take milk first, 8 why is visitation time restricted in the hospital?
S/NO 1. WHAT Meeting WHO WHEN WHERE District 3 / 09 / 2006
with Home based care Jiwa
Response;- so there can be enough time for the patievt to rest.
1.
How can we avoid stigmatization during the home based care. Response:- You do not have to tell people the patient is HIV positive, but just tell them he is sick, so does the patient doesnt become stigmatized and isolated from other community members.
2.
How do we provide solutions like food which would be required by the patient?
Response: you are required to write out what is needed by the ill person in a notebook and strategize on how to go about getting the food stuff for the patient.
3.
Some of our elders in the community do not regard what we are doing neither do they acknowledge our efforts, what do we do.
Response:- create awareness, dont stop but anyone who wants to listen should listen, and if some are not interested just leave.
ACTION PLAN FOR JIWA
community head 2. Meeting SCD staff S/NO 1. WHAT Meeting women 2. Meeting WHO of Tani
group
Palace 10 / 09 / 2006
with Home based care Primary School Jiwa
community people and group
WHEN Kasuwa Makaranta
WHERE Sunday 4.00pm
Laraba of All the women Chiefs Palace Friday
ACTION PLAN FOR BASSAN JIWA
ACTION PLAN FOR PAGNI
women
to
tell
them about HBC 3. Discuss about our All the women problems S/NO 4. 1. 2. e.g. WHEN Village square Village Square WHERE Friday 10 / 9 / 06 water WHAT Discuss how to All women WHO Meeting it. Volunteer go aboutwith village head Meeting with community Volunteer members and SCD staff Serikis Palace Wednesday
ACTION PLAN FOR KAYACE
S/NO 1.
WHAT Brief Chief about home based care
WHO Facilitators Responsibility
WHEN Chief Palace
WHERE
25 / 08 / 2006
ACTION PLAN FOR JIWA TSOHO
2.
Community general meeting, for the Facilitators information to home based care
Chief Palace or Community First Friday of hall Community hall 2006
3.
Start training Community members Facilitators on how to care for ill and sick people
Last Friday o of Sept 2006
S/NO 1. 4. 2. 5.
WHAT Meeting with chief Reviewing the Previous lesson taught Home based care meeting
WHO Facilitators Facilitator Facilitators
WHEN Chiefs Palace Community Hall Chief Palace
WHE
Sund First Friday Frida 2006
Graduate them continue to care for Trainers the sick
Anywhere found sick person When ever it o in the community
ACTION PLAN FOR GWALADA
S/NO 1.
WHAT Meeting with women in the Community
WHO Women
WHEN Chiefs Palace
WHE
Sund
3.00 2. Discuss about Home based care Women leader and all women Palace
Sund
3.00
ACTION PLAN FOR TIKPECHI
MEETING WITH COUNCILLORS
WELCOME ADDRESS.
Thank you for honouring our invitation and leaving your various jobs attend this meeting. The meeting is going to be a short one, it will take about 2 to 3 hours, and so we urge you to give full attention during the course of the meeting. Once again we say thank you and God bless you all.
A.Apoede Executive Director, SCD.
SUMMARY
Society for community development (SCD) is a non governmental organization. We work efforts to eradicate corruption. We also enlighting councilors of Area councils
acknowledge the rights of the people, especially those at the community level, and so SCD, has put together this meeting with the councilors from various Area Councils in the FCT. The meeting which took place at Petrus Hotel Area 11,Garki Abuja on the 24th of August 2006,had 15 Area councilors all men and a women from Abaji, Amac, DTCA, Area Councils. Topics discussed in the meeting were, roles of Councilors, about SCD, causes of poverty, and the way forward. It was a one day meeting and during and after the meeting some refreshments was served.
GROUND RULES
Rules were set aside for the participants so as to avoid distractions during the course of the meeting. Below is a list of these rules
Minimize side talks Set phones on vibration Respect other peoples opinion Raise hands when it is time to ask or answer questions.
EXPECTATIONS
The participants were asked what their expectations about the training, and below are a list of their responses
Expect to learn more about HIV/AIDS Expect to learn some vital information that will be of use to our organization.
What are the roles of Councilors?

Roles of Councilors according to some of the participants are
Councilors perform community functions where they serve as a link between the community and the government, and also perform a:-
Legislative function where they take time to legislate properly.
Also performs oversight functions .i.e. check the projects that have been sighted.
The councilors is to make bi-laws, as well as check the excesses of the executive.
He acts as the political head of his ward, and
He is a representative of the people, and voted by the people.
ABOUT SCD Society for community development (SCD) is a non governmental organization. We work with stakeholders especially poor and excluded communities the Northern and Southern part of Nigeria, with our offices located in Jiwa community, Abuja, and Auchi Edo State, we work with Stakeholders especially poor and excluded
communities in Nigeria and have impacted the lives of many in Nigeria. We are located in villages and not city centres, and are supported by Action AID, Setraco, FCDA. our work is basically on advocacy, education, HIV/AIDS. we are also involved in governance work where we engage the government and community people. We train community people on human rights, how to achieve their rights ,how to negotiate, and we train officials of Area Councils to know the rights of people, and to know they have a responsibility to provide basic amenities for the people. We have been able to work with community and today, we have 20 bore holes in 20 different community.
CAUSES OF POVERTY
The participants were asked the causes of poverty and below are some responses
- Lack of continuity of the government, where a good project is terminated as

soon as there is a change in power, where the new government totally abandons the on going project and starts off a new one.
- Corruption - Mismanagement - Improper empowerment - Unemployment

Hon.Yakubu Mohammed from Abaji Area Council had this to say:
I thought that when I join the government, I would have the right to talk, express myself on the happenings around me, that was one of the reasons why I joined, but it is not so, as there are limitations
Hon.Joshua Luka from Abaji Area Council had this to say:
There has not being sincerity on the part of our government and no improper empowerment, government is not sincere in eradicating poverty by ejecting funds into the work of the people
Talking about the root of poverty lets look at the following
CAUSES OF POVERTY
1) Weak capacity: The question is what kind of capacity do we have? A position of great responsibility is not given to someone that has no good education nor have experience in a particular field. How can that person deliver, what does he know about planning, how can results be achieved?. Positions of authority should be given to persons with the right capacity.
2) Corruption: It is not just about stealing money. Below are some examples of corruption going to work after resumption time, backbiting in order to get promotion, dishonesty .ie. go on official duty, and you put up somewhere for free, and lie to the office about it, saying you put up in a hotel, after asking the hotel to write out a receipt showing that you put up in the hotel, when in the real sense, you did not, inflating prices/contracts. All of these are corruption and corruption leads to substandard work. 3) Poor transparency: Not being accountable to the people in the poor communities is corruption, as the people are supposed to know how their money is been spent. 4) Mismanagement of resources: Resources given by the government are not properly managed. Example, An official car is given to a worker, care is not taken when driving the car, the engine oil, water etc not checked regularly, it is driven to long distances etc. Also the air-condition in the office is switched on when not in use etc, are all mismanagement of resources. 5) Exclusion of people: Taking decision alone without the participation of community people. The farmers and other community members should be brought on board and decisions should be taken with them.
Stanley Jonah h from Amac had this to say:
Government
should
concentrate
on
remote
areas
and
concentrate on lack of job opportunities
6) Loan:A loan is collected and just a part of it is used, but eventually the loan collected affects millions of people years later. 7) Fear: Fear of not wanting to loose ones position or been recalled as a councilor, does not allow you do the right things. Hon Yakubu Mohammed from Abaji Area Council had this to say:
The money that is associated with corruption comes faster to us ,than our entitlement/allowances
Director SCD, A. Apoede had this to say:
If you say they are doing it, and you join them, you are not going to help Nigeria
WHAT IS THE WAY FORWARD? In changing people, it must be done in a peaceful way. The people must be empowered, tell them about their right. Sensitize other councilors Give proper information Support NGOS Influence area councilors.
Hon.Jethro Zakaria from Abaji Area council had this to say:
The experiences we go through during elections is so bad, because there is no party discipline as no one wants to follow the constitution of the party
Director SCD, A.Apoede added that:
To develop a community the actors must face challenges
The Director SCD, finally concluded by discussing briefly about HIV/AIDS . Out of every 10 test at least are HIV positive. In the FCT, a lot of people are living with HIV and so we should ensure that we protect ourselves from contacting the virus. The chairmen, our wives and children should all be told about HIV/AIDS. But if the area council requires training we in SCD, train for free, and if there is a gap or capacity building of staff is required in the area council, then ,a letter should be written to SCD.
Finally the meeting came to a close with a closing prayer. QUESTIONS Question: People go to the homes of the councilors to ask for finances, should we encourage that?
Response: They should not be given money, instead what they ought to do is ask the councilors how he is been representing them, and they should go to the appropriate quarters to seek for funds.
A TEN DAY TRAINING ON REFLECT ORGANISED BY SOCIETY FOR COMMUNITY DEVELOPMENT (SCD) IN PETRUS HOTEL, AREA 11, GARKI, ABUJA (3RD 14TH JULY 2006) 3RD JULY 2006
DAY ONE
The workshop started by 9.am. The opening prayer was said by Mrs. Comfort Sunday from Jiwa community. A staff of SCD, Grace Agbayi welcomed everyone to the REFLECT training and asked all those present to introduce themselves. The participants present at that time were 21 in number and were drawn from nine rural communities in the FCT namely Jiwa, Tupeki, Dakwa, Jiwa Soho, Bassan Jiwa, Gwalada, Gaube, Pegyi and Kayache. The language used in the training was Hausa because the participants could communicate better in that language. The trainers were Mr. Dung and Mrs. Lara. When introductions were completed, Grace invited the Executive Director of SCD, Mr. Abdul Apoede Atsebua to give the welcome address. WELCOME ADDRESS The Director welcomed everyone and thanked them for coming. He asked them to be attentive at the training so that afterwards theyll all go back to their communities with useful knowledge that will positively impact on their people. He went further to say that he had been reluctant to hold the training because SCD did not get the desired results from the participants that attended the previous REFLECT training in spite of the huge amount of money expended to make sure that the training was successful. The exception was
Malam Haruna from Gwalada who was able to use the knowledge he gained in the training effectively in his community and was even invited to Jiwa Soho community to help. The Director also said that even after training on stepping stones, advocacy and REFLECT, some communities are still not able to effectively mobilize themselves to address pressing issues that directly affect them. SCD, he said, has equipped them with the necessary skills, which they need to demand for what they need from the government and so can only assist them and not do the work for them. Finally, he urged them to use what they have learnt at the training to form REFLECT groups in their communities so that the objectives of holding the training will be attained. Grace thanked the Director for his address and invited one of the facilitators, Mr. Dung to start the training. He presented the agenda for the day to the participants and it read as follows. AGENDA 9.00 9.30 9.30 10.00 10.00 10.30 10.30 11.00 11.00 11.30 11.30 12.00 12.00 12.15 12.15 1.00 1.00 2.00 2.00 3.30 3.30 4.00 4.00 5.00 5.00 Opening prayer/Introduction of Participants welcome address House Keeping Workshop Norms Sharing of Responsibilities Concerns and Expectations Workshop Objectives Experience Sharing Lunch Introduction to REFLECT Break Development Evaluation & closing
Mr. Dung then called on Grace to talk on Housekeeping. While briefing the participants, she told them to be careful not to spoil anything in the hotel and to report any problems with their rooms to the SCD staff. The second Trainer, Mrs. Lara then came forward to guide the participants in making workshop rules to guide their conduct during the training. They also chose a group leader and assistants, welfare officer and a timekeeper. CONCERNS AND EXPECTATIONS After the workshop rules and sharing of responsibility was concluded, Mr. Dung asked the participants to write down their concerns and expectations about the workshop on plain pieces of paper, without their names. A few of the participants who could not read and write had to whisper theirs to the trainer, Madam Lara who then wrote it down for them. Some of the fears and concerns expressed by the participants were the inability to read and write, the fear of not being able to teach what theyve learnt, fear of sickness and concern for health and welfare, food issues, fear of the unknown back home at their homes and farms, concern about understanding the lessons and concerns about regulating the time for prayer. The expectations and hopes for the training were, to achieve progress, ability to read and write, understanding and comprehension of all things taught, acquire advocacy skills, and ability to impact positively on their community. The trainer, Mr. Dung in response to these concerns, fears and expectations said that any one who does not understand what is said should ask questions. In addition, those those who understand
should allow others to ask their questions without laughing at them or making tem feel that they are slow. He also asked the participants to let him know when hes going too fast and told them not to fear for their homes or their farms and rather, concentrate on learning as much as they can during the training. He told Grace about their concerns about their food and asked her to ensure that the feeding is satisfactory. Finally, he advised the participants not to allow their writing to interfere with their understanding but to rather listen first and understand before taking notes. He then told them to compare their hopes and expectations to the workshop objectives, which he listed as follows: WORKSHOP OBJECTIVES: To introduce participants to REFLECT To enable participants carry out development work within their community people using participatory methodology like REFLECT To help improve participatory skills in community facilitation and participatory planning To increase participants understanding of Gender, Rights Based Approach and so on To link Participatory Rural Appraisal (PRA) to literacy and numeracy.
EXPERIENCE SHARING Madam Lara called on the participants to share the experiences theyve had in doing community work. Malam Yunusa from Gaube was the first to respond. He told the house of the experience he had in mobilizing orphans and vulnerable children in his community. According to him, they had earlier gone round to get the names of these children who were about 50 in number. SCD then provided books, writing materials and other items, which were given to the children. He also said that because of the training they had with SCD, when they had a problem with the borehole that had been provided in their village due to the advocacy work of SCD, he went top SCD office with some of his colleagues and the Director gave them a letter to the Minister of FCT. He then went on to the Ministers office with the letter to make their problem known. In a matter of days, a team from the Ministers office came to fix the Borehole and advice them on how best to use it in order to make more effective and durable for the community. Shagari from Bassan Jiwa community in his own contribution said that the problem they had in their community was mainly problems of Gender. After he attended the first REFLECT training, he learnt that these differences should not exist in any community if sustainable development is to be achieved. With this in mind, he carried out awareness campaigns for the people and managed to influence the community leaders to include women in planning and decision-making. Malam Haruna from Gwalada also shared his experience with the other participants. He said that they should be grateful to SCD for the training they have received and that Since SCD is not asking for anything in return, they should make effort to impact positively on their communities. He also said that he has learnt so much from all the trainings he has had with SCD and done so much for his community that he is now working in three communities namely Ashere, Sang, and Jiwa and has been given the name Dan Masani by his Chief. Alhassan from Soho Jiwa said that they have not been too active in the past but promised that after the training, he will go back to his community and put into practice all he has learnt. Mrs Tani from Pegyi community in her own contribution said that SCD has done a lot for their community and has positively empowered them to acquire more knowledge on how to move their community forward. She has also learnt about HIV/AIDS and how to teach people about the means of contacting the disease. She added that SCD has helped them get a much-needed borehole in their community and for that, they are grateful.
Yusuf Sheria from Kayache was next and he started by complaining that the facilitators in their community are not doing well because they hardly orgnise group work in the community. After the training, his community has had From SCD however; female Children have been encouraged to go back to school even after the age of 20. He has also started Secondary school to better enable him do the work he is doing though he is married with children. He went further to say that, the Stepping-stones Training helped them to know which traditions were good in their community and which ones are hindering their development so as to encourage the good traditions and eliminate the bad ones. Emma from Tupeki said that this is his first time of attending such a workshop. He complained that the facilitators from their community have not been active and they have been sharing the money given to them by SCD for the Community, he also complained that his community has been asking for a primary school but nothing has been done to grant that request. In response to this contribution, Sani Ibrahim, a staff of SCD said that the facilitators from Tupeki hardly attend meetings with SCD and that the money given to them was for their work, not for the community accounts. He promised to look into the matter but warned Emma to keep the people in the community informed on what he has learnt and what has been going on. On the issue of the School, Sani added that a project like that takes time and a lot of advocacy, which also involves the community members. He also mentioned that construction on that scale is risky in that community because it has unresolved issues with FCDA as regards to the demolition currently going on in FCT. Mrs. Lara in her comment encouraged Emma to have community effort in their activities and help SCD to help them since SCD has never asked them for financial contributions towards projects in their community. Hakuri from Pegyi community said that since SCD started working with her community, they have learnt a lot through the training. They now know about HIV/AIDS and that they should not share blades and needles. They have also learnt other means of contacting the disease. She also said that adult education is in progress in her community and that they are improving a lot. She also said that they are praying for Gods blessing on SCD. Mrs. Comfort Sunday from Jiwa community in her own contribution said that she was surprised to see her picture in the ActionAid Pamphlet. She is a volunteer community worker in Jiwa. She encouraged the other participants to pay close attention to the training because knowledge brings progress. Laraba said that shes grateful for the work that SCD is doing in her Community and that she is praying that God will continue to strengthen the Director and Staff. She also said that because of that work, women are now participating more in the training and workshops, which enlightens them, and opens their eyes to the problems in their communities and enables them to proffer possible solutions. She equally added that they always have meetings to get everyones opinion on issues in their community. Hajara from Dakwa thanked SCD for the Stepping-Stones training which she participated in. According to her, it was not easy for them because people could not understand but it slowly took shape. They had to go from house to house to talk to people and sensitise them on the issues. As a result of that, more people have enrolled in schools and Adult education programmes. Abdulsalam from Jiwa is also a volunteer for SCD and participates in their activities in his community. As a result of those activities, HIV/AIDS testing kits have been provided in their hospital and drugs are accessible. He also said that there has been increased enrolment of Children in school because they go from house to house to find out if children are in school and why, if theyre not. INTRODUCTION TO REFLECT
Mr. Dung handled this session. The session objectives were as follows: To introduce the meaning of REFLECT Participants are familiarized with its history and background Introduce basic concepts of REFLECT The trainer asked the participants to give their ideas on the meaning of REFLECT and some of the ideas given were A method or means of approaching issues bothering a community A means of putting heads together to achieve a common goal Methods that we can use to discuss issues with people. According to Mr. Dung, to reflect literally means to think or review issues or the image that a mirror gives when you stand in front of it. It also means to think about a problem and look for a way forward or to come together to refresh your memory on problems in the community as well as possible solutions. In this sense, as we go forward, we should also look back and review what we did previously. This is shown in a reflect spiral. REFLECT also involves communal or group decision making because everyone should be involved in the process. REFLECT is an acronym, which means: RE Regenerated F Frieriean L Literacy (through) E Empowering C Community T Techniques The author of REFLECT was a Brazilian philosopher/educator who believed that non - lettered adults can initiate and sustain their desired change if given the opportunity through adult learning/literacy. Therefore, he used literacy and PRA (participatory rural appraisal) believing that education is able to liberate people to develop themselves and their environment and not to make them higher paid slaves. He also believed that even if a person is not educated, he would know how to improve his surroundings. ACTIONAID INTERNATIONAL & REFLECT ActionAid International in October1993 conducted a reaction research implemented in 3 continents namely, Africa (Uganda), Asia (Bangladesh) and Latin America (El Salvador). Some of the achievements recorded were as follows: Participants acquire literacy and numeracy skills Participants gain self-esteem and self-confidence in the process Circle members are able to elect and form communities It links literacy to wider development and more effectively
In summary of the above, Mr. Dung said that illiteracy makes people not to be able to speak out about their problems to their leaders and the authorities because they are afraid and unable to express themselves. He further told the participants that everyone is the same irrespective of upbringing and that nobody should feel inferior to another person. He equally mentioned that we all have the right to good social amenities and so should not be afraid to demand for it. DEFINITION OF REFLECT
REFLECT was defined as a process that facilitates peoples critical analyses of their environment and working out practical solutions for sustainable and equitable development. THE REFLECT LEARNING CYCLE/PROCESS
Additional learning
Issues/problems
Supplementary Learning
Participation
Planning & action implementation
Fig 1.0
Linking PRA to numeracy Linking PRA to literacy
Figure 1.0 above illustrates the learning cycle or process in REFLECT at the center of this circle is participation which is an important concept in the process. This cycle or process helps in: Identifying the problems in the communities Planning and action implementation, which involves identifying the methods of solving the problems and the action on the solution. Teaching people how to read and write Teaching people to be numerate Introducing higher learning skills The apex is complicated learning techniques
REFLECT AS A PROCESS REQUIRES: Active participation by all. This means that it involves the entire community. Respect for each others views Cooperation among participants Patience with each other Consensus building Commitment to assigned roles. Each person should be committed to the work hes assigned to do and if not, the role should be assigned to someone else. A positive change of attitude or behavior. The facilitators of REFLECT should change all the behavior that hamper the effective carrying out of their work. Recognition of local language. The REFLECT process should always be carried out in the language that the participants are most familiar with in order to enhance participation and understanding. A combination of other participatory methods apart from the usual
EXPECTED OUTCOMES OF THE REFLECT PROCESS: Knowledge is enhanced Evidence of change in behavior and attitude It brings unity leading to consensus and confidence building Rules and regulations are made that are binding on all
Community mobilization and participation is enhanced and as a result, people become more concerned about issues that concern them and are able to speak for themselves. Participation in decision-making improves at all levels starting at community level and moving higher. Accountability is demanded from the members of the community, opinion leaders and agencies. Collective ownership of the process and product
ESSENTIALS OF REFLECT In this session, the facilitator informed the participants that they are not expected to train people on REFLECT but to form reflect circles in their communities. The following were then given as the basic essentials of the process. No Primers: this means that the usual texts used in adult literacy classes are not used instead; the group comes up with their own. Participants are not referred to as learners but participants REFLECT meetings are in circles and not segregated either by position or gender Graphic construction starts on the bare ground using local materials Writing and numeracy work is based on the graphics drawn
At the end of the session, Mr. Emma from Tupeki asked what could be done if the people realize that there is a problem and decide on a possible solution but are reluctant when it comes to taking action. Mr. Dung in response to this question said that as a facilitator, one should have the zeal to fight for what is right and mobilize people to do the same. He then said that in such a situation, the facilitator should call the community members, remind them of the benefits derived from such a course of action, and get them to make a positive decision to take action. DEVELOPMENT Mrs. Lara was the Facilitator for this session. The session objectives were: Participants should be able to define development and have a common understanding of the meaning of the concept Identify the factors that promote development Identify the factors that hinder development Suggest possible solutions to the identified factors that hinder development Discuss the reasons why development is desirable and why people talk of development
She went further to ask the participants why people talk of development and they said that it was because they want a positive change in their community and to also to improve the status quo. At this point, she divided the participants into three groups (A, B, & C) to discuss the above topics and present the results to the house. The presentations of the group work were as follows:
Group A
Group A members defined development as an improvement or enhancement in their community. They identified the factors that promote development as school, electricity, water, good roads and hospitals while factors that hinder development were said to be selfishness, lack of trust and lack of cooperation among community members. Their suggestions as to how these problems could be overcome are, through creation of awareness by community members and agencies and through cooperation by community members. They equally said that the reason why they desire development is because they need change in their community and also to upgrade the level of their community. Shagari Ishaku made the presentation for group A. Group B Group B members defined development as the process of moving from one step to another with the goal or desire of achieving the aims in a community They identified the factors that promote education as understanding, education, cooperation and hard work and the factors that hinder development as lack of unity, laziness, incompetence and lack of zeal or courage. They went further to identify the solutions to overcome the above hindrances as peace, unity, trust and courage. Their reasons for desiring development are because it helps them to achieve community goals and also brings about creation of other communities. Abdulsalam made the presentation for group B. Group C Group C members defined development as the changes that occur in ones life. They identified the factors that promote development as cooperation, literacy and numeracy, responsible transparent and hardworking leaders, provision of social amenities, accessible roads, portable water and healthcare and the factors that hinder development as lack of literacy and numeracy, mistrust and lack of patience. They then suggested that to eliminate these problems, there should be trust and endurance with one another. Their reasons for desiring development are because they want a better future for the community and for children who are leaders of tomorrow. Yunusa Useni Yusuf from Gaube community made the presentation for group C. At the end of the group session, the trainer thanked all the groups for a job well done and with their contributions, came up with a common definition for development, which is cooperation by community members geared towards achieving the desired goals. 4TH JULY 2006
DAY TWO
The workshop started by 8.45am with an opening prayer by Adam Suleiman from Dakwa. Mrs. Lara asked the participants to recap what was done on the previous day.
POVERTY The workshop continued with a session on poverty, facilitated by Mr. Dung. The session objectives were: To develop a common definition of poverty To identify common factors that cause poverty To identify factors that eradicate poverty He explained that the program that brought the participants together for this training through SCD is called Partnership against Poverty (PAP) he also said that ActionAid International equally has a programme on poverty eradication called, Fighting Poverty Together. Poverty, he said is one of the biggest problems in the world today and that the best solution is to put heads together and find ways
to eliminate it in our communities. The trainer then divides the participants into four groups to discuss the topic and make their presentations. GROUP WORK What is poverty? What are the factors that cause poverty? What suggestions would you give to your community to eradicate poverty? GROUP 1 The group one members were Abdul, Rabi, Alhassan, Yusuf and Grace Agbayi. They described poverty as the lack of the good thins of life like food, water, hospitals, schools, money and so on. They said that the factors that cause poverty are bad leaders, illiteracy, lack of adequate health facilities, lack of cooperation among community members and lack of courage on the part of the people to demand for their rights. Poverty they said could be eradicated through Adult education, education for children, especially females because they spend more time with the children, financial empowerment and creation of awareness in the community. Abdul made the presentation on behalf of group one. GROUP 2 The participants in group 2 were Comfort, Amina, Laraba and Haruna who presented the group work. He described poverty as the lack of the basic amenities of life such as food, good water, shelter and good hospitals. He then identified the factors that cause poverty as lack of education, unemployment and lack of cooperation among community members. Finally, they suggested that in order to eradicate poverty, communities should send their children to school, unemployed people should learn a trade or go into farming in order to make ends meet; and community members should learn to cooperate and join hands to seek progress.
GROUP 3 Adam Suleiman presented the group work for group 3. He described poverty as a state of lack amongst people or being at the lowest ebb of life in terms of access to the basic necessities of life and identified the causes of poverty as illiteracy, unemployment, lack of cooperation among community members. They suggested that in order to solve the problem of poverty in their communities, vocational training centers should be established to train the people on skills which they can use to make ends meet. They also suggested that community members should come together to discuss their problems and find means of solving them. Finally, they suggested that small-scale loans should be provided to enable them embark on small businesses. GROUP 4 According to the members of group 4, poverty has no specific definition but could be described as the condition of not having enough food to eat, lack of portable water, illiteracy and so on. They identified the factors that cause poverty as high death rate, earthquake, poor leadership, migration and HIV/AIDS. They suggested that for poverty to be eradicated, we need honest and hardworking leaders, cooperation among community members, introduction of vocational training and education for all. Shagari made the presentation and the other members of the group were Yunusa, Aino, Emma and Asabe. After the Group presentations, questions were asked. Haruna asked group 3 members to explain what migration and death rate have to do with poverty. Yunusa responded on behalf of that group
and said that most rural communities experience poverty because the able-bodied young men and women move from the villages to the town in search of jobs and a source of livelihood leaving behind the old people and children. He also explained that a high death rate cased by HIV/AIDS and other diseases brings about increased poverty. Haruna argued that the death of a family breadwinner could lead the family to a state of poverty not the death of just anybody. At the end of this exercise, Mr. Dung led the house to come up their ideas on the meaning of poverty. From the various contributions received, the participants agreed that poverty is the inaccessibility of the basic human needs such as food, clothing, shelter, education, work, portable drinking water, and money. They also associated poverty with illiteracy. The participants identified the signs of poverty as hunger, lack of good accommodation, poor or nonexistent healthcare facilities, lack of good clothing, money drugs and poor agricultural technology like fertilizers, improved seeds, tractors and other equipment. In his summary, Mr. Dung asked the participants the relationship between the death of the breadwinner in the family and poverty. Haruna replied that it affects the family because they no longer have anyone to provide their needs but that it is not always so bad in his community because other members of the extended family pitch in to help them. Charity in her own contribution said that no matter what help the family members give, the family would suffer unless the woman is able to work and feed her children. Mrs. Asabe from Pegyi community gave a personal example with the experience she had when her husband died. She said that when she got married, her husband promised to send her to school but because of his death, her hopes of going to school were dashed because she was not given enough money to enable her go to school and at the same time, support her family. Finally, Mr. Dung defined poverty as the denial of the basic human rights of people the right to food, the right to shelter, the right to health, the right to education, the right to water and so on and urged the participants to know their rights and to demand them from their leaders. He told the participants that the Government has the responsibility and the means to improve the living standards of the people. He went further to say that Nigeria has enough resources to ensure that every citizen and community has access to basic social amenities like good roads, water, health facilities, education and so on but as a result of bad planning, mismanagement of funds and poor governance, many people have been denied these things.
LITERACY
Mrs. Lara was the facilitator for this session. She asked the participants what they understood by literacy. Haruna said that it is the knowledge of how to go about solving your problems. Grace suggested that it is the ability to read and write while Abdul said that it is the understanding of issues around ones environment. Mrs. Lara then explained that illiteracy as the lack of understanding of issues and inability to express oneself. Literacy was defined as the ability to read, write, add figures and use the local language. SESSION OBJECTIVES: At the end of this session, participants should be able to: Have a common knowledge of the meaning of literacy Understand the different perceptions of people in the society on illiterate/literate persons and how literate/illiterate people perceive each other.
The participants were divided into five groups to discuss and come up with answers to the following questions. Group Work What is literacy? How do we illiterate women perceive ourselves? How do we perceive illiterate men? How do we perceive literate women? How do we perceive literate men?
GROUP 1
Mrs. Tani made the presentation for group one. She described literacy as the ability to read, write and do what you are trained to do. It is also the ability to pass the right judgment and to take the right decision when one is confronted with a problem. Illiterate women perceive themselves as people who are inferior and unable to take proper care of their families. While illiterate men are seen as people who do not know anything They are very nervous in public gatherings and are unable to express themselves or ask questions when they dont understand what is going on. They are also afraid to demand for justice in most situations so as not to get into trouble with the police. They are unable to defend themselves and demand for their rights. Literate women on the other hand are often more in control of their situation. They are able to identify their problems and go about solving them without fear. They are more hygienic and better organized in their homes and they take good care of their families while literate men can easily speak in public and air their views. They are sociable and are not afraid to speak their mind because they are aware of their rights.
GROUP 2
Mr. David presented group two work. He defined literacy as the ability to read and write. According to him, illiterate women are perceived as though no one will listen to them if they speak because they are not enlightened they equally perceived Illiterate men as not being able to express themselves for fear that people will laugh at them. They lack self-confidence, are often aggressive, and feel that they are being insulted especially when they do not understand what a person is saying to them. Literate women on the other hand can speak in public and they know how to express themselves while literate men know how to relate well with people even those in leadership positions. They can make their feelings known on any issue or problem in their communities. They also know their rights and are able to demand for them. Other members of this group were Adams, Musa and Esther.
GROUP 3
Emma Yohana presented group three work. He described literacy as the ability to read, write, and understand as well as implement what you have learnt. Illiterate women according to them perceive themselves as people who are shy, have inferiority complex and lack self-confidence and courage while illiterate men do not know their rights and are not respected. He equally added that illiterate
men do not always understand what is said to them and are usually afraid to speak their minds. As a result of this, literate people take their place in decision-making. Literate women on the other hand are self confident, knowledgeable and have good home management skills while literate men are not disrespected, know their rights and are able to speak their minds in public and solve problems. Other members of this group were Shagari, Yunusa, Hadiza and Grace.
GROUP 4 Rabi made the presentation for group four. She described literacy as the ability to read, write and understand things. She further said that illiterate men and women do not know anything, do not understand things easily and are unable to speak out and defend themselves. They also do not know their rights and can be identified by their way of dressing and comportment. Literate men and women on the other hand know their rights and are not afraid to defend their views and opinion. They also understand easily and are courageous and better behaved than the illiterate ones. Other members of this group were Abdulsalam, Alhassan and Aino. GROUP 5 The members of group five were Yusuf Sheria, Laraba, Asabe and Comfort. Yusuf presented for the group and defined literacy as the ability to read and write as well as understand issues easily. He said that illiterate women are unable to speak their minds in public when they have a problem. They are also unable to teach their children properly and they dont always understand what is discussed in community gatherings with literate people. He equally added that illiterate men are also very nervous about speaking in public to the extent that they forget what they want to say. They also feel inferior to other literate men. Literate women on the other hand are able to understand issues that concern them and speak their minds freely. They are also able to work and provide for their families and are able to help their children with their schoolwork. The same applies to literate men who also take better care of their families and are not afraid to speak out against corrupt leaders. After the group presentation, the participants asked questions and made comments based on the issues raised in the group work. Haruna commented that the terms used by group four to describe illiterate women were extreme. He argued that the fact that a person is illiterate doesnt mean that he is stupid and cannot think for himself. Abdul corrected group two for describing how they perceive illiterate women instead of describing how illiterate women perceive themselves. Mrs. Tani said that it is common knowledge that illiterate people do not get employment easily but that she knew people with degrees who are still unemployed. In her response to this observation, Mrs. Comfort blamed the problem of unemployment on the leaders who tend to employ only their own people even when there are more qualified people applying for the same positions. Hauwa agreed with Mrs. Comfort but added unemployed people should not wait for anybody to give them jobs but should rather work hard and keep looking for a good job. Mr. Yunusa in his own contribution said that youths should learn a trade so that they can take of themselves. In summary, the facilitator said that people should not depend on government work but should always learn a trade that they can engage in to make ends meet. She also said that most NGOs nowadays are empowering people with skills that will enable them to provide for themselves and their families instead of waiting for godfathers. She encouraged the participants to be hardworking
and stressed the fact that illiteracy does not mean that a person is useless because even if you cannot read and write, you can still learn to protect your interests and defend yourself. She used the GirlChild education program in Kudu and the Boy-Child education program in the South-East as examples of projects embarked on by NGOs which are tailored towards the needs of the community.
GENDER AND DEVELOPMENT

The facilitator for this session was Mr. Dung. The session objectives are as follows: SESSION OBJECTIVES: Participants are to have a common understanding of gender To discuss the inequalities in society To discuss the necessity of gender in development The participants were divided into five groups to discuss the following topics and make their presentations. GROUP WORK: What is Gender What is Sex Say five gender roles you know
GROUP 1
They described gender as the creation of man, woman and children by God while Sex was described as the joining of a man and a woman. The five gender roles are; women cook, give birth and care for the children while men go to the farm and provide money for food and other necessities in the home. The members of this group were Tani, Amina, Asabe
GROUP 2
Group two described gender as the difference in creation, which brings about men and women. Sex according to them is the same as gender since it shows the difference between male and female. The gender roles they stated were that women cook, give birth to children and take care of the children while men provide for the family and take care of the security of both the family and the community. The members of this group were Musa, David, Adam, Hope and Esther. Hope made the presentation.
GROUP 3
Group three described gender as the social roles assigned to men and women in a community while sex is the biological role of men and women in the community. On the issue of gender roles, they said that men and women have to cooperate and work together to make sure that things go well in the family and community. In view of this, they assigned dual roles to both and these include
decision making, sexual reproduction, training of the children, make provisions for food, shelter, clothing and other necessities for the family and development of the community. They also argued that there should be no segregation in roles assigned to either sex. Yunusa concluded by saying that he cooks, bathes his children and prepares them for school and therefore does not see any reason why other men cannot do that. The members of this group were Yunusa, Grace, Emma, Shagari and Hadiza and Yunusa made the presentation.
GROUP 4
Group fours presentation was made by Abdul. They said that gender comprises of both male and female while sex is the state of being a male or female. They also assigned dual roles to both sexes, which include procreation, worshipping God, working for the familys survival, assisting each other in the family at times of downfall or progress and to love and care for each other. The other members of this group were Rabi, Alhassan and Aino.
GROUP 5
Group five members described gender as the state of being either male or female and sex as the relationship between a man and a woman. The gender roles were; women cook, give birth, breastfeed children and clean the house while men provide for the family. The members of this group were Hajara, Comfort, Yusuf and Laraba. At the end of the group session, Mr. Dung defined gender as the role assigned to men, women, boys and girls in society, which can change with time and place. These roles are usually dictated by a peoples culture and traditions. Sex on the other hand refers to the biological differences between males and females. These differences have been there from the time of creation and are the same in any society. No woman can perform the sex roles of a man or vise versa. To further explain sex and gender roles, he asked the participants to give examples based on the definitions. Some of the examples of sex roles include giving birth to children, breastfeeding and menstrual flow by women as well as fertilization by men. Gender roles differ from society to society and with time but some of the most common to the participants include washing clothes and plates, fetching water and bathing children, which were identified as female roles while farming, providing for the family and paying of school fees were identified as male roles. They further argued that women farm and also provide for their families meaning that these are no longer predominantly male roles in their community. The facilitator also discussed hunting and security guard duty with the participants some of whom argued that women also engage in such duties, as it is no longer rare to see a woman as a corporate guard or in the police or army. Women also engage in fishing, which in some respects can be likened to hunting. In summary, the facilitator commended Yunusa for saying that he cooks and takes care of his children at home. He said that the reluctance of men to take part in those activities is a problem of gender and encouraged the participants to share roles and not assign them to either male or female. He then put forward the question of what benefits this can have on the community and the general response was that it would make for happiness, love, unity, cooperation and progress.
GENDER AND DEVELOPMENT

The facilitator, Mr. Dung in this session explained the relationship between gender and development. Understanding gender, according to him, helps us to understand the impact of various development interventions of men, women, boys and girls. It also helps us to bridge the gap between females and males in various areas of education, health, etc. He further explained by saying that women and children also have their rights and that for example, Government and other employers should provide playpens and toys so that a woman who resumes from maternal leave should be able to bring her baby to the office and take of her comfortably. He concluded by saying that if gender issues are tackled constructively, the society will be a better place with development, love, peace and unity.
ADULT LEARNING
Mrs. Lara was the facilitator for this session. SESSION OBJECTIVE: To make participants reflect on the problems faced by adult learners and how to handle them.
WHO IS AN ADULT?
The facilitator asked the participants if there were any criteria that differentiate people as adults and they put forward the following suggestions: Age: This depends on the law of the land. In Nigeria, for instance one is considered an adult at 18 years. Physical appearance like beards in males and breasts in females Behavior: the facilitator at this point commented that some people exhibit maturity at a very young age and that when they speak, their level of understanding is very high. Marriage and childbearing The facilitator divided the participants into five groups to discuss the following questions and make their presentation.
GROUP TASK
How do adults learn? From whom do adults learn? What are the senses used in adult learning? What problems do adult learners face? Suggest solutions to the problems faced by adult learners
GROUP 1
The members of group one were Comfort, Yunusa, Emma, Tani, Laraba and their presentation was as follows: 1. How do adults learn? From relatives and from children 2. From whom do adults learn? From school teachers, friends and neighbours 3. What are the senses used in adult learning? Talking or interaction, visiting people and speaking on issues 4. What problems do adult learners face? They find it difficult to understand
GROUP 2
The members of group two were Musa, Haruna, Alhassan, and Asabe. Their presentation was as follows: 1. How do adults learn? Adults learn by using simple language and by using steps in learning 2. From whom do adults learn? From someone who is level headed, from someone who is patient and from someone who is experienced 3. What are the senses used in adult learning? They are ears, eyes, mouth and hand 4. What problems do adult learners face? Lack of knowledge 5. Suggest solutions to the problems faced by adult learners? Adult learners should be patient. They should also be people of vision or foresight
GROUP 3
The members of group three were Adam, Hadiza, Amina and Charity. Their presentation was as follows: 1. How do adults learn? Adults learn through discussions with their peer groups and through reading books and listening to news. They also learn from experience 2. From whom do adults learn? Adults learn from children and from facilitators and lecturers. They also learn through their friends 3. What are the senses used in adult learning? Eyes, brain, ears, mouth
4. What problems do adult learners face? They find it difficult to understand fast and they usually have family challenges that can affect their attendance and concentration 5. Suggest solutions to the problems faced by adult learners Early education should be advocated and adults should try and forget their family problems and try to assimilate well
GROUP 4
The members of group four were Hajara, Hope, Shagari and Grace. Their presentation was as follows: 1. How do adults learn? Adults learn through verbal discussions by using instruments by demonstration and from life experiences 2. From whom do adults learn? Adults learn from other experienced adults, from children who are educated, from mass media e.g. television and radio and from video tapes 3. What are the senses used in adult learning? Sight, hearing, Smell and touch 4. What problems do adult learners face? They have problems of pronunciation and writing, lack of time, lack of funds, location of the school, and bad eyesight. 5. Suggest solutions to the problems faced by adult learners To create awareness for child education among community members, to get people with like minds to come together and not be a discouragement to others. They also suggested that communities should set aside funds for sponsorship.
GROUP 5
The members of group five were Yusuf, Esther, Aino and David. Their presentation was as follows: 1. How do adults learn? Adults learn through discussions and anywhere they find themselves 2. From whom do adults learn? Adults learn from facilitators and from each other. 3. What are the senses used in adult learning? Through the use of their familiar language 4. What problems do adult learners face? Inability to read and write 5. Suggest solutions to the problems faced by adult learners
They should be taught about literacy and numeracy and should also respect each other
The facilitator thanked the groups for their presentation and used Group 4 work for her summary. She said that adult learners also learn through interaction in the market place and through traveling and that, all the five senses are used in learning including taste. She also said that adult learners face many challenges including problems from home, lack of funds, bad eyesight and lack of time for their studies. She then suggested that facilitators of adult learning should put all these problems into consideration to make them comfortable. They should also be more accommodating to the special needs of adult learners especially in the area of communication. Finally, she suggested that a familiar local language be used in teaching them, using simple sentences that can help them understand better. At the end of this session, participants were asked to do the following daily evaluation exercise, which was to be submitted on the following day: 1. 2. What went well? What could be done differently?
They were also asked not to put their names on the papers. The workshop ended by 5.45pm with a closing prayer by Mrs. Comfort Sunday.
DAY THREE
5TH JULY 2007
The workshop started by 8.30 with an opening prayer by Mrs. Comfort Sunday. This was followed by the news and report by Yunusa and Hope. Mrs. Lara conducted a recap of the previous days activities after which Mr. Dung addressed the issues raised on the previous days workshop evaluation by the participants. He mentioned that some people complained that the group work was tedious and threw the issue open to the participants most of who disagreed with the complaint. They said that the group work was good for them because the ideas were brought up came from each of them and that it also helps them to learn how to speak in public. They also argued that the group work will give them some practical lessons that will prepare them for the REFLECT circles and group discussions that they will have when the go back to their communities. Mr. Dung encouraged the participants to get used to the group work because it is part of the REFLECT training. He also said that each participant is expected to take part in the group work presentations so that at the end of the workshop, they will be able to handle group discussions. Other issues treated were the pace of learning, use of the local language and punctuality to the training sessions after breaks. INTRODUCTION TO PRA/PLA Mr. Dung was the facilitator for this session. The session objectives were as follows: 1. 2. 3. To define PRA List the key features of PRA To know the differences between participatory tools and techniques
The facilitator explained that PRA is Participatory Rural Appraisal while PLA is Participatory Learning and Action. He divided the participants into groups of three to discuss the meaning of participation, learning and action. From the various group contributions, participation was described as a means of working together or putting heads together to achieve a common goal. Learning was defined as the process of improving or increasing in knowledge or acquiring knowledge of things
you previously did not know about while Action was defined as the process of ding something that will lead to progress. When the three were put together, the participants came up with a common definition of Participatory Learning and action, which is the cooperation by community members in order to learn what will help us to take action to develop our community. The participants adopted this definition as a working definition for the workshop. DEFINITION OF PLA It is a process of learning between community people and researchers (or development workers) in a systematic but semi structured way by a multi disciplinary team. The term, multi disciplinary means that the group could be made up of people from different works of life. It could be made up of farmers, traders, teachers and so on who come together to work and there is no distinction between them.
USES OF PRA/PLA
Community needs assessment Identifying priorities for development activities To get new ideas/issues or information to implement development strategies To monitor activities To evaluate development activities
NEEDS IN PRA/PLA
There must be active and full participation by everyone in the community. Both women and men should be represented and allowed to have their say. Respect for community members Interest in what people know, say, show and do. Patience is also necessary to ensure that one does not get frustrated Humility of the participants and facilitators Methods which enable community people to express, share and analyse their knowledge or issues The use of probing questions to get results and answers. The questions asked should be able to elicit valid and productive responses for the members of the community.
GRAPHIC CONSTRUCTION
Mrs. Lara handled this session. She asked the participants what they understand by graphics and it was described as a drawing or using lines to draw something. Construction on the other hand was described as something that is put together following a design or process. Thus, graphic construction was described as the use of lines and graphs to understand something and make use of the information.
SESSION OBJECTIVES
By the end of the session, participants should have practiced how to construct graphics using the following tools and methods that will help participants to do the work and come up with the desired objectives:
TOOLS USED IN GRAPHIC CONSTRUCTION

1. Spatial Tools Maps Transect walk Time Related Tools Time line/Historical profiles Calendar Decision Tools Matrix Trees Venn Diagram
2.
3.
POINTS TO CONSIDER IN GRAPHIC CONSTRUCTION

Identify and prepare the mapping ground: - You have to first identify and clean the ground to be used for the construction ready. Prepare ideas for pictures: - In preparation for the graphics, you have to prepare what will be used as a sign or a key to direct people on what the items on the map, calendar or matrix means Collect objects like stones, sticks, and leaves Allow participants to allow participants to agree on which items should represent what Allow participants to draw appropriate graphics on the ground through discussion. The participants should be allowed to use the items collected to design the graphic. Everyone should also contribute and agree on where each object is placed on the graphic. Transfer graphics unto a large sheet of paper and participants should agree on the transfer as a true representation of the original model Participants are to copy the transferred graphics into their notebooks so that they can make reference to it if necessary in future Facilitators should have a title, date, and keys on the graphic. Names of facilitators, and key contributors (men, women, youths and children) should also be included.
GROUP TASK The participants were divided into four groups to tackle the following: Prepare a daily activity chart for boys, girls, men and women Girls activities for a day group 1 Boys activities for a day group 2 Mens activities for a year group 3 Womens activities for the year group 4 After the group presentations the facilitator (Mrs. Lara), made comments and corrected errors in the presentations. On the group one presentation of girls activities in a day, the facilitator noted that the duties listed in the activity chart were too many for an average girl to complete before she gets to school in the morning and that it could contribute to her lateness to school. She asked the
participants to study the chart and make their observations based on the gender issues they learnt the previous day. Mrs. Comfort suggested that since the girl has so much to do, the work should be shared so that the girl will have time to rest. The women generally complained that they had more work to do in taking care of the home and still doing their farm work. Adams Suleiman asked if women would be able to cope with farm work and Sani Ibraim in response to that said that there are communities where women go to the farm to work and men only go to gather the farm produce. He also noted that some women are physically stronger than men are and can do strenuous work so they should not be perceived as the weaker sex but as people who are able to do almost all that men are able to do. Mrs. Charity complained that both the men and the women farm but when the woman wants to cook, she takes from her own farm produce and is unable to go into the barn to take from the food stored there. Even when her own is becoming depleted, she will have to wait for the man to give the food to her or manage from her own stores. Mr. Emma in his response argued that the man gives the woman the food that she will use to cook and brings out more for her if it is finished. Mr. Yusuf Sheria said that he gives his wife an open hand with the store and does not monitor what she takes from there to cook for the house. Mrs. Lara in her summary of the presentation said that in the yearly activity chart for men, they should include activities like going to the market to sell farm produce, time for rest and harvest festivals while the one for women should include biological issues like pregnancy and birth. PLA TOOLS AND TECHNIQUES Mr. Dung reminded the participants of the PLA tools and techniques previously discussed. They include the following: 1. Spacial Tools Eye openers Maps Transect walk Decision Tools Matrix Trees Venn Diagram Techniques Open ended probing questions that will get people to open up and speak freely Semi structured interview Focus group discussion (FGD) in which people are split into groups either by sex or age Stories, proverbs, role-plays and so on
2.
3.
MAPS A map is a diagram showing the geographical location of a place. TYPES OF MAPS Social maps: - This type of map shows social amenities that are available in the community for example roads, schools, hospitals water sources, waste disposal areas and so on. It can also double as a community map though that one is richer.
Household map: - Shows houses and links or roads within the town and sometimes also shows population Agricultural map: - Shows crop cultivation in terms of areas, stages and types
USES OF MAPS It shows the number of households in a community To show available natural resources in the community To show crops within a community To show the population of a community It shows the types of social amenities available or otherwise in a given community.
TRANSECT WALK At this point, the facilitator divided the participants into two groups to tour the roads surrounding the hotel and draw maps. At the end of the exercise, the groups made their presentation. Both groups were criticized for not using keys, illegibility of the writing and not using titles and dates on the map. Mr. Dung said that they should always use arrows to show direction as well as cardinal points showing east west north and south. Finally he said that clarity is very important so that anyone who sees the map can understand the directions it shows. WHAT IS A TRANSECT WALK Transect means to divide something into two equal parts. From the word, Trans means requiring movement while sect is part of the word section. So for a transect walk, you divide the whole place into two equal parts and then note what is on the left and then what is on the right. To do it properly, you must have a physical or mental knowledge of the place so that you can divide into two equal parts with a straight line from point A to point B. A transect walk was therefore defined as a walk across a community in the company of its members along with development experts or workers. WHAT TO OBSERVE DURING A TRANSECT WALK Soil type or topography Vegetation Problems Opportunities that exist in the communities
The facilitator said that the transect walk diagram is done after the walk and that it is advisable to make sketches and notes during the walk. The walk is usually done with the community people who also help with the community map. When the work is completed and the findings revealed, it often highlights opportunities, which the people have to develop their community. Such opportunities could involve inviting investors to engage in such activities as sand lifting, fish farming, quarries and so on and the money raised could be put into the community accounts. Thus, they are able to control their resources and make money for their community. Mr. Sani Ibrahim, said that such opportunities exist for real in almost all the communities present and encouraged the participants to take advantage of them. IMPORTANCE OF A TRANSECT WALK It helps to identify the resources that are available in the community
It is helpful in monitoring and evaluation in order to assess the changes in the community. To identify possible problems and opportunities available in the community Helps us to look into ways of coming up with possible solutions to these problems
Mrs. Tani asked how someone who can neither read nor write would be able to understand the maps. In response to her question, Mrs. Lara said that keys would make the map easily understandable to anyone who sees it because it uses signs to represent items on the map. The workshop ended by 5.30pm with a closing prayer by Abdulsalam Tanko from Jiwa community.
DAY FOUR
6TH JULY 2006
The workshop started by 8.30am. The trainer, Mr. Dung welcomed everyone to day four of the workshop and asked a volunteer to say the opening prayers. Mrs. Tani said the opening prayers while Mrs. Comfort Sunday and Abdulsalam Tanko presented the report and news respectively. The facilitator then reviewed the write up by the participants on the previous days evaluation as well as the recap of the activities of day three.
MATRIX SIMPLE/SINGLE MATRIX The facilitator for this session was Mr. Dung. He asked the participants what a matrix was and Yusuf Sheria said that it is a table that we can use to show the problems the members of the community have in order of priority so that we will be able to come up with possible solutions that will bring about progress. The facilitator agreed and added that in using the matrix, you gather the community members together then get their opinions on what their problems are, and then rank it in a tabular form. The community members should be asked to indicate which problem is most pressing to them by raising their hands. They should also be told not to raise their hands more than once so that accurate figures will be received from the matrix. The participants named themselves SCD community and came up with a simple ranking of their problems. This is illustrated in the table below. 6TH JULY 2006 SCORE RANK 3 5 16 1 5 4 10 3 11 2
SCD COMMUNITY SIMPLE RANKING S/N PROBLEMS 1 LACK OF SUFFICIENT FOOD 2 INABILITY TO READ & WRITE 3 LACK OF GOOD HEALTH 4 NOISE BY CRYING CHILDREN 5 PEOPLE DONT KEEP TO TIME Fig 1.1
From the table above we can see that the biggest problem out of the five faced by SCD community is the inability to read and write because it scored 16 and was ranked first. Thus, the simple ranking method helps to identify the most pressing need so that it could be addressed first. The disadvantage
of this method is that it is time consuming because the people may want solutions to all their problems right away. Tani observed that the inability to read and write is the one of the biggest problem people face in the rural communities and said that in spite of their efforts to make adult literacy classed available, people do not attend. Rabi suggested that the participants could attend the classes and get others to follow them there. Mallam Musa suggested that they should be treated with patience and understanding while Yunusa suggested that people could be motivated to go to school by giving them inducements like promise of jobs. Mr. Dung in his own contribution said that people should be made to understand that the level of knowledge or literacy one has would improve their level of reasoning and ability to solve their problems. Mrs. Lara suggested that the adult Literacy instructors should be intimated of the difficulties in teaching adults and that people should be grouped according to their age and levels of comprehension so that they do not feel discouraged. DOUBLE/ PAIR WISE RANKING In this method, images should be used to represent the problems. Different colors of markers or flash cards can also be used to differentiate the first and second list of problems to be ranked. Some simple steps to follow in this method are: List all the problems faced by the community Represent each one with signs or symbols as well as initials Compare them to find out which one is more pressing to the community members Two parameters should not be compared twice. Rather, put an x in the box You should also not compare two items that are the same After comparing, count the number of times each problem appears and score Finally, rank them in order of priority such that the one with the highest score is ranked first. No light Lack of drinking water RRM Lack of money for business RK Bad roads Inability to read and write X Score Rank
1. Inability to read and write(RK) 2. Bad roads (RH)
RK
RK
RH
RRM
RKS
3. Lack of RKS money for business (RKS) 4. Lack of RRM drinking water(RRM) 5. No X light(RW) Fig 1.3
RRM
Figure 1.3 above indicates that the lack of good drinking water is the most pressing need of the five problems listed because it has the highest score and is ranked 1st. The importance of this table or ranking chart is that the people are asked what their most pressing problem is in their community
and they can use the table to compare priorities and agree on which one is most important as well as how to go about solving the problem. Haruna observed that this chart could also be used in the home to know what your priorities are in the family and have a consensus in decision making. Grace asked why signs and symbols are necessary in the chart since everything is already written down and Rabi answered that it will help people who cannot read and write to understand what each item means since they all agree on which sign to use for what. Yusuf asked how they can take action on their problems after theyve identified it since there is no one to help and Mr. Dung said that that question would be addressed later. The participants were then split into four groups to draw maps of their communities and show a double or pair wise ranking to rate their problems. At the end of the group presentations, the facilitators and participants criticized each groups work. The most recurring mistakes made by all the groups was that the keys were not clearly representative of the items in the map, there were no boundaries and no indication of which roads leads directly into the village and no arrows to show the direction of the roads shown. Footpaths linking homes, schools farmlands and so on in the communities were also not indicated. The participants were also told to be sure that the maps are self-explanatory so that anyone who sees them will be able to know their way around the community on the map. All the groups on the other hand satisfactorily presented the Double ranking except that keys were not properly used. TIME LINE Mrs. Lara facilitated this session. She asked the participants what they understood by timeline. Yusuf suggested that it is a time set aside or agreed upon to do a particular job. Mrs. Lara agreed but informed the participants that it does not only mean time but also date or event. She then asked the participants to write down four major events that happened in their lives, either good or bad, that they cannot forget and asked them not to include their names on the write-ups. The answer should be tabulated with two columns, namely date and event. The facilitator collected the write-ups from the participants and read them out. She observed that some of the participants did not tabulate their write-ups and some did not put the dates of the events. The importance of the timeline in the community according to her is to help us remember important events and refer to them when necessary. It also enables the community to document their history. Finally, she defined timeline as the sequential arrangement of events in a community, family or in ones life from the earliest to the present. In the community, this could be used to keep records of major events and ceremonies.
PROBLEM TREES At this point, the facilitator, Mr. Dung went back to Yusufs question on how they could get assistance to solve their problems. He said that it was the duty of the government to provide the people with good roads, potable drinking water, schools, hospitals and so on but it is the responsibility of the participants to use the techniques learnt in REFLECT to obtain their needs. He went further to ask them the most pressing problem in their community and Yusuf said that it was lack of good drinking water. He then asked them why they do not have water and Haruna answered that it was because of lack of cooperation, Tani said it was caused by bad leaders while Adams said that it was as a result of poor maintenance or discipline of the local stream which is their source of water supply. The effects of the above-mentioned problems are poverty, sickness and death, hunger, illiteracy, and lack of development. The facilitator went on to say that the effects of the problems mentioned cannot be solved by merely building hospitals and schools because people will still fall sick if they drink the water. The only
solution would be to address the problems from its roots, which are bad leaders, inability to cooperate and poor maintenance of water source. He then illustrated how a problem tree could be use to find out the causes and effects of a problem so that the participants would know where to start in solving their problems. The tree should contain date and keys. It could also be used to check income and expenditure of an individual or household. The problem tree is shown below. The roots show the causes while the branches show the effects:
CALENDAR Mrs. Lara asked the participants what a calendar is and Hope said that is an arrangement of days, weeks and months in a year accordingly. The facilitator then defined a calendar as a representation of activities over a period of time or the systematic arrangement of activities over a period of time. TYPES OF CALENDARS Agricultural calendar Income and expenditure calendar Disease prevalence calendar Market prices calendar Hunger and abundance calendar Rainfall calendar
A calendar can be illustrated as follows: Months & Year Feb Mar Apr
Jan 4 3 2
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
1 Weeks Fig.1.2 Activities
The year that the calendar shows should be indicated as well as the keys used to represent the activities for every period. GROUP WORK The participants were divided into three groups to do the following group work, which was to be presented on day five Draw a gender work load calendar of men in Dakwa (group 1) Draw a gender work load calendar of women in Bassan Jiwa (group 2) An agricultural calendar for Abuja area (group 3) Mallam Musa from Dakwa community said the closing prayer and the workshop ended by 5pm. 7TH JULY 2006
DAY FIVE
The workshop started by 8.30am with an opening prayer by Yunusa Useni Yusuf from Gaube community after which the facilitator, Mrs. Lara coordinated the recap of the previous days activities. The news and report was by somebody and Mr. Dung did the daily evaluation. The groups were then called upon to make their presentation of the work given on the previous day. Mrs. Comfort Sunday presented group one work. They drew a gender workload calendar for men in Dakwa community whom they said were predominantly into farming. Other participants criticized their presentation because they keys that they used were not represented in the calendar. There was also no time shown for recreation and religious activities. Group two work was presented by Rabi and Hadiza. Their own presentation was a gender work load calendar of women in Bassan Jiwa community. The other participants criticized their work because though all the keys were represented on the calendar, some of the keys used did not look like the items they represent at all. They also left a space for rest and recreation but there was no key to show what the space was meant for. Group threes presentation was by Abdulsalam. They prepared an agricultural calendar for Abuja area. The calendar showed what crops were planted in Abuja and when. It also showed times of harvest. Their presentation was criticized for being too rough and the keys were not truly representative of the items shown on the calendar. Mrs. Lara in her summary of the group presentations said that the columns for activities and the year should be clearly stated. She also said that colours can be used to indicate activities on the calendar instead of symbols as long as it is indicated by the keys so that those who cannot read or write will not be confused. She added that there should be an indication of when people go to the market to sell their farm produce and when they rest and that keys should be used to represent this, instead of just leaving an empty space. Finally, she warned against the use of too many keys so that the work will be neat and organized as well as easily understandable. Mr. Dung in his own comments said that there should be emphasis on the clarity of the calendar. He suggested that signs or numbers could also be used to represent the months and that there is no need
to write inside the calendar since keys have already been used. Finally, he said that every participant should be given a chance to present the group work for his/her group.
VENN DIAGRAM The Facilitator for this session was Mr. Dung. He explained that the Venn diagram shows the logical relationships between structures or sets. The diagram helps to identify the relationships between people and communities as well as the agencies they work with and the level of interaction between them. The size of the circle determines the size or level of the problem. Below is a Venn diagram showing the relationship between David at the centre and Haruna, Sani and Hope.
HARUNA
DAVID
SANI
HOPE
fig1.4 USES OF VENN DIAGRAM It helps to show the relationships between communities and organizations or agencies It helps where would be most beneficial for the community to go for assistance. It shows the nearest place where the community could in search of solutions to their problems such as the Chiefs residence or the Counselor and local government Chairman It also shows all the possible places where assistance could be received in order of proximity.
ACTION POINT: This is the identified problem that the community wants to take steps to solve. This could be the provision of potable drinking water. Once the community members agree that there is a problem
that needs a solution, and go a step further to identify possible solutions to the problem at hand, they have reached an action point. ACTION PLAN: This is a plan that shows the steps to be taken by community members in solving their problems. In the action plan, we emphasise the use of the seven friends which should act as a guide in ideas for discussion so that there is a sequence or flow that is followed when presenting the questions we ask. The seven friends are: What this refers to the activity to be undertaken Why this refers to the reason why the activity is to be undertaken How this refers to the method to be used in achieving the objective Who this refers to the person/people /group who will be held responsible for ensuring that the activity is undertaken When this refers to the time fixed for the event, meeting etc Where this refers to the venue of the meeting or event What else this provision is always made for unforeseen circumstances
A provision is also made for the cost of carrying out the project or resources to be used which may not be monetary. An action plan is done in a tabular form as shown below:
Action plan For SCD community. To obtain safe drinking water WHY HOW WHO WHEN WHERE S/N WHAT 1. Create awareness on good governance Through To community solve meeting the problem of poor water supply Facilitator or community members
7/7/06 RESOURCES OR COST
10.am Community Mats, chairs on hall and materials Saturday for graphic nd 22 construction. July
Fig 1.4
If the community members do not agree, you can use a simple matrix to decide which of the problems identified on the problem tree is the most pressing but as a facilitator, you can take action on the problem that has an immediate effect on the community. After this step, a committee is formed to monitor the activities of the people responsible for making sure that the plans agreed on are successfully executed. When the community members have finalized the action point and plan, the facilitator then invites the community members present to join in the literacy programme. LINKING PRA/PLA TO LITERACY PLA is a process where community members come together to discuss issues and take decision on the means of solving their problems. The focus of this session according to the facilitator, Mr. Dung is to link PLA to literacy, which is the ability to read and write. The session objectives are as follows:
To identify keyword from the graphic To identify the stages in literacy To identify and demonstrate the steps in linking PRA/PLA to literacy
LITERACY Literacy can be defined as the ability to read and write in any language and the use of skills for community development. it can also be seen as the ability to read, write and add figures in the local language. Thus, literacy can be taught in any language as long as one can communicate effectively in that language. There are three stages in literacy: Basic or Beginners stage/level Intermediate stage/level Advanced stage/level
Using REFLECT, one would learn how to read and write within three months so it is faster than the usual Government adult literacy class of nine months. The learning period is also accelerated if there is a good communication and commitment on the side of both the participants and the facilitators. THE KEY WORD The keyword is any simple word of two syllables that best describes the problem or issue that has been identified through the participation process or the word that has been most used in the course of the graphic construction. For instance, when handling the issue of lack of water in the community, the most frequently used word is ruwa which means water in Hausa language. This can be used as the keyword to teach literacy because it has two syllables. THE BASIC STAGE At this level, the use of simple words is highly encouraged. Adult learners learn better using things that are familiar to them so start from the known and introduce innovatively, other things that will attract their attention most. Note that the key word comes from the entire process of needs assessment and discussions with the participants up to the action point. At this level, small letters should be used. Flash cards can also be used to introduce the keyword, vowels and alphabets in the keyword.
GUIDELINES IN LINKING LITERACY TO READING The facilitator should help participants identify keyword which is vital in the learning process The Facilitator writes keyword on the board while participants observe the way it is done. The facilitator should note that some of the participants have never written anything in their lives so he or she should be patient. The Facilitator takes them through pronouncing the key word The facilitator breaks the keyword into syllables. Ruwa can be broken into ru wa Introduce the vowels in the keyword; that is u and a Explain the concept of consonants Introduce the other vowels ; a, e, i, o, u Create words and syllables with vowels and consonants in the keyword and other vowels, e.g. ra, re, ri, ro, ru and wa, we, wi, wo, wu. And combine the syllables in the keyword with
other vowels e.g. rare, rari, raro, raru, rera, rere, reri, rero and so on until you get four blocks with both the r and w. You also teach them how to read the words. The above process is known as word building. By the time it is complete; the facilitator will eventually come up with the key word, ruwa and goes further to identify the words that make meaning in the language that is being used for example in Hausa we have; rare, rera, roro and so on. These words and the keyword will be used to make sentences at the intermediate level. INTRODUCE WRITING Remind participants of the previous graphic work. This is because it is done by the participants and will help them understand better. Identify and write out the keyword slowly on the board while participants observe. Facilitator takes participants through hand and wrist exercises. This will help to loosen up their hands for writing. It may also be necessary to teach them how to hold the pen. Guide writing in the air while backing the participants. Do that with all the letters of the keyword. Encourage participants to practice writing in the air, flash cards or on the sand, if outside. Help participants to write in their exercise books in small letters from left to right.
READING AT INTERMEDIATE LEVEL Revise key issues that were raised previously Form sentences using keyword and allow blank spaces for them to fill Write a few sentences on the key issues discussed and read same to the participants Introduce simple punctuation marks like comma (,) and full stop (.)
READING AT ADVANCEDED LEVEL Facilitator helps participants write summary of discussions. Facilitator helps participants read out the summaries. Note that patience is required and that no one should laugh at another person so as not to discourage them Facilitator introduces ideas for supplementary reading. As they begin to create sentences, the facilitator can provide magazines or pamphlets to supplement self generated materials Facilitator introduces paragraphs. Start with a few sentences and then build up to paragraphs making sure that they understand the reasons for the breaks in the sentences.
At the end of the session, the second facilitator, Mrs. Lara asked the participants to differentiate between the REFLECT learning process and the familiar Adult Education. Yusuf said it is different because they use their problems, which they are familiar with to teach them. Adam said that it is taken in steps, which are easier to follow and use keywords that are familiar; Sani added that we use community-generated keyword instead of other texts that are difficult to understand so it is easier to comprehend. Mrs. Lara agreed with all the respondents and reminded the participants that all the symbols and keywords come from the diagrams they have done. No primers are used and it is geared towards understanding community needs. Haruna asked how a facilitator can handle a situation where there are both people who have been to primary school and know the basics of reading and writing and people who have never been to school in the literacy class. Grace replied that they should be placed at different levels while Abdul suggested that the facilitator can first teach the ones who cannot read or write at all to the level of the others so as to carry everyone along. Mrs. Lara in her response agreed that more attention should at first be given to those who have no previous knowledge of reading and writing.
Mr. Musa told the Facilitators that it is not easy for the participants to remember all the information they have acquired in this workshop and requested that a handout or lecture note be given to them before they leave so that they can refer to it when they go back to their communities. The facilitators promised to pass the request to the Director of SCD. Mr. Dung gave the participants some Group work to do which would be presented the following day. They were as follows: Correct the previous days group work Identify with the use of a double matrix, the prevalent or most frequent task for each gender. Use the double matrix to identify the highest paying agricultural activity Link PRA to literacy at all the levels, basic, intermediate and advanced level Finally, he asked the participants to write the daily evaluation, which will be discussed on the following day. The workshop was concluded by 5. 05pm, with a closing prayer by Asabe. DAY SIX 8TH JULY 2006
The workshop started by 8.30 am. Alhassan said the opening prayer while Mallam Musa and Grace Agbayi gave the news and report respectively. Thereafter, Mrs. Lara conducted the recap of the previous days activities and Mr. Dung reviewed the issues raised in the daily workshop evaluation by the participants. GROUP WORK PRESENTATION GROUP 3: This was the first group to present. Their presentation was made by Asabe, Musa and Abdulsalam. Asabe presented the Double matrix; Mallam Musa presented the Agricultural calendar for the year in Abuja while Abdul presented linking PRA to literacy. In linking PRA to literacy, they used the keyword doya (Yam) instead of the crop with the highest gain as indicated by the graphics, which was gyada (groundnut) this is because doya was equally common and had two syllables it was also less complicated. Adam also noted that they left out some other words that have meaning in Hausa language which were discovered during the process of word building. Mrs. Lara observed that they did not come up with an action point or action plan using the seven friends as a guide. This step she said is necessary because it enables community members take positive steps to solve their problems. It is also the preceding stage to linking PRA to literacy. GROUP 1: The presentation was made by David and Emma. They were criticized for not linking PRA to literacy. They also did not show the keys that represent the items in the graphics clearly and there was no title on their graphics. GROUP 2: Alhassan and Adam made the presentation. They were commended for the proper use of the flash cards in the graphics and in linking PRA to literacy. In summary, Mr. Dung observed that the participants seemed not to understand the question because they did not answer them accurately. Though they all prepared the agricultural calendars, they did not show the most prevalent task for either gender. He stressed the importance of the proper use of the action plan, matrix and other graphics because they improve the reasoning process of the participants and added that decisions can be taken with any of the graphics as long as the facilitator can manipulate it effectively. LINKING PRA TO NUMERACY Mrs. Lara facilitated this session; she gave the guidelines for linking PLA to numeracy as follows: Go according to the level of the participants bearing in mind that they do not all have the same level of understanding and comprehension. Numerals should be drawn from graphic already discussed
Real life experiences and objects can also be used for further illustrations Introduce mathematical symbols from simple to complex Ensure that one is well understood before you move to the next one It is better to introduce the symbols in this order, Addition and subtraction (+, -), multiplication and division (, ), and equals to (=). The signs could be written on flash cards and introduced to the participants
SOME USEFUL SUGGESTIONS Go back to the already constructed graphics for example the community household map Remind the participants about the graphic Take them through the process of counting Count the number of households in each section of the community Just like in literacy, ask the participants to watch how you write the numbers and signs You can write the numbers on one side of the flash cards and draw some symbols representing the numbers on the other side and ask the participants to identify the numbers Afterwards you can tell them to write the numbers 1 5 (for beginners) For addition, you can count the number of children in a household and sum them up For subtraction, you can ask if so and so go away to school in town, how many children will be left in the house. For multiplication, you could ask if two people ask the herbalist for treatment two times a week, what will be the product. For division you could use the idea of sharing amongst people for example if you share six oranges amongst three children, how many will each one get?
NOTE: Identify slow participants from fast ones and separate them into two groups. The facilitator introduced the stages in linking PRA to literacy as follows: Beginners stage Intermediate stage Addvanced stage
BEGINNERS STAGE At this stage you introduce the signs (+, -, , , =) and tell them to draw it on the air or ground and on flash cards. Let them know that a sign that is wrongly written may mean something else. The numbers 1 5 can be used to teach them at this level if it drawn from the number of problems identified the community members in the graphics. It is important to remind them of where the number is drawn from. The numbers can be illustrated on the board and symbols like circles or lines used to represent them. For instance, 0, 00, 000, 0000, 00000 can represent 1, 2, 3, 4, and 5 respectively. Items like oranges, sticks and so on can also be used. The facilitator can then place the flash cards on the ground and ask the participants to identify them and pick them up At this point the addition sign can be introduced and the numbers added up clearly in such a way that the beginners will not be confused Introduce the minus sign and use several examples so that they can understand
INTERMEDIATE STAGE
Introduce more numbers add, multiply and divide them. For example, 15 + 15 = 30, 10 10 = 100, 50 20 = 30, 30 30 = 1. The facilitator should take care not to be too fast for the participants to follow.
ADVANCED STAGE Introduce Hundreds, Tens, Units, and signs that are more advanced. By this time, the participants should be familiar with all the signs and symbols and be able to do complex addition, multiplication and division.
SEQUENCING Mr. Dung Facilitated this session and the objectives were to define sequencing and identify some steps in sequencing. Sequencing was described as arranging items in an order, following a basis, reason or guide. In addition, it is important in the community because it enables people arrange their problems in order of priority and know which one is most pressing and which to tackle first. IMPORTANCE OF SEQUENCING It ensures continuity It helps in prioritization of work It ensures that work flows into the next It ensures the relevance of tools in analyzing issues and considering necessary solutions It helps us to start from the simple to the complex. STEPS IN SEQUENCING Have a problem or issue in mind. As facilitators, you must be aware of what is bothering your community and needs a change Identify possible contributors or contributory factors. The problem tree for instance can help us understand the causes of a problem so that it can be tackled from the roots. Consider the importance, urgency and reality of the issues as well as availability of resources and availability of participants.
UNIT DEVELOPMENT Mr. Dung equally facilitated this session and the session objectives are: To identify steps in unit development Participants are to develop at least two units in the local language. The participants described unit development as a process of looking for ways of doing something that leads to progress. STEPS IN UNIT DEVELOPMENT Identify issues and problems that need solution in the community Set objectives (what you hope to achieve) Identify appropriate graphics with which to analyse the issue or problem Discuss the graphic and come up with an action plan Introduce reading and writing using key word from PRA/PLA discussion process Introduce numeracy also based on the graphics Prepare for additional learning Use supplementary materials
ISSUES/PROBLEM IDENTIFICATION Conduct an awareness action through animation in the community Conduct feasibility studies using existing data, transect walk, community map, and so on. The facilitators can do a mini transect walk to identify the problems and think of possible solutions.
SETTING OBJECTIVES Have a problem in mind State what you intend to achieve Identify steps that are most adequate or appropriate that will help in solving the problem
The SMART G scale can be used as a guide in setting objectives. The scale is explained below: S Specific there must be clear limits M Measurable assess levels A Achievable can be done R Realistic is it possible to do? T Time bound set period to achieve G Gender sensitivity
GRAPHICS CONSTRUCTION Identify appropriate graphics that will help you analyse the issue Identify a mapping ground Get the necessary local materials Prepare appropriate cards Have a note book to record information Ensure that you transfer your graphics from the ground unto a large piece of paper
DISCUSSION STAGE Make use of probing question (the 7 friends) to enhance the dialogue or discussion Guide the discussion to appropriate point Facilitator writes down important points in note book
READING AND WRITING Identify the keyword based on discussion Break down keywords into syllables Use vowels from syllables to make words Help participants copy same into their exercise books Use simple words to make sentences Let learners copy work into their books
NUMERACY Identify appropriate level Prepare cards showing figures to be introduced Introduce mathematical symbols one at a time
Make conscious effort to teach the place value of 0 (zero) Numeracy work should always relate to the learners everyday life situation
DOCUMENTATION Facilitators should put down all interesting or important points to ensure that they do not forget them Facilitators should ensure that learners record and document all information Document all action points so identified Document/record the process of implementation of all action points
Mr. Dung concluded this session by stressing that the community should identify a custodian of all materials and graphics used. BEHAVIOR IN GROUP Thoughtful and quiet Rational intellectual Task centered Strong and forceful (aggressive) Strong feelings and emotional
The facilitator, Mrs. Lara wrote down these behavior types and asked the participants to identify the group in which they belong and the advantages and disadvantages of belonging to such a group. The participants went into their groups and came up with the following: THOUGHTFUL AND QUIET: The advantages of this behavior type is that they think before they understand, they listen to other peoples opinion and the always give room to sit together, and reason together while the disadvantages are that they are slow and may seem stupid to people. RATIONAL INTELLECTUAL: The advantages of this behavior type is that they have quick understanding, they think fast, they are realistic about issues, they contribute to participation, are knowledgeable and are also peacemakers while the disadvantages are that they are argumentative, impatient, overconfident, and cautious. STRONG AND FORCEFUL (AGGRESSIVE): The advantages of this behavior type are that they take decisions easily and stand by it. They make good leaders. They can also not be easily oppressed. The disadvantages are that it makes them fall into difficult situations. People also get too angry with such people especially in meetings and they are also overconfident. STRONG FEELINGS AND EMOTIONAL: The advantages of this behavior type are that they find it easy to render help to people; they also understand someones situation. They are approachable and friendly. The disadvantages are that they are weak and easily deceived. They also sometimes find it very difficult to take decision. They also worry a lot and that makes it easy for them to get hypertension, they carry too many peoples burdens and end up not solving any. They get depressed and also panic when faced with serious problems or decisions. TASK CENTERED: None of the participants joined this group. At the end of the group work presentation the facilitators and other participants noted that some of the participants do not fit into the groups they joined. Most groups were also not clear with the explanations and some of the advantages mentioned were more like disadvantages. The participants
also disagreed with the strong and forceful group who said that they make good leaders; rather, it is the Rational and intellectual group that make good leaders. GROUP TASK Low agricultural yield in Dakwa community (Group 1) Disease prevalence in Gaza community (Group 2) Low school entrance problem in Fage community (Group 3) Inability to read and write (illiteracy) in Tigya community (Group 4) Show how members of your community get money and how they spend such money (Group 5)
1. Use at least 3 graphics to arrive at an a. Action point b. Draw an action plan c. Link PRA/PLA to literacy at all levels 2. Choose a problem or issue that is most pressing in your community and develop a unit for your reflect process. The participants were asked to present the group work on the following day. David said the closing prayers and the workshop ended by 5.10pm. 10TH JULY 2007
DAY 7
The workshop started by 8.30am. Mrs. Comfort Sunday said the opening prayers while Charity and Adams Suleiman presented the news and report respectively. The recap of the previous days activities was done by Mrs. Lara after which the five groups were called upon to make their presentations.
GROUP 1: LOW AGRICULTURAL YIELD IN DAKWA COMMUNITY Alhassan presented the Double Matrix, calendar and problem tree while Comfort presented the action plan and linked PRA/PLA to literacy and numeracy at all levels. The members of this group were Comfort, David, Laraba and Alhassan. GROUP 2: DISEASE PREVALENCE IN GAZA COMMUNITY Rabi presented the calendar on disease prevalence and the double matrix, Hajara presented the problem tree which was used to identify the causes and effects of the problem, Yunusa presented the action plan, Adams linked PRA to literacy while Musa linked PRA to numeracy. The members of this group were Adams, Musa, Hajara, Hajara, Rabi and Yunusa. GROUP 3: LOW SCHOOL ENTRANCE PROBLEM IN FAGE COMMUNITY The presentation was made by Shagari. He presented the simple ranking, double ranking and problem tree, and then linked PRA to literacy. The members of this group were Emma, Yusuf, Hope, Hadiza and Shagari. GROUP 4: INABILITY TO READ AND WRITE IN TIGYA COMMUNITY
Tani presented the double/ pair wise ranking and simple matrix, Charity presented the problem tree, Grace presented the action point and action plan, Abdulsalam linked PRA to literacy and Grace linked it to numeracy. The members of this group were Tani, Charity, Abdulsalam and Grace. GROUP 5: SHOW HOW MEMBERS OF YOUR COMMUNITY GET MONEY AND HOW THEY SPEND SUCH MONEY Haruna used double matrix to show how they make money and spend it. Asabe used the problem tree to identify the causes and effects of the problem which was identified and came up with an action point and action plan. Finally, they linked PRA to literacy. The members of group five were Haruna, Aino, Asabe and Esther CRITISISMS OF THE GROUP WORK After the presentation by the groups, the facilitator, Mrs. Lara led the participants in a criticism of the group work as follows: GROUP 1: Their graphics had no title, date or objective The calendar does not show the problem. A problem tree shows it more clearly. The action point should be created before the action plan and the seven friends should be clearly stated in the action plan to make it easier to decide which course of action to take, where and when. State the stages in literacy i.e. beginners, intermediate and advanced. They didnt indicate where they took the number used for the numeracy training from i.e. if the number of problems listed in the graphics were five, then the numbers used for numeracy should be five. GROUP 2 There was no title on the problem tree and no flash cards or keys used to enable those who cannot read understand what each item on the tree represents. The action point was not shown but they used the seven friends. In living PRA to literacy they didnt say which words make meaning in the local language of the participants. The literacy program is not clear because they did not follow the steps accordingly. They also neglected to mention the discussions that led them to arrive at the problems and solutions used in the presentation. Mr. Dung in his own contributions said that the issues raised must be real and clear and the words used should clearly describe the problem. He mentioned this because in the disease prevalence chart in Gaza community shown by group two, they came up with malaria as the most common disease but the word used to describe it generally refers to fever and more specifically, hepatitis so they mixed up the two. He added that since the calendar shows that malaria is the biggest problem, they should first have used the tree to know exactly how to go about solving the problem before using the double matrix. He also added that the action point is used to know which of the problems to take first and it is not indicated. The work done by groups one and two were used as a basis to criticize the entire presentation for lack of time. Finally, the facilitators noted that none of the Groups did the unit Development which is a guide for the process of identifying the objectives and the problem as well as the steps taken to solve the problems. This involves coming up with an action point and action plan as well as graphics. The participants were told that this is important because it will help them when they go back to their communities. The facilitators were also advised to revise their notes on unit development.
LEADERSHIP The Facilitator for this session was Mrs. Lara. She started by asking the participants to express their opinions on the meaning of leadership. Leadership was defined as the process of leading people and a leader was seen as one who leads people. She also asked the participants to differentiate between kingship and leadership. The points raised on this issue were as follows: A king can be a leader but not all leaders can be kings A leader is chosen by people while kingship is inherited The king oversees leaders in his province At this point, the facilitator presented the session objectives, which were as follows:
SESSION OBJECTIVES To come up with a common understanding of what leadership is and leadership styles To identify whom a leader is To highlight the qualities of a good leader
WHAT IS LEADERSHIP The facilitator gave the following meanings of leadership: Leadership is the ability of a servant to guide the group Shared responsibility and roles within a group The ability to guide direct and control. The ability to identify with a group while leading them to a goal. The element of being able to control, guide or influence people to act or take certain action LEADERSHIP STYLES Authoritative: Dictatorship or autocratic Democratic Leader: Participatory Laissez-faire: Passive leaders. They often display I dont care attitudes Theocratic: Strictly by the book i.e. guided by strict rules and regulations. The facilitator divided the participants into four groups to discuss the following: GROUP TASK 1 2 3 Who is a leader List the qualities of a good leader Discussion the advantages and disadvantages of each of the above leadership styles (each group is to discuss one leadership style each)
GROUP 4 This was the first group to present. The members were Abdul, Shagari, Musa, Hope, David and Musa. Musa made the presentation on behalf of group one. Who is a leader? A leader is the one who makes the laws and governs the people Qualities of a good leader: He is Faithful & trustworthy, Hardworking, Honesty, Loyalty
Advantages of a theocratic leader: He is interested in Progress, peace, and unity. Disadvantages of a Theocratic Leader: He does not listen to people and he always restricts himself to the rules.
Criticisms and Observations It doesnt bring success It doesnt bring unity They didnt emphasizes the advantages and disadvantages GROUP 2 : Alhassan, Amina Laraba and Charity Who is a leader? He is one who guides and directs his people List the Qualities of a Good leader: he is Responsible, honest, patriotic, loyal and trustworthy Advantages of a Democratic leader: They like to speak their opinion, they have no fear and they do what the people want, they also listen to everyone. Disadvantages of a Democratic leader : People have the right to challenge him and he has no right to make decisions on is own
Criticisms and Observations They were asked to clarify the points. GROUP 3: Passive Leaders: Mrs. Comfort Sunday made the presentation The other members are Haruna, Asabe, Hajara Who is a leader? He is one who is concerned about his people List the Qualities of a Good leader: He is patient, friendly, and is concerned about his peoples problems. He is compassionate, helpful and enduring. Disadvantages of a Passive leader: there is no progress and the people do not respect him. He is not concerned about his people Advantages of a Passive leader: He listens to advice but does not use it.
Criticisms and Observations They were asked whether it is a disadvantage or advantage when the leader listens but doesnt act on it. GROUP 4 Autocratic Leader :Presented by Adams other members are Sani, Grace, Yusuf, Aino, Hadiza and Yunsa Who is a leader? He is one who governs his people List the Qualities of a Good leader: he is Responsible, honest, patriotic, loyal and trustworthy Advantages of an Autocratic leader: Their followers do things right on time before they are afraid of him, the hardly disobey him. Disadvantages of an Autocratic leader: He does not work with followers views does not give them room for self expression. He is always surrounded by psychopaths, development is less in his community and he brings division in his community.
Criticisms and Observations They didnt show all the qualities of a good leader MICRO FACILITATION
This session was facilitated by Mr. Dung. The Session objectives are that by the end of the session, the participants should Know the meaning of micro facilitations Identify steps in micro facilitation Demonstrate micro facilitation MICRO-FACILITATION DEFINED The facilitator, Mr. Dung defined Micro-facilitation as a process of leading or guiding a small group to achieve a goal/purpose. (A problem already identified while doing unit development) STEPS IN MICRO-FACILITATION Salutation / Greeting / Protocol Introduction of facilitation team. Community entry is necessary if the facilitators are not from that community. This means going to see the Chief of the community to introduce yourselves and your purpose so as to make them aware and then call for a meeting. Introduction of the subject matter Use PLA Tolls and Techniques like probing question to lead discussion and analysis of the issues / problems. This includes questions like;
a) What are the issues / problems, how has it been before now? b) How have we or you survived or how have we been coping with the situation, c) What coping mechanisms/strategies/ methods have we adopted before? (This is very important even if you are from that community), d) Have any of the identified strategies worked well? (Introduce PLA Tools at this stage), e) If yes how can we improve? f) If No, what do we do next? g) What else can we do? Or should we do differently? Reach an action point Draw up an action plan Unit Development/Planning Link PRA/PLA through the key word and graphic to literacy and numeracy Introduce learners to supplementary materials Introduce and encourage learners to additional learning
The facilitator divided the participants into fire groups to discuss and present a micro facilitation process. They were asked to come up with a unit development covering the entire REFLECT process. GROUP 5: The group five work was presented by Sani. The presentation is as follows Issue/problem Spending of money on women Objective To find out why men spend money on women What are the implications of the problem and what effects does it have on the community Tools to be used Problem tree and Double matrix Action point Action Plan Introduce PLA from the keyword
The Group 5 Presentation was used as a guide to discuss the topic. The facilitator said that as a result of time constraint, the other groups will not present. ADDITIONS/TIPS Develop a code that it can use to communicate effectively with each other within the facilitating team. Develop a unit plan Each facilitates should know when to come into the discussion and when to step out. Discuss your team issues in private. As a team, you must be conversant with the issue or problem and your objective(s) it may be more than one but you should develop an action point and introduce literacy. Know what tools you can use to convince the people that there is a problem and to adopt process for a change. Do a need assessment. Use Action plan (7 friends) Introduce literacy
The facilitator concluded the session by saying that the most important thing here is that a solution must be obtainable from the process. GROUP WORK: 1. Choose a problem or issue that is most pressing in your community and develop a unit for your REFLECT Process. 2. Use at least 4 PLA/PRA Tools and demonstrate / Micro facilitate the REFLECT process: The facilitators asked them to present the entire REFLECT process in the Micro Facilitation. They were divided into 5 groups to discuss and make the presentation. Each group will be given 30mins to present and every member of the group must be part of the presentation. Every bit of work must be done properly and in detail. Mrs. Lara asked the participants to ensure that they learn the process so that whenever it is necessary, they will be able to facilitate. The Closing prayer was said by Tani and the workshop ended by 5:15pm.
DAY 8
11TH JULY, 2006
The workshop started by 9:15 with an opening prayer by Adams Suleiman. The news was by Haruna Ibrahim. The report was not given that morning. Mr. Dung facilitated the recap of the previous days activities. GROUP WORK PRESENTATION Mr. Dung asked the participants to come forward for their group work presentation. He also told the participants to criticize the group presentations and let each group know what they missed. GROUP 5: This was the first group to present. They discussed the lack of potable drinking water in Gwalada Community. Sani started by greeting the participants and Mrs. Asabe presented the issue and objective of the community. Mrs. Esther asked the participants to give the reasons for this problem and they came up with 4 problems. Haruna then asked the participants to illustrate symbols
to present these problems on flash cards and proceeded to use the double matrix as a PRA tool to discover which of the issues is most pressing to the community. He then used the presentation tree. They were unable to complete their presentation. The group members are Sani, Asabe, Haruna, Esther and Aino. They were asked by the facilitators to say what they felt that they did well in the presentation. Esther said she was happy that they came up with a problem through discussion with the community members (other participants) Haruna said the double matrix was well done. Sani said that the presentation was going along with what they had on their plan. What would they have done better? They said the coordination could be better. Afterwards, other participants commented, Rabi said that one person in the group did not present. Abdul said group members gave us a problem-Rashin ruwa (Lack of water) instead of asking the participants (community members) what their problems are. Grace observed that Haruna was trying to force his own ideas on them instead of accepting theirs during the graphic construction. Adams suggested that they should have first used the problem tree instead of the double matrix. In response to this, Mr. Dung said that the choice of the use of a particular tool is based on sequencing. He said that the use a particular tool depends on the ability of the facilitator to manipulate the tools to get the desired result. Yusuf commended the group saying that they did well in their presentation. Finally, Mrs. Lara observed that they did not use the symbols properly. Mr. Sani Ibrahim pleaded with the facilitators to suspend their comments until all the groups have presented because it will influence the other groups who are likely to learn from their mistakes. The facilitators agreed to do so.
GROUP 1 PRESENTATION Mr. Alhasan was the first facilitator for group 1. He presented the problems in Pegyi community as that of poor performance of students in that community. He explained poor performance to the participants. He presented objectives of the session and then asked the participants what is causing the problem in their community. The suggestions were: (1) Lack of teachers (2) Lack of discipline amongst the teachers (3) The pupils do not go to school regularly (truancy) (4) Lack of materials (5) Lack of understanding on the part of the pupils. Mal Yunusa continued with the presentation. He asked the participants to come up with signs to indicate the problems. He used the simple matrix to find out which of these problems is the most disturbing to the community members by asking them to indicate by raising their hands. When the problem was identified as lack of discipline among students, he used the problem tree to show what causes the problem and how it affects the members of the community. The group members are Yunusa, Amina, Comfort, Alhassan and Mrs. Laraba. The Facilitators asked the group one members who did not present to mention what area they were supposed to have presented if the time had allowed. Amina said she was supposed to do the action plan, Mrs. Laraba was to present the action tree and Comfort was to present linking PRA to literacy and numeracy. When asked what part of the presentation they enjoyed most, Amina said she was happy that they were able to draw the participants into discussion and Comfort said that if they had another chance they would try harder to encourage them to speak their minds.
Afterwards, the following observations were made; Grace said that they did well in the discussion. Haruna said they did not say the type of tool used and also did not tell them not to raise their hands more than once during the counting while constructing the simple matrix. Abdul agreed with Haruna, saying that it will influence the result of the presentation. Sani said that they did not present a unit plan and that in their objectives, they had already assumed what the solutions will be and it may not be the same as what they will get from the community. He also said that they should count the result of the simple matrix so that they will know if some voted more than once. GROUP 3 Yusuf started the presentation for the group. Group 3 presented the problem of lack of good water supply in Idu community Shagari continued by asking the participants what caused the problem of lack of water. He used the simple matrix to illustrate this. He concluded that poor maintenance of the water source is the biggest problem because it had the highest number of votes. Shagari continued by using the problem tree and asked people to illustrate signs to be used as keys. The members of the group are Yusuf, Emma, Hope, Hadiza and Shagari. Hope was supposed to use the Venn diagram while Hadiza was supposed to link PRA to literacy. They were criticized for their wrong use of the simple matrix and because their members were coming to correct them during the presentation. Mr. Dung encouraged them to practice using the tools before each presentation. GROUP 2: Gaza community. Mrs. Hajara started by presenting the objectives. The identified problem was lack of good water supply. Adams took over at this point to ask the participants what factors could cause the problem. They responded that the problems were caused by: (1) Poor maintenance of the water source (2) Lack of cooperation (3) Bad leaders (4) Disobedience of rules and authority Mallam Musa used the problem tree to find out the causes and effects of the problem. Rabi then came up to ask where they could go to seek solutions to the problems. At this point, Adams illustrated the vein diagram showing the relationship to the issues i.e. go to area council, NGOs and so on. The group members were Adams, Hajara, Ramat, Mallam Musa and Rabi. Ramat said she liked the fact that they were able to stimulate group discussion and that she was supposed to show the action plan if time had allowed. Observations from other participants followed. Shagari asked how they arrived at the problem tree. Adams answered that the problem tree was used to show the effects of problems of lack of water. Haruna complained that he could not follow the steps in their presentation he also observed that when they asked where to go for help, the other participants gave suggestions but they refused to follow (vein diagram). Alhassan said that they came up with the problems that cause lack of water but that they dont know what became of them before they jumped to the problem tree. Comfort said that they didnt follow the steps logically. Grace said that unit development was not complete and that they did not follow the steps. Mr. Dung advised them to complete their Unit Development and practice how to use tools and minimize waste of resources like paper. He added that as a facilitating team, all the facilitators must demonstrate amongst themselves properly before moving into the large group and that if the facilitators find that they are stressed or confused, they can take deep breaths, give an energizer or throw a joke while they collect themselves. GROUP 4: Grace started by greeting the participants and introduced the group members. She stated the problem as the inability to read and write. She asked the community members the issues that cause this their responses were: (1) Early marriage
(2) No schools (3) Lack of awareness on the importance of education (4) Bad leaders. Charity then came to ask what the above problem causes in the community. They illustrated the information using a problem tree. Then David illustrated the problem using a double matrix. They did not complete this before Abdul went into linking PRA to literacy and numeracy. The members were Grace, Charity, Abdul, Tani and David. The facilitators asked the group members what they liked about their presentation. Abdul said he liked the problem tree and that the facilitators were able to stand firm in spite of pressure from the other participants, Grace said they didnt rehearse answers from their probing questions but that the group members performed well. Tani said that in their unit development, they got the causes of early marriage right. When asked what they would like to improve on, Tani said that a Venn diagram should have been done and Grace said she would have changed the facilitator for problem Tree. Mrs. Comfort in her observation, said that they were confused when the issues were handled all at once instead of finding out which was most important, Sani said that they did well but that they were not organized at the beginning of their presentation, Adams said that they were able to go back and tackle the mistakes. Ramat said that when the community members were asking questions, the facilitators were confused and that they should have been firm in spite of the pressure. Yusuf said that they did not come up with one problem after the other but they handled all at the same time. Mr. Dung asked the participants where confidence comes from. Grace said it comes from knowing exactly what you supposed to do so that you can be sure of yourself. It also comes from practicing with your group, and following the steps accordingly. Yusuf said that we should have reminders in case we forget anything. At the end of the group presentation, The Facilitators made their observations. Mrs. Lara said that they use the same problems that were brought out in the workshop and also used the same issues in each tool. This she said does not make for progress. She also advised the participants to ask the community members what their problems are first, then table it and use appropriate graphics. She added that the Graphics they used do not relate to the issues raised and that it is better to handle the issues one after the other instead of all at once. She said that the solutions reached should lead to progress and further advised that they should be gentle and understanding with the community members so as to make them listen and tell their problems. Mrs. Lara concluded by giving the following tips: Do not act as if you came with a plan but encourage discussion. Do not rush them because of time Do not say their ideas are not right and do not condemn their ideas rather, introduce yours tactfully or else you will not get any cooperation from the community members. Finally, she commended their presentation but said that there was room for improvement. Mr. Dung made the following observations and suggestions: Introduce the graphic with tact (e.g. problem tree) and let it develop until someone may observe and say that it looks like a tree. Then you can then ask that if it is a tree, how do you kill it? This will give them the idea that it is best to tackle the problems from their roots. They are not to teach the community members the graphics as it is unnecessary and may be confusing. You need to be solid and firm because the plans you made may not be the same with what the community members will come up with.
He commended them for the teamwork but said that someone should be chosen from within the team to lead the processes. Unfortunately, women participation in the presentation was very low. Women should participate more actively. The Ideas for discussion did not come up clearly Note the importance of greeting the community members and introducing the facilitators. The ability to control the process was fair. On the use of symbols, he said that we should remember that PRA/PLA empowers people to speak their minds with confidence so community participation should be encouraged in the graphic construction process.
He told a story of a Community in Nigeria that had some problems and went to see the Governor. They were all seated and one man who was well dressed got up to speak. The governor saw their countenance and pointed out one old man to speak and say the problems. When he couldnt, the governor threw them out of his office; thus the facilitators should make sure that the people all know their problems and are not afraid to speak out. FACILITATION The facilitator for this session was Mrs. Lara. OBJECTIVES OF THIS SESSION At the end of this session, participants should be able to: Define who a facilitator is Discuss the qualities of a facilitator Identify a facilitators roles and responsibility Discuss some of the facilitators problems and suggest solutions to them. Identify ways of handing participants with mixed abilities WHO IS A FACILITATOR A facilitator is a Guide, a helper, a leader, an usher, a monitor who oversees affairs, a simplifier, and a linker between participants and other resources, not only money but all the physical/human resources, they have in the community.
QUALITIES OF A FACILITATOR A facilitator should have the following qualities: Knowledge, confidence and patience. He should be innovative, accommodating, neat, observant, humble, flexible, accessible, dedicated, faithful, reliable, sympathetic, a good counselor, neutral, objective, an active listener, transparent and have good interpersonal communication skills. Malam Yunusa asked what a facilitator should do if what he/she prepared is different from what he gets from the people during discussions. Haruna replied that a facilitator should always go by the needs of the community. Mrs. Lara in her response said that before you go into the bigger group you must have prepared for all eventualities and ideas you will use so it is also wise to prepare your mind for what the community members will say. ROLE OF A FACILITATOR In facilitator of a cycle, the facilitator should:
Lead discussion to action point Assist the participants to identify the action points Engage every participant during analysis Probe unreasonable and irrelevant responses with questions sequence cycle procedure Be a part of the implementation process of the action points Document/record events and names of persons stated for action point implementation. Ensure the availability of cycle materials e.g. chalk, leaves, broomstick or symbol objects. Assist in the management of the cycle and the management itself. Attend meetings/training with related organizations to broaden your knowledge Assist in linking the community with related organizations
SOME PROBLEMS FACED BY FACILITATORS Some of the problems faced by facilitators are as follows: Logistic support Absenteeism of participants Lack of proper control of cycle Interruption from other community members Lack of incentive or motivation Work load is much Diverse interests within community or cycle Resistance to change by the cycle or community suspicion from opposite sex Generation gap leading to disrespect of facilitator in order to tackle this, always listen to the elders and dont disrespect or criticize them but find a way to link up their ideas Language barrier (you can get a translator) Mixed ability on the part of participants. The Facilitators domestic problems can affect his output. He has to learn how to adjust and not let either the home or community suffer for lack of attention. Facilitators negative habits. The facilitator must find out and change any negative habits that can compromise his work. Traditional practices that hinders effective participation Corrupt practices Negative attitude towards innovations by the cycle members Financial constraints. It should be noted that no matter what, the facilitator should not allow himself to be in possession of community money. Always appoint someone to hold the money instead. GROUP WORK Mr. Dung assigned the participants into the same 5 groups of the previous day to do the following group work Prepare a unit plan/development in your group, following the logical steps i.e. topic, set objectives, tools, ideas for discussions, sample questions following the sequence of asking them, how you arrive at an action point, how you intend to do an action plan and then linking PLA to literacy and numeracy Each group would lead the process of facilitation In linking PRA/PLA to literacy and numeracy, Groups 1&5 will present the basic Level; Group 2&4 will present the intermediate level while Group 3 will present the advanced level.
Note that each group member will take five mins. to make their presentation so if a group has 6 members, they will have 30mins and if theyre 4 they will have 20mins to present so that each person will show what they have leant. The presentation is to be made on the following day. The workshop ended by 4.40pm with a closing prayer by Yusuf Sheria 12TH JULY 2006
DAY NINE
The workshop started by 8:30am. The opening prayer was said by Yunusa Useni Yusuf from Gaube community while the news and report was by Alhassan and Esther. The recap of the precious days activities was done by Mrs. Lara after which the group work was presented. GROUP WORK GROUP 3: Hope, Emma, Hadiza, Shagari, Yusuf were the members of group 3 which was the first group to present. Hope asked the people what problems they are facing in their community. Their responses were; Bad roads, no good school, lack of good water and no health centre. Yusuf then asked which of the problems were most pressing to the community. He decided to use a simple matrix to find out. He informed the people of this and proceeded to illustrate. Emma completed the matrix and came up with bad roads as the most pressing problem. Shagari continued from where Emma stopped. He used a problem true to show the causes and effects of the problem of bad roads. Hadiza then used a Venn diagram to illustrate the relationships and the level of interaction between the community and the agencies that they could go to for help. When the group members were asked to comment on their presentation, Shagari noted that they didnt put symbols or Names in the Venn diagram to indicate what each circle means. He equally complained that they had no time to link PRA to literacy and numeracy. During the general observation and criticism by the other participants, Grace observed that there was no linkage to literacy and that there should be a proposed action point before the Venn diagram and then their action plan. Mrs. Lara reminded them of the rules on presentation to ensure that they complete the micro facilitation. GROUP 2 The group members were Adams, Hajara, Rabi, Ramat and Musa. Adams Suleiman started the presentation of the group work. He introduced the group and the objectives and went further to discuss with the participants to find out what their problems were. Hajara used a simple matrix to identify the problem that was most pressing and Rabi attempted to use a problem tree to show the causes and effects of the problem but was unable to complete this before her time was up so Ramat completed the use of the problem tree. Musa linked PRA to literacy. The group members complained that they were unable to complete their presentation. Grace observed that in their unit development they should not have given a topic and objective but should have come up with one through the community discussion while Yunusa commended the group for their performance.
GROUP 1: Yunusa, Alhassan, Amina, Comfort and Laraba were the members of group 1. Yunusa presented the group objective and then discussed with the participants to know their problems. Alhassan used a simple matrix to find out which of the problems is most pressing, after which, he came up with the action point. Amina made an action plan for the community and Comfort linked PRA to literacy while Laraba linked PRA to numeracy. The group members were pleased with their presentation and there were no criticisms on their unit development. GROUP 5: The members of this group were Sani, Haruna, Asabe, Esther and Aino. Haruna greeted the community and introduced the objectives of the meeting. He then discussed with them to find out their problems. After this, Asabe used a simple matrix to find out which of the problems was most pressing to the community then came up with an action point based on this. Esther then drew up an action plan. Haruna complained that they couldnt finish their presentation because two of their group members were absent. They were also unable to show their unit development. GROUP 4 The group members were Abdul, Grace, Charity, Tani and David. Abdul greeted the people and asked them their problems which were identified. David attempted to use a simple matrix to find out which of the problems was most pressing after which Charity prepared an action point and an action plan. Tani linked PRA to literacy while Grace linked PRA to numeracy. Mrs. Lara asked whether the methods used in the above presentations by each group could be used to get the desired results and the participants agreed that it could. She commended the participants for their presentation and reminded them to use recognizable symbols to represent items in the graphics. Mr. Dung asked the participants what they would do if they were accused of stealing money by their community members because it would mean that the community members are disgruntled. Haruna replied that he will ask for the Secretary, Chairman, treasurer and other members of the community who are accountable for any resources available to the group to show clearly how much money was spent so that he will ensure transparency and also show that their money was well spent or not spent as the case may be. This, he said would resolve the issue. Mr. Dung agreed with Haruna and informed the participants to be careful because corruption is also present at the community level. He went further to address the proper use of graphics, saying that, the most important thing to know is the objective of using any particular tool. He also asked the participants to deepen their analysis of the answers given by the community members using probing questions and noted that the steps in the unit development were not followed logically. Finally, he said that flash cards were not properly used and advised the participants to always involve community members in the graphics construction. He informed them that they do not have to disclose their unit development but should rather come with notes and reminders which they could discretely make reference to.
In summary Mrs. Lara said that the facilitators should always memorise the seven friends to help them in their action plan and also remember to transfer the graphic from the ground to the paper. They were also asked to remember the action point and use it to do their action plan. She concluded by saying that in the numeracy session, the community members should be reminded that the numbers used came from the number of problems they had. BASELINE SURVEY Mr. Dung facilitated this session. SESSION OBJECTIVES: Introduce base line survey The uses of baseline survey WHAT IS BASELINE SURVEY Baseline Survey is simply defined as the processes taken in order to collect information needed to guide any intervention strategy or evaluate an intervention already taken. He used Partnership Against Poverty (PAP) to illustrate this and said that before the program was implemented, some steps were taken which include asking questions, taking child messages and so on. All these questions indicate a baseline survey. He linked it to questions a prospective spouse asks so as to know the family history, character etc of the spouse and know whether they can live peacefully together. After the job you also have to do a baseline survey, that is, after some time has passed so as to know the impact of that program on the community. This involves making comparison from the initial stage to the present point so as to know the changes that have occurred and also know if there has been any positive or negative change. WHY DO WE DO A BASELINE SURVEY It will help us to know the reality of the issues/problems It will help us determined/know the appropriate intervention activities/strategies to adopt e.g. can you do some thing different to solve the problem or assist with further resources It gives a base for evaluation at any given time e.g. six months. It will give us a better understanding of the people, environment, opportunities and problems.
WHEN DO YOU BASELINE SURVEY It is best done at the beginning or before any development programme starts; that is, at the entry and exit point. HOW DO YOU DO A BASELINE Tools Expected results. Mr. Dung asked the participants what PLA tool could be used to know the number of school age children in the community. The answers are illustrated below: EXPECTED RESULTS 1. No of aged children in the TOOL USED Community/Household maps. You can
community 2. Available facilities in the community
also count (mini census) Transect walk /community map
Fig 1.8 The use of cameras and other equipment is also important if or working on malnourished children, so that one can take the picture and weight of the child so that after the treatment is administered, you can compare. MANAGEMENT OF REFLECT CIRCLE This session was facilitated by Mrs. Lara The process involves the following steps: Assessment Facilitators refresher course or training Formation of the reflect circle ASSESSMENT Questioning: - we ensure that we get answer to the questions we ask. We also ensure that we have answers to all questions they ask us. Discussion: - Discussion helps us to get our ideas or methods to follow to solve our problems. It also helps facilitators to know the areas that are well understood, or what has been done, and what can still be done or done better. Participation: - When you are doing well, participation will be much especially if you get responses from community members. But if there are not enough responses and participation is poor, it means that you need to do better or adjust to correct the problem. Observation: - We also have to be observant to know how things are going well and also to note when mistakes are being made FACILITATORS REFRESHER COURSE This is necessary so as to refresh the facilitators of his responsibilities as a development worker. The facilitator should also attend periodic meetings and other related issues. FORMATION OF THE REFLECT CIRCLE The participants were asked the first step to take when they go home. Shagari said that they will go and meet the chief and say that they have returned from the training and want to talk to the people. Mrs. Comfort Sunday added that after discussing with the Chief, they would form a REFLECT circle. The circle is a smaller group that oversees the affairs or running of REFLECT activities. The steps to be followed are: Highlight the events or happening of the training to the Leader and Elders of the community Form a committee for the circle which includes (i) A representative from the local government (ii) The facilitator (iii) The chief (iv) Four members of the community (v) Opinion leaders (vi) Religious leaders
The committee should have a Chairman, PRO (public Relations Officer), Treasurer, Secretary and Welfare officer. These are the key posts required. The others should be floor members.
IMPORTANCE OF A COMMITTEE IN THE LITERACY PROCESS As you go into literacy, there is need to have another committee. This is important because they will help the facilitator to teach the community members literacy. At least four members of the committee should oversee the literacy session.
THE FACILITATOR It is important to note that the facilitator should on no account be directly involved in the handing and disbursement of money, he/she cannot be the treasurer or the chairman of the committee. Rather, it is advisable that he/she becomes the secretary but this is not compulsory. Ramat asked what the facilitators should do if some committee members especially those who come from the local government are not committed. In response to this, Mr. Dung said that the facilitators should encourage participation in the process because reflect involves the entire community. These people he said are important because they will use their influence in the committee and that they will cooperate because they have the community interest at heart. Mr. Dung added that there is a section of local government that is called social services department and advised the participants that when they go back home they should write to the Chairman to appoint someone to the committee from the social services department. They should also make sure the person is actively involved. He also mentioned the gender bias and said that women should not allow themselves to be sidelined because a process without women will not succeed. Action Plan Mr. Dung told the participants to draw out an action plan on what they will do in 3 months based on all the knowledge they have acquired in the training. The action plan should cover the next 3 months and should be done in duplicate; one for the participants and one for SCD. Each community was told to bring one action plan on the following day. 13TH JULY 2006
DAY TEN
The workshop started by 8.am with an opening prayer by Mrs. Comfort Sunday. Mr. Dung collected the action plan from the participants and read out a few to ensure that the directions were complied with. He said that the action plan would be given to SCD so that they can use it to following the participants activities. PARTICIPATORY MONITORING AND EVALUATION This session was facilitated by Mr. Dung. Participatory Monitoring and Evaluation can be defined as a systematic and periodic check on activities to determine success or failure by all stakeholders. Monitoring is important so that you know whether things are going step by step or the way it is supposed to while evaluation is important so that if things dont go well, you can go back to the previous stage and correct the problems.
WHAT TO MONITOR AND EVALUATE IN REFLECT Attendance Drop out of participants and why Change in attitude. The reflect process should influence positively the behavior of the participant Implementation of the action point The content and quality of participants books (in the literacy level). Check the neatness and writing styles and encourage them to adopt good practices. Abilities of participants to read, write and do simple arithmetic Development of literacy habits, we have to see if there have developed the habits of literate people Quality of constructed groups and ability to analyse issues. (They should be able to ask questions based on their condition and on know how to demand for their needs.
WHAT TO EVALUATE IN REFLECT Self confidence, dignity and esteem of the participants Ability to resolve internal conflicts. Cooperation and unity is important so that the facilitator can take control of the situation The level of success of each action. Follow up is necessary to make sure that everything has gone well The number of participants involved in each action and the level of participation The impact of your activities on children and adult enrolment in schools and literacy programs Change of behavior, habits and attitudes
Mrs. Tani asked what they should do if people refuse to respond when they call them for meetings. In response to this, Haruna said that even if she meets only two or three people, she should start from there and move forward while Rabi suggested that they should go to the Chief to complain so that awareness can be created. Mr. Dung also told the participants that religion should not be a part of the process because whether one is Christian or Muslim, development is beneficial to everyone. At this Point, Mr. Dung revisited the concerns/fears of the participants as well as their expectations/hopes and the objectives of the workshop. The participants agreed that their fears did not manifest and their expectations were fulfilled they also said that they are now familiar with the REFLECT process and have been empowered to carry out development work in their communities using participatory methodology. Mr. Dung thanked the participants for their cooperation during the workshop saying that it was the reason why everything went so well. He also thanked SCD for giving them the opportunity to be part of the training. Mrs. Lara also thanked the participants and prayed that when they get back to their communities, they will implement what theyve learnt. On behalf of the participants, Musa promised that they will implement what they have learnt in their communities. He thanked the facilitators for all the knowledge the have acquired through them and thanked SCD organizing the workshop for them.
CLOSING ADDRESS The Executive Director of SCD thanked the participants for their active participation in the workshop and said that going by the reports received from the facilitators, this was the best REFLECT training organized so far. He encouraged them to do their work well and also keep the
contacts they have made during the workshop because they may not have the opportunity to be together like that again. The director also promised that chalk, flipcharts, blackboards, notebooks, rulers, markers and other materials will be provided to assist them to start the REFLECT process in their communities. The Director further mentioned that SCD still plans to build primary schools in Jiwa Tsoho and Tupeki but that it will be done jointly with the community people who will be involved actively in purchasing the materials. This he said is to ensure that the finances are not misused so that the project will be completed satisfactorily and on time. He added that one of the key things which he would like to reflect in the annual report of SCD is how the REFLECT training has changed their lives, empowered them to engage their leaders and improved their discussion an implementation processes. Finally, he demanded active participation from the participants and told them that their reward for this will not only come here on earth but in heaven as well. He told them to believe in themselves and their abilities because they can make it big from little beginnings. He thanked them again and prayed that God will bless them for their efforts. The workshop ended by 10.30am and the closing prayer was said by Adams Suleiman.
SOCIETY FOR COMMUNITY DEVELOPMENT Since 1995
2005 Annual report
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.scd nige ria.o rg
EXECUTIVE SUMMARY This report attempts to capture the impact of Society for Community Development (SCD) in communities. Society for community development in collaboration with Innovative Consultancy Services and poor community members, at the instance of stakeholders especially poor communities, carried out the impact study from 12th 17th December, 2005. The aim of the study was to determine and document SCDs impacts and achievement especially in 2005. Also, the impact study was meant to articulate new challenges and the way forward in collaboration with poor communities for maximum impact. In undertaking the study, literature were reviewed, in-depth interviews were conducted with key SCD staff as well as community beneficiaries [ poor women, men, girls and boys ] in poor and excluded communities in FCT, Kaduna and Edo state, Nigeria. Sampled communities visited were Bassan Jiwa, Gwalada, Dakwa and Jiwa in Abuja Municipal Area Council. Kayace and Gaube in Kuje Area Council, FCT as well as Auchi, Edo State and Tafa community, Kaduna State. As part of efforts by the government to increase access to safe drinking water, we have played and are still playing a key role through advocacy to ensure that the very poor communities benefit from the water project which has eluded them for so long. The quality of Education in some communities is increasing with a good number of girls, who were at home in the past, now smiling to school daily. Poor communities now have the capacity to design, implement, monitor and evaluate community driven HIV/AIDS activities. People living with HIV/AIDS who were greatly stigmatized and discriminated in the past now play active roles in community development with the support of increasing numbers of community members. For the first time in the history of some poor and excluded communities, women, men, girls and boys mobilized themselves and engaged the government for positive change.
We give our sincere thanks to our partners for making it possible, with their financial support, for us to plan and implement activities with the poor. These special partners include ActionAID International Nigeria, Family Health International, Unicef and FCT Action Committee on AIDS. Our appreciation also goes to, but not limited to, the following individuals, Mallam Nasir El Rufai, Princess Anne of England, HRH Alhaji Idris Musa, Anne Okigbo Fisher, Charity Ibeawuchi, Dr. Chris Agboghoroma, Dr. Osy Okanya, Prof. Charles Wambebe, Otive Igbuzor, Ojobo Atuluku, Taiwo Ajose, Omokhudu Idogho, Hassana Dawha, Charles Abani, Kris Kinyajui, Chals Wontewe, Mrs Wolfensohn, Mrs Kohler, Mike Egbo, Noma Owens Ibie, Dr Isa Vatsa, Amina Salihu Dr. Adama Ajonye, Solomon Pai and Obadiah Tohomdet.
Well done to the staff of SCD which include, Barbara Jica, Oluyinka Eunice Obaba, Mohammed Sani Ibrahim, Anthony Omo. A, Paul Umoh, Ramotu Olufunke Ibrahim, Yusuf M. J, Rachael Binichukwu, Michael Meme and Yasalama Jatau for the amiable impact despite the huge challenges. Most importantly, we thank almighty God for yesterday, today and tomorrow.
A. Apoede Atsegbua Executive Director
ABOUT SCD SOCIETY FOR COMMUNITY DEVELOPMENT is a non- governmental organization which has been in existence since 1995. It is one of the leading civil society organizations working with the poor vulnerable groups in Northern and Southern Nigeria. The organization has been registered with Abuja Municipal Area Council (AMAC) and Corporate Affairs Commission (CAC) in 2002 and 2005 respectively. SCD has extensive experience working in hard to reach rural communities as well as with high risk groups. SCD has made impact in the lives of over 2 million people in Nigeria.
SCD Values SCD has been committed to bringing a difference to lives of many because of the following values it holds: Fighting poverty against all odds We believe we should fight poverty against all odds. To do this we have to work with the rural and hard to reach communities as well as high risk groups with enormous demonstration of patience and endurance. We endure hard opposition, behaviors, barriers, setbacks from all to achieve this. Demonstration of humility in our approach We demonstrate humility in our approach because development is a complex phenomenon with multiple realities. We provide space to learn from our mistakes, we acknowledge the effort of those we work with and we cherish mutual respect for all. Demonstration of transparency in our work
Transparency means see through we expect that all stakeholders should be able to see through us in all matters. We hold in high esteem our sharing of information tradition within the organization and with stakeholders (government, donors, community members etc). We are responsible to our stakeholders We believe we should be responsible in our doings. We should share program and financial reports with partners, target communities etc. We should be bold to admit where we have failed in our responsibilities, we should be sincere, truthful and straightforward in all our dealings and demonstrate excellent stewardship for everything entrusted under our care and uphold our integrity in all matters related to the organization.
VISION STATEMENT
Rural Communities Without Poverty
SCD envision rural communities without poverty. Rural Communities here means hard to reach marginalized and excluded communities. Marginalized has been described in terms of participation and access to social services (Education, Water, Health, Electricity, Road etc). Our definition of poverty is the inability of individuals or groups to have access to the basic needs of life-shelter, food, clothes, safe water, health care, education as well as participation in political processes and governance.
MISSION STATEMENT
To promote sustainable development and empower the poor especially women and children in Nigeria through advocacy, capacity building and rights based approach
SCD will engage policy makers to influence decision to promote propoor policies. Thematic Areas SCD is into the following thematic areas because of their national and global importance: Advocacy Sexual reproductive health and HIV/AIDS
Education Gender Rights and good governance Strategies Adoption of rights based approach, building the capacity of women, men, girls, boys, children and People Living positively in advocacy, negotiation and lobbying skills. Facilitating sensitization workshops and seminars for local, state and national key institutions on rights related issues focusing on women, children, and PLPs. Collaborate with many donors, national and international NGOs, as well as government agencies to increase access to social services by the communities. Working with high risk communities and groups such as uniform men, artisans, long distance drivers, out of school youths, sex workers as well as their clients and partners. Build the capacity of these groups and communities in sexual and reproductive health as well as HIV/AIDs education using stepping stones participatory methodology and strategic behavior change communication. Sensitization and enlightenment campaigns of parents on the importance of education. Collaborate with the donors and international NGOs and gain support for increasing staff strength, partake in training and retraining of staff through seminars, workshop etc., embark on strategic board membership drive as well as board development.
HOW SCD HAS GROWN Organizational evolution of SCD from inception to date was analyzed with the aim of capturing key achievements made at the organizational level. Findings showed that positive changes have been made in strengthening systems, procedures and practices such as financial, administrative and documentation. For example, clear job descriptions exist for staff providing ease of accomplishing tasks and meeting targets. There is a new M/E department
strategically positioned to articulate the needs of the communities as well as document the impact using participatory methodologies such as Participatory Rural Approach (PRA) and REFLECT Prudent financial accountability is demonstrated through production and use of invoices, receipts, honor certificates as well as an annual auditing of SCD books by external auditors. SCD has 9 full time staff and eight volunteers with skills in the area of Participatory Monitoring and Evaluation (PM&E), financial management, advocacy, participatory methodology (stepping stones) peer education, HIV/AIDs Counseling, Home Based Care, Reflects Methodology, Right based Approach, civic engagement, OVC, gender and good governance. SCD has building accommodation with capacity to accommodate 11 offices. A standby generator exists to ensure steady power supply. There are two desk top and two laptop computers with associated accessories and one sharp photocopier machine to ease reporting and documentation. SCD has a website [ www.scdnigeria.org ] documenting its activities and impacts. There are also two Jincheng motorcycles and one 4WD utility vehicle (Hilux Van) for reaching out to rural and hard to reach communities as well as groups. These resources are also used for undertaking other official assignments.
SOME ISSUES IN OUR TARGET COMMUNITIES Health The health issues in FCT especially in poor rural communities are numerous with poor people resorting more to traditional health care system than the formal healthcare services. Access and cost are the main issues. For example the general hospitals in Rubochi and Kuje, both rural council areas for instance have only one attending doctor each. The implication is that there are only two doctors for a population estimated at 92,349. In target communities of SCD (Kayace, Tupeki, Gaube, Bassan Jiwa Tsoho Jiwa, Gwalada and Dakwa) patients have to travel a minimum of 5Km 20Km to have access to a hospital. In many cases patients are driven in Oxen Carts and could take over one and half hours some times due to the bad nature of the road). The situation is further exacerbated with poor staffing of health facilities and inadequate drugs. Water Most local people, especially women and children, live in extreme poverty without schools, health care facilities and services or water. The rural people lack access to portable water. Their sources of water include streams, ponds and holes. In some communities, women and children especially have to walk over 5Km to get water from the nearest manageable source. There are reported
cases of snake bites and criminal attacks on women as a result of the nocturnal journey in search of water. Refuse is disposed of in the open with some of it ending up in the main streams which are primary sources of water in the communities. Many illnesses and deaths have been attributed to this precarious condition. HIV/AIDS The consequences of increasing HIV infection, particularly in these rural communities are enormous especially as it affects the economically productive group such as farmers. Children are severely affected, with the disease progressing rapidly in them. This scenario if not checked can lead to extinction of families and communities. HIV is exerting an increasing burden on individuals and communities. As communities enter the epidemic stage of HIV infection, the impact has financial, social and economic dimension with measures of coping and empowerment poor or lacking.
Education Most schools in FCT are located in the city centre and satellite towns (suburbs). Some unsafe school buildings can be seen in the SCD poor rural communities. These schools are in total disrepair and without basic facilities. Worse still, some communities are without schools and some children walk over 5Km to a school in the neighboring community. Many parents send their children to work on the farm or hawk instead of school as a result of extreme poverty. There is a Pupil-Teacher Ration of 86 pupils to 1 teacher in Kuje Area Council.
IMPACT OF OUR WORK WITH THE POOR AND EXCLUDED Gender Literature review and discussion with community members have shown a remarkable achievement in gender promotion at family and community level. Gender activities started 2004 have raised awareness on the need to involve and encourage women participation at community and family level. For example, prior to SCD intervention in 2004, in communities like Jiwa, Bassan Jiwa, Jiwa Tsoho, Gwalada, and Dakwa in Abuja Municipal Area Council and Kayace, Tukpeki Gaube in Kuje Area Council to mention but a few, womens rights and participation was down trodden and denied, occasioned by traditions and beliefs. With SCD intervention in the area of gender and rights promotion using participatory methodology, the place of women as lesser beings that do not have the mental capability to make beneficial decision as perceived by the men has been changed behaviorally. For example, Hajara Isyaka, from Bassan Jiwa Community, said the following: After the workshop SCD organized for us., I can now speak at home and in public with less fear. Furthermore, women now sit with men, even in the palace to discuss issues affecting women. There is a significant change in gender relations and women empowerment. For example, in Gwalada, Abuja Municipal Area Council, the difficultly in bringing women to community activities has improved. Women participation has increased immensely as they now participate in strategic events. An example of this success story is Rabi, from Bassan Jiwa who is financially independent and can now take care of herself and family from her trading which she started with support of her husband after gender activities in her community. These testimonies provided by the community women have created a positive challenge for more women and men to be reached. Furthermore, between May-July 2005, gender sensitization and awareness has led to women empowerment. They now speak out during meetings and actually argue it out with men. As revealed by most community members visited, a considerable number of women sometimes out number the men in meetings. Fear and inferiority complex among women is fading as more women are improving their assertiveness. Education Interviews with Staff of SCD and key informants of a selected community, notably, Kayace revealed that education intervention started since 1995. For example, Kayace, a poorly resourced community had no primary school. Through community sensitization on the importance of education and the need to achieve the Millennium Development Goals by 2015, the sensitization brought about a primary school solely built through community effort with a
present enrolment of one hundred and fifty children. Government provided personnel (Teachers) and pays the staff. Laraba Obadiah from Kayache village had this to say: Darkness is lack of education and this constitutes a serious barrier for me. Education is a great enhancer. Presently, I have a daughter in Junior Secondary School (JSSII) and this is courtesy of the enlightenment of SCD, my husband refused to be engaged in her education. It is solely my responsibility. I would do my best for her. I hope to see my daughter continue her education and become somebody. I dont want what happened to me, to befall my daughter. Furthermore, Jiwa Community in 2005 enjoyed support through SCD with education materials and school uniforms. One hundred and fifty school children benefited from the scheme. Sensitization programme on education especially that of the girl child has increased enrolment of school age children as a result of the education stakeholders forum organized by SCD. The forum attracted education ministry officials and government responded with furniture and new classroom blocks in Bassan Jiwa and Dakwa community. There are well over five hundred (500) children in school in this community, which gave rise to gender equity. Community survey in Jiwa has shown movement to higher education level from primary school to secondary schools and colleges of education/ universities due to continued sensitization. As a result of the increase in demand for primary schools in resource poor communities, due to SCD activities, Society for community development, SCD has proposed to build two primary schools in Tukpeki community, Kuje, Abuja and Tsoho Jiwa, community, AMAC, under the ongoing project titled PARTNERSHIP AGAINST POVERTY [ PAP ] in collaboration with ActionAID International Nigeria, poor communities and Federal Capital Development Authority [ FCDA ] The minister of FCT has given approval to SCD to build the schools. As a mark of successful advocacy campaign by SCD in 2005, improvement in education from government [ FCDA ] can be seen in Bassan Jiwa Community. For example, the first two blocks of classrooms built twentyseven years ago has received a face lift. Prior to SCD intervention, pupils sat on rocks and there were reported cases of scorpion bites. SCD has also promoted adult literacy through REFLECT methodology. For example, interviews conducted during this impact study in Kayace village showed a success story in adult literacy and education as one of the learners captured in the under mentioned quote:
I was educated and enlightened. SCD told me that no matter my age, marriage and status, I could still seek for education via adult literacy. I have also furthered and gained admission into secondary school. Through SCDs contribution, weve been able to use the reflect training to prioritize our needs. We bought books and started an adult class in our village (Yusuf sharia, Kayache village, Abuja Municipal Area Council). Activity reports have also shown that the adult literacy of most SCD communities have increased through a demonstration of ability to write names and append signatures. The success story in this thematic area is cross-cutting touching communities in both Abuja Municipal and Kuje Area Council.
The Chief of Jiwa Tosho who visited one of the workshops organized by SCD on education has the following remarks: I want to give praise to Almighty God who has given us the strength to assemble here this morning. I have considered it very important to be here because of the importance that I attach to this training workshop. Since I was born, I have never seen any sign of progress like this coming to my community. This is the beginning of more development. Please, I am begging you participants from different communities to cooperate with SCD so that our children will have access to basic education. If there is a way God can reverse my age to that of a child so I can go back to school, I will be glad. May God bless SCD and poor communities. Sexual Reproductive Health/HIV/AIDS The impact of promoting sexual reproductive health, unwanted pregnancy and HIV/AIDS as revealed by activity reports and interviews with community members showed that sexual reproductive health activities started in 2001. For example, SCD provided a timely intervention in some selected communities like Jiwa community, Abuja and Tafa community in Kagarko LGA., Kaduna State. Furthermore in Jiwa community, community members only hear about HIV/AIDS without knowledge of its prevention and control. Through behavior change communication by SCD, some rural women, men, girls and boys were trained on stepping stones methodology which has enabled them to facilitate open community discussions on HIV/AIDS as well as tradition, culture, alcohol, gender violence, family planning, teenage pregnancy, care and support for people living with HIV including orphans and vulnerable children. Key impact as a result of this was teenagers came out with an action plan which
detailed voluntary HIV test for prospecting couples. The bold step was endorsed by the chief and other leaders in the community as a policy.
Similarly, as a result of community dialogue on prevention of parent to child transmission of HIV in Abaji, Bwari, Kwali and AMAC in Abuja as well as Auchi, Aghiele, Jattu, Ikpeshi and Agenebode in Edo state, Comfort Sunday, a Community Volunteer with SCD in Jiwa remarked: Women in our community, especially pregnant women face serious problems during pregnancy period. Most of us do not see the need of going to the medical clinic for antenatal care because of one reason or the other. The only government clinic in our community is over stretched and the staff working there cannot meet the demand of all the pregnant women coming for antenatal care and some of the health workers are not friendly. Community members cannot afford to go to hospital in the city and because of either cost of transportation or the cost of the service charged, these challenges made a lot of women to end up delivering at home under the care of a Traditional Birth Attendants, which sometimes result to death. Also women are also put at the risk of infecting their babies because they do not know their HIV status. Working with SCD has really improve the situation of the past, because more awareness has been created on the importance of Antenatal care, and more information of where mothers who are infected with HIV can go to access services to ensure that they do not infect their unborn babies. Personally, working with SCD as a volunteer has made me to learn a lot, especially on millennium development goals and HIV/AIDS. I have started holding weekly meetings with women in my Church. They are about 70 in number and sometimes my Pastor assists me in talking to the husband of women who are not willing to support their wives to go for Antenatal care service. My little concern is about the state of the health facilities in the government clinic in Jiwa. I hope SCD will support us to influence government to expand and equip the existing health centre with equipment and SCD should also help in training the staff to be friendly to us so that we can be accessing the available service for pregnant mothers.
Furthermore, SCD in partnership with Family Health International [ FHI/GHAIN ] FCT Action Committee on AIDS (FACA) and Gwagwalada specialist hospital has been able to meet some of the needs of the patients with Anti-retroviral (ARV) drugs with multivitamins and food items to step up the nutritional condition of people living with HIV especially in resource poor communities. In addition, Mrs. Mary Okon, a widow and member of Jiwa Support Group formed by SCD in 2005 gave her testimony on how SCD linked her up with FACA and Gwagwalada hospital where she gets monthly support in the form of foodstuffs, multivitamins and ART drugs. She is also very grateful to SCD for given her the opportunity to meet People Living with HIV/AIDS in a forum where useful ideas are shared to further encourage positive living.
As a result of successful advocacy visit and behavior change communication, Tafa community, Kaduna state has enjoyed the support of SCD in the expansion and renovation of its clinic as well as supply of drugs for the treatment of STI and other illness to meet the demand of community people especially high risk groups. On behavioural change among youths, especially young men, the District Head of Tafa had this to say: Teenage pregnancy has greatly reduced as a result of your(SCD) activity in Tafa. Since September 2003, there have not been cases of unwanted pregnancy in Tafa and its environs like Gbakura and Kagonu. Activity reports showed that stigma and discrimination has also reduce as religious leaders now speak out against stigma and discrimination of people living with HIV/AIDS with their families.
Interviews with some Patent Medicine dealers and village Health workers in Tafa community, revealed a reduction in sexually transmitted infections and an increase in the use of condom especially among young men. Over 50% of the brothels in Tafa have adopted the policy of No condom No sex. Orphans and Vulnerable Children (OVC) SCD started activities on OVC since 2004 in some target communities, namely: Bassan Jiwa, Jiwa, Gaube, Ungwar Gede, Gwagwa and Passali communities. Interviews with SCD staff, activity reports and beneficiaries informed that by October 2005, a total of 525 children have so far been identified and registered with 340 OVC already in school in AMAC and Kuje area councils. To further strengthen its care and support for orphans and vulnerable children, SCD distributed three thousand note books, pens and school uniforms to poor OVC in AMAC and Kuje. To ensure sustainable empowerment of OVC and care givers, SCD has trained care givers and older OVC on soap, cream and confectionaries production with support from the AMERICAN PEOPLE through Family Health International Nigeria. This also impacted positively and stimulated a new challenge for more orphans and care givers to be reached. To ensure quality care from Care-givers, home visits were carried out by SCD. A total of 158 children were visited in 21 Homes in- Pasali, Ungwar Gede, Gaube in Kuje and Jiwa, Gwagwa, Bassan Jiwa in AMAC. Some of the caregivers gave their testimonies. Mrs. Hadiza in Gidan Madaki explained that her children got their educational materials while Zainab, gidan Agaba remarked: You people (SCD), are trying and may God help you. Nobody has ever shown concern for orphans in this community. Development around the children academically is very impressive as shown by the brief success stories: Yunusa in UBE Primary School, class four took 13th position out of 41 pupils in class while Ladi Agaba, a pupil in UBE Primary School, Pasali class 3 took 8th position out of 48 pupils. Through sensitization on the need to care and support OVC by SCD, there has been a remarkable contribution from the religious leaders. For example, the ECWA Pastor and elders in Jiwa are helping to identify and promote care and support for OVC. Furthermore, SCD in collaboration with FACA through advocacy facilitated a N50, 000.00 scholarship annually from the Child Care Trust for a child who lost both parents to HIV/AIDS In order to tackle the problems of low esteem, discrimination and to empower children orphaned by AIDS, SCD also trained over 80 orphans drawn from
two Area councils [ LGAs ] in FCT on Life-skills with the aim of equipping them with skills to face life challenges, demand and defend their rights as well as to inform .and influence their peers positively.
Family Relationship and Life skills The impact study showed a significant improvement in relationship and open communication within the family. Prior to SCD intervention in early 2005, some of the community members remarked: It is a common practice amongst men in this community that after the days work, they come back home and all they do is to eat their dinner and leave the house without even telling the wife where they are going. This does not give the woman an opportunity to sit down with her husband to discuss. Most times, he comes back late and all he want to do is sleep, whereas, the woman will be eager to talk, this makes women very angry and that can start malice - Mrs. Aliyu Jato, Jiwa Community.
Interviews with some key SCD staff and community members revealed supremacy of men over women, low self-esteem of women before men, extra-marital affairs and decision making without consulting women. Capacity building of community influencers, custodians of culture and interactive sessions on gender equity with the communities in 2005 led to improved family dialogue, and decision making. The men gave their support to women to form women associations. This impact is evident in Kayace village as Yusuf Sharia testified: I have also gained knowledge and experience on how to relate with my spouse. Before, whenever I have a quarrel with my wife, I beat my wife with a whip. I do that about 10 times annually. But now things have changed. They (SCD) taught us to resolve misunderstandings through dialogue and the need to be patient and forgiving. My wife is now a happy woman as you can see, because she knows my orientation has change, we relate well and the pathological fear she has for me has changed. I have also set rules for my children. They have to report all wrong doings and I take appropriate measures in collaboration with my wife to address them. I cared less before
Laraba Obadiah from Kayace also reported improvement in her home management skills and motherly response to the needs of her children compared to her harsh responses in time past. Community unity and relations has also been strengthened as revealed by majority of community members.
Quotes from beneficiaries I like the life skill training because if men are asking me to come and see them inside their rooms, I know they want to deceive me to have sex with me and I can get HIV or get pregnant - Gloria Paul, UBE Primary School, Pasali As a person, I have leant to live in a friendly way with my family, especially with my wife and I can see that people are now relating well and youths are changing from their bad habits of sexual immorality. - Chief Imam, Bassan Jiwa Community Central Mosque.
The issue of some women and men traveling and having casual sex with other men and women in neighboring communities has stopped and that is because everybody is trying to be careful about HIV due to our improved knowledge on HIV/AIDS issues - Rabi, Bassan Jiwa, Abuja.
Before now we looked at government officials as queens and kings who cannot be challenged for doing wrong, all that is changing now because of our increasing knowledge on rights based approach. We are now ready to engage government assertively to change our society for good. -Aliyu momodu Auchi-Edo state
We have never met any group in Auchi such as yours [ SCD ] always mobilizing people and discussing strategies to eradicate poverty which is very big in our community. -Agnes Udukhomo Auchi-Edo state
I should show you what is poverty in Gaube community? If you are looking for poverty, you dont have to search anymore, because I am poverty. Poor woman, Gaube community, Kuje-Abuja
ADVOCACY
Advocacy work in SCD is crosscutting to all its thematic areas. Advocacy Activities started actively since 1999 to date.As a result of increased advocacy in the second quarter of 2005 by SCD in collaboration with the poor to demand for their rights, Bassan Jiwa, Dakwa, Gwalada, Gaube, Kayace, and Jiwa Tsoho now have, clean and safe water in their communitties. This was revealed with immeasurable joy by poor community members. A testimony from an old woman revealed: I have been in this community for over 50 years, I have never seen water as clean, and as white as what I am seeing today. And I pray that God should bless SCD and the other people [FCDA]
Furthermore, successful advocacy campaign by Bassan Jiwa community in the last quarter of 2005 led to the provision of a transformer and suspension of a contractor for using wooden poles. Advocacy visit to AMAC by poor Bassan Jiwa community people made the contractor to use recommended concrete poles for the electricity project. Furthermore, community people have been empowered on how to take on politicians in the forth coming elections in making demands for basic rights and good governance. This was as a result of community mobilization and sensitization as well as advocacy visits to various community groups in 2005.
PARTNERS SOCIETY FOR COMMUNITY DEVELOPMENT is currently in partnership with but not limited to the following. ActionAID International Nigeria Family Health International [ FHI/GHAIN ]
FCT Action committee on AIDS [ FACA ] Society for family Health [ SFH ] Federal Capital Development Authority [ FCDA ] Central hospital, Auchi-Edo state Poor communities in FCT and Edo state, Nigeria Setraco Nigeria limited, Auchi, Edo state.
FUNDING SCD is currently funded by ActionAID International Nigeria Family Health International [ FHI/GHAIN ] FCT Action committee on AIDS. SETRACO Nigeria limited
SCD is also supported by Unicef through FACA in the prevention of parent to child transmission of HIV in resource poor communities in FCT. CONTACT SOCIETY FOR COMMUNITY DEVELOPMENT HIGHBURY PLAZA GADO NASCO ROAD BESIDE ABATOIR KUBWA-ABUJA -NIGERIA
Email, Website,
contact@scdnigeria.org scdnigeria@hotmail.com www.scdnigeria.org
P.O.BOX 4339, Garki- Abuja, Nigeria Tel. +234 09-6717866 08033141652
EDO STATE OFFICE
Plot 03 flat 2 Usman Omane street, Off Igarra road, Befor former Arena guest house, Water board area, Auchi-Edo state, Nigeria. Email, contact@scdnigeria.org scdnigeria@hotmail.com P.O.BOX 820, Auchi-Edo state, Nigeria Tel. +234 -08036017080
FINAL BUDGET FROM SCD TO DSF GENEVA.
Annex 8: Resources in cash Currency: Euro Local currency: Naira Category Resource
Human resources Project officers [2 years] Telemedicine Specialist Consultant
Quantity
2 1
Exchange rate: Naira 165 / Euro Cost Corresponding End users Activity
19,000 6,000 All activities A001-A002, A004A006 As above Medical personnel, Beneficiaries
ICT equipment
Telecommunications: Satellite Channel for 2 years Videoconferencing: ViPr Terminal (multiparty video telephony platform) Recharge cards for mobile phone
80,000
A008
2MB dedicated bandwidth

300 A008, A022, A024
Beneficiaries, Medical personnel, School teachers Beneficiaries, Medical personnel, School teachers
25
800
ADSL Channel in European remote station Telemedicine workstation

Non-ICT equipment
For 2 years
10,000
A008
As above
4,000
A008
As above
Medical equipment for Abaji General Hospital: Ultrasound device Traditional X-ray and scanner ECG
A008
As above
1 1 1
30,000 25,000 6,000
Laptop computers Desktop computers[ Branded] Training manuals End of project outcomes booklet
2 40 1000 5000
3.500 43,235
All activities A008, A022, A024
2,270
A026, A027, A008
9,450
A043, A044
Project team Medical personnel, School teachers Medical personnel, School teachers Partners, Beneficiaries, Medical personnel, School teachers
Workshops
T Sensitisation meeting [ To create awareness on the project among the general public in the host community and other stakeholders ]
10.000
School teachers, education authority, Health department, market women, traditional/religious leaders, CSOs, media and youth groups.
Logistics
vehicle Project field office Vehicle maintenance
1 1 12
Total
30.000 40,000 1000 485.355
All All All
All
GRAND TOTAL
= 320.000 Euro
AMOUNT PROVIDED BY EXECUTING AGENCY
= 19.800 Euro
AMOUNT PROVIDED BY CURRENT PARTNERS
= 31,000 Euro
AMOUNT REQUESTED FROM POTENTIAL PARTNERS
= 40.000 Euro
AMOUNT REQUESTED FROM DSF
= 229.755 Euro

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PROJECT TITTLE

RURAL ACCESS TO QUALITY HEALTH CARE THROUGH

Section 1- Cover Page

Ref. number F-AF/0005/06

Nigeria / Abuja FCT

3. Dates of project lifetime:

Starting date: April 2007

Closing date: March 2009

4. Executing Agency (organisation submitting the project):

Society for Community Development (SCD)

5. Budget (in Euro or USD please specify the currency)

Budget provided by the Executing Agency 1000 euro

Budget provided by current partners

Budget requested from potential partners

Budget requested from the DSF 496.040.00

6. Brief project summary:

Section 2 - General presentation

1 row to be filled in by the DSF

Title of the project:

Dates of project lifetime:

Starting date: April 2007

Closing date : March 2009

1. Information on the Executing Agency (organization submitting the project):

1a. Coordinates of the Executing Agency

Telephone / Fax: +234 09 6717866 E-mail / Website: scdnigeria@hotmail.com contact@scdnigeria.org www.scdnigeria.org

1b. Type of Executing Agency (legal status)

Government Local authority/ city/ region x NGO University/ Training institution

Medical institution Private sector International organisation Other (please specify) :

1c. Legal representative

Telephone / Fax : +234 -8033141652 E-mail : hayamacare@yahoo.com contact@scdnigeria.org

Telephone / Fax : E-mail :

Telephone / Fax : E-mail :

1.g. Documents to by provided in Annex

Address: Idris Gidado street, Wuye quarters, Abuja- Nigeria.

Telephone / Fax :+234 08033015406 E-mail / Website:

Name of the organisation (legal status) : Millenium Integrated Limited

Address: No 1 Macenta Close, Wuse 2, Abuja

Telephone / Fax : +234 (0) 807 7150643 E-mail / Website: mykel@3gcap.net

Name of the organisation (legal status) :

Contact person: Nature of the collaboration:

Telephone / Fax : E-mail / Website:

Name of the organisation (legal status):

Contact person: Object of the financing: Amount of the financing:

Telephone / Fax : E-mail / Website:

Name of the organisation (legal status):

Contact person: Object of the financing: Amount of the financing:

Telephone / Fax : E-mail / Website:

Address: MINISTERS BLOCK, FCTA, AREA 11, ABUJA, NIGERIA

Telephone / Fax : +234 08036153825 E-mail / Website

Name of the organisation (legal status):

2.e. Documents to be provided in Annex

3. Field of activity / ICT applications

3a.Field of activity of the project

socio-economic development x rural development urban development x sustainable development

x education x health x gender issues other (please specify) :

3b.Field of ICT application

e-inclusion e-commerce x e-health e-government

e-administration x e-education other (please specify) :

4. Beneficiary country, region(s)/ city(ies)

5. Overall project goal

7. Specific objectives modules

10. Long term vision/ Sustainability