Training Manual November 2007 PDF

THE UNITED REPUBLIC OF TANZANIA
PRIME MINISTERS OFFICE

REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT
THE OPPORTUNITIES AND OBSTACLES TO DEVELOPMENT -

A COMMUNITY PARTICIPATORY PLANNING METHODOLOGY
TRAINING MANUAL
P.O. BOX 1923 November 2007

DODOMA
The Opportunities and Obstacles to Development (O&OD): Training Manual
TABLE OF CONTENTS
LIST OF ABBREVIATIONS ..........................................................................................................................v
1. BACKGROUND ................................................................................................................................ 1
2. PLANNING CONCEPTS .................................................................................................................... 2
2.1 Session: Planning and Budgeting ................................................................................................. 2
2.2 Session: Integrated Planning........................................................................................................ 4
2.3 Session: Community Participatory Planning ................................................................................ 7
2.4 Session: Opportunities and Obstacles to Development (O&OD)............................................... 11
2.5 Session: Review and Backstop ................................................................................................... 13
2.5.1 Session: Monitoring and Evaluation ................................................................................... 15
2.5.2 Session: Participatory Monitoring and Evaluation (PM&E) ................................................ 17
3. THE OPPORTUNITIES AND OBSTACLES TO DEVELOPMENT PLANNING METHODOLOGY.......... 19
3.1 Session: The Opportunities and Obstacles to Development (O&OD)......................................... 19

3.2 Guiding Policies and Strategies .................................................................................................. 21
3.2.1 Session: The Tanzania Development Vision 2025 ............................................................. 22
3.2.2 Session: MKUKUTA- National Strategy for Growth and Reduction of Poverty ................. 30
3.3 Cross-cutting issues................................................................................................................... 32

3.3.1 Session: Gender ................................................................................................................. 33
3.3.2 Session: HIV/AIDS .............................................................................................................. 36
3.3.3 Session: Environment and Natural Resources Management. ............................................. 37

3.3.4 Session: Good Governance ................................................................................................ 39
3.3.5 Session: Disaster Management ......................................................................................... 41
3.3.6 Session: Human Rights....................................................................................................... 43
4. THE OPPORTUNITIES AND OBSTACLES TO DEVELOPMENT PLANNING METHODOLOGY.......... 46

4.1 Community Entry Protocol and Social Preparation .................................................................... 46
4.1.1 Session: Community Entry Protocol .................................................................................. 46
4.1.2 Session: Social Preparation.................................................................................................. 48
4.2 Session: Launching of the Community Planning Process........................................................... 50

4.3 Session: Data Collection............................................................................................................. 51
4.3.1 Spatial data .......................................................................................................................... 53
4.3.1.1 Session: Community Map ................................................................................................. 53

4.3.1.2 Session: Transect Walk ..................................................................................................... 55
4.3.2 Time related data............................................................................................................... 57

4.3.2.1 Session: Historical Time Lines ........................................................................................... 57
4.3.2.2 Session: Seasonal Calendar .............................................................................................. 58
4.3.3 Socio-economic Data ......................................................................................................... 59

4.3.3.1 Session: Institutional Analysis........................................................................................... 60
4.3.3.2 Session: Impact of Economic and Social Activities on Environment ............................... 63
4.3.3.3 Session: Gender Resource Map ....................................................................................... 65
4.3.3.4 Session: Gender Daily Activities Calendar ........................................................................ 67

4.3.3.5 Session: Household Wealth Ranking ................................................................................ 69
4.3.3.6 Session: Sources of Revenue and Expenditure ................................................................. 72
4.4 Preparation of Draft Community Plan ....................................................................................... 74

4.4.1 Session: Focus Groups ........................................................................................................ 74
4.4.2 Session: Preparation of Draft Community Plan ................................................................. 75
4.5 Village Council Meeting ............................................................................................................. 78

4.5.1 Session: Setting Priorities by Pair-Wise Ranking ............................................................... 78
4.5.2 Session: Preparation of Draft Three-Year Plan .................................................................... 80
4.5.3 Session: An Extra ordinary meeting of the Ward Development Committee..................... 82
4.6 Session: Extra ordinary Village Assembly/Ward Development Committee ............................... 84
4.7 Session: Preparation of Summary of Activities by Sector at Ward level.................................... 86
5. Session: Facilitation Skills ........................................................................................................... 88
APPENDIX I: Important Statistics (Community level) .......................................................................... 90
APPENDIX II: Important Statistics (LGA level) ..................................................................................... 91

APPENDIX III: Data Form ...................................................................................................................... 92
APPENDIX IV: Evaluation of Training ................................................................................................... 97
APPENDIX V: Time Table for District Facilitator Training .................................................................... 99
APPENDIX VI: Time Table for Ward Facilitator Training.................................................................... 102

APPENDIX VII: Schedule of Rural Process .......................................................................................... 105
APPENDIX VIII: Schedule of Urban Process........................................................................................ 107
LIST OF ABBREVIATIONS
CMT : Council Management Team

CRP : Community Resource Person
D by D : Decentralization by Devolution
DED/CD : District Executive Director / Council Director
DF : District Facilitator
DPLO : District Planning Officer
FY : Financial Year
HoD : Head of Department
JICA : Japan International Cooperation Agency
LEPSA : Learner-Centred, Problem-Posing and Self Analysis
LGA : Local Government Authority
M&E : Monitoring and Evaluation
MEO : Mtaa Executive Officer
MKUKUTA : Mkakati wa Kukuza Uchumi na Kupunguza Umasikini Tanzania
MoF : Ministry of Finance
MPEE : Ministry of Planning, Economy and Empowerment
MTEF : Medium Term Expenditure Framework
NACP : National AIDS Control Programme
NF : National Facilitator
NPES : National Poverty Eradication Strategy
NSGRP : National Strategy for Growth and Reduction of Poverty
O&OD : Opportunities and Obstacles to Development
PM&E : Participatory Monitoring and Evaluation
PMO-RALG : Prime Minister's Office, Regional Administration and Local Government
R&B : Review and Backstop
RAS : Regional Administrative Secretary
RPFB : Rolling Plan Forward Budget
SARAR : Self-esteem, Associative Strengths, Resourcefulness, Action-planning and Responsibility
TACAIDS : Tanzania Commission Against AIDS
TDV2025 : Tanzania Development Vision 2025
VEO : Village Executive Officer
WDC : Ward Development Committee
WEO : Ward Executive Officer
WF : Ward Facilitator
1. BACKGROUND
The brief background of history of planning in Tanzania should be introduced, using the
following summary.
Since independence in 1961, the Government sought to have participatory planning in the
economic planning process, with a view to attaining a bottom-up planning. The
Governments efforts to achieve this could be seen in the various measures taken to steer
peoples participation in shaping their development. These efforts could be categorized into
three broad phases: the 1961-66 (immediately after independence); 1967-92 (Arusha
Declaration); and 1992- (reforms era).
The period since 1992 is characterized by Reforms in the public sector. The Government of
the United Republic of Tanzania (mainland) undertook the reforms in order to increase
efficiency and the capacity of the public sector to deliver quality services. The reforms
centered in the following areas:
Civil service reforms
Local Government reforms
Financial sector reform
Legal sector reform
Planning and budgeting reform
Parastatal organizations reform
Restructuring of the Regional Administration
These reforms aim at changing the role of the Central Government from directly involving
itself in production and service delivery, to that of policy formulation, coordination, advisory,
capacity strengthening of Local Governments, private sector and Non Government
Organizations, and to create an enabling environment for the Local Government Authorities
to perform. The Local Government Authorities assume the role of implementing and
facilitating all development activities, service delivery, rule of law and strengthening of
democracy to speed up Community development.
Although the government has continuously set a conducive environment for the people to
participate as explained above, yet, the planning process continued to be dominated by
government planners/economists, bureaucrats and donors who have an illusory feeling of
control and efficiency, based on we know, they (communities) do not know. Therefore,
effective participation in planning and decision making remained remote. In the past people
were just involved through, among others, the following methods: 1) food for work, 2) cost
sharing, and 3) agreement with beneficiaries.
There have been attempts to use participatory techniques in some areas of the country
especially in donor funded programmes. Some of the participatory techniques used in these
initiatives are PRA, SARAR, ZOOP and LEPSA. To some extent, these participatory techniques
enabled communities to make decisions in the process of planning. However, all these
techniques were biased towards identification of problems, thereby raising Community
expectations that there would be immediate external assistance to address their concerns.
This encourages the attitude of dependency. Also in some cases, donor programmes using
participatory techniques have predetermined interventions, hence, leaving little room for
communities to make decisions on their own.
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With these shortfalls, these initiatives promoted Community involvement rather than
effective participation. As a whole, planning in Tanzania has remained top-down, contrary to
government aspirations.
The government aspirations to strengthen planning have been to achieve:-
Increased peoples participation
Integrated development planning
Bottom-up planning
The Opportunities and Obstacles to Development (O&OD) Methodology provides a means
by which the government could meet these aspirations.
2. PLANNING CONCEPTS
There are a number of planning concepts. However, the concepts that are related to the
Community Participatory Planning in Villages and wards include the following:
Planning and Budgeting
Integrated Plans
Community Plans
Opportunities and Obstacles to Development
Review and Backstop
Monitoring and Evaluation
2.1 Session: Planning and Budgeting
Specific Objective:
At the end of the session, participants shall be able to explain the concept of planning and
budgeting.
Key Message:
Planning and budgeting is important for sustainable development
Time: 30 minutes
Methodology:
Brainstorming 5 minutes
Explanation 5minutes
Group discussion 15 minutes
Wrap up and evaluation 5 minutes
Facilitation Materials:
Transparencies, flip charts and board, marker pens, masking tape, overhead projector
Steps
1. Facilitate the participants to brainstorm on the meaning of planning and budgeting.
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2. Explain the meaning of planning and budgeting.

3. Divide the participants into groups and discuss on the meaning of planning, budgeting
and their differences.
4. Facilitate group presentations.
5. Wrap up and evaluate the session by asking questions.
Essential information
Planning is a continuous process, which sets out objectives, identifies existing resources/
potentials and implementation capabilities to achieve the objectives over the specific period
of time. Once a plan has been prepared, what follows is implementation. In the course of
implementation, some objectives set in the plan are achieved, and some are not. Also, with
time, new priorities emerge due to changes in socio-economic aspects and policy
environment. For this reason, there is a need for periodic review of the plan to update the
plan so as to reflect the implementation status, and accommodate the new priorities. In this
regard, review is an integral part of planning process.
Purposes of Planning
To facilitate implementation in an orderly manner to achieve the set objectives
To enable assessment of resources available in order to overcome obstacles
To facilitate identification of Community needs
Advantages of Planning
Planning facilitates proper allocation of scarce resources
Planning facilitates timely implementation of activities
A plan is a tool, which guides the supervision of development activities.
Planning Approaches
There are two approaches of planning; the top-down approach and bottom-up approach.
The top-down approach has been dominant in Tanzania. This approach has the following
common features:
Sets goals, objectives and targets
Sets guidelines on how to plan at different stages
Sets expenditure ceilings
Sets timeframe for implementation
Generally top-down planning has an inherent feature of involving the people instead of
facilitating them to participate in decision making for their development activities. This
approach has also a tendency of making the people dependent on the government.
The second approach of planning is the bottom-up and has two scenarios:
The first scenario is where people use participatory tools and come up with priorities
based on pre-determined interventions. This also perpetuates dependence.
The second scenario is where people take the lead and make decisions in the planning
process. It instils a sense of ownership.
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Budgeting
Budgeting is part of planning process. It involves allocation of scarce resources to planned
development activities. Budgeting facilitates the implementation of planned activities, and
therefore, planning and budgeting are interdependent. A plan without a budget cannot be
implemented regardless of how good the plan may be.
The relationship between Planning and Budgeting

Planning Budgeting
Management Tool Management tool
Goal setting Resource Mobilisation
Identification of resources and their use Allocation and utilisation of resources
Intervention setting
2.2 Session: Integrated Planning
Specific Objective:
At the end of the session participants shall be able to explain the importance of inter
sectoral collaboration in planning.
Key Message:
Community planning requires multi-sectoral collaboration
Time: 60 minutes
Methodology:
Role play 15 minutes
Group discussion 15 minute
Plenary 15 minutes
Wrap up 10 minutes
Role play cards, flip charts and board, marker-pen, masking tape
Steps
1. Facilitate participants brainstorming on the meaning of integrated planning
2. Explain briefly about Inter-sectoral collaboration in planning
3. Facilitate role play: the Story of the Rainbow.
Role Play: The Story of the Rainbow

Once upon a time, all colours in the world started to quarrel, each one of them claiming
to be the best, important, most useful and the favourite.
Green: (Said clearly)
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I am the most important. I am the sign of life and hope. I was chosen for
grass, trees, and leaves. Without me all animals would die. Look all over the
countryside and you will see that I am in the majority.
Blue: (Interrupted)
You only think about the earth, consider the sky and the sea. It is water that
is the basis of life and clouds draw this up from the blue sky. The sky gives
space, peace and serenity. Without my peace, you would all be nothing but
busy bodies.
Yellow: (Chuckled)
You are all not serious, I bring laughter, gaiety and warmth into the world.
The sun is yellow, the moon is yellow, and the stars are yellow. Every time you
look at a sunflower, the whole world starts to smile. Without me there would
be no fun.
Orange: (Started to blow her own trumpet)
I am the colour of health and strength. I may be scarce, but I am precious for I
serve the inner needs of human life. I carry all the important vitamins. Think of
carrots, pumpkins, oranges, mangoes and papaws! I dont hang around all the
time, but when I fill the sky at sunrise and sunset, my beauty is so striking that
no one gives another thought to any of you
Red: (Could not stand it any longer. He shouted!)
I am the ruler of all, blood, and lifes blood! I am the colour of danger and
bravery! I am willing to fight for the course. I bring life in the blood! Without
me the earth would be empty as the moon. I am the colour of passion and
love, the red rose poinsettia and pony!
Violet: (Rose up to his full height. He was very tall and he spoke with great pomp.)
I am the colour of royalty and power. Chiefs and Bishops have always chosen
me for I am a sign of authority and wisdom. People do not question me, they
listen and obey!
Indigo: (Spoke much more quietly than the others, but just as determinedly)
Think of me. I am the colour of silence. You hardly notice me, but without
me, you all become superficial. I represent thought and reflection, twilight and
deep waters. You need me for balance and contrast, for prayer and inner
peace
And so all the colours went on boasting, each convinced to be the best, the quarrel
became louder and louder. Then suddenly there was a startling flash of brilliant
lightning and thunder rolled and boomed. Rain started to pour down relentlessly and all
colours went down in fear, drawing close to one another for comfort!
This is the end of the story.
4. After listening to the rainbow story, divide the participants into groups in relation to the
story and let them discuss the lessons learnt from the story.
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5. Facilitate the participants to discuss and answer the following questions:

- What do you understand by inter-sectoral collaboration?
- What are the advantages of inter-sectoral collaboration?
- What factors hinder inter-sector collaboration?
- What are the existing opportunities for inter-sector collaboration?
- What are the strategies for promoting inter-sector collaboration?
- Facilitate each group to identify donors/NGOs/Development partners and other
stakeholders
- Name Programmes/Activities they have done
- Area covered
- Explain how each development partner collaborates with the District and other
development partners in planning, implementation, monitoring and evaluation.
6. Facilitate group discussions and presentations
7. Wrap up emphasizing on key issues
8. Conduct session evaluation by asking questions
Integrated planning is a process in which the implementation of various sectoral policies and
strategies aims towards achieving a common goal.
Advantages of an Integrated Planning are:
Does not cause confusion to the Community
Minimizes duplication of activities
Provides for experience sharing
Enhances inter-sectoral relationship and collaboration
Saves time
Facilitates proper use of scarce resources
Sectoral Relations
Sectoral relations are the basis for integrated planning. However, sectors often fail to
collaborate due to the following reasons:
Individualism and professional arrogance
Selfishness
Lack of awareness and orientation
Poor leadership
Lack of joint planning at all levels
Conflict of interests
Inconsistencies in policies
Inadequate resources
Existing opportunities for inter-sectoral collaboration:-
At national level
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- The Tanzania Development Vision2025

- National Strategy for Growth and Reduction of Poverty (MKUKUTA)
Regional level
- Presence of Regional consultative Committee (RCC)
LGA Level
- Council Management Team
- Full Council
Ward Level
- Ward Development Committee (WDC)
Village Level
- Village Council
- Village Assembly
2.3 Session: Community Participatory Planning
Specific Objective:
At the end of the session participants shall be able to explain the concept of Community
participatory planning.
Key Message:
Community participatory planning is the basis for sustainable development
Time: 60 minutes
Methodology:
Explanation 15minutes
Illustrations 30 minute
Wrap up 10 minutes
Role play cards, flip charts and board, marker-pens, paper glue
Steps
1. Facilitate brainstorming on Community participation.
2. Explain briefly Community participation and the Concept of Community Participatory
Planning.
3. Explain the main pillars of Community participation.
4. Use the glass of milk illustration to understand peoples perception about the
Community.
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Glass of Milk
Half empty glass
Half full glass
By outlook/perception, how much milk does the glass contain?

Consider the following example: you visited Mama Mbenas home:
She welcomed you with a glass of milk containing that quantity as shown in the diagram
above. What will be your expression regarding Mama Mbenas offer of a glass of milk?
Positive Outlook
- She has given me what she is having with a tender heart.
- She has respected me; she gave even the little she had.
- She has satisfied me.
Negative Outlook
- She has given me just half a glass of milk
- Better not to have given me the offer
- She has underrated me.
The facilitators desired outlook and behaviour

- Respect and be grateful for every contribution from the Community
- Avoid being superior to the Community
- Respect the Communitys environment
Community outlook perception

How we perceive the Community with a positive outlook
- Communities are self supporting institutions with opportunities and resources
- Communities have their own outlook in solving their problems facing them.
- Communities have experiences, skills and resources.
- Communities have both the ability and capacity to address their issues.
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How we perceive the Communitys positive and negative outlook

- Communities know nothing about their development.
- Communities do not know Opportunities and Obstacles to their development.
- Communities always depend on support from outside.
5. Use the Joharis window to illustrate proper Community entry process.
Joharis Window
We dont know We know

1 THEY KNOW 2 THEY KNOW
3 THEY DONT KNOW 4 THEY DONT KNOW
We know We dont know
Participants should brainstorm as to which window should be used to enter the

Community.
Window 1: We approach the Community with a mindset that they know and we dont
know.
Window 2: We approach the Community with a mindset that we know and they know
too.
Window 3: We approach the Community with a mindset that they dont know and we
know.
Window 4: We approach the Community with a mindset that they dont know and we
dont know.
Window No. 1 is recommended because the Community knows better about the available
and existing Opportunities and Obstacles to development.
6. Wrap up emphasizing on the meaning, purpose, and outlook of the Community
participation concept with regard to Community based planning.
7. Evaluate the session by asking questions.
Essential Information
Community Participatory Planning enables the Community to make decisions in the process
of analyzing, planning, implementation and monitoring and evaluation of the plans. In the
process of planning, the Community is facilitated to discuss and consult each other on their
development issues.
Participatory Planning aims at:
People: People collect data using participatory tools, analyze data, prepare plans and
set priorities.
Action: People own the process of planning, implementation and outcome.
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Multi-sectoral Approach: Development activities are interdependent. Therefore during

planning process development issues should be tackled holistically.
People centered
Integration
Action oriented Multisectoral
Pillars of Community Participatory Planning
Community participatory planning should also consider the following:

Community members should participate in the planning process.
Vulnerable groups should participate in decision making. These include: old people,
orphans, widows, and the handicapped.
The process should be internalized by the Community, Ward, LGA and other
development partners.
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2.4 Session: Opportunities and Obstacles to Development (O&OD)
Specific Objective:
At the end of the session participants shall be able to explain the concept of Opportunities
and Obstacles to Development Planning Methodology.
Key Message:
Opportunities and Obstacles to Development Planning Methodology is the basis for owning
the planning process and its results
Time: 60 minutes
Methodology:
Explanation 10 minutes
Group Discussions 20 minute
Group presentation 15 minutes
Wrap up 10 minutes
Role play cards, flip charts and board, marker-pens, paper glue
Steps
1. Participants to brainstorm on Opportunities and Obstacles to Development Planning
Methodology
2. Explain about Opportunities and Obstacles to Development Planning Methodology
3. Divide participants into groups and discuss on the meaning of:
- Opportunities
- Obstacles
- Causes
4. Facilitate groups group presentations
5. Wrap up
6. Evaluation the session by asking questions
The O&OD is a new participatory planning methodology, which has the following salient
features:
It has positive outlook at the Community. In the process, the Community identifies
available resources to overcome obstacles, and therefore, it fosters the spirit of self
reliance.
It uses Participatory tools which are; the Village map, transect walk, Historical time lines,
Seasonal calendar, institutional analysis, daily activities calendar by gender and
household wealth ranking, focus groups and Identification of sources of income and
expenditure.
It uses a planning model; which enables the Community to identify in logical framework:
the specific objectives, opportunities, obstacles causes, interventions, and steps for
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implementation. Also the Community members carry out a simple analysis of

expenditures and sources of income, thus determining what they can do and what they
cannot. The planning model also enables the Community to prioritize and prepare a
three year plan.
It has a strong focus on self reliance: It helps the Community members become aware of
their own resources and how to make better use of them. As such it emphasizes the
importance of greater self-reliance.
The process uses the Tanzania Development vision 2025, as a broad National Policy
guide.
The output of the O&OD process is a comprehensive plan rather than an action plan.
It has both a Rural and Urban process
Terms used in O&OD
Opportunities:
Opportunities refer to resources available within or outside the Community which can be
used by that Community. Opportunities can further be qualified as follows:
What communities have and use it properly e.g. availability of health facilities
(dispensaries )
What communities have and do not use it properly e.g. arable lands for coffee
production but not used
What communities have and do not use it at all e.g. forests for timber production and
not utilized
What communities do not have but have the right to use e.g. the right to use clean
and safe water but not available
Obstacles:
These can be defined as hindrances to optimal utilisation of existing development
opportunities. For example:
Social obstacles: outdated traditional beliefs
Economic obstacles: lack of working capital
Political obstacles: ideological differences
Technical obstacles: lack of qualified personnel or technology
Planning Model (Plan Matrix):

The planning model is a presentation of interlinked planning components (and ideas) in a
logical framework. Planning model is also known as plan matrix. The model has columns for
the following components: specific objectives, opportunities, obstacles, causes,
interventions, steps of implementation, inputs, costs and indicators. These components
must be filled in a logical relationship as follows:
Specific objectives: derived from secondary data and information collected by using
participatory tools
Opportunities: resources which, when used properly, lead to the achievement of the
specific objective
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Obstacles: hindrances to use of opportunities

Causes: reasons for existence of obstacles
Intervention: an act to address the obstacles
Steps of implementation: activities to address causes
Inputs: Resources needed to enable steps of implementation to be achieved
Causes
In the context of O&OD planning, causes are reasons for existence of obstacles
When discussing obstacles, the cause must be explored. For example, if the obstacle is
truancy, one of the causes could be outdated traditions it is not enough to stop there, the
outdated tradition has to be mentioned. Using this example the outdated tradition could be
early marriages for young girls who are still in school.
It is important to fully explore the opportunities, obstacles and causes. For example it is not
enough to say the opportunity is land. It has to be made clear that the opportunity is 100
hectares of land suitable for paddy farming. On the other hand it should be mentioned that
the obstacle is poor rice farming techniques. The cause should, for example, be mentioned
as unavailability of extension services.
Intervention
An act to address the obstacles
Steps of implementation
Activities to address causes
2.5 Session: Review and Backstop
Specific Objective:
At the end of the session, the participants shall be able to explain the meaning and
importance of review and backstop
Key Message:
Review and Backstop mechanism is important for updating Community Plans in line with
Community priorities
Time: 30 minutes
Methodology:
Discussions 10 minute
Wrap up 5 minutes
Facilitation Materials:Flip charts and board, marker-pens, masking tapes
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Steps:
1. Facilitate brainstorming on the meaning of Review and Backstop
2. Explain the meaning of Review
3. Explain the meaning of Backstop
4. Explain the importance of Review and Backstop in planning process
5. Facilitate discussions.
6. Wrap up.
7. Evaluate the session by asking questions
O&OD roll-out is done only once in the LGA, where the communities are facilitated to
prepare their Community plans. However, in the subsequent years, Community plans should
be updated to reflect the status of implementation, and changes in the Community
priorities. This is done through review of Community plans.
Review is a process of updating the existing plans under communities initiative. The review
process involves re-planning on the basis of information generated from monitoring and
evaluation, and from status of plan implementation. The process should be scheduled
annually in order to respond to changing Community needs, and changing policy
environment.
Backstop refers to the efforts done by LGAs in facilitating and strengthening communities
development activities. The key players here are: the CMT, District Facilitators, and Ward
Facilitators. Backstop involves provision of technical and financial support, and
dissemination of information, especially on various National Policies and Strategies, and
sectoral policies, strategies, and guidelines to the communities, to facilitate processes of re-
planning, implementation, and participatory monitoring and evaluation (PM&E). It is
important to note that, Backstopping should aim at fostering ownership and building
capacity at the Community level.
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2.5.1 Session: Monitoring and Evaluation
Specific Objective:
At the end of the session, participants shall be able to explain the concept of monitoring and
evaluation.
Key Message:
Monitoring and evaluation is an integral part of planning and implementation process.
Time: 30 minutes
Methodology:
Flip charts and board, marker-pens, masking tapes
Steps
1. Facilitate brainstorming on the meaning of monitoring and evaluation.
2. Explain the meaning of monitoring and evaluation
4. Wrap up.
5. Evaluate the session by asking questions
Monitoring
Monitoring is a routine process of assessing the use of inputs and transformation of inputs
into outputs. For example, when building a house, one monitors the actual construction
work and the use of building materials. Monitoring provides the implementers with
information to be used for strategic decision making in the process of programme/project
implementation. The aspects of monitoring include financial and administrative progress,
physical progress of project, and stakeholders involved (implementers and facilitators).
Evaluation
Evaluation is a periodic assessment of work done, project design, results and impact. An
evaluation can also provide information to determine whether:
The benefits of the projects have reached the target group
The activities in the programme were relevant to the target group
The targets set out for the project were realistic
There are unforeseen effects as a result of the project activities
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The distinction between monitoring and evaluation

The Table below shows the relationship between monitoring and evaluation:
Monitoring and Evaluation

Monitoring Evaluation
- Ensures proper use of inputs of the project - Observes results of implemented project activities
- Ensures day to day work/activity - Periodically assesses implementation
- Observes activity schedule - Measures real achievement against set objectives
In monitoring and evaluation, it is important to have well defined simple indicators.

Indicators measure performance against objective. Progress reports should provide both
process and outcome indicators.
Tools for monitoring and evaluation

Tools for Monitoring and Evaluation are:
Plan of action (work schedule)
Progress reports such as monthly reports, quarterly reports, annual reports, which
contain progress and outcome of plan implementation
Review meetings
Field visit observations
The following diagram shows the stages of monitoring and evaluation:
Stages for monitoring and evaluation from the Village to Regional level
Regional Advisory Committee
meets semi quarterly
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Region
Regional Secretariat
meets monthly 8
Full Council meets quarterly 7

LGA Standing Committee meets quarterly
District 6
(Finance Committee meets monthly)
CMT meets monthly 5
Ward WDC meets quarterly 4

Village Assembly
meets quarterly 3
Village Village Council

meets monthly 2
Village Council standing
Committees meet monthly 1
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2.5.2 Session: Participatory Monitoring and Evaluation (PM&E)
Specific Objective:
At the end of the session, the participants should be able to explain the meaning, rationale
and the importance of PM&E in the Review Community Development Plans
Key Message:
Participatory Monitoring and Evaluation is the central pillar for Community ownership, and
sustainability of participatory planning process.
Time: 30 minutes
Methodology:
Wrap up 5 minutes
Steps
1. Facilitate brainstorming on the meaning of PM&E.
2. Explain the meaning of participatory monitoring.
3. Explain the meaning of participatory evaluation.
4. Explain the importance of PM&E in review process
6. Wrap up.
Participatory Monitoring & Evaluation (PM&E) is a process through which the Community is
actively engaged in undertaking the monitoring and evaluation exercise. It refers to the
assessment of implementation of Community Plan under the initiatives of the Community
itself. Participation is recognized as integral to the monitoring and evaluation process, since
it offers new ways of assessing and learning from change that are more inclusive and more
responsive to the needs and aspirations of the Community. PM&E is geared towards not
only measuring the effectiveness of plan implementation, but also towards building
ownership and empowering the Community, building accountability and transparency, and
taking corrective actions to improve performance and outcomes. PM&E has two parts:
participatory monitoring and participatory evaluation.
17
Participatory monitoring
Participatory planning is a routine process to assess transformation of inputs to outputs in
the course of plan implementation. Transformation of inputs into outputs is assessed based
on the important aspects, which include: financial and administrative considerations;
physical progress of the activities identified in the plan; and human resources considerations
in the course of plan implementation. Therefore, participatory monitoring aims at analyzing
impact and progress, and, as a result, drawing ideas to improve plan implementation.
Participatory Evaluation
Second, participatory evaluation is a periodic assessment of achievements of the plans at the
Community level. It is a process that systematically assesses the achievement of outcomes
against indicators set in the plans and the related impacts to the Community. Therefore,
PM&E is key to determining the outputs and outcomes of the implementation of Community
Plan.
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3. THE OPPORTUNITIES AND OBSTACLES TO DEVELOPMENT PLANNING

METHODOLOGY
3.1 Session: The Opportunities and Obstacles to Development (O&OD)
Specific Objective:
At the end of the session, participants shall be able to explain the Opportunities and
Obstacles to Development and its benefits.
Key Message:
Opportunities and Obstacles to Development empower the communities to make decisions
about their development.
Time: 90 minutes
Methodology:
Group Presentation 30 minutes
Steps
1. Participants should brainstorm on the current Planning Methodology
2. Explain the Opportunities and Obstacles to Development Planning Methodology (O&OD).
3. Divide participants into groups and discuss on O&OD.
4. Facilitate group presentation.
5. Wrap up
The O&OD Participatory Planning Methodology is an intensive consultative planning process
that uses participatory tools to prepare Community plans focusing on the Tanzania
Development Vision (TDV) 2025 as a broad policy guide and hence forming the basis for
poverty reduction efforts.
The O&OD planning methodology has been institutionalized in the Local Government
Authority (LGA) structure. The methodology has been developed in line with the
governments aspirations to devolve powers to the communities as declared in the
Constitution of the United Republic of Tanzania and implemented in the ongoing Local
Government Reforms. In doing so, the government envisages to restore the spirit of self
reliance, local resource mobilization, transparency and accountability whereby communities
participate in planning, decision making, implementation and ownership of their
development initiatives.
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It is a departure from the previous to-down planning approach, to bottom-up approach. As

shown in the below left the existing top-down planning framework has no planning
methodology between the LGA and Community. This has necessitated the Government to
come up with the O&OD Planning Methodology to fill in the gap as shown below right.
Nation Nation
Region Region
RPFB/ MTEF RPFB/ MTEF
LGA LGA
O & OD
GAP
Community Community
The O&OD planning process is holistic and participatory. The planning process is carried out
by diverse selection of Community members who are selected considering their sex, age and
social status, in order to ensure that the views of all the social groups are reflected in the
Community Plan. One important activity that is carried out during the planning process is
collection of data by the Community members using participatory tools. This process gives
people to understand the condition of their own Community.
The data collected is then used by the focus groups during discussions on the TDV 2025
objectives, to assess Community situation in the light of national targets. TDV 2025
objectives and Community situation analysis guide the formulation of Community specific
objectives and identification of opportunities that could be exploited to overcome obstacles.
The draft plan is presented to the Village Council for prioritization and budgeting. The Village
Council presents the draft plan to the Ward Development Committee for technical advice
before it is submitted to the Village Assembly for approval as stipulated by law.
This methodology has the following advantages:
Communities can manage the participatory planning process because it uses
participatory tools that are easy to follow.
It promotes transparency and accountability to Community development activities on
day to day basis.
It removes dependency and strengthens self- reliance.
It motivates communities to own the outcomes of their decisions.
It obliges both the central and local governments to respond and be accountable to
the people.
It provides a foundation for communities to take lead in the poverty reduction efforts.
It enhances the ability of LGAs to coordinate development partners initiatives.
It builds capacity of the Community in data collection
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It builds capacity of the Community to address cross cutting issues that require
collective efforts like HIV/AIDS, gender, human rights, good governance,
environmental issues and disasters.
The government decided to institutionalize this methodology due to the following reasons:
It is a methodology that starts with communities identifying the existing development
opportunities to overcome obstacles to development within their locality, thereby
instilling the sense of self-reliance. This is different from other participatory
approaches which start with identification of obstacles and, thus instilling sense of
dependency.
This methodology uses the Tanzania Development Vision 2025 as the basis for plan
formulation. The Vision 2025 enables people to make long term and short term plans
for emancipating themselves from poverty. In this regard, all Villages will have a
relatively similar approach to development issues.
It is the only participatory planning methodology with rural and urban processes.
3.2 Guiding Policies and Strategies
The O&OD planning methodology provides the means to link the Community initiatives to
the targets and goals identified in the National Policy Frameworks, i.e. Tanzania
Development Vision 2025 (TDV 2025) and MKUKUTA. It is understood that MKUKUTA is a
medium term National Framework to operationalize TDV 2025, which is the basis for
formulation of Community development plans using the O&OD methodology. TDV 2025 sets
long term targets which are, attainment of: good and quality life; good governance and rule
of law; and strong and competitive economy. MKUKUTA translates these long term targets
into medium term goals for implementation under the three major clusters: growth and
reduction of income poverty; quality of life and social well-being; and governance and
accountability. O&OD provides a means to translate the broad targets and goals identified in
these frameworks into simpler and understandable goals to the communities.
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3.2.1 Session: The Tanzania Development Vision 2025
Specific Objective:
At the end of the session, participants shall be able to explain the purpose of the Tanzania
Development Vision 2025 as a basis for O&OD planning.
Key Message:
The Tanzania Development Vision 2025 is the basis for preparing development plans.
Time: 60 minutes
Methodology:
Flip charts and board, marker-pens, masking tapes, transparencies, OHP
Steps
1. Explain to participants on the targets of the Tanzania Development Vision, 2025
3. Wrap up and evaluate the session by asking issues.
The Tanzania Development Vision 2025 has three targets, which are:
High quality livelihood for all Tanzanians
Good Governance and the Rule of Law
A Strong and Competitive Economy
In the process of O&OD Planning Process the objectives of the first and second targets are
discussed. The first target includes the following 9 objectives:
1.1 Food self sufficiency and food security
1.2 Universal Primary Education
1.3 Gender equality and the empowerment of women in all economic and political relations
and cultures
1.4 Access to quality primary health care for all
1.5 Access to quality reproductive health services for all persons of appropriate ages
1.6 Reduction in infant and maternal mortality rates by three quarters of current levels.
1.7 Universal access to clean and safe water
1.8 Increase life expectancy to the level attained by middle income countries
1.9 Eradication of abject poverty
1.1 Food self sufficiency and food security:

Checklist to facilitate discussions includes:
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Access and use of inputs in agriculture and animal husbandry

Development of products milk, meat, hides, etc.
Quality extension services
Increase in production of crops, livestock, horticulture, poultry and bee products
Increase fishing and fish products
Irrigation
Roads and transport
Markets for rural agro-products
Access to financial services such as banks as well as savings and credit organizations
(SACCOS).
Vermin control
Pests control
Access to storage facilities
Environment management protection of water catchment areas, wildlife.
Prevention of soil erosion and deterioration of soil fertility
Household consumption patterns (number of meals per day)
Effect of HIV/AIDS on Agriculture
1.2 Universal Primary Education eradicate illiteracy and attain a reasonable level of
tertiary education and training that is commensurate with a critical mass of high
quality human resources required to effectively respond and master the
development challenges at all levels:
Pre-school education
Private investment in primary education
Primary education
Enrolment of children
Truancy
Maintenance and cleanliness of school surroundings
Pupils cleanliness/smartness
Absenteeism by sex
Lunch for pupils/students at school
Rate of entering secondary schools by sex
Quality and acceptability of pit latrines
The number and grades of teachers
Availability of houses for teachers
Availability of teaching aids
Availability of clean and safe drinking water in schools
Distances to schools
Effects of HIV/ AIDS in school
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Level of education:
Number of people enrolled in adult education
Number of people attending adult education classes
Number of adult education teachers
Number of classrooms for adults education
1.3 Gender equality and the empowerment of women in all economic and political
relations and cultures:
Working and allocation of work
Terms of opportunities to access technical education and various professions in
higher education
Property ownership
Decision making
Ward leadership
Involvement in household decision making
Also facilitate discussion on customs, cultural norms that discriminate women. Possible
points of discussions could include:
Female Genital Mutilation
Taboos against eating nutritious foods
Taboos against the use of latrines
Inheritance of widows
Pre-mature Marriages
HIV/AIDS
Decision making
1.4 Access to quality primary health care for all:

The major diseases like malaria, dysentery, pneumonia, anaemia, etc.
Epidemics like cholera, measles, meningitis, etc
Contagious diseases such as TB, HIV/ AIDS, STIs, etc
Primary health services:
First Aid Kit
Dispensaries (government, private, religious organizations)
Health Centres (government, private, religious organizations)
Hospitals (government, private, religious organizations)
Referral Hospitals
Counselling and HIV/AIDS Screening
Average distance to health facility
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The number of patients and the quality of service

The relationship between the people and doctors, nurses, mid wives, health workers,
etc
Community health education
The use of toilets/latrines
Cleanliness of houses and surroundings
Boiling of drinking water
Cleanliness of body and clothing
1.5 Access to quality reproductive health services for all individuals of appropriate ages:
Breast-feeding babies for 6 full months without using any other food
Access to vaccinations by women of child bearing age TT2+
Iodized salt
Pregnant women (TT1 and TT2, Ferrous)
After delivery (Ferrous and Vitamin A supplementation)
Maternal services
Maternal health service providers
MCHA/PHN
Traditional mid wives trained and untrained
Family planning services providers
The use of clinic cards for pregnant women
Distance to the health service centre
Outreach services
Acceptability, quality and use of family planning Services
Reproductive health education
Availability of clean water
1.6 Reduction of infant and maternal mortality rates by three quarters of current
levels:
Breast feeding for six months without any other food
Number of infants below one year of age
Number of children below 5 years of age
Number of women delivery the age of 35
Nutritional conditions of children 1-5 years (Highly malnourished, Medium, Good
health)
Vaccines for children 1-5 years (BDG, Polio, DPT-HB, Measles)
Active intake of vitamin A
Conducting a Village/Ward Child Day
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The use of childs clinic forms

Education on proper prevention and care of children disease
Babies born underweight
Premature babies
Still born
Number of maternal deaths
Services for pregnant women (During pregnancy, when delivering, after delivery)
Referral cases of pregnant women
Care and feeding of pregnant women and children
Follow up of clinic forms by the couples both the man and the woman
1.7 Universal access to safe water:

Water catchments areas
Springs
Dams
Natural wells
Rivers
Shallow wells
Deep wells using diesel, electricity, wind mill pumps
Rain water harvesting
Hand pumps
Diesel and wind mill pumps
Hydroelectric power
Protection and conservation of catchment areas
Access to water in all seasons
Rehabilitation of ruined water sources
Maintenance of dams, wells, pumps and mills
Cost sharing in provision of water services
Private sector participation
Boiling water
Pollution of water services, dams, rivers wells etc.
Distance from water source
Homesteads with water services
Untapped water availability potentials
The attitude and understanding of the Community towards drinking boiled water
Active water Committee
Gender sensitive structure of the water Committee
Water fund
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Relations between the water Committee and the Village Council

Water project social workers
Skilled and unskilled social workers
Use of Latrines and attitudes of cleanliness in homesteads
1.8 Increase life expectancy comparable to the level attained by typical middle income
countries:
Increase income and self-sustenance in homesteads
Balanced diet
Producing and eating nutritious foods grains, legumes, fish, meat, eggs, milk, fruits,
vegetables etc.
Diets for children below 5 years of age
Use of iodized salt
Cleanliness of residential surroundings, good houses and proper use of
latrines
Clean and safe water
Education in prevention and proper (complete) cure of diseases
Physical exercising, games and recreation
The meaning of HIV/AIDS
How the virus is transmitted
AIDS symptoms
Ways of prevention/protection against HIV/ AIDS
Caring for HIV/AIDS victims
Topics on availability and quality of primary health care services include:
Health
Education
Water
Roads
Energy
Topics on land use planning include:
Surveying residential areas in towns
Economic activities and Social Services in townships.
Allocating land to the youth with gender in mind
Topics on security include:
Control of accidents
Disaster and emergency preparedness
Control homicide and other criminal acts such as rape, robbery, killing of the old aged
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Instil good cultural norms to youths
1.9 Absence of abject poverty:

Food, Shelter and Clothing
Relatively low life expectancy
High mate of children with malnutrition
High level of defence of the youths, old aged and homesteads
In order to eradicate object poverty we need to:
Increase self sustenance in homesteads
Increase life expectancy
Decrease rate of malnutrition for children below 5
Decrease child mortality rate for children below 5
Topics over creating an environment that will empower the youths to use their vocational
skills and employ themselves include:
Forming production groups
Availability of loans from financial institutions
Savings and credit societies (SACCOS)
Empower them to have and use land
Youths should play part in decision making vocational training
Community participation in planning and decision making.
Following topics should be included over the discussions to emancipate children living in
difficult conditions:
Child labour
Children heads of families
Abused /ill treated children
Abandoned/disowned children
The second target of the vision 2025, which is Good Governance and the Rule of Law, will be
discussed. The goals to be discussed will be:
2.1 Desirable moral and cultural uprightness
2.2 Strong adherence to and respect for the rule of law
2.3 Absence of corruption and other vices
2.4 A learning society which is confident, learns from its own development experience and
that of others and owns and determines its own development agenda
2.1 Desirable moral and cultural uprightness:

Upholding good traditions of the Community
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Working diligently and applying technical know-how

Caring and fending for the family
Respecting each other
Helping the needy especially the old aged and children living in difficult conditions
2.2 Strong adherence to and respect for the rule of law:

Respect for human rights
The right to live and be protected
The right and freedom of thoughts
The right to work
The right to be respected and valued as a person
The right to decide
The right to religious belief
Equal rights as far as the law is concerned
Other rights as per the constitutions of the United Republic of Tanzania
Respect for the right and equality of citizens
Obligation of the citizens to the Nation
Participate in development activities:
Participate in National Security
Pay various Government taxes
Abide by the laws of country
To have leadership that is elected by popular vote and according to the law,
procedures and principles
The structure of Village Councils if they abide by the regulations
Convening meetings of the Village Council and the Ward Development Committee
Giving various information with truth and transparency
Presence of by-laws and their application
2.3 Absence of corruption and other vices:

Implementation and realization of planned objectives of the Community
Conservation and cleanliness of environment
Respect for laws and by laws
Not to build in open spaces and those earmarked for social services
Not to destroy water sources by cutting trees, making charcoal, bush fires, degrading
the environment
Cost reduction in the Villages administrative overheads as a result of strict control of
income and expenditure by the Village Council
29
Increase collection of sources of income for the Village Council

Respect for Village Council
Sticking to the timetable for legal meetings and to give feedback regarding various
activities of the Village in a manner that is true and transparency
Transparency in services delivery
Timely decision-making
Allocation of development opportunities such as allocation of land for building
houses and for farming
2.4 A learning society which is confident, learns from its own development experience and
that of others and owns and determines its own development agenda:
The society knows its rights and responsibilities
The society participates in planning and implementation of development activities
The society can finance various economic and social services
Fast in accepting and adapting to new technology
Community education plans to be in place
3.2.2 Session: MKUKUTA- National Strategy for Growth and Reduction of

Poverty
Specific Objective:
At the end of session, the participants should be able to explain the meaning of NSGRP, its
clusters and goals.
Key Message:
MKUKUTA is a medium term national framework to operationalize TDV 2025 which is the
basis for formulation of Community participatory plans.
Time: 60 minutes
Methodology:
Explanation 10 minute
Group Discussions 20 minutes
Group Presentations 20 minutes
Flip charts and board, marker-pens, masking tapes, transparencies, OHP
Steps
1. Give an explanation to participants on the National Strategy for Growth and Reduction
of poverty (MKUKUTA), its clusters and goals.
2. Divide the participants into groups for discussions
30
3. Facilitate the group-works

4. Facilitate the presentation from the groups
5. Facilitate discussions after group presentations
6. Wrap up and evaluate the session by asking issues.
The National Strategy for Growth and Reduction of Poverty (MKUKUTA) has three clusters of
broad outcomes:
Growth and reduction of income poverty
Improvement of quality of life and social well-being
Good governance
CLUSTER I: Growth and Reduction of Income Poverty

Broad Outcome: Broad-based Growth is achieved and sustained
Goals:
1. To ensure sound economic management
2. To promote sustainable and broad-based growth
3. To improve food availability and accessibility
4. To reduce income poverty of both men and women in rural areas
5. To reduce income poverty of both men and women in urban areas
6. To provide reliable and affordable energy to consumers
CLUSTER II: Quality of Live and Social Well-being

Broad Outcomes:
Improved quality of life and social well-being, with particular focus on the poorest and
most vulnerable groups
Reduced inequalities in outcomes (e.g. education, survival, health) across geographic,
income, age, gender and other groups
Goals:
1. To ensure equitable access to quality primary and secondary education for boys and
girls, universal literacy among men and women, and expansion of higher, technical
and vocational education
2. To improve the survival, health and well-being of all children and women and of
specially vulnerable groups
3. To ensure access to clean, affordable and safe water, sanitation, decent shelter and a
safe and sustainable environment. This will reduce vulnerability to environmental
risks
4. To ensure adequate social protection and the provision of basic needs and services
for vulnerable people
5. To ensure effective systems that allow access for all people to quality and affordable
public services
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CLUSTER III: Governance and Accountability

Broad Outcomes:
Good governance and the rule of law
Accountability of leaders and public servants
Democracy and political and social tolerance
Peace, political stability, national unity and social cohesion
Goals:
1. To ensure that structures and systems of governance as well as the rule of law are
democratic, participatory, representative, accountable and inclusive
2. To ensure equitable allocation of public resources - with corruption effectively
addressed
3. To put in place an effective public service framework as a foundation for service
delivery improvements and poverty reduction
4. To ensure that the rights of poor and vulnerable groups are protected and promoted
in the justice system
5. To reduce political and social exclusion and intolerance
6. To improve personal and material security, reduce crime and eliminate sexual abuse
and domestic violence
7. To enhance and promote national cultural identities
3.3 Cross-cutting issues
Cross cutting issues should be considered during O & OD planning process. These include:
Gender
HIV/ AIDS
Environmental and natural resources
Good Governance
Disaster preparedness
Human rights approach to planning
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3.3.1 Session: Gender
Specific Objective:
By the end of this session, participants shall be able to explain step by step gender
mainstreaming in the planning process.
Key Message:
Gender is an important attribute to sustainable development.
Time: 60 minutes
Methodology:
Group Discussions 10 minutes
Case Study and discussion 20minutes
Steps
1. Participants brainstorm on the meaning of gender.
2. Explain gender concepts
3. Divide participants into groups discuss gender concepts such as; gender roles, gender
gaps, gender relations in the process of development.
4. Facilitate group presentation
5. Ask two participants to read the case study.
Case Study: Participatory Modeling in Ethiopia

When the PRA team gathered together Villagers in North Omo, Ethiopia to make a
model to represent their area, they found that though about thirty people clustered
around in interest, only a handful defined the features to be represented. That handful
was all adult and all male. Women silently looked on and children were shouted away if
they got too near. The model produced represented a mens particular point of view.
The team then asked the women and children to make their own models on spaces on
the ground next to the mens model. The children quickly gathered sticks, leaves and
stones and under the direction of a ten-year old boy, built an extensive model which
included features the men had left out. For example, the mens model showed the
whole area as a patchwork of farm lands and discussions centred on the lack of grazing
areas. Unaware of their elders; agenda, the children drew in the grazing areas. The
team later learned that every farmer allocates part of his or her land for grazing in
addition to making use of communal areas.
The women gathered many branches and twigs in order to create a detailed model of
the rivers, their tributaries, crossing points and ponds. The issue of water availability,
33
which the men had not brought up, was of great concern. The women also marked out
the exact number of houses, discussing the number of inhabitants and the spaces
between the houses. This led to discussions about social issues
Questions to guide discussion on the case study

What gender issues are emerging from the case study?
What can we learn from the case study?
6. Interactive on steps involved in mainstreaming gender planning process
7. Wrap up and evaluate session by asking questions.
Definitions of Gender Terms and Concepts
Sex:
Sex portrays biological differences that make up male and females. These features cannot change
under normal circumstances. For example, a female and male sex organ is a key characteristic that
defines sex.
Sex roles:
Sex roles are biological functions for which a necessary qualification is to belong to one particular sex
category. For example, pregnancy and breast-feeding are female sex roles because only members of
the female sex can bear children. Such sex roles cannot change.
Gender:
The term refers to social aspects of being male or female. It is the social, cultural and psychological
feature that identifies a man or a woman in society. Gender is socially defined.
Gender relations:
Refers to how male and female members relate and interact with each other in the context of social,
political, economic and cultural aspects in society. These gender relations are normally determined
through the socialization process and reinforced through the individual, the family and Community
based institutions, cultures and ideologies.
Gender roles:
These are different tasks, responsibilities, and expectations the society has defined and allocated to
men and women, girls and boys. They are not necessarily determined by biological makeup, and
therefore they can change with time, and according to the situation. All roles according to sex are
social roles and they have been changing over
Gender balance:
This involves intent of ensuring that people both of sexes enjoy equal or proportional opportunities.
One example could be, having equal number of male and female in the Community water
Committee.
Gender equity:
Just treatment, balanced recognition and appreciation of both womens and mens potential in
Community and other spheres.
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Gender neutral:
Planning for women, men boys and girls are taken as homogenous, not taking into consideration as
being different in needs and roles. For example, gender neutral planning does not show specifically
how it will address gender based needs and issues. Such a plan will refer to Community as if it were
homogeneous.
Gender awareness:
Women and men perform different roles in society, and have different needs that must, therefore be
recognized. It also refers to planning, implementing, monitoring and evaluating programme with
gender awareness or gender sensitivity.
Empowerment:
It is the process by which people take control and action in order to overcome obstacles. For women
it is the process by which women mobilize to understand, identify and overcome gender
discrimination in order to achieve gender equality.
Gender discrimination:
Gender discrimination means individuals are treated differently on the basis of their sex. In many
societies, this is maintained by structural discrimination against women in the distribution of income,
access to resources, and participation in decision making. For example, denying female children
(girls/daughters) the right to inherit their parents wealth is gender-based discrimination.
Gender equality:
Equal rights and opportunities for women, men girls and boys in all political, social, legal and
economic sectors.
Gender gap:
It is a measure of gender inequality, and a useful development indicator. For example, we can
measure the gender gap between boys and girls in school enrolment. Thew Ero School in Arusha in
1999 enrolled 90 boys against 105 girls of school going age.
Gender mainstreaming:
It is a process whereby gender issues and male/female specific issues and concerns are incorporated
in all development processes. The key mainstream aspects of development process are policy, legal
system, planning, and political system. Gender mainstreaming aims at ensuring equality in
development and thus enhances sustainability.
Gender categorization in the development process:

This concept emphasizes on gender in development. Furthermore this concept requires that there be
a procedure for (including) considering gender in the whole process of development especially in
formulating plans and policies. The success in gender categorization in the process of development
will enhance gender equality in society and ensure sustainable development.
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3.3.2 Session: HIV/AIDS
Specific Objective:
By the end of this session, participants shall be able to explain what is HIV/AIDS, its effects
on development and how to mainstream HIV/ AIDS issues in the O & OD planning process.
Key Message:
HIV/AIDS is a major obstacle to sustainable development in Tanzania.
Time: 60 minutes
Methodology:
Role Plan 20 minutes
Plenary Discussion 15 minutes
Wrap up and evaluation 5minutes
Steps
1. Participants brainstorm on what is HIV/AIDS, how it is spread and measures to prevent
it.
2. Explain about HIV/AIDS.
3. Facilitate the role-play (barankata) as follows:
Role Play: Barakata

Select 3 participants from the group.
Ask the whole group to move around and shake hands with each other.
The three selected participants will pronounce the word barankata when they
shake hands with the other participants.
After everybody has shaken hands with each other, the movement stops.
The facilitator asks participants how many have shaken hands with barankata
The facilitator tells the group (participants) that the barankata participants are
examples of HIV positive.
For that matter those who shook hands with Barankata have HIV/AIDS.
Ask those infected how they feel.
Repeat the exercise as above, but these times, tell them that when somebody
pronounces the word barankata they should refrain from shaking hands.
Ask the participants how they feel.
Ask the participant what they do to prevent them from infection. You will find
that in this second round many will refrain from shaking hands with the
barankata group. This shows that, there is a change of behaviour and attitudes
towards barankata. Hence it is also possible to change peoples behaviour and
attitudes towards the HIV/AIDS.
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4. Wrap up and evaluate by asking questions.
HIV/AIDS is Acquired Immune Deficiency Syndrome. The HIV/AIDS virus attacks the
immunity system of the body and destroys the ability of the body to fight diseases. Many
people with HIV/AIDS die from opportunistic diseases such as TB, diarrhea, malaria, and
other diseases. HIV/AIDS has neither cure nor vaccine. The HIV/AIDS is a social, cultural, and
economic problem touching on personal behaviour of an individual. It follows therefore that
the youths are at higher risks especially female youths.
How AIDS is transmitted

The main way of transmission is unsafe sex and this accounts for more than 90% of all cases.
Other ways include, transfusion of infected blood, sharing of items that can pierce the skin
(for example razor blades) piercing tools, FGM and circumcision as well as from the mother
to fetus, during delivery and breast feeding. HIV/AIDS was first cited in Tanzania in 1983.
Ways of preventing the spread of HIV/AIDS

There is a lot of work put in the search for a vaccine or cure for HIV/AIDS but with no success
so far. Nevertheless, it is possible to slow down the rate of transmission by adhering to the
following:
Having one partner
Using condoms
Avoidance of sharing toothbrushes, razor blade, needles, etc.
Education on HIV/AIDS
3.3.3 Session: Environment and Natural Resources Management.
Specific Objective:
By the end of this session, participants shall be able to explain what are sustainable natural
resources management and its relevance to Community planning.
Key Message:
Environment and natural resources management is important for sustainable development.
Time: 30 minutes
Methodology:
Discussions 15 minutes
Steps
1. Participants brainstorm on the meaning of environment and its management.
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2. Explain environment and its management.

3. Divide participants into groups to discuss environment and natural resource
management.
The meaning of environment

The environment has all sorts of objects/things that surround the human being. Life cycles of
living and non living things are interdependent. The removal of one will negatively affect
others. On this basis it is imperative to have environmental management
Reasons for Environmental Management

Environmental management refers to the stern measures that are meant to prevent
environmental degradation. The most common effects of environmental degradation
include:
Desertification
Soil erosion which causes quills and canyons
Dams rivers and lakes being filled by silt and sand and affecting the marine life
Dirty and unsafe water, which may cause epidemics such cholera, dysentery etc.
Loss of bio-diversity
Air pollution
Domestic hygiene and waste management
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3.3.4 Session: Good Governance
Specific Objective:
At the end of the session participants shall be able to explain attributes of good governance,
its role towards facilitating sustainable development and reducing poverty.
Key Message:
Good governance is a basis for promoting sustainable development, equality, unity and
peace.
Time: 60 minutes
Methodology:
Role Play and Discussion 30 minutes
Flip charts and board, marker-pens, masking tapes, writing pads
Steps
1. Participants brainstorming on the meaning of good governance.
2. Explain the meaning of good governance.
3. Facilitate the following role play that reveals the attributes of good governance:
transparency, competence, efficiency, integrity, accountability and rule of law.
Role play: The Meeting agenda

The agenda for the meeting is to receive progress report of School construction
proceedings and fund raising. In the agenda the school Committee chairman gives
his/her report which shows funds received and expensive.
All participants in the class sit as a Village Assembly. Select main characters to depict
attributes of good governance, which are: transparency, rules of law, efficiency,
integrity and accountability.
The Village Chairperson opens the meeting.
The Village Chairperson opens the meeting by saying that ladies and gentlemen, today
is about twelve months since we had our last meeting. Today we have only one agenda;
which is School Construction Proceedings. I would therefore like to welcome the school
construction chairperson to present to you the construction progress report.
The School Chairpersons Report:
39
Thank you Mr. Chairperson, the VEO and honourable members of this assembly. The following
is the report for school construction proceedings.
A: SOURCE OF REVENUE:
The money raised by the Villagers for construction: 250,000/=
Contribution from donors e.g. Anglican Church, etc.: 300,000/=
Total revenue 550,000/=
B: EXPENDITURE:
20 bags of cement @ 8000/= x 20 bags: 140,000/=
Paying labour charge (2 fundis) 2 @ 10,000 x 2: 20,000/=
Buying timber: 40,000/=
Other expenditure: 350,000/=
Total expenditure 550,000/=
Thank you for listening

The Village chairperson stands and thanks the school construction chairperson for a good
report, and asks members to continue contributing for finalisation of the construction.
One member asks for explanation on the use of 300,000/= which is only said to be other
expenditures. The Village chairperson silences him by saying this is not the proper place to ask
this question. Please keep quite. Another member asks why a bag of cement is bought at the
price of 8000/= while all shops around the Village sell the same at 5000/=. Again this question is
not answered but the chairperson defends the school construction Committee chairperson by
saying this is not the proper place to answer this question. Another member stands and reports
on misuse of cement by one of the fundis who used 4 bags of cement to plaster his house. The
chairperson shouts at this person. He says this is only a rumour because there is nothing like
that.
After all this the chairperson winds up the meeting by saying, ladies and gentlemen, thank you
for listening. I believe everybody is satisfied by the school construction report and all questions
have been answered clearly. This is the era of Transparency and accountability. I, as your
chairperson I have been elected legally, and will continue to rule you for the rest of my life;
nobody should question any of my decisions. I am here to stay and rule. I again encourage you
to continue contributing for finalisation of the school construction activities. May I take this
opportunity to warn everyone, who is interested in becoming a Village chairperson, please
dont try to be one. This is for my family. God bless our Village, Ward, District, Region and our
Country.
Thank you for listening.
After the chairmans speech, people started to gossip to one another saying, this is not
democracy, rule of law, and accountability.
After the role play participants discuss what the attributes of Good Governance that were
revealed in the role-play.
Ask them how they felt when their questions were not answered.
Ask the participants to give their opinions on the prevailing situation in this Community.
40
Governance comes under severe pressure because of corruption, poor accountability,
overloaded and inefficient legal system, which hinder satisfying the fundamental human
rights, and erosion of meritocracy in public service. The government being aware of this
situation has been undertaking several initiatives to address some of the problems of
governance. Reasons for these problems are numerous but one of them is lack of
participation on the part of the society to have a say in their development activities. That is
why the government has taken deliberate measure to empower the masses to participate in
deciding and planning their own development.
Participation brings transparency and accountability at all levels. Also participation makes
the government accountable for what the people want instead of the government deciding
on behalf of the people. For example, at the level of the Village Council many people do not
attend meetings due to the fact the leaders are not transparent, do not involve the people in
decision making, shoddy implementation of development plans, and embezzlement.
Good governance is catalyst in the change of social outlook and the rule of law. This can be
attained by educating the society as to their primary rights, which are again a catalyst for
responsibility, transparency and accountability. It follows therefore that the society in the
light of developing a culture of participation, should exercise their basic right in decision
making on various issues through meetings and various Village Committees.
This entails being open and challenging leaders who are not fit and do not adhere to the
principles of good governance and the rule of law.
3.3.5 Session: Disaster Management
Specific Objective:
At the end of this session, participants shall be able to explain disaster and relief
management.
Key Message:
It is essential to consider occurrence of disasters during the planning process.
Time: 30 minutes
Methodology:
Explanation and discussions 15 minute
Steps
1. Participants brainstorm on the meaning of disaster.
2. Explain the meaning of terminologys and type of disasters that occur in Tanzania
3. Let participants discuss the causes of disasters that occur in their localities and
interventions taken.
41
A disaster is a serious disruption of the functioning of systems in a society causing wide
spread human, material and environmental losses, which exceed the ability of the affected
society to cope with using its own resources. The occurrence of disasters can be termed as a
rapid or slow onset depending on the speed and span of time of origination and impact.
Both natural and human made disasters can be slow or rapid. Disasters can produce complex
emergencies in some incidences. The security of a disaster impact on pollution is dependent
upon its capacity to absorb, deflect or manage the actual disasters.
Types of Disaster
There are three types of disaster namely: natural disasters, human-made disasters and
complex emergencies.
Natural Disasters:
These are disasters occurring without influence of human being. These could be slow onset
(slow to develop or take place) like drought, desertification, famine, diseases and
environmental degradation, or rapid onset (little or no warning) such as earthquakes,
cyclones, hurricanes and volcanic eruptions.
Human-made Disasters:
These are disasters caused by human influence. Some typical human-made disasters are:
building or dam collapse, e.g. due to sub-standard workmanship or poor design; civil unrest,
e.g. riots, disorder between different groups or between one particular group and the
security forces; crowd related, e.g. disasters in which nothing else is involved other than the
crowd like stampede in the sport grounds; industrial and transport accidents, e.g. chemical
factories, oil installations, nuclear plants and pipelines, collisions or crashes involving
aircraft, trains, motor vehicles and ships; terrorism, e.g. assassinations, hostage taking,
planting of bombs.
Complex Emergencies:
These are disasters caused by a combination of disasters for example prolonged conflicts
and wars may lead to other disasters such as famine, epidemics, refugee influx, etc.
Disasters experiences in Tanzania:

Major accident
Internal/ international conflicts
Strong winds
Drought
Earth quakes
Epidemics
Fire
Floods
Land slides
Destructive animals, birds and insects
Refugees
Disaster resulting from technology
Volcano
42
Disaster Management
Disaster management is a comprehensive term used to describe all activities relating to the
reduction of disaster damage. These include both pre and post-disaster activities. Disaster
management is thus a continuum of inter-related activities and not a series of events, which
starts and stops with each disaster occurrence.
3.3.6 Session: Human Rights
Specific Objective:
By the end of the session participants shall be able to explain how the human rights are
observed in the O&OD planning process.
Key Message:
Human rights ethics is the basis for sustainable development.
Time: 60 minutes
Methodology:
Role Play 20 minutes
Plenary discussion 10 minutes
Steps
1. Participants brainstorm on the meaning of human rights.
2. Explain the meaning of human rights
3. Facilitate role play: Power Walks
Role Play: Power Walk

The facilitator takes everyone outside and gives each participant a piece of paper with a
character from a typical Community. The following are examples of characters.
Councilor Grandmother who takes care of orphans
Village Chairperson Uncle who takes care of orphans
Village Shopkeeper Primary School boy, age 12
Village Health worker (male) Primary School girl, age 12
Traditional Birth Attendant Married girl, age 16
School teacher (female) Woman whose husband died of AIDS, age 30
Ward Agricultural Officer (male) Unemployed boy, aged 17
Leader of Youth Group Girl looking after her sick mother and siblings
Orphan boy, age 13 Male Village elder
Orphan girl, age 13. Female Village elder
43
All participants are asked to listen to the statements, and for every statement to which
they could answer yes, they should take one step forward. Example of statements:-
I can influence decisions at the ward level
I can meet the government officials
I get new clothes on religious holidays
I can read newspapers regularly
I have time and access to listen to the radio
I do not have to queue at the dispensary
I have access to micro credit
I can speak in extended family meetings
I can afford to boil drinking water
I can buy condoms
I can negotiate condoms use with my partners
I went to secondary or I expect to go to Secondary school
I will be consulted on issues affecting young people in our Community
I can pay for treatment at a private hospital if necessary
I can speak at a Village meeting
I eat at least two full meals a day
I sometimes attend workshops and seminars
I have access to plenty of information about HIV/AIDS
I am not in danger of being sexually harassed or abused
4. After the power walk, facilitate discussion asking follows:
What did they learn from the role play?
How many got involved in decision making and how many did not?
Human rights are values that ought to be accepted and enjoyed by all human beings. These
rights have been a part of all societies and have changed and developed over time and
continue to change as humanity develops. They are the basis of the enjoyment and
protection of human life.
Salient features of human rights are:
Indivisible: All rights belong to all human beings no right can stand on its own.
Interdependent: All rights are dependent on one another. For example, the removal of
the right to education means that the right to freedom of expression is automatically
affected, and vice versa.
Inviolable: They cannot be taken away from any human being. Human rights are
personal to the self and not transferable.
44
For all human rights, there exist:

Claim holder: the person whom the right belongs
Duty bearer: the person/institution who is responsible to make sure that the rights of
the claim holders are met
According to all Human Rights Conventions, the State is the principal duty bearer. Duty
bearers have the duty to:
Respect human rights: not to go against, directly or indirectly, the enjoyment of the
right.
Protect human rights: to ensure that no one else goes against the enjoyment of the
right.
Facilitate human rights: to create an environment or a situation whereby the rights can
be enjoyed.
Fulfil human rights: to take all measures required to ensure that all people enjoy their
rights.
45
4. THE OPPORTUNITIES AND OBSTACLES TO DEVELOPMENT PLANNING

METHODOLOGY
4.1 Community Entry Protocol and Social Preparation
4.1.1 Session: Community Entry Protocol
Specific Objective:
At the end of the session participants shall be able to explain the Community entry protocol.
Key Message:
Active Community participation in the o & OD process depends on the initial acceptance of
the leaders and influential persons.
Time: 45 minutes
Methodology:
Steps
1. Give explanations on Community entry protocol
2. Use the following two illustrations to show Community entry protocol
Before starting the process of participatory planning, it is important to consider the
protocol of entering into the Community. This protocol includes giving prior notice to the
leadership at various levels (LGA, ward, and Village) about the necessary preparations for
participatory planning exercise.
The cup below is an illustration of Community entry protocol.
Leaders
Influential Persons Community
Community Cup
46
Influential persons include traditional leaders, religious leaders, business men, traditional
midwives and traditional healers who are normally respected by the Community.
Leaders and influential persons have an influence over the Community. When you want to
send information to the Community on the activities you intend to undertake, it is important
to communicate with the leaders and influential people who will in turn explain to the
Community on the purpose of your activities. Informing the leadership and the people in
advance helps them to understand the importance of the exercise and to respond by
participating fully. Also it helps to create good relationship between the facilitators and the
Community.
Community are the majority of the people residing the and are the beneficiaries of the
process
Whenever one enters a Community, she/he should anticipate varied responses from
different groups as illustrated in the following Community adoption model.
12.5% 75% 12.5%

I II III
Early Adapters Followers Laggards
Community Adoption Model
In a Community, there are three groups of people who respond differently as follows:
Those who readily accept changes; these are few and set an example to others
The followers; these are the majority in the Community; and
The laggards; these want slow changes and it is not that they do not want changes or
are against changes but rather they lack clear vision or implications of the change.
3. After the illustrations, facilitate discussion on how facilitators should start working with
the Community.
47
Community entry protocol involves the following procedures:
Informing the relevant authorities in the Community.
Introduce your ideas to the leaders and seek for permission to enter the Community.
Write a formal letter and arrange for the pre-visit.
During the pre-visit establish good relations with the leaders and influential people to
establish support, trust and confidence.
Also, it is important to know the socio-cultural dynamics of the Community.
Building trust and confidence

Start with a positive attitude towards programmes and plans existing in the Village.
Introduce yourself to the Community and state your objectives clearly. You may need to
repeat this several times.
Facilitators should always observe their personal integrity in terms of language and
dressing in the Community.
4.1.2 Session: Social Preparation
Specific Objective:
By the end of the session, the participants shall be able to explain the meaning, importance,
and various techniques for social preparation.
Key Message:
Social preparation is a key to effective Community participation and ownership.
Time: 60 minutes
Methodology:
Group Discussion 15 minutes
Steps
1. Facilitate the participants to brainstorm on the meaning and importance of social
preparation
2. Explain briefly to the participants the importance of Social preparation at different levels
for sustainability of O&OD
3. Explain to the participants the key pillars of social preparation at the Community level
48
4. Divide the participants into groups, and facilitate them to discuss various techniques for
social preparation in different settings/societies (e.g., urban, rural, pastoral
communities, etc)
5. Facilitate group presentations and discussions.
Essential Information:
As a new participatory planning concept, O&OD may not be easily accepted and internalized
if the players are not adequately prepared to receive it. Social preparation is the process of
inculcating the understanding of the participatory planning process for effective action by all
players. It involves awareness creation for the players to understand their roles and
responsibilities.
At the Community level, social preparation is essentially meant to create a natural
atmosphere for the Community to understand and participate effectively in the O&OD
process.
At higher levels, i.e. administrative and decision making levels, social preparation is meant to
build understanding for authorities to recognize Community priorities, and provide
necessary support to the Community.
The key aspects of Social Preparation at the Community level:

Social Preparation includes the following important aspects:
1. Stimulating Communitys understanding of problems and needs, constraints and
potentials/capabilities
2. Creating awareness on the part of the Community and readiness to participate with
keen interest
3. Inculcating as sense of togetherness
4. Stimulating a sense of responsibility and commitment (for the Community members
to feel that their responsible for their development)
5. Building confidence on the part of the Community to be confident that they can
achieve (and a sense of determination)
6. Stimulating forward-looking attitude (and positive aspirations)
7. Fostering sense of accepting change (readiness to change, and internalizing new
values for development)
8. Fostering mutual trust (between the Community and their leaders, between
Community members and facilitators, between facilitators and Community leaders)
From the above aspects, it follows that the pillars of social preparation at the Community
level are:
Self-awareness
Readiness for collective action (togetherness)
Readiness to change, to accept new values and new thinking for development and to
put these into practice (it is re-orientation of mindset, towards doing things
differently, or doing different things to achieve more positive outcomes)
49
Measures for Social Preparation for O&OD participatory planning process:

Make effective use of Pre-visit
During the pre-visit day, discuss with the Village/ward leaders about the effective
ways for Community sensitization, prior to launching of O&OD process.
Different methods could be used for sensitization in different communities,
depending on the Community specific conditions. In some communities, sensitization
could be effectively done by the use of social groups existing in the Community such
as, youth groups and traditional dancing groups (ngoma).
Facilitate the groups identified for Community sensitization, so that they can
understand the essence of the exercise, and take the message down to the
Community members in their language. This localizes the process from the very
beginning, thus creating a foundation for genuine ownership.
4.2 Session: Launching of the Community Planning Process
Specific Objective:
At the end of the session, the participants shall be able to launch and conduct the planning
process.
Key Message:
The first extra ordinary Village assembly or zonal/mtaa meeting is the beginning of
participatory planning.
Time: 30 minutes
Methodology:
Steps
1. Explain the procedure of launching the planning process.
50
An Extra Ordinary Village Assembly or Zonal/Mtaa Meetings to launch the planning

process:
This extra ordinary Village assembly is a special day for the facilitators to meet with Villagers.
The objective of the meeting is to explain to the Community the purpose of the exercise of
preparing plans using the Opportunities and Obstacles to Development, how and who will
participate, agree on the timetable for the exercise and other logistical issues. The
Community should be allowed to ask questions for further clarifications. Thereafter the
Village assembly will do the following:
Form focus groups on the basis of hamlet, gender and age group representation (elders
and youths). Also, the formation of focus groups should consider a representation of
vulnerable groups in the Community.
Select 6-10 Community resource persons. Criteria for selection of Community Resource
Persons shall be: who can read and write; who are committed to development issues in
the Community; who are acceptable and respected by the Community.
Select map drawers
Set criteria for household wealth ranking
Draw Village/ward sketch map
Agree on the root for transect walk (Rural Process Only)
Carry on household wealth ranking
4.3 Session: Data Collection
Specific Objective:
At the end of the session, the participants shall be able to explain the meaning, types,
sources, analysis, storage and utilization of data for Community in preparing plans.
Key Message:
Data collection and analysis is the backbone of participatory planning process.
Time: 60 minutes
Methodology:
Flip charts and board, marker-pens, masking tapes, Village register
51
Steps
1. Facilitate the participants to brainstorm on the meaning, types, sources, of data and
utilization of data
2. Explain the importance of data collection, sources, analysis, storage and utilization of
data.
3. Explain tools used in data collection
4. Facilitate discussion
5. Wrap up and evaluate the session by asking questions
Data Collection
Data collection for O&OD process should begin immediately after the information has been
received by the Community from the LGA. Usually, the letter to inform the Community about
the process is sent with a data collection form as an attachment1. The data form will guide
the Community leaders in gathering preliminary information prior to the commencement of
the planning process, and more clarification will be given to them by the facilitators during
the pre-visit. The data will be collected for the purpose of preparing the Community
participatory plan using the Opportunities and Obstacles to Development. Data can be
collected and presented in numbers, charts, drawings, etc.
There are two types of data:
1. Secondary data: collected from the Village/ward records and other institutions.
2. Primary data: collected in the field using participatory tools. This data includes:
Spatial data
Time related data
Social and economic data
Types of Data and Participatory Tools

Types of Data Participatory Tools
1. Spatial data Village map
Transect walk
2. Time related data Historical time line
Seasonal calendar
3. Social and economic data Household wealth ranking
Institutional analysis
Impact of socio-economic activities on environment
Gender resource map
Daily gender activities calendar
Sources of revenue and expenditure
1
The data form for collecting Community information is attached as an annex at the end of this Training
Manual.
52
4.3.1 Spatial data
Spatial data is the basis for identifying existing opportunities and obstacles in the
Community. Spatial data include land use, crops, topography, rivers, institutions, soils, and
forests. The tools for collecting this data is Village map and the transect walk.
4.3.1.1 Session: Community Map
Specific Objective:
By the end of the session, the participants shall be able to explain how a Community Map is
drawn.
Key Message:
Spatial data is the basis for identifying Communitys opportunities and obstacles to
development.
Time: 60 minutes
Methodology:
Group Work 30 minutes
Steps
1. Facilitate the participants to brainstorm on how Village maps are drawn.
2. Divide the participants into groups and facilitate them to draw a map on the ground by
using local available materials such as stones, sticks, ashes and other materials and then
copy the map on paper.
The Community map is one of the participatory tools that can facilitate the collection of
data.
The Community map is an illustration of the actual social and economic situation in the
Community.
The Community map shows opportunities and obstacles to development.
53
A map drawn by the Community will show all the important features such as
- Boundaries in relation to neighbouring Village/wards
- Compass
- Economic activities taking place
- The existing institutions in the Community
- The existing infrastructure
- Available resources
The Community map will be drawn by selected map drawers, but other members of the
Community who would like to participate in the exercise should be allowed to do so.
Facilitators should participate fully and ensure that the exercise is completed and the
map is thereafter copied on manila sheet.
Samaki Maini
Mowo Njamu
Nrao juu
Wandri
Kisangara
Key:
Ifumu
Village Boundaries
Streams
Roads
Water pipe
Electricity
Okyoro valley
Isanja wetlands
Trees
Forest
Banana tree
Koboko Coffee

KNCU
Village office
Church
Example of a Village map: Nrao Kisangara Village Map
54
4.3.1.2 Session: Transect Walk
Specific Objective:
By the end of the session, the participants shall be able to explain the importance and how
to conduct the transect walk.
Key Message:
Transect walk facilitates verification of the existing opportunities and obstacles of the
Village.
Time: 30 minutes
Methodology:
Steps
1. Facilitate the participants to brainstorm on how to conduct the transect walk.
2. Explain how transect walk is conducted.
3. Use the following illustration to demonstrate transect walk.
Transect walk refers to the collection of spatial information, through direct observation
while walking across a selected route in the Village. This exercise involves both facilitators
and the selected Community members. While walking, the facilitators and Community
members should note and record field conditions, objects, processes (such as environmental
degradation) and their relationships (such as allocation of land to food or cash crops).
Information gathered during transect walk will be useful in verifying or confirming the
information on the Community map. This information will be used as baseline data during
the preparation of Community Plan. This tool does not apply to the urban O&OD process.
Transect walk
Transect walk is a participatory tool which enables the Community to confirm/verify the
information on the Village sketch map.
Transect walk confirms environment data by visiting and observing directly the
respective sites.
As you conduct transect walk after the map drawing, it is the map drawers who should
agree on the route to be taken for transect walk.
The Village environment and sites should be placed on a simple diagram, and divided
according to zones.
55
During transect walk, the facilitators should have brief discussions with the Community
members who are in the respective areas about:
- The existing opportunities in the respective zone
- The obstacles existing in the respective zone
- Gaps observed in the sketch map
After the transect walk, the participants should converge and agree on the key
observations during the transect walk, and place these on the diagram.
Lima valley Kisangara Okyoro valley Nrao Juu Kyungukyena

Black and Red Red Red Red Usena
Soil
Natural trees, Plant plantations and Natural vegetation, plant, Natural firest, some
Vegetation grass mibuni, banana trees, grass for plantations, some
domestic animals mibuni and Grass
Horticulture, culativation of maize, Cultivation of Mibuni and Plantations Cultivation of Mibuni and Cultivation of Mibuni and Plantations and Cultivation of mibuni
Activities potatoes, yams, e.t.c Plantations vegetables and a little plantations
Non Non Non Non Non

Settlement
Non Church, Valley with water, shop, road Non School, Village, Office, Electricity, stream, Water stream
Services milling machine, cooperative union, shop
and road
Trees, Fruits, stream, river and land Trees, fruits and land Trees, fruits and some land Fertile small parcel of land, trees lots of Trees and grass for
Opportunities manpower, grass for domestic animals domestic animals
Small land Overpopulation Steep slopes Over population Soil erosion and steep
Obstacles slopes
Transect Walk Nrao Kisangara Village
Useful information collected during the transect walk can be used in the cause of solving
Village problems e.g., maintenance of water catchments areas, roads, etc.
56
4.3.2 Time related data
Collection of time-related data is done using historical time-line and seasonal calendar.
4.3.2.1 Session: Historical Time Lines
Specific Objective:
By the end of the session, the participants shall be able to explain what are historical time
lines, their importance and use.
Key Message:
Historical time line is useful for improving future actions when preparing plans.
Time: 30 minutes
Methodology:
Explanation with illustration 10 minutes
Group work 30 minute
Presentation 15 minutes
Steps
1. Explain the meaning and importance of historical time line
2. Draw an illustration of historical time line as below:
Illustration of Historical Time Lines

Year Event Causes Effects/benefits Intervention
1939 Hunger Locusts destroyed Greater shortage of Animals sold to buy food
crops food Use of irrigation canal
Livestock died and planted quick
yielding crops such as
potatoes and vegetables
1940 Tarmac Transport grain from Easy and reliable

road large farms of west transport.
reached our Kilimanjaro Expanded production
Village and secured new
markets.
3. Divide the participants in groups to prepare historical time line

4. Facilitate group discussions and presentations
57
Historical time-line is a participatory tool, which enables the Community members to carry
out a simple analysis of the major historical events in their Community. The Community
members identify the major historical events, their causes, their effects (positive or
negative), and the actions taken (interventions) in response.
Historical time data is collected by a group composed of female and male elders who are
familiar with Village and its Community. These could be:
Female and male elders born in the Village
Those who migrated to the Village and have been there for a long time
Female and male youths between 18 and 35 years who live with their grandparents
4.3.2.2 Session: Seasonal Calendar
Specific Objective:
By the end of the session, the participants shall be able to explain what are historical time
lines, their importance and use.
Key Message:
Seasons dictate types of activities to be undertaken by the Community.
Time: 60 minutes
Methodology:
Illustration 10 minute
Group discussion 15 minutes
Steps
1. Explain the meaning and importance of seasonal calendar.
2. Divide participants into groups and facilitate discussions using the illustration
3. Facilitate group presentation
58
Seasonal calendar is a participatory tool which presents diverse information in a common
time frame. It compares Community activities, month by month, across sectoral boundaries.
It identifies cycles of activity that occur within a life of a normal year.
It is important to ensure that the seasonal calendar is drawn for what the Community
considers a normal year.
Examples of commonly used terms include climate, human ailments, the occurrence of
foods, water, cash incomes, resting periods, etc.
Group discussions should be informal, and should be guided with simple questions like
when do you plant maize? or When do you harvest?
Seasonal Calendar for Nrao Kisanga Village

Description Jan Feb Mar Apr May Jun Jul Aug Spt Oct Nov Dec
1. Climate
Rain
2. Farming
Maize Cultivation
Land tilling
Planting
Weeding
Fertilizer
Harvesting
3. Banana and coffee farming
Weeding
Pruning
Spraying
Harvesting
4. Human Diseases
Malaria
Pneumonia
Diarrhea
5. Horticulture
Tomatoes
Avocados
Greens
Cabbage
6. Administration
Manpower
Food security
4.3.3 Socio-economic Data
Social and Economic data is collected using institutional analysis, impact of economic and
social activities on environment, household wealth ranking, gender resource map, gender
daily activities calendar, and sources of revenues and expenditures.
59
4.3.3.1 Session: Institutional Analysis
Specific Objective:
By the end of the session, the participants shall be able to explain how to use institutional
analysis as a tool for collecting data.
Key Message:
Institutional analysis shows areas of collaboration between the Community and
development partners in the Community.
Time: 60 minutes
Methodology:
Explanation with illustration 20 minute
Discussion 20 minutes
Flip charts and board, marker-pens, paper glue, manila paper, pins, scissors
Steps
1 Participants to brainstorm on the meaning of institutional analysis.
2 Explain the meaning of institution
- List down all the institutions in and outside the Community, which provide services to
the Community.
- Facilitate the participants to rank the institutions in order of importance starting with
the most important and ending with the least important.
3 Facilitate the participants to cut the Manila paper into rounds of various sizes bearing a
name of an institution of various sizes. The size of the card will connote the relative
importance of an institution and the more important the bigger the card to be allocated
to the institution.
4 Using the Venn diagram show the relationship of institution to the Community.
The following diagrams show examples of institutional analysis
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Football club
Mosque
Village
School Council
Church
Neighbourhood
watch group
(Sungusungu)
The relationship between the Community and institutions
A card which is placed at the centre implies that the institution has a closer relationship
with the Community and vice versa. The bigger the card placed in the Venn diagram the
more important the institution is to the Community.
Church Village
School Council
Mosque
Football Club
Inter-institutional relations
The cards which are closer to each other show that the institutions have good relationship
amongst themselves in providing services.
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Hospital
Secondary
School
Ward Market
Office
Relationship between the Community and external Institutions
The external institutions with arrows closer to the centre have closer relationship to the
Community and vice versa. The size of the cards shows the importance of the
institution to the Community.
5. Wrap up and evaluate session by asking questions
An institution is an organization, which has objectives and leadership. Institutional analysis
helps the Community to know the area of collaboration in terms of good governance (i.e.
administration, corruption and transparency), service delivery, gender rights, economic
strength and support, social cultural behavior and influence.
Institutional Analysis enables the Community and facilitators to:
Identify institutes and their activities.
Appreciate institutes which collaborate with Community in different areas of
development.
Be aware of the relationship between institutes in serving the Community.
Reduce work interference.
Understand the institutions which are not within the Community but which are useful.
From the diagram the results should be summarized as below:
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Example of Institutions and their importance to the Community

Score of
Institution Activities Strengths/weaknesses
importance
Village Village assembly meeting not held
- Village administration 1
Council No transparency in use of funds
- To give spiritual Helpful in times of difficulties
Mosque 2
guidance Built the only pre-school
- To give education to Good performance of students
School children and adults 3
Not enough classrooms
- To give spiritual Good behaviours of Community
Church 4
guidance church members
4.3.3.2 Session: Impact of Economic and Social Activities on Environment
Specific Objective:
At the end of the session, the participants should be able to identify and analyze the impact
of economic and social activities on environment.
Key Message:
Protect the environment for sustainable development.
Time: 60 minutes
Methodology:
Group work 20 minute
Flip charts and board, marker-pens, paper glue, manila paper, pins, scissors
Steps
1. Facilitate the participants to list down the normal economic activities that are done
within and outside the Community.
2. Facilitate the participants to cut the Manila paper into rounds of various sizes
representing the importance of listed economic activities. The size of the card will
connote the relative importance of the respective economic activity, and the more
important the bigger the card to be allocated to the activity (see the illustration bellow).
63
Fishing Small scale

enterprises
Agriculture:
Household
Farming and cleaning
Livestock
Economic and social activities according to their relative importance
3 Facilitate the participants to draw a big circle, which will represent the environment, and
then facilitate them to place the manila cards in the big circle to show the relationship
between the economic activities and the environment. The activity with the biggest
impact on environment should be placed near the centre of the big circle (see the
illustration below)
ENVIRONMENT
Agriculture:
Farming and
Livestock
Fishing
Household
cleaning Small-scale
enterprises
Relationship between Community Activities and the Environment
4 Facilitate the participants to analyze the inter-relationship between economic and

social activities and the environment. This should be done using a simple table,
starting with the activities that have the biggest impact on the environment.
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This tool enables the Community to do a simple analysis of the impact of their normal
economic and social activities on the environment. The results of this analysis enable the
Community to prepare a development plan that takes environmental issues into
consideration.
Economic activities include:
Agriculture (farming) including using of pesticides, insecticides, etc.
Animal husbandry
Fishing
Trade
Social activities include:
Construction of residential houses
Household cleaning
Cultural activities
Relationship between economic and social activities and the environment

Socio-economic activities that
How it is done Impact/Effect Intervention
have impact on environment
Small-scale enterprises
Agriculture
Animal husbandry
Fishing
4.3.3.3 Session: Gender Resource Map
Specific Objective:
By the end of the session, the participants shall be able to explain how the gender resource
map is prepared and used in Community planning.
Key Message:
Main streaming gender is important in decision making for development planning.
Time: 60 minutes
Methodology:
Flip charts and board, marker-pens, masking tapes, paper glue, manila paper, pins, scissors
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Steps
1. Participants to brainstorm on the meaning of gender resource map.
2. Explain on the meaning of gender resource map by using illustration.
3. Divide the participants into groups and facilitate discussions
Illustration of the gender resource map

Cattle House Bicycle
O O O
A A A
M M M
Domestic animals Farm

O O
A A
M M
Radio
O
A
M
Key: O = Ownership, A = Authority, M = Manpower
Table of Gender Resources Map

Resource Ownership Authority Manpower
Men Women Men Women Men Women
Cattle
House
Bicycle
Rabbits/Chicken
Radio
Farm produce
Total 6 1 6 0 5 6
Analysis of Gender Resource

Ownership Authority Manpower
Women 1 0 6
Men 6 6 5
After the communities have identified the gender gaps, corrective measures should be
suggested when preparing the plan.
66
Gender resource map is useful in identifying resource needs and aspirations.
Gender resource map exercise helps the Community to indicate the gaps that exist in
ownership, division of labour and responsibilities among men, women and children.
Gender resource map is useful in identification of gender gaps for rectification.
Gender resource map helps to point out who should participate more in certain tasks.
Gender resource map helps to learn and understand from the Communitys view point:
who owns, controls and provides labour over resources based on sex. It is also used to
identify gender gaps in order to rectify the situation.
4.3.3.4 Session: Gender Daily Activities Calendar
Specific Objective:
By the end of the session, the participants shall be able to explain the use of daily gender
activities calendar as a tool for assessing utilization of labor in a Community.
Key Message:
Shared workload between male and female is important in Community development.
Time: 60 minutes
Methodology:
Group Discussion 25 minutes
Flip charts and board, marker-pens, masking tapes, manila paper
Steps
1. Facilitate the participants to brainstorm on common activities undertaken in a day by
gender.
2. Explain and illustrate about common activities undertaken in a day by gender and
gender gaps.
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Example of a Gender Daily Activities Calendar

Time Father Mother Male child Female child
05.00 Asleep Awake Asleep Awake
05.00-06.00 Asleep Fetching water (1) Asleep Fetching water (1)
Cleaning environment
06.00-07.00 Awake Awake Helping mother (1)
Preparing breakfast (1)
07.00-07.30 Breakfast Breakfast Breakfast Breakfast
Farm work
07.30-02.30 Farm work (7) Picking vegetables (7) School (7) School (7)
Collecting firewood
02.30-03.00 Return home Return home Return home Return home
03.00-04.00 Resting Preparing food (1) Resting Helping mother (1)
04.00-04.30 Lunch Lunch Lunch Lunch
04.30-06.30 Washing clothes Helping mother (2)
Caring domestic animals Playing
06.30-07.30 Recreation Playing
Washing children
07.30-09.30 Preparing bedding (5) Studying (2) Studying (2)
Preparing breakfast for the
09.30-10.30 Asleep Asleep Asleep
next day (1)
10.30-05.00 Asleep Asleep Asleep Asleep
Working hours 7 16 9 14
*The number in bracket shows the number of working/studying hours.
3. Divide the participants into groups to prepare daily gender activities calendar and
identify existing gender gaps. (They should also come up with proposals on how to
minimize gender gaps
4. Facilitate Group presentations.
The daily activities calendar is a participatory tool that enables the generation of information
by gender and age based on the division of labour at the household level. This participatory
tool is useful in revealing gender responsibilities and imbalances.
Most activities in the rural areas are distributed along gender based social notions. This
produces activities that are generally done by women, men or male and female children.
Nevertheless, in most of these same rural communities, people irrespective of sex are
performing some common activities, e.g. farming.
The purpose of this tool is to create understanding on how much flexibility exists between
roles played by the male and female, and to what extent their gender relations can be
associated with the existing task differentiation.
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4.3.3.5 Session: Household Wealth Ranking
Specific Objective:
By the end of the session, the participants shall be able to explain how to conduct the
exercise of household wealth ranking.
Key Message:
Household Wealth ranking is a basis for poverty eradication.
Time: 60 minutes
Methodology:
Steps
1. Facilitate the participants to brainstorm on the meaning of Household wealth Ranking.
2. Explain the meaning and how to conduct exercise of household wealth ranking
- Facilitate participants to define wealth ranking
- The Community members to brainstorm on the interpretation of household wealth
ranking
- Facilitate participants to set criteria of household wealth ranking
- Explain the procedure for conducting household wealth ranking
3. Facilitate discussion
Household Wealth Ranking is an evaluation of the economic status of every household in the
Community. In the rural process, criteria for household wealth ranking set by Village
assembly according to the Communitys perception should be used. Each household is then
ranked as having a poor, satisfactory or good living condition. The steps for carrying out
wealth ranking exercise are outlined hereunder.
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Steps to conduct household wealth ranking in the rural process

Every hamlet chairperson should have a list of household heads
After Village assembly, the hamlet chairperson retreats with his members to a
convenient place where the exercise will be conducted
The Community Members should be facilitated to select four representatives who
know very well the people living in the hamlet. The selection should be gender
balanced.
Facilitators should give clear explanations on how to conduct the exercise
The list of household heads in the hamlet will be used in wealth ranking, and grading
of the living conditions of each household should be done as follows:
Criteria for Wealth Ranking

Total Living Condition
1-2 Bad
3 Satisfactory
4-5 Good
The points scored by each household will be added up with the condition set on the
following basis:
poor 4-8 points
satisfactory 9-15 points
good 16-20 points
Illustration of Household Wealth Ranking (Hamlet Level)

Set Standards
Head of
No Representative Total Living condition
Household
1 2 3 4
1 Iddi 1 2 1 2 6 Bad
2 Ramadhani 5 4 5 4 18 Good
3 Doto 3 2 4 3 12 Satisfactory
Result from each hamlet are collected and compiled. This gives results for the entire Village
as shown below.
Overall evaluation of economic capability of homesteads in a Village

Household
No Hamlet Total households
Poor Satisfactory Good
1 Diola 30 10 5 45
2 Bwela 52 27 13 92
3 Uhundo 67 22 10 99
4 Magema 43 17 9 69
Total 192 76 37 305
Percentage 63 25 12 100
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Prepare a breakdown of poor households headed by male, female, widows, widowers,

elders and vulnerable children as shown below:
Analysis of households with bad living conditions

Head of Household
No. of head of Vulnerable
Hamlet Elders
households M F Widows children
M F M F
Bwela 52 20 32 6 6 4
Diola 30 15 15 2 4 3
Ulundo 67 50 17 4 3 2
Magema 43 15 28 4 5 2
Total 192 100 92 16 18 11
Percentage 100 52 48 8 9 6
Importance of household wealth ranking

To understand Village /ward social economic status
Helps to identify target group especially when there are deliberate plans for poverty
alleviation
Note: Wealth ranking in the Urban Process is done based on the criteria set during the Mitaa/Zonal
meetings for launching the process. The steps to be followed are the same as in the rural
process, but the households should be compiled according to the Mitaas that exist in a ward.
Also, the Community members selected for the exercise should know properly each
Community member living in their respective Mitaas.
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4.3.3.6 Session: Sources of Revenue and Expenditure
Specific Objective:
By the end of the session, participants shall be able to demonstrate how to facilitate the
Village Council on how to identify sources of revenue and plan its expenditure.
Key Message:
Identification of sources of revenue is crucial in creating self dependency.
Time: 60 minutes
Methodology:
Steps
1. Facilitate the participants to brainstorm on the meaning of sources of revenue and
expenditure.
2. Explain by using an illustration.
3. Divide the participants in groups to identify sources of revenue and expenditure.
4. Explain how to set priorities in allocating revenue and committing expenditure.
5. Wrap up and evaluate by asking questions.
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Nrao Kisangara Village Source of Revenue and Expenditure

Sources of Income Expenditures
1 Own source 1 Administration
Development levy 1,000,000 Costs for Village meetings 100,000
Crop cess 1,200,000 WDC 200,000
Local beer fees 800,000 Transport and Travelling 500,000
Contribution for school food 2,000,000 Stationery 200,000
Sand fee 2,500,000 Village Hospitality 600,000
Sub Total 7,500,000 Uhuru touch 500,000
Sub Total 2,100,00
2 External source (committed)
District support to 2 2 Development
1,000,000
classrooms Primary school food for pupils 2,000,000
2,000,000
TASAF 3,000,000
Building classroom x 1 teacher
Sub Total house (D/Council contr.
2,000,000; V/council 500,000) 2,500,000
3 None cash income 1,000,000 Dispensary (TASAF 3,000,000,
Labour V/council 600,000/=) 3,600,000
Maize production 1,400,000
Sub Total 9,500,000
GRAND TOTAL 11,600,000/= GRAND TOTAL 11,600,000/=
The bigger the sources of revenue, the more the Village can meet its development activities.
The sources of income identified during focus group discussions, are forwarded to Village
Council for approval. All sources of revenue and human resource should be identified and
made public.
Identification of revenue sources should be done first by the focus groups.
The revenue sources identified by the focus groups should be discussed and approved
during the extraordinary Village Council meeting as sources of revenue for the Village.
All sources of finance in the Village, and labour force should be clearly identified.
Revenue estimates should indicate both internal and external sources.
Analysis of Village income enables the Community to assess its capabilities.
Identification of revenue sources is done by the Community members, and it helps to
improve transparency, and to curb loopholes for corruption.
Estimation of Village revenue and expenditure improves discipline and accountability.
Estimation of revenue and expenditure is done to ensure that the intended goals will be
achieved.
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4.4 Preparation of Draft Community Plan
After data collection focus groups will prepare the draft Community plan, using TDV 2025 as
a broad policy guide.
4.4.1 Session: Focus Groups
Specific Objective:
At the end of this session, participants shall be able to explain, form and facilitate
focus groups discussions.
Key Message:
Focus groups discussions are the basis for Community participatory planning.
Time: 60 minutes
Methodology:
5 minutes
Brainstorming
10 minute
Explanation
30 minutes
Role Play
10 minutes
Discussion
5 minutes
Wrap up and evaluation
Flip charts and board, marker-pens, paper glue
Steps
1. Facilitate the participants to brainstorm on the meaning of focus groups.
2. Explain the meaning and formation of focus groups and how to facilitate discussions.
3. Explain the use of focus groups as a means and tool in role-play.
4. Select some of participants form a focus group discuss one of the participatory tools.
5. Facilitate discussions on strengths and weaknesses of the role-play.
Focus group is a major participatory tool for O & OD Planning process.
Focus groups are purposive groups formed on the basis of sex, age, and occupation
Focus group discussions provide access to a larger body of knowledge of general
Community information
Focus group becomes a tool when collecting data using participatory tools and becomes
a means/agent during the discussions on the objectives of the Tanzania Development
Vision 2025.
Focus groups in collaboration with the VEO/WEO compile and prepare the first draft
plans.
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4.4.2 Session: Preparation of Draft Community Plan
Specific Objective:
At the end of the session participants will be able to explain procedures for preparation
of participatory plans.
Key Message:
A Community plan is derived from decisions made by the people.
Time: 510 minutes
Methodology:
Group work 250 minutes
Group presentations 120 minutes
Flip charts and board, marker-pens, manila paper, pins, paper glue
Steps
1. Facilitate participants to brainstorm on Community state planning and how it is
prepared.
2. Explain the meaning of Community participatory planning.
- Explain the attributes and procedures for formulating specific objectives.
- Use one of the targets of the Tanzania Development Vision 2025 to give an
explanation on how to formulate specific objective opportunities, obstacles, causes,
intervention, steps for implementation, inputs, costs, and prioritization.
3. Use table for Community participatory planning (plan matrix) to explain the planning
process.
4. Explain to the participants that the specific objectives are prepared based on the Village
data collected using participatory tools, secondary data and cross-cutting issues
5. Explain to the participants the reference points from TDV 2025
6. Divide participants into groups to discuss the objectives of TDV 2025, and prepare
O&OD plan.
8. Insist on the importance of formulating specific objectives that are SMART (specific,
measurable, achievable, realistic, time-bound).
9. Opportunities, Obstacles, interventions, steps for implementation and indicators should
be specific and with logical flow
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Example of a Community Plan
Village____________________ Ward______________________
District__________________ Region___________________
Goal: High quality livelihood
Objective: Food self- sufficiency and food security
Cost
Steps of implementation
Specific objective Opportunity Obstacle Cause Intervention Inputs Indicator
(Activities)
Internal External
Identifying farmers
-
group in each hamlet
Availability Establishment of Agriculture

To increase
of Improvement of Agriculture field classes inputs
agriculture Inadequate
production of Lack of extension usage of manure
inputs agriculture Maize
maize from the understanding services Gathering materials to grass
(seeds, inputs production
current 10 bags on the use of make compost
fertilizers, by number
to 15 bags per agriculture water
manure) of bags
acre by year inputs
Training on how to make training
2010
use of manure materials
Improvement of
Provision of motorbike motorbike
extension
for extension officers fuel
services
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The Tanzania Development Vision 2025 has three goals as follows:
1. High quality livelihood
2. Good governance and the rule of law
3. Strong and competitive economy
During O & OD planning process the first two goals are discussed.
The goals to be discussed during the formulation of Community Development Plan will be
selected during the pre-visit day. In the rural process, the Village Council will select the
objectives from TDV 2025 during the pre-visit day, while in the urban process the Ward
Development Committee will do the same during pre-visit. The selected will be approved by the
Community during the launching of the process in the Extraordinary Village Assembly in rural
process, and in the extraordinary Zonal/Mtaa meetings in the urban process. The Community
can decide to make changes on the selected objectives as deemed right during launching. After
approval, the selected objectives will then form the basis for formulation of Community
development plans.
Based on the data collected using participatory tools, and using TDV2025 as a policy guide, the
focus groups will prepare draft plan. The draft plan should show clearly:
What the Community wants to achieve (specific objectives)
The resources/institutions which when used properly would lead to the achievement of the
specific of objectives (opportunities)
The hindrances to the proper use of opportunities (obstacles),
The reasons for existence of obstacles (causes)
Measures to be taken to address the obstacles (interventions)
Necessary activities to address the causes (steps of implementation)
Resources needed to achieve the steps of implementation (inputs)
Estimation of costs what can be done by the Community, and what cannot be done to
achieve the steps of implementation (costs)
The measurable means to assess the achievements (indicators)
The attributes of a Specific Objective

A Specific Objective Should be SMART, meaning it should be:
Specific: it should have a clear focus. It should specify what it wants to achieve.
Measurable: it should be possible to measure whether the objectives are being met or not
Achievable: it should be achievable and attainable.
Realistic: it should take into account the real environment, e.g. peoples education,
understanding, traditions and norms, resources, economic standards, technology, etc.
Time bound: it should be clear when the objectives will be achieved, for example 6 months,
1 year, etc.
In formulating the specific objectives, the facilitator should carefully refer to:
The preliminary Village data
The information generated during the use of participatory tools
National and Sector Standards
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4.5 Village Council Meeting
Extra ordinary Village Council Meeting will be held to receive the Draft Plan as consolidated
by the focus groups, under the coordination of Village Executive Officer. The Village Council
meeting shall set priorities, and based on these priorities, a draft three year plan will be
prepared.
During the preparation of draft plan by the focus groups, many specific objectives are
identified. But, since resources are limited, all specific objectives identified at this step
cannot be achieved. Therefore, there is a need to prioritize. In this regard, after
consolidation of the draft plan by the focus groups, an Extraordinary Village Council Meeting
is held to set priorities by pair-wise ranking, and prepare a draft three year plan.
4.5.1 Session: Setting Priorities by Pair-Wise Ranking
Specific Objective:
At the end of this session, participants shall be able to explain the use and practice of
pair wise matrix.
Key Message:
To plan is to choose.
Time: 60 minutes
Methodology:
Exercises 10 minutes
Flip charts and board, marker-pens
Step
1. Participants to brainstorm on the meaning of pair wise matrix.
2. Explain the meaning of pair wise matrix.
3. Conduct the following role play:
- Ask participants to sit as a Village Council.
- Display a list of specific objectives.
- Ask a Village Council whether there is any specific objective left out or there is a need
to add. Do this in order to satisfy the members that all specific objectives have
been included.
4. Facilitate participants to do pair-wise ranking across all specific objectives as shown in
the table below.
- For each specific objective add up and insert points in the relevant column.
- Arrange specific objectives in order of importance.
78
Example of a table for pair wise matrix ranking

Increased Increased Improved Increased
Specific Position
maize School access to household Points
objective (Priority)
production enrolment clean water income
Increased Increased Increased
Increased maize
maize maize maize 3 1
production
production production production
Increased Increased Increased
School School household 1 3
enrolment enrolment income
Increased Increased
access to clean household 0 4
water income
Increased
household 2 2
income
Pair-wise ranking is one of the Community participatory tools for incorporating specific
objectives in Community based planning.
Pair-wise ranking is a suitable tool in setting priorities for specific objectives for the
whole Community.
Pair-wise ranking facilitates comparison between specific objectives.
This tool makes it possible to find out the position of the specific objectives even when
the specific objectives score equal points in the pair-wise ranking table.
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4.5.2 Session: Preparation of Draft Three-Year Plan
Specific Objective:
At the end of the session participants will be able to explain how to facilitate Village
Council to prepare a draft plan, prioritise and prepare a three-year plan.
Key Message:
The use of the existing structure of the LGA is the basis for sustainable development.
Time: 60 minutes
Methodology:
5 minutes
Brainstorming
15 minute
Explanation
20 minutes
Role Play
15 minutes
Discussion
5 minutes
Flip charts and board, marker-pens
Step
1. Facilitate the participants to brainstorm on the role of Village Council for preparing
Community plan.
2. Explain to the participants how the Village Council meeting should be held to discuss
draft plan, prioritize and prepare draft 3 year plan.
- For purpose of practicing, turn the class into an imaginary Village Council/Ward
Development Committee.
- Nominate one of the participants to act as a chairperson and another member to act
as an executive officer who will be the secretary in the meeting
- Let the chairperson open the meeting
- The Executive officer should inform the Village Council/WCD members on how O&OD
planning process was conducted in the Village/Ward
- The facilitators should explain to the Village Council/WDC about the participatory
tools used by the focus groups and the draft plan
- Prepare the list of specific objectives as identified in the draft plan
- Prepare a matrix for pair-wise ranking of the specific objectives
- Facilitate the process of prioritization for specific objectives
- Facilitate the process of allocating costs for every step of implementation
- Prepare draft Three-Year Plan.
4. Facilitate discussions on what challenges are foreseen preparation of Three-Year Plan.
80
Example of Three-Year Plan

First year Second year Third year
Priority
Steps for
Goal Objective Specific objective implementation Inputs What Village What Village What Village What Village What Village What Village
can do cannot do can do cannot do can do cannot do
Identifying a farmers -

group in each hamlet
Provision of motor motorbike 1, 150,000
To increase production
Food self bikes for extension
High of maize from the
sufficiency officers fuel 50,000 50,000 50,000
quality current 10 bags to 15 1
and food Training on how to training 50,000 150,000
livelihood bags per acre by year
security make use of manure materials
2010
Gathering materials to manure
make compost Grass
water
Conducting -
sensitization campaign
for parents
Rehabilitation of 4 building
classrooms materials
All the school age Labour
High Universal
children in the Village Construction of 2 building
quality primary 2
attend primary school classrooms materials
livelihood education
by 2010. Labour
Constructing 1 building
teachers house materials
Labour
Employing 2 more teachers

teachers
To increase the Rehabilitation of 3 material

number o f house- shallow wells labour
High
Access to holds with clean water 3 Formation of water -
quality
clean water from the current 95 Committees
livelihood
households to 135 by Introduction of water -

2010 fund collection
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The chairperson shall open and close the meeting
The Executive officer shall inform the Village Council/WCD members on how O&OD
planning process was conducted in the Village/ward
The chairperson will invite the Village resource persons and facilitators to present the
information about the participatory tools used, and the draft plan
The executive officer should present the revenue and expenditure estimates
For the concept of participatory planning, the chairperson will allow all participants in
the meeting (except development partners from outside the Village) to take part in
prioritization.
Minutes of the meeting together with all information and statistics used, and the Village
plan will be presented to the Ward Development Committee for consultation/advice.
The draft three-year plan will be submitted to the Ward Development Committee for
consultation before being tabled at the Village assembly.
4.5.3 Session: An Extra ordinary meeting of the Ward Development Committee
Specific Objective:
At the end of the session participants will be able to explain on how to facilitate the
WDC in giving advice to the Village plans.
Key Message:
The Ward Development Committee is an important consultative and coordinating
instrument of Community plans.
Time: 30 minutes
Methodology:
Flip charts and board, marker-pens, manila paper, paper glue
Step
1. Participants to brainstorm on the role of the Ward Development Committee in the
preparation of Community plans.
2. Explain the procedure for Ward Development Committee meeting to deliberate advice
on Village draft Community plans.
3. Facilitate discussion of the three-year plans.
4. Wrap up by insisting on the role and responsibilities of WDC and evaluate the session by
asking questions.
82
During the planning process, after the prioritization and preparation of draft 3 year plan by
the Village Council, the draft plan should be presented to the Ward Development
Committee. The Committee will receive the draft three year plan for all Villages and give
advice where required and specify those programs which are to be collectively implemented.
Importance of Ward Development Committee meeting

Participatory Village plans will be discussed, so as to identify the areas that will need
joint implementation by the respective Villages.
The experts (extension officers) will give technical advice on all aspects of the
Community participatory plans.
The Ward leaders are responsible for supervision and coordination of development
activities in the respective ward.
Members of the Special Ward Development Committee meeting include:

Councilor Chairperson
Special Seats Councilor who lives in the respective ward
Ward Executive Officer Secretary
Chairpersons of all Villages/Mitaa Members
The Village Executive Officers Members
The Ward Extension Officers Invitees
Development Partners representatives Invitees
Procedures for Conducting WDC meeting

The Ward Executive Officer shall announce when the quorum has been met i.e., when
there are sufficient members to meet the minimum number of WDC members to allow
for a legal meeting
Then, the Ward Executive Officer shall request the Chairperson to officially open the
meeting
The Ward Executive Officer shall present the agenda. The main agenda for the meeting
will be to receive, discuss and give advice on Community Participatory Plans
The Village Executive Officers shall present summaries of how participatory planning
process was done in their respective Villages. If VEO for a particular Village is not
around, Community resource person can make the presentation on his/her behalf.
The executive officers shall present the draft 3 year plans
The Village Executive officer shall present the revenue and expenditure estimates
The VEOs shall identify areas that the Villages have budgeted resources (funds) based on
the presented participatory plans
After VEOs presentations, the Chairpersons shall give room for participants to make
contribute/comment, and give their advice/suggestions
The Ward Executive Officer will take the minutes of the session recording all the
contributions, suggestions and advice aired by the participants during the meeting
After all the Villages have presented, and got the comments/advice, the Chairperson
shall conclude the session and close the meeting
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Note:
Ward Development Committee meeting is a solely for giving advice on the Community
Participatory Plans. It is not meant to change the Community Participatory Plans
The advice from WDC should be reflected by the Village Council, and be presented
during the Extraordinary Village Assembly which will receive, discuss and approve the
Community participatory plan.
The Ward Executive officer shall prepare a summary of proceedings (minutes) from the
WDC meeting, and submit to the Council Executive Director.
WDC shall give room for discussion of project or activity that involves more than one
Village for the benefits of the Ward
After the WDC meeting, the Ward Executive Officer shall prepare a summary of advice
given during the meeting, and send to the respective Villages.
4.6 Session: Extra ordinary Village Assembly/Ward Development Committee
Specific Objective:
At the end of the topic, participants will be able to explain and facilitate the Village
assembly/Ward Development Committee on how to discuss and approve the
Community plan.
Key Message:
Cheerful Community participation is a prerequisite during Village assembly/ WDC
meeting.
Time: 30 minutes
Methodology:
Flip charts and board, marker-pens, manila paper, paper glue
Step
1. Facilitate the participants to brainstorm on the procedure for the Village assembly/ WDC
to discuss and approve the Community participatory plan.
2. Explain the procedure for Village assembly/ WDC to discuss and approve the Community
participatory plan.
84

- Turn the class into an imaginary Village Assembly/Ward Development Committee
- Nominate one of the participants to act as a chairperson and another member to act
as an executive officer who will be the secretary
- Let the chairperson open the meeting by explaining to the Community members the
purpose of the extraordinary assembly/WDC meeting
- The Executive officer should inform the Village Assembly/WCD on how O&OD
planning process was conducted in the Village/Ward
- The Chairperson shall allow for presentation, discussion, and approval of the
Community Participatory Plan
4. Facilitate discussions after the role play
In the urban setting, it is the Ward Development Committee which has the authority to
make adjustments to the plans as deemed right
The Village assembly meeting is the highest decision making body in the Village. It has
the mandate to make adjustments to the plan in a manner that they see it feasible.
Notice for calling the Village assembly should be sent to the Village members early
enough, in order to attain full attendance.
All members by gender and other vulnerable groups should be given a chance to
participate in the discussion.
After approval, the Ward Executive Officers, and Ward Extension Officers in the
respective ward will prepare a summary of activities by sector from the Community
Development Plans using simple format
The approved plans, together with all the information collected during the preparation
of the Community participatory plans should be forwarded to the Council Executive
Director together with the summary of proceedings/minutes of the Extraordinary Village
Assembly/WDC meeting which approved the plans.
Summary of Activities by sector prepared at ward level using simple format should also
be submitted to the Council Executive Director.
85
4.7 Session: Preparation of Summary of Activities by Sector at Ward level
Specific Objective:
At the end of the session, the participants shall be able to prepare a summary of
activities by sector from the Three-Year Plans using Simple Format.
Key Message:
Community Development Plans should be the basis for LGA planning. Simple format simplifies
this.
Time: 60 minutes
Methodology:
Group work 20 minutes
Flip charts and board, marker-pens, manila paper, paper glue, sample Community plans
Step
1. Facilitate the participants to brainstorm on activities in the Community plans, and how
they could be easily summarized so that they could be incorporated into LGA Plan.
2. Explain how a summary of activities from Community Plan could be prepared using
simple format.
- The activities to be compiled by sector.
- Simple format should be made up of those activities which the communities cannot
implement themselves without external financial and technical support.
3. Divide the participants into groups, and give each group sample Community plans.
4. Facilitate the participants in their groups to identify the sector categories for
preparation of simple format.
5. The participants shall prepare a summary of activities by sector using simple format
Important Information
After the endorsement of the Community Plans, the next step will be preparation of
summary of activities from the Community Plans by sector at ward level. This task will be
carried out by the Ward Officers, and if possible, the Village Executive Officers (Mtaa
Executive Officers in urban setting) can also participate. The summary of activities by sector
should be prepared in a simple format as shown in the example below.
86
Example of Simple Format at Ward-level

WARD: Machame
DISTRICT: Hai
REGION: Kilimanjaro
SECTOR: Agriculture (505)
STEPS FOR IMPLEMENTATION INPUTS
agriculture extension
Crop cross breeding
Cooking oil pressing

Name of Villages
irrigation schemes
compost manure
Establishment of
agriculture field
Construction of
Employment of
Preparation of
classes
officers
Manda 4
Mamsela 3
Igale 1
Buma
Kware 2
Ruvu
Total 10
In urban setting, Community Plans are formally prepared at Ward level. In this case, the
preparation of simple format turns out to be extraction of activities from the Ward Plan by
sector. Below is an illustration of preparation of summary of activities from the Ward Plan by
sector.
87
5. Session: Facilitation Skills
Specific Objective:
At the end of the session, the participants shall be able to explain and use proper
facilitations skills during facilitation.
Key Message:
Facilitations skills are important for participants concentration and understanding.
Time: 60 minutes
Methodology:
Brainstorming
5 minutes
Explanation
15 minutes
Illustration
30 minutes
10 minutes
Flip charts and board, marker-pens, manila paper, paper glue, sample Community plans
Step
1. Facilitate brainstorming on facilitation skills
2. Explain the important attributes of adult learning
3. Explain the qualities of a good facilitator
4. Explain different facilitation techniques and their importance
5. Explain the possible problems during facilitation
Important Information
The following aspects of adult learning should be taken into consideration during facilitation:
Adults learn differently from children, since they have more life and work experience,
and they are autonomous and self-directed. Therefore, facilitation should be carefully
done, giving more room for discussions, instead of lecturing. (facilitation is not teaching)
Adults are relevancy-oriented, so they would like to learn things that will be useful in
their work or other responsibilities in their lives.
Various techniques should be used in facilitation
Adults prefer to lean and clarify things practically
Because adults have more life and work experience, they usually prefer to compare
what they learn with what they understand in real life
Adults are practical, focusing on the aspects of a lesson most useful to them in their
work
Adults, like all other learners, need to be shown care and respect.
There are differences in experiences, education, skills, knowledge, behavior, living
conditions and aspirations among the participants. The facilitator should take into
account these differences, and ensure that the lessons reflect the reality to the
participants.
88
Skills and Qualities of a Facilitator

Should have a clear understanding of the lesson he/she is facilitating
Should be able to adjust the facilitation methods according to the level of understanding
of the participants
Should present the lesson in as simple and clear manner as possible
Should show care and respect to the participants
Should make the lesson interesting, understandable and useful to the participants
Should facilitate the participants to strengthen their talents/capacities
Should be well-behaved, and respect the views of the participants
Problems likely to emerge during facilitation (Challenges)

Slow learning (participants picking-up very up slowly)
Participants not interested in the subject
Disruptive participant/trainee
Time mismanagement
Participants leaving before the end of session
A learning environment that is noisy
Participants falling asleep especially after lunch in the afternoon
Language not understood to the participants (new terminologies, vocabularies,
uncommon words)
Organization of (Training) Venue

Semi-Circle (U Shape)
Conference Style
Class - participants and facilitators take different positions (Unequal footing)
How to make the lessons enjoyable to the participants

Use various facilitation techniques
Insist on discussions and contributions from the participants
Stay focused on the lessons objectives. Dont lose direction
Adhere to the timetable e.g., give room for breaks, etc.
Allow flexibility
Allow for questions, ideas, and assistance from any participant
Use various illustrations and examples
Use stories where needed
Explain problems if any
89
APPENDIX I: Important Statistics (Community level)
Community Plan (2008-2010)
Village: ___________________ Ward: ______________________

LGA: ________________________
Household:
Head of Households by Households Economic Number of people able to
Hamlet/ sex Ability work
Mtaa
Male Female Total Good Satisfactory Bad Male Female Total
1. Economic Activity
1.1 Agriculture: Food crops: main crop ...........................; others ..................................
Commercial crops: main crop .......................; others ........................
1.2 Animal husbandry: animals kept ...................................................................................
1.3 Private sector: workshops/garages
Small scale industries
Hotel/restaurants
Shops
Fuel stations.
2. Economic Services
2.1 Roads: main roads ..........km, district roads ..........km, rural road .........km
2.2 Electricity: ..............................................................................................................
2.3 Communication: .....................................................................................................
2.4 Market: ...................................................................................................................
2.5 Auction:...................................................................................................................
2.6 Cattle dips: .............................................................................................................
3. Social Services
3.1 Education
3.2 Health
3.3 Drinking water
3.4 Churches/Mosques.
90
APPENDIX II: Important Statistics (LGA level)
IMPORTANT STATISTICS
LGA Plan based on Community Plans 2008 2010
LGA: ________________________
Number of
Number of Economic Number of
working Social Services Economic Services
Households capacity people
people
Name of
Water Machine
Sunday Market
Village
Dispensary
Cattle Dip
Mosque
Women
Women
Women
Auction
Church
Market
School
Others
Middle
Milling
Food
Total
Total
Total
High
Men
Men
Men
Well
Low
Tap
Oil
91
APPENDIX III: Data Form
Data to be collected prior to the Community Planning process
1 ADMINISTRATION
1. Name of the Ward/Village .........................................
2. Area (Km2)
3. Number of hamlets/Mitaa/Villages: ..
4. Number of Village Council Members: M ................... F ....................
5. Number of WDC Members: M ................... F ....................
6. Population:
Male: ......................................
Female: ..................................
Able to work: M ..................... F ...........................
Children (below 18 years old): M .................... F ..........................
Orphans: M .................... F ...........................
Street children: M .................... F ...........................
Disabled: M .................... F ...........................
Widow/Widower: M .................... F ...........................
Old (above 70 years old): M .................... F ...........................
2.1 PRIMARY EDUCATION:

Population of school aged children (7-13) who are supposed to be in school:
boys.........................girls..........
Number of pupils registered in school(s): boys.........................girls
Number of children who drop out of school (average of last three years, if possible)
boys.........................girls..........
Number of 7 year old children registered (average of last three years, if possible)
boys.........................girls..........
Attendance rate (average of last three years, if possible):
boys.........................girls..........
Primary school completion rate (average of last three years, if possible)
boys.........................girls..........
Pass rate (average of last three years, if possible): boys.........................girls..........
Number of pupils per classroom: ................; and classroom deficiency: ...................
Number of streams: ...........................
Ratio of pupil pit-holes: M ............. F .............; and pit-hole deficiency: M.....
F......
Number of primary schools: .......; secondary schools: ......; colleges: .................
Number of teachers house available: ..; and needed: ....
92
Pupil desk ratio: .......... .; and desk deficiency: .......................

Pupil textbook ratio: ..................; and textbook deficiency .....................
Number of pre-school available: .................; and needed ..................
2.2 ADULT EDUCATION:

Type of adult education provided (functional literacy, post literacy, COBET and ICBAE)
Number of people registered in adult education classes: M F
Number of people attending adult education classes: M F
Number of adult education teachers ....
Number of adult education classes
Number of established COBET classes
Number of registered pupils in COBET classes: M F
3 HEALTH:
Common/principle diseases:
DiseaseNo. of patient
DiseaseNo. of patients
Sporadic diseases which occurred over the past 1 year:
Communicable diseases:
1) Under 5 years
2) Above 5 years
93
Health services available:

- No. of dispensaries .....; and distance from the Community
- No. of health centres .......; distance from the Community ..
- No. of hospitals ; distance from the Community.
- No. of private dispensaries .; distance from the Community.
Number of permanent latrines
Active health Committees..
Availability of VHW.
How Village Health Days are organized in the Village: ........................................................
Availability of home visits: ....................................................................
3.1 QUALITY SERVICES OF REPRODUCTIVE HEALTH:

Number of children below one year of age: ...........................
Number of children under five years of age: ...........................
Nutrition status of under five years of age: ...........................
Number of severely malnourished children: ...........................
Number of moderately malnourished children: ...........................
Immunization status of under one year:
- BCG: ...........................
- Polio 3: ...........................
- DPT-HB3: ...........................
- Measles: ...........................
- Vitamin A: ...........................
Number of children born with low birth weight (below 2-5 kgs) (past 1
year): .........................
Number of premature births (past 1 year): ...........................
Number of still births (past 1 year): ...........................
Number of maternal deaths (past 1 year): ...........................
Number of childbearing age women (19 45 years): ...........................
Number of women who gave birth below 20 years and above 35 years (past 1
year): ............
Number of women immunized against TT1 and above (past 1 year): ...............
Available reproductive health services: ..............................
Number of family planning users: ....................................
Reproductive health service providers:
- During pregnancy: .............................
- During delivery: ........................
- After delivery: ..........................
94
3.2 HIV/AIDS:
Number of deaths caused by HIV/AIDS (past 1 year, or 3 years): M F
Number of people affected by HIV/AIDS: M F
Rate of HIV/AIDS transmission: ..........................
4. AVAILABILITY OF CLEAN WATER:

Number of wells .; and distance from the Community
Number of piped water ; distance from the Community
Number of traditional water sources .; distance from the Community
Number of households with access to clean water.
Existence of water Committee: ..................; and its effectiveness ..........................
Collection of water fund: .......................................
5 ECONOMIC STATUS:
Yearly average income per:
- Person: ...........................
- Household: .............................
- Street/Village: ........................
- Ward: ........................
Major economic activities: .................................................................
Available institutions in the Village/ward: ........................................................................
5.1 ECONOMIC SERVICES:

Road: length of road..km
Power sources
Communication services and access to information
- Mobile phone service providers: ....................................
- Postal services: ....................................
- Fixed line telephone, fax, internet, etc.: ....................................
- Radio: ....................................
- Television: ....................................
Crop market: ....................................
Market place: ...................................
Public transport services: ....................................
6 PRIVATE SECTOR:
Vocational Training centres/workshops: ....................................
Small industries: ....................................
Hotels/Restaurants: ....................................
Shops: ....................................
Pharmacies: ....................................
Fuel petrol stations: ....................................
Economic groups: ....................................
Non-Governmental Organizations: ....................................
95
7 AGRICULTURE AND LIVESTOCK

Potential Agricultural land (ha or acre): ....................................
Land under cultivation (by crop type): ....................................
Major food crops: ....................................
Average yield per hector (sacks): ....................................
Major cash crops (name): ....................................
Availability of farming/livestock implements: ....................................
Number of farmers cooperative unions: ....................................
Number of small industries for processing agriculture and livestock
products: .........................
Crop storage facilities: ....................................
Number of headers: ....................................
Number of livestock: ....................................
Type of livestock: ....................................
Land area used for livestock (ha): ....................................
Livestock diseases: ....................................
Number of existing animal dips: ..................; and used ..................
Number of agriculture and livestock extension officers: ....................................
8 ENVIRONMENT
Forest area in ha: ....................................
Number of planted trees: ....................................
Number of tree nurseries: ....................................
96
APPENDIX IV: Evaluation of Training
Evaluation of training is an important aspect in any training because it helps to know how
much has been covered. Evaluation of training can be done at two levels. The first level is
done at the end of every topic, activities of the day and the entire programme. At this level
what is evaluated is the knowledge which participants have gained. The second level,
evaluation includes know-how, skills, and how many participants have changed in outlook.
The following questions can be used in evaluating daily activities.
First Level
Daily Evaluation:
1. Was the time allocated for every topic sufficient? Yes/No.

2. Have you understood all topics, which have been taught today? Yes/No.
If no, mention the topic that was not understood.
3. What topic or topics attracted you today? Explain why.
4. To what extent has the methodology used helped you to understand the content of the
topic?
a. Large extent
b. Fair extent
c. Small extent
d. Did not help at all.
5. Did facilitation skills used help you to understand the content of the topic?
a. Did not help at all
b. Did help a little
c. Did help fairly well
d. Helped a great deal.
97
Second-level Evaluation:
Training programme
1. Have course objectives been achieved? Yes/No.
2. Was the time allocated to the course sufficient? Yes/No.
3. What topics of the course did you find useful? Explain briefly
(a)
(b)
(c)
4. What course topics were of no use? Explain why?
Topic Reason
5. What topics do you feel could be added to improve this course? If any, please mention
them.
6. Were participation and group discussions sufficient?
7. Did facilitators techniques help to make topic content understandable?
8. Has the training helped to increase your personal efficiency? Yes/No.
9. To what extent do you feel you can facilitate this kind of training to ward facilitators?
(a) To a large extent
(b) Fair extent
(c) I cannot.
10. How did you find the atmosphere of the course in general?
11. How did you find the procedure?
(a) Good
(b) Fair
(c) Bad.
12. Give other remarks.
98
APPENDIX V: Time Table for District Facilitator Training
Day 1
Time Activity
8.30-9.00 Registration and introduction
9.00-9.30 Opening
9.30-10.00 Objectives of the training
10.00-10.30 History of Planning in Tanzania
10.30-11.00 Tea/coffee
11.00-11.30 Planning Concepts
(1) Planning and Budgeting
11.30-12.30 (2) Integrated Planning
12.30-1.30 (3) Community Participatory Planning
1.30-2.30 Lunch
2.30-3.30 (4) O&OD
2.30-3.00 (5) Review and Backstop
3.00-3.30 (6) Monitoring and Evaluation
3.30-4.00 (7) Participatory Monitoring and Evaluation
4.00-4.30 Evaluation and Tea/coffee
Day 2
Time Activity
8.00-8.30 Review of Day 1 Topics
8.30-10.00 Opportunities and Obstacles to Development Planning Methodology
10.30-11.30 Tanzania Development Vision 2025
11.30-12.30 MKUKUTA
12.30-1.30 Lunch
1.30-2.30 Cross-cutting Issues
(1) Gender
2.30-3.30 (2) HIV/AIDS
3.30-4.00 (3) Environment and Natural Resource Management
4.00-5.00 (4) Good Governance
99
Day 3
Time Activity
(5) Disaster Management
9.00-10.00 (6) Human Rights
10.30-11.15 O&OD Planning Process
(1) Community Entry Protocol
11.15-12.15 (2) Social Preparation
12.15-12.45 (3) Village Assembly
12.45-1.45 Lunch
1.45-2.45 (4) Data Collection
2.45-3.45 (4-1) Spatial Data
(a) Community Map
3.45-4.15 (b) Transect Walk
4.15-4.45 (4-2) Time related Data
(a) Historical time lines
Day 4: Pre-visit
Day 5
Time Activity
8.00-8.30 Review of Day 3 Topics and Pre-visit Feedback
(b) Seasonal Calendar
9.30-10.30 (4-3) Socio-economic Data
(a) Institutional Analysis
11.00-12.00 (b) Impact on Socio-economic Activities on Environment
12.00-1.00 (c) Gender Resource Map
1.00-2.00 Lunch
2.00-3.00 (d) Gender Daily Activities Calendar
3.00-4.00 (e) Household Wealth Ranking
4.00-4.30 Evaluation and Tea/coffee Community Map
100
Day 6
Time Activity
(f) Sources of Revenue and Expenditures
9.30-10.30 (5) Preparation of Draft Community Plan
(5-1) Focus Groups
11.00-1.00 (5-2) Preparation of Draft Community Plan by using TDV 2025 by focus
groups
1.00-2.00 Lunch
groups
Day 7
Time Activity
groups
groups
1.00-2.00 Lunch
2.00-3.00 (6) Village Council
(6-1) Setting Priorities by Pair-wise Ranking
3.00-4.00 (6-2) Preparation of Three-Year Plan
4.00-4.30 (6-3) Ward Development Committee
Day 8
Time Activity
8.30-9.00 (6) Village Assembly or Zonal/Mtaa Meeting
9.00-10.00 (7) Preparation of Summary of Activities by Sector at Ward
10.30-11.30 Facilitation Skills
11.30-12.30 Evaluation
101
APPENDIX VI: Time Table for Ward Facilitator Training
Day 1
Time Activity
8.30-9.00 Registration and introduction
9.00-9.30 Objectives of the training
9.30-10.00 History of Planning in Tanzania
10.00-10.30 Planning Concepts
(1) Planning and Budgeting
11.00-12.00 (2) Integrated Planning
12.00-1.00 (3) Community Participatory Planning
1.00-2.00 Lunch
2.00-3.00 (4) O&OD
3.30-4.00 (5) Review and Backstop
4.00-4.30 (6) Monitoring and Evaluation
4.30-5.00 (7) Participatory Monitoring and Evaluation
Day 2
Time Activity
8.30-10.00 Opportunities and Obstacles to Development Planning Methodology
10.30-11.30 Tanzania Development Vision 2025
11.30-12.30 MKUKUTA
12.30-1.30 Lunch
(1) Gender
2.30-3.30 (2) HIV/AIDS
3.30-4.00 (3) Environment and Natural Resource Management
4.00-5.00 (4) Good Governance
102
Day 3
Time Activity
(5) Disaster Management
9.00-10.00 (6) Human Rights
10.30-11.15 O&OD Planning Process
(1) Community Entry Protocol
11.15-12.15 (2) Social Preparation
12.15-12.45 (3) Village Assembly
12.45-1.45 Lunch
1.45-2.45 (4) Data Collection
2.45-3.45 (4-1) Spatial Data
(c) Community Map
3.45-4.15 (d) Transect Walk
(c) Historical time lines
Day 4: Pre-visit
Day 5
Time Activity
8.00-8.30 Review of Day 3 Topics and Pre-visit Feedback
(d) Seasonal Calendar
(b) Institutional Analysis
11.00-12.00 (b) Impact on Socio-economic Activities on Environment
12.00-1.00 (c) Gender Resource Map
1.00-2.00 Lunch
2.00-3.00 (d) Gender Daily Activities Calendar
3.00-4.00 (e) Household Wealth Ranking
4.00-5.00 (f) Sources of Revenue and Expenditures
5.00-5.30 Evaluation and Tea/coffee Community Map
103
Day 6
Time Activity
8.30-9.30 (5) Preparation of Draft Community Plan
(5-1) Focus Groups
groups
groups
1.00-2.00 Lunch
groups
Day 7
Time Activity
groups
11.00-12.00 (6) Village Council
(6-1) Setting Priorities by Pair-wise Ranking
12.00-1.00 (6-2) Preparation of Three-Year Plan
1.00-2.00 Lunch
2.00-2.30 (6-3) Ward Development Committee
2.30-3.00 (6) Village Assembly or Zonal/Mtaa Meeting
3.00-4.00 (7) Preparation of Summary of Activities by Sector at Ward
4.00-5.00 Facilitation Skills
104
APPENDIX VII: Schedule of Rural Process
First Day
Social Preparation
- Village Council Meeting
- Introducing Community Planning Process to social groups
- Preparation for Village Assembly
- Pre-sensitization of Community members
Secondary Data Collection
Second Day
Social Preparation (continue from the previous day)
Third Day
Extra ordinary Village Assembly to launch the O&OD Planning
Selection of Community resource persons
- 2 people from each hamlet
Forming focus groups
- Old men and women
- Young men and women
Selection of map drawers
Primary Data Collection
- Drawing the Village map
- Household wealth ranking
Fourth Day
- Transect walk
- Historical time lines
- Seasonal calendar
- Institutional analysis
- Impact of social and economic activities on environment
- Gender resources map
- Gender daily activities calendar
- Sources of Revenue and Expenditure
Fifth Day
Focus group to discuss Vision 2025 (High Quality Livelihood)
- Food self sufficiency and food security
- Universal primary education
- Gender equality
- Access to quality primary health care for all
105
Sixth Day
- Access to quality reproductive health services for all individuals of appropriate
ages.
- Reduction in infant and maternal mortality rates by three quarters of current
levels.
- Universal access to safe water
- Increase life expectancy to the levels attained by typical middle income countries.
- Absence of abject poverty.
Seventh Day
Focus groups continue to discuss Vision 2025 (Good Governance and Rule of Law)
- Desirable moral and cultural uprightness
- Strong adherence to and respect for rule of law.
- Absence of corruption and other vices
- A learning society which confident leans from its own development experiences
and that of others and owns and determines its own development agenda.
Eighth Day
Focus groups prepare the Draft Community Plans
Ninth Day
The Village Council to prioritize all specific objectives.
Preparation of Draft 3-Year Community Plan.
Tenth Day
Ward Development Committee Meeting to be held so as to give technical advice on
the Draft Three-Year Plan.
Eleventh Day
Extra-ordinary Village Assembly to receive and approve Community Plans
Twelfth Day
Preparation of summary of activities from the Three-Year Community Plans by Sector
at Ward level
106
APPENDIX VIII: Schedule of Urban Process
First Day
Social Preparation
- Meeting with WDC members
- Introducing Community Planning Process
- Introducing O&OD Planning Methodology and Process
- Preparation for Zonal/Mtaa Meetings
- Pre-sensitization of Community members
Second Day
Social Preparation (continue from the previous day)
Third Day
Zonal/Mtaa Meetings to launch the O&OD Planning
Selection of Community resource persons
- Two people from each Mtaa
Forming focus groups
- Old men and women
- Young men and women
Selection of map drawers
Fourth Day
- Drawing the ward map
- Seasonal calendar
- Household wealth ranking
- Institutional analysis
- Impact of social and economic activities on environment
- Gender resources map
- Gender daily activities calendar
- Sources of Revenue and Expenditure
Fifth Day
- Food self sufficiency and food security
- Universal primary education
- Gender equality
- Access to quality primary health care for all
107
Sixth Day
- Access to quality reproductive health services for all individuals of appropriate
ages.
- Reduction in infant and maternal mortality rates by three quarters of current
levels.
- Universal access to safe water
- Increase life expectancy to the levels attained by typical middle income countries.
- Absence of abject poverty.
Seventh Day
Focus groups continue to discuss Vision 2025 (Good Governance and Rule of Law)
- Desirable moral and cultural uprightness
- Strong adherence to and respect for rule of law.
- Absence of corruption and other vices
- A learning society which confident leans from its own development experiences
and that of others and owns and determines its own development agenda.
Eighth Day
Focus groups prepare the Draft Ward Plans
Ninth Day
Zonal/Mtaa Meetings to discuss and give comments on the Draft Ward Plan
Tenth Day
Focus groups under the Ward Executive Officer to incorporate comments from
Zonal/Mtaa Meetings into Draft Ward Plan.
Eleventh day
Ward Development Committee to be held to prioritize all specific objectives, prepare
and endorse Three-Year Ward Plan.
Twelfth Day
Preparation of summary of activities from the Ward Plan by sector using Simple
Format.
108

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THE UNITED REPUBLIC OF TANZANIA

PRIME MINISTERS OFFICE

THE OPPORTUNITIES AND OBSTACLES TO DEVELOPMENT -

P.O. BOX 1923 November 2007

LIST OF ABBREVIATIONS ..........................................................................................................................v

3.1 Session: The Opportunities and Obstacles to Development (O&OD)......................................... 19

3.3 Cross-cutting issues................................................................................................................... 32

3.3.3 Session: Environment and Natural Resources Management. ............................................. 37

4. THE OPPORTUNITIES AND OBSTACLES TO DEVELOPMENT PLANNING METHODOLOGY.......... 46

4.2 Session: Launching of the Community Planning Process........................................................... 50

4.3.1.1 Session: Community Map ................................................................................................. 53

4.3.2 Time related data............................................................................................................... 57

4.3.2.1 Session: Historical Time Lines ........................................................................................... 57

4.3.2.2 Session: Seasonal Calendar .............................................................................................. 58

4.3.3 Socio-economic Data ......................................................................................................... 59

4.3.3.3 Session: Gender Resource Map ....................................................................................... 65

4.3.3.4 Session: Gender Daily Activities Calendar ........................................................................ 67

4.4 Preparation of Draft Community Plan ....................................................................................... 74

4.5 Village Council Meeting ............................................................................................................. 78

APPENDIX II: Important Statistics (LGA level) ..................................................................................... 91

APPENDIX VI: Time Table for Ward Facilitator Training.................................................................... 102

CMT : Council Management Team

2.1 Session: Planning and Budgeting

2. Explain the meaning of planning and budgeting.

The relationship between Planning and Budgeting

2.2 Session: Integrated Planning

Role Play: The Story of the Rainbow

5. Facilitate the participants to discuss and answer the following questions:

- The Tanzania Development Vision2025

2.3 Session: Community Participatory Planning

Half empty glass

Half full glass

By outlook/perception, how much milk does the glass contain?

The facilitators desired outlook and behaviour

Community outlook perception

How we perceive the Communitys positive and negative outlook

We dont know We know

3 THEY DONT KNOW 4 THEY DONT KNOW

We know We dont know

Participants should brainstorm as to which window should be used to enter the

Multi-sectoral Approach: Development activities are interdependent. Therefore during

Action oriented Multisectoral

Pillars of Community Participatory Planning

Community participatory planning should also consider the following:

2.4 Session: Opportunities and Obstacles to Development (O&OD)

implementation. Also the Community members carry out a simple analysis of

Terms used in O&OD

Planning Model (Plan Matrix):

Obstacles: hindrances to use of opportunities

2.5 Session: Review and Backstop

Facilitation Materials:Flip charts and board, marker-pens, masking tapes

2.5.1 Session: Monitoring and Evaluation

The distinction between monitoring and evaluation

Monitoring and Evaluation

In monitoring and evaluation, it is important to have well defined simple indicators.

Tools for monitoring and evaluation

Full Council meets quarterly 7

CMT meets monthly 5

Ward WDC meets quarterly 4

Village Village Council

2.5.2 Session: Participatory Monitoring and Evaluation (PM&E)

3. THE OPPORTUNITIES AND OBSTACLES TO DEVELOPMENT PLANNING