DRAFT

COMMUNITY MOBILIZATION GUIDELINES FOR COMMUNITY DEVELOPMENT

STAKEHOLDERS

Towards effective community participation for sustainable development

Department of Community Development

Ministry of Gender, Community Development and Social Welfare,
Private Bag 330,
Capital City.
Lilongwe 3.

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Copyright

All rights reserved. No part of these guidelines may be reproduced or transmitted in any form or
by any means, electrical, mechanical photocopying or otherwise without the permission of the
Ministry of Gender, Community Development and Social Welfare.

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Table of contents
Copyright ii
Glossary vi
SECTION ONE: INTRODUCTION ......................................................................................................... 1
1.1 Background .................................................................................................................. 1
1.2 Purpose of the guidelines............................................................................................. 2
SECTION TWO: IMPORTANCE OF COMMUNITY MOBILIZATION ........................................ 2
SECTION THREE:GUIDING PRINCIPLES FOR COMMUNITY MOBILIZATION ..................... 2
SECTION FOUR: WAYS TO MOBILIZE COMMUNITIES ................................................................ 3
SECTION FIVE: ROLE OF CULTURE IN COMMUNITY MOBILIZATION ................................. 4
SECTION SIX: SOCIAL BEHAVIOUR CHANGE COMMUNICATION STRATEGY ................... 5
SECTION SEVEN: COMMUNITY MOBILIZATION THROUGH PARTICIPATORY
APPROACH 8
SECTION EIGHT: COMMUNITY MOBILIZATION IN EBMERGENCIES .................................16
SECTION NINE: HOW TO ENSURE ACTIVE COMMUNITY ENGEGEMENT IN
FOUNDATIONS LEARNING .................................................................................................................17
SECTION TEN: COMMON PARTICIPATORY APPROACHES .....................................................18
SECTION ELEVEN: CHALLENGES IN COMMUNITY MOBILIZATION ..................................20
SECTION TWELVE: OUTLINE OF HUMAN RESOURCE REQUIREMENTS AND KEY
COMPETENCIES 21
SECTION THIRTEEN: IMPLEMENTATION ARRANGEMENT ...............................................22
SECTION FOURTEEN: CONCLUSION. ...........................................................................................22
SESSION FIFTEEN: REFERENCES .....................................................................................................23

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Acknowledgements

The Ministry of Gender, Community Development and Social Welfare would like to acknowledge
inputs of the Ministry’s staff namely; Clotilda Sawasawa, Zeru Mwandira, and Mphatso Magombo,
in reviewing these guidelines by incorporating emerging issues of national importance. Special
thanks are given to Topsy Kachere and Emmanuel Kasomphe, Dalitso Mndinda and all those at
field and district levels whose hands-on experience proved extremely vital in the whole process.
The Ministry also extends its gratitude Ms Madalo Samati, Senior Technical/Strategic
Communications Advisor at USAID Next Generation Reading Activity and all the Integrated
Community Development Technical Working Group members for their valuable inputs and
comments in the final production of the Guidelines.

Clotilda Sawasawa (Mrs)

DIRECTOR OF COMMUNITY DEVELOPMENT

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About the Community Mobilization Guidelines
Community participation does not happen by itself. It must be stimulated, encouraged and
facilitated. The Community Mobilization Guidelines is, therefore, a "how-to" booklet, intended
for community development agents who want to stimulate social transformation in a community
to work towards mindset change, community empowerment, social behavior change foundation
learning, ownership and sustainability of development initiatives.

The Guidelines identify key steps in the community mobilization process, and social behavior
change community strategy including issues affecting community mobilization and selected
participatory approaches. The Guidelines will lead to greater sustainability and ownership of
community programmes, as communities will be empowered and capable of addressing their needs
through identifying their problems, planning, carrying out, and evaluating activities in a
participatory and sustainable basis.

The Guidelines are designed to present information in a simple and straightforward manner. Since
they are not a training manual, the reader is encouraged to seek a variety of sources to learn more
about community mobilization and development in Malawi. The Guidelines are also generic and
flexible enough to incorporate any proposals emerging from policy developments in community
development, for example the development of a new community development policy framework.
It is expected that the Guidelines will be used by a wide range of organizations such as Ministries,
Departments and Agencies, civil society and the private sector.

Roselyn Makhumula

SECRETARY FOR GENDER, COMMUNITY DEVELOPMENT AND SOCIAL

WELFARE

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Glossary
Accountability: is the process of sharing information about actions or intentions.
Accountability is an essential characteristic of good governance where leaders are accountable for
their decisions to people affected by those decision.

Community development: is the process of building active and sustainable communities based on
social justice and mutual respect by empowering communities to work on their own agenda to
improve their quality of life. It includes approaches and programmes that promote community
participation and involvement in community driven projects.

Community engagement: is the process of working collaboratively with and through groups of
people affiliated by geographic proximity, special interest, or similar situation to address issues
affecting the well-being of those people.
Community mobilization: is a process of bringing as many stakeholders as possible to raise
people’s awareness and demand for a particular programme to assist in the delivery of resources
and services and to strengthen community participation for sustainability and self-reliance.

Inclusion: is a process that calls on communities to permit the participation of both male and
female; and persons with disability in development programmes according to their will and
capacity thereby helping to create a better world for everyone.
Mindset: refers to a habitual or characteristic mental attitude that determines how you will interpret
and respond to situations.
Participation: is a process through which stakeholders influence and share control over
development initiatives and the decisions and resources which affect them.

Self-help: is the action or process of doing things to improve oneself without the help or aid of
others.

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SECTION ONE: INTRODUCTION

1.1 Background
The ability of Governments to bring about development closer to the people increases when the
community and stakeholders are drawn into the development process through the process of
community mobilization (Manor, 2004). Community mobilization is key in designing and
partnering with solutions that empower and equip people and communities to experience hope for
a better tomorrow with a greater purpose. Khasnabis C, et.al. (2010), defines community
mobilization as the process of bringing together as many stakeholders as possible to raise people's
awareness of and demand for a particular programme, to assist in the delivery of resources and
services, and to strengthen community participation for sustainability and self-reliance. While
Mercy Corps (2009), defines community mobilization as the process of engaging communities to
identify community priorities, resources, needs and solutions in such a way as to promote
representative participation, good governance, accountability and peaceful change. Research by
Ekong (2003) and Olaleye Y.L. (2019) revealed that when people are mobilized and involved,
there is a higher likelihood that the program accurately reflects their real needs and interests hence
they are more likely to become more able and active in rebuilding their own community and a
sense of hope and possibility for the future is built.
Research has shown that community mobilization, which is the hidden process that ensures change
of mindset and sustainable social transformation, is overlooked by many community developments
stakeholders. Yet failure to follow proper community mobilization process results in unsustainable
programmes and projects due to, among others, lack of community participation and ownership.

In response to the situation, the Government of Malawi has mandated the Department of
Community Development in the Ministry of Gender, Community Development and Social
Welfare (MoGCDW), with the responsibility of facilitating, coordinating, monitoring and
evaluating community mobilization agenda. It is against this background that the Department of
Community Development has revised the 2004 Community Mobilization Guidelines in order to
address current challenges and emerging issues facing the effective mobilization of communities
towards sustainable community development.

It is envisaged that the revised Guidelines will facilitate active participation, implementation, and
sustainability of community development programmes and projects. The Guidelines will also
assist in maintaining community mobilization standards at both district council and community
levels. This resonates well with the role of the Department of quality control as well as guiding
all stakeholders in the implementation of community development initiatives in the country with
a view to promoting full engagement and participation of all stakeholders particularly communities
themselves in the development process. Thus, basing on this policy and its mandate, the
Department is interested in facilitating development in a systematic manner following processes
that stimulate people’s maximum participation, commitment, ownership and sustainability.

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1.2 Purpose of the guidelines
These guidelines have been developed to ensure effective community engagement that will result
in improved community participation, empowerment ownership and sustainability of
interventions.

SECTION TWO: IMPORTANCE OF COMMUNITY MOBILIZATION

Community Mobilization a is a capacity-building process through which communities, individuals,
groups, or organizations plan, carry out, and evaluate activities on a participatory and sustained
basis to improve their livelihoods, either on their own initiative or stimulated by others.
Specifically, the significance of community mobilization is manifested in the following roles;

• Raises awareness of and demand of a particular programme.

• Strengthens cooperation, coordination, collaboration and accountability among stakeholders
in community development through stakeholder analysis and joint implementation.
• Promotes equal opportunities, accessibility and participation in social, political and economic
spheres among all gender groups in community development activities.
• Reduces dependency syndrome among communities on outside aid, as they become skillful
at identifying and solving their own problems.
• Increases participatory decision-making by bringing diverse stakeholders into a common
process which is a more stable foundation for breaking cycles of inter-group tension and
achieving lasting stability.
• Strengthens community participation, ownership, commitment, self-reliance for sustainability
of projects and programmes.
• Mobilizes and efficiently utilizes resources for community development.
• Enhances the capacity of community leaders, community committees and community
development extension staff and other key stakeholders to effectively implement community
development programs.
• Promotes stakeholder compliance to effective community development approaches.

SECTION THREE: GUIDING PRINCIPLES FOR COMMUNITY

MOBILIZATION
The guiding principles for Community Mobilization are as follow:
1. Recruit and secure the right leadership: Identify a formal leader who has recognition,
respect, credibility, passion, and a reputation for getting things done. A balance of power in
relationships is needed in order to move forward with collaborative planning and action. Where
need arises, use dispersed leadership theory.
2. Establish a formal structure: Develop a formal structure that can effectively lead community
change efforts. This structure serves six essential functions: providing overall strategic
direction, coordination, facilitating dialogue between partners, managing data collection and
analysis, handling communication, coordinating community outreach, and mobilizing funding.

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3. Engage stakeholders of diverse backgrounds: Engage stakeholders who are most likely to
support evidence-based inclusive community development efforts by being actively involved
in the decision-making process, rather than merely serving as advisors.
4. Include people of influence: A comprehensive mobilization requires a variety of partners to
bring their expertise and resources since no one entity can accomplish outcomes alone.
5. Involve people, in the heart of the dialogue, who are directly affected by policies and
systems: It is vital to include those people who are most affected by the issue(s) or within the
geographic area or population being targeted.
6. Build on community strengths and assets: Community mobilization should be built upon
the strengths of each member, because the power of the group is embodied in the sum of the
individual capacities.
7. Strategies should balance; long-term with short-term, big and small: From the beginning,
a mobilization initiative needs to consider how to build for the long term.
8. Build shared vision, ownership, and passion: A vision is your idea how the community or a
part of the community would like to appear when the mobilization efforts succeed.
9. Funding is broad-based: In order to secure the resources necessary to sustain and nurture
your work, you should first identify your requirements, and then seek possible sources of
funding, as well as other types of resources.
10. Use data as a source of power and leverage for planning and change: Leadership builds
power by gathering information about the important concerns of key stakeholders, agency/
organizational officials, grassroots groups, and special populations. In order to sustain an
effective initiative, it is essential that the process be reviewed on an ongoing basis.
11. Measure and report results (outcome measurement): Creating change takes place over
several years, therefore, evaluation that is integrated into implementation, ensures that the
mobilization is constantly aware of its progress toward achieving impact that has positive
benefits for the community. It is imperative to establish a formal tracking and monitoring plan
which will have indicators for measuring progress and successes

SECTION FOUR: WAYS TO MOBILIZE COMMUNITIES

Community mobilization aims to engage community members to address a particular cause. The
list below provides some of the many ways to mobilize community members however use your
creativity to think of other ways to mobilize community members.
• Community meetings to discuss an issue with community leaders which may include
traditional, religious, and local political leaders.
• Public debate in which community members questioning leaders and development agents
on a predetermined topic. The debate can be recorded in a video and aired on the radio later
for the benefit of those who may not have taken part in the debate.
• Puppet shows and participatory theatre: where audiences are encouraged to participate
by developing alternative scenario that would lead to better outcomes.
• Village literacy fairs where information about a predetermined topic is shared.
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 • Dance and concerts conveying key messages. The events can be recorded and screened
through cinema units or made viral on internet.
• Mobile cinema units screening short films addressing a specific topic and followed by a
discussion and question and answer session.
• Sporting events and competitions where messages are conveyed before and after the
games and at half time.
• Radio listening groups to listen to and discuss a particular radio programme
• Quiz competition between teams addressing knowledge gap on a particular topic
• Print media such as leaflets, posters, cartoon strips for distribution in the community.
• Community coalition made of people who practice desired behavior or who have survived
a disease outbreak and can act as positive role models and decrease stigma.
• Door to door session where development agents enter households to discuss a
development issue.
• Story telling in which the narrator recounts the pertinent story which may be real or
fictitious to highlight key messages and the importance of protective behaviours

SECTION FIVE: ROLE OF CULTURE IN COMMUNITY MOBILIZATION

Culture provides belonging and an arena in which residents can make a difference. At the same
time, culture contributes to exclusionary practices and has been seen as a drag on development
efforts. Regardless, it is clear that culture plays a critical role in local community action. It is a
requirement therefore, that as communities and rural development specialists you should
understand and learn to capitalize on the strengths of community solidarity and culture before
embarking on any community mobilization activity. Some of the roles of culture in community
mobilization include the following;
a. Development efforts that focus on culture provide a mechanism for linking community
members to development process. (Adedokun,2020) . Culture, therefore, encourages,
preserves and promotes local participation, volunteerism and community action
b. When community development is approached from the cultural point of view, all areas
needing development will be touched bearing in mind that culture deals with the total way
of life of people including their values and standard of behavior can be described as shared
products of communities thus leading to the use of participatory approach for development
c. Culture consists of ideas, rules, values, knowledge, experience and material dimension.
These cultural values reflect ideals and visions of what society should be in terms of peace
and development. Values often shape expected behaviors while community rules guide
people on how to conduct themselves and act towards others. At the core of values and
norms is a process of interaction that leads to community participation in community
development.
d. Culture serving as a focal point for community development can serve to promote local
identity, local languages and minority culture to the extent that inclusiveness is achieved
in the process of community development.
e. Culture shapes the unique character, needs and concerns of individuals in communities
such that it is used as a motivating factor in promoting community development and this

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 can serve as a tool for policy makers and other interested groups in encouraging
development at the local level.
f. Culture can be seen as presenting both the means and ends of development. To a great
extent, it is by emphasizing the wealth and diversity of their cultural heritage that rural
areas will be able to develop those activities that enhance social and economic well being.
g. Culture can be used as a motivating factor in opposing "anti-local development" activities
such as extra local development and exploitation. Using culture to motivate community
members can serve as a tool for policy makers and others interested in encouraging
development at the local level
h. Culture can also be a factor that needs to be addressed to determine its impact on new or
existing development programs (resource management, environmental protection). In
facing development, the programs that communities are willing to accept and embrace are
likely to depend largely on cultural factors. It is therefore vital that problems and potential
solutions be defined in a manner consistent with the local culture
i. Culture can be used to mobilize the local population. Focusing on the erosion of solidarity
or culture would provide insight into the lack of progress or the presence of obstacles
impeding existing development efforts.

SECTION SIX: SOCIAL BEHAVIOUR CHANGE COMMUNICATION STRATEGY

Social Behavior Change Communication (SBCC) is a communication strategy that encourages
individuals and communities to change their behavior because it triggers them to adopt beneficial
and positive behavioral practices and become more equitable, inclusive, cohesive and peaceful.
SBCC uses a systematic planning process that is evidence based and grounded in social and
behavioral theory. It uses social ecological model and uutilizes three key strategies namely,
Behavior Change Communication (BCC); Social and Community Mobilization and advocacy.
Therefore as a development agent, you should also know that you can mobilize communities using
SBCC as detailed in the following;

Figure 1: A. SBCC is a planned process

Step 1: Understand the Problem through a situation and target audience analysis
Therefore, at this, step;

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 • Identify what behavior(s) needs to be changed, who is performing the behavior(s), what are the
motivating factors (drivers) and concerns* (barriers) regarding the current and desired
behavior(s). To identify the behavior use the following techniques ;Quantitative: face-to-face or
online interviews using ; Research conducted by other organizations questionnaires; Data or reports
from government, UN or other; Qualitative: focus group discussions (FGDs) or individual;
organizations interviews (IDIs); Published articles or reports from credible online or and Site
visits/observations other source
• Identify and segment the Target Audience(s) Segmenting the Target Audience means that you
group those who share similar demographic and psychographic (sociopsychological)
characteristics that differentiate them from the general population. Identify and select the
demographic characteristics of your target audience that differentiate them from the general
population. This will help you focus on who to reach and how to reach them and engage them in
your campaign. .
• Identify drivers (motivating factors) and other influencing factors underlying behavior(s) you need
to change-Psychographic characteristics can also help you understand how your target audience
thinks, what they value and believe in and what they aspire for. Information on these characteristics
is based on your research (quantitative and qualitative). Some examples of these psychographic
characteristics include attitudes, beliefs, values, social norms, aspirations, interests, lifestyle and
media habits
• Create target audience profile

Step 2: Design the SBCC Strategy and Interventions

The SBCC strategies selected should be mutually reinforcing: The most effective SBCC campaigns use
multiple strategies to address the various layers of the Socio-Ecological Model. Therefore, the strategic
approach is the combination of strategies that you will use to achieve your campaign’s SBCC objectives.
It reflects how these strategies will work together to produce the optimum results based on your resources

Therefore at this step choose the best community strategy depending on your target population among
Behavior Change Communication 2. Social and Community 3. Advocacy to raise resources and for
changes in knowledge, attitudes, Mobilization for wider participation, political and social leadership and
beliefs, and practices of specific coalition building, and ownership commitment to actions and goals Target
Audiences. Some of the strategies may include; broadcast media (TV, radio), mass media print (newspaper,
magazine), out-of home (billboards, bus shelter ads, bus ads, sidewalk ads, etc.); Community and Political
Groups, Churches, Face to face and drama.

Step 3: Create Messages, Materials, and Dissemination plan

The Key Message is the information to be conveyed to the Target Audience to motivate them to accept
the desired behavior. The Key Message addresses the key driver or motivating factors for the current
behavior.
Therefore at this stage,
• Develop the Key Message(s)
▪ Assess drivers and barriers of the Target Audience
▪ Communicate “Reason Why” and “Call to Action”
• Develop the Creative Brief
• Develop Creative Material(s)
• Pretest Material(s) to determine if they are appealing, credible, believable, and resonate with the
Target Audience. At this step of pretesting,

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 ▪ Recruit members of your Target Audience as respondents. The ideal scenario is to
recruit actual or potential consumers. If not possible, recruit respondents who have
the same demographic and psychographic characteristics as current/potential
consumers/Target Audience members.
▪ Conduct focus group discussions (FGDs) or individual interviews.
▪ Prepare and use a discussion guide that will obtain information on the five elements
to be pretested.
▪ Use open-ended questions that will elicit What, Why and How rather than a simple
Yes or No.
• Prepare a Media Plan that will effectively reach the target audience
Note: If you are using a key opinion leader or influencer/celebrity to deliver the message, test whether
he/she is credible and appeals to the Target Audience. Also ensure materials (key visuals, videos) are
tested with respondents who are representative of the Target Audience.
At this stage, take caution to 7 Cs of effective communication.
• Command Attract and hold the audience’s attention. Use colors, images, key words, and design so
that the material Attention stands out, is noticed and memorable.
• Clarify the Ensure the material conveys the message clearly, with easy-to-understand words and
images. There should Message be one clear, single-minded message. The simpler the better!
• Communicate Stress how the audience will benefit from adopting the desired behavior or
how the current behavior a Benefit (or a poses personal risks to the Target Audience
(conveying a benefit is generally more effective than a negative
• Consistency Be single-minded. Ensure that content within and among various materials have the
same message and
• Counts (for “look”. Repeat messages throughout the materials. Use the same words and phrases. Use
the same or related image to avoid confusion Cater to the People are swayed by both facts and
emotions. Use both to maximize the material’s persuasiveness.
• Create Trust Well-developed materials encourage the audience to trust the organization program
using them. Trust and credibility allow and encourage the audience to heed the message.

Step 4: Implement and Monitor

As development agents understand that implementation - coordinates and executes planned activities while
monitoring - ensures that the activities are being conducted according to the time frame, using the planned
inputs (quantity and quality), and producing the desired outputs

Therefore, at this step;

• Facilitate the development an implementation plan provides a detailed roadmap that
defines activities and tasks, inputs, timeline, and outputs to execute or operationalize a
campaign. Generally the implementation plan should contain; List of key activities or
tasks; Timeline for each activity or task ; Person Responsible for each activity or task;
Inputs needed for each activity or task; Outputs for each activity or task and
Budget/resources needed for each activity or task
• Develop a Monitoring plan that ensures that the activities are being conducted according
to the planned time frame, inputs (quantity and quality), and are producing the desired
outputs.

Step 5: Evaluate and replan for improved outcomes and sustainability

This step of evaluation, can be conducted while the campaign is ongoing (midterm evaluation) and at the
end of the campaign (final evaluation)

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 At this step, measure the following;
• whether the activities and outputs are producing desired results or outcomes based on the
campaign’s behavioral objectives
• Asks the question: Have we made progress against the campaign’s behavioral and
communication objectives
• Change in behaviors and practices of Target Audience e.g. reduce purchase or use of wildlife
products before we can change behaviors, we need to change determinants, such as attitudes,
beliefs, intentions to consume, and social norms/social acceptability regarding use of wildlife
products.
• Measure these changes in order to achieve our behavioral objectives based on our situation
analysis and results of our baseline or pre-campaign research.
• Replan based on the outcomes of the evaluation

In conclusion, please keep in mind that these are just guidelines and their application will depend on
your understanding of the target audience and the social, cultural, and political situation in which your
planned campaigns and activities will be implemented, as well as the resources available for these
campaigns. You need to be flexible and make the necessary adjustments to best address your local context
and needs. By directly targeting the primary drivers of the behaviors you wish to change, through
mutually reinforcing SBCC strategies, your campaigns will have far greater chances of success to
decrease consumption, reduce demand for wildlife products and save endangered species.

SECTION SEVEN: COMMUNITY MOBILIZATION THROUGH PARTICIPATORY

APPROACH
Howard-Grabman and Snetro (2003), observe that agencies facilitating community mobilization
for community development and foundation learning should guide communities through a step-
by-step process that includes big-picture assessment of the communities’ issues, needs, and
resources; community exploration of issues and priority-setting; community action planning;
implementation of community action plans; and monitoring and evaluation.. The following steps
are to be followed for effective community mobilization:
Step 1: Community entry

This is a process of introducing oneself and the services of the organization. This formalizes the
process of community entry and gaining authority and consensus to work with the community. It
also enables thorough understanding of issues, systems, values and efforts of the communities.
At this stage, you hold preliminary meetings with community leaders and enlist their support to
mobilize community participation.
For effective community entry, the following should be done:
• Make a courtesy call to the Traditional Authority/Group Village Headman and Village
Headman
• Meet other community leaders (formal and informal) and fellow extension workers and
Community Based Organizations (CBO) representatives.
• Brief the leaders on your mission, objectives and responsibilities.

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• Arrange to attend ADC, AEC, VDC and any other meetings.
Entry point for all development activities is the development service committees at councils

Step 2: Sensitization meeting

The aim of sensitization meeting is to explain your goals, strategy and convince the community
that they can benefit from your success. Remember that you may find resistance to change and
often those with most vested interests may be among this group. Therefore, it is essential that
awareness raising process be undertaken in a form of consciousness raising in a participatory
manner using participatory approaches so that communities begin to realize empowerment;
emancipation; self-reliance and ownership of the development activity.

For effective community sensitization, the following should be done:

• The community leaders and key informants you met during community entry should assist you
in presenting the issue to the community.
• Ensure that there is clarity and agreement about the issue they are addressing and why
• Research more ideas of the subject matter and have adequate information
• Allow communities to ask questions so that they are cleared of any grey areas
• Emphasise on demand driven programmes and participatory decision making
• Support emerging leaders who have the desire to mobilize people for action
• Facilitate information sharing on new ideas among members through visiting role model
• Reinforce trust building and promote collective activities
• Have a clear, tested message to communicate to the public and decision makers
• Clarify on roles of stakeholders to avoid dependency syndrome

Step 3: Baseline data collection/ know your community

This is the process of gathering baseline information about the community, its geography, history,
the people and their culture, as well as social and economic aspects that influence their well-being.
This process is also referred to as community profile.
Information gathering is very important before embarking on any activity because it enables the
extension workers to appreciate the community and issues that may impinge on and promote their
active participation.
Your research into the community should include ways of generating facts and figures, analyzing
them which will help you understand the nature of community as a social system. Think about
how the different elements are related.

Fact finding is an ongoing process and the development agent should ensure that it is participatory,
gender sensitive and inclusive; deliberately targeting people with special needs. This is a central
process in agenda setting.

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The following things need to be done when carrying out fact finding:

• Develop appropriate guide for data gathering.

• Consult other knowledgeable people that can add some questions that may have been forgotten.
• Collect data using gender responsive participatory techniques such as transect walk, resource
mapping, social mapping, key informant interviews, community asset inventory, school
attendance register, questionnaire, gender balance tree, focus group discussion, transforming
education together, household approach, participatory learning action, rapid rural appraisal,
access and control profile
• Screen for duplicates
• Analyse the data collected by using gender responsive participatory tools.
• Write a report.
• Disseminate the results to the community, the District Council structures and other
stakeholders.
• Make sure that the community has the detailed information collected during the baseline data
collection.

Step 4: Problem identification and prioritization/ articulating the problem

This is a process of reflecting on community problems and opportunities and developing strategies
to address the priority problems.

At this step;
• Ensure that you promote active and representative citizen participation so that community
members can meaningfully influence decisions that affect their lives.
• Engage all the community members in problem diagnosis so that those affected may
adequately understand the causes of their situations.
• Use participatory gender responsive techniques/ tools/ approaches to identify, prioritize and
analyse issues such as surveys, transect walk, resource mapping, social mapping, observation,
questionnaires, listening to people, interviews - structured and unstructured questionnaire,,
petitions, reports and studies, pairwise ranking, access and control profile, gender balance tree,
HIV and AIDS timeline, key informant interviews, vision journey, focus group discussions,
problem tree. , transforming education together, household approach, participatory learning
action, rapid rural appraisal, access and control profile
• You can also request tactfully from the community or get recommendations from school
management committees, Members of Parliament or Ward Councillors.

For effective participatory planning the following steps should be done with the target
community taking the lead:

• Prioritise issues based on the challenges and opportunities identified using gender responsive
PRA tools

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• Analyse the root causes of the problems.
• Employ Gender Analytical Frameworks such as Harvard Analytical Framework, Access and
Control Profile, transforming education together and others so that gender issues are identified
and articulated.
• Divide participants into gender groups so that issues affecting each gender group are identified
and solutions are made in a participatory manner.
• Ensure that all dominating individuals are controlled during the discussions.
• Encourage participation of the voiceless in groups.

Some of the questions to be answered include;

a. What is the nature, extent, and seriousness of the problem?
• What is the scope of the problem, i.e., how many? Where and when does the problem manifest
itself?
• What are the key characteristics, e.g. age, gender, school, employment status?
• What is the nature of the problem or issue?
• Is this an emerging (re-emerging) or chronic problem?

b. What are the causes of the problem?

• The immediate and basic causes of the problem should be identified.
• What are the immediate or precipitating reasons for the problem to occur?
• What are the longer-term causes, e.g., HIV and AIDS, illiteracy, poverty or inadequate
schools?

c. What resources and programs are presently available within and outside of the community to
address the problem?
What agencies are presently providing special activities and programs relevant to the problem?

d. Resources available to deal with the problem.

• If they exist, are such programs reaching community members at risk?
• What are local community or grassroots groups doing with respect to the problem?
• What existing taskforces, community councils, or coordinating groups are available which
can be used as a basis for dealing with the problem?
• What public, voluntary, and foundation resources could possibly be made available to deal
with the problem?

The key elements of the assessment, from a community mobilization perspective, however, need
to emphasize how these particular planning questions or components can be related to community
decision-making and citizen participation.

e. The leader(s) or community organizer(s) must be able to determine:

• Who will be influential in reducing the problem

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 • In what way these influential people should participate in the problem reduction process
• How local citizen groups can be involved
• How the mobilization process is to be structured, i.e., how best to build agency and
community organization capacity in a coordinated way for long-term effectiveness

Step 5: Stakeholder Analysis

In the community there are various partners that work independently to achieve similar goals.
Therefore, it is important to identify relevant partners through a simple mapping exercise so that
classification is made before they are engaged. The analysis will enable you to understand who is
doing what and where as well as help you understand who influences decisions in a community.

At this step;

• Understand that the problem can be reduced through combined efforts of local citizens and key
institutions in the immediate and larger community.
• Assist the community to analyse roles and responsibilities of influential key policy-makers
and other local administrators such as district commissioner, Member of Parliament and
government and non-governmental organization in relation to their problems and solutions.
• Entice the group to seek information from the stakeholder as often as possible.
• Emphasize the need to come to grips with the problem in some coalition or collective
community-oriented manner.
• Facilitate mobilization of resources from both internal and external sources.
• Encourage communities to write reports to all stakeholders.
• Facilitate development of proposals
• Facilitate the linking of communities/ groups to donors or other service providers depending
on the community needs
• Ensure harmonization in service provision and quality response to community needs through
development of Memorandum of Understanding.
• Develop a strategy for influencing major leaders and other stakeholders.

Step 6: Establish community groups

The aim is to establish a group that can influence community mobilization activities. Effective
implementation requires maximum community participation of all stakeholders in the mobilization
and prudent use of resources. In order to achieve the purpose of implementation, communities
should be mobilized into groups.

Therefore, the following steps should be followed to have effective group formation process:

• After the sensitization, ask the village headman to invite mostly concerned communities to a
meeting at an agreed place.

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• Let the community identify potential problems relating to the development idea or their
situation and their potential solutions
• Conduct meeting where after an introductory session, the subject matter/issue is introduced
and discussed in a participatory manner with the community. Pose questions which will help
the community to think of solutions for their problems
• Request community for their input or suggestions on the subject matter, and allow communities
to rethink, plan and re-organize themselves to form a pre- group. The decision to form a group
should come from them
• Lobby for more membership through village meetings and individual consultations.
• Let the pre-group members propose date, venue and agenda for the next meeting where the
subject matter will be discussed in details
• Facilitate the election of interim committee
• Train office bearers on their roles and responsibilities
• Facilitate the group to form norms
• Facilitate conflict resolutions trainings
• Train communities in group formation so that they understand at which stage they are in group
formation
• Facilitate participatory monitoring of progress of group activities and give direction
• Provide technical information that is useful according to the group’s action plan
• Hasten group development by exposing the group to outside organizations

Step 7: Designing and formulation of objectives, strategies

At this step community leaders and communities should understand the economic, social, political,
environmental, and psychological impact associated with alternative solutions to the problem.

To achieve a planned change at community level,

• Resources need to be mobilized from the community and other external partners during
stakeholder analysis.
• After obtaining resources, the community/mobilization group should design strategies to
address the identified problem with objectives that are Specific, Measurable, Achievable,
Relevant and Time-bound (SMART).
• The objectives should be assessed for their impact on the targeted groups in the community.
• As a development agent make sure that you refrain from any effort that is likely to adversely
affect the disadvantaged segments of a community by ensuring that the communities formulate
gender responsive SMART objectives, strategies, roles and responsibilities, expected
outcomes and outputs.
• Use Gender Responsive PRA tools and analytical frameworks such as objective tree, vision
journey, gender balance tree, access and control profile

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• Assist communities to develop gender responsive proposals

Step 8: Developing an action plan with a time line

During Community Mobilization, an action plan links the general community mobilization plan
with time lines for the actual implementation of the planned activities, and the deadlines set for
goals to be achieved. This is in line with Malawi’s decentralization policy since it requires all
group villages to have a Village Action Plan (VAP) which represents development programme at
community level. The Village Action Plans are then incorporated in the District Development
Plans at the District level. This enables the progress of activities to be monitored against the targets
set during the planning phase.

At this step;

• Assist community members in designing and implementing a gender responsive plan to solve
agreed-upon problems by emphasizing shared leadership and active citizen participation in that
process.
• Assist communities to develop an action plan using gender sensitive indicators to ensure active
participation of all gender groups in the community
• The action plan should link with the general strategic plan with time lines for the actual
implementation of the planned activities, and the deadlines set for goals to be achieved. This
enables the progress of activities to be monitored against the targets set during the planning
phase
• Assist communities to develop gender responsive budget

Step 9: Capacity Building Process

Capacity building involves identifying existing capacity resources and assessing the gaps that exist
to implement different interventions. The gaps identified should be supplemented by capacity
building of the community groups and other relevant stakeholders in the community involved in
community mobilization. Capacity building is essential in community mobilization since it ensures
that community programmes are sustainable and effective.

At this step, the following should be done;

• Conduct training needs assessment to identify training gaps.
• Train committee members in leadership, group dynamics, grievance redress mechanisms and
community-based management skills.
• Train members in other relevant skills as identified in training needs assessment.
• Facilitate maintenance of records to ensure transparency and accountability.

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• Encourage regular community meetings. This is an effective tool for disseminating information
on project physical and financial progress. It also creates an opportunity for mapping out
challenges, learning lessons and re-planning activities.
• Encourage communities to develop and respect rules and regulations.

Step 10: Implementing the planned activities

This is basically a process of translating plans into action in order to realize the intended
results/outputs that will transform the community. The implementation should be based on the
action plans developed with all of the relevant community level partners.

In the implementation process,

• A clear role for all partners that are involved should be put in place and communicated with
all of them to ensure harmonization of approaches and effective coordination.
• Ensure that committees are formed to oversee activity implementation
• Encourage full participation of all members of the community in achieving the project
objectives
• Check if the action plan is followed and advise if any diversion is made
• Identify any gaps that require capacity building in the course of implementation and training
committees/communities where possible in liaison with stakeholders
• Document successes, challenges and suggestion for improvement in future programming
• If challenges are experienced during implementation, hold a meeting to review the plan with
the community
• Ensure that stakeholders harmonize approaches to avoid confusing the community
• Monitor shocks and pandemics that may affect implementation of action plan

Step 11: Community based Participatory Monitoring and Evaluation

This is the process of following up planned activities and comparing with achievements against
objectives. Community members should take a leading role in monitoring and evaluating their
activities. This process is also called Social Audit because it allows people to enforce
accountability and transparency, providing the ultimate users an opportunity to scrutinize
development initiatives. This process is important because it enables community members to
identify successes upon which they can build as well as bottlenecks and be able to take remedial
measures where necessary.

The following steps should be followed to have effective monitoring and an evaluation process:

• Form Participatory Monitoring and Evaluation Committee (PMEC) from the community and
identify facilitators (either from NGO/CSOs or as identified by state government) who
together constitute as ‘PMEC Team’ which will be responsible to conduct the PME on
regular basis.
• Train members of Committee on the process of participatory monitoring and evaluation

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• Facilitate the formulation of gender monitoring indicators, tools/guidelines.
• Assist communities to conduct regular site meetings.
• Conduct participatory monitoring and evaluation/ social audit
• Assist the committee to write reports and present findings, discussions and decisions on the
findings of PME
• Assist communities to review and re-plan activities based on the findings.
• Conduct periodic meetings.
• Facilitate feedback sessions with communities and other stakeholders.
• Document best practices
• Facilitate impact assessment.
• Assist communities to write reports to other stakeholders.

SECTION EIGHT: COMMUNITY MOBILIZATION IN EBMERGENCIES

Community mobilization is an important aspect of emergency preparedness and response. It

involves activities such as door-to-door outreach, public meetings, health fairs, participatory
theatre and other activities. Importantly, mobilization efforts are community driven, and
community members are active participants in defining the problem, generating solutions and
evaluating the outcomes of those solutions1.

Step 1. Emergency preparedness and response

At this step,
• develop a detailed stakeholder mapping, coordination mechanisms and response plan
before the disaster. This helps to have knowledge of the structures, systems and actors that
can support the entire communication effort during an emergency, and organizing them in
a way that ensures activities, information and operations are delivered more efficiently
across the country or affected areas. This is important because it allows government to
quickly mobilize stakeholders, resources, information sharing, harmonized messages and
helps to capitalize on existing structures to minimize the duplication of efforts, competition
for beneficiaries and support sustainability.
• Develop and implement emergency prevention and mitigation measures designed either to
prevent hazards from causing emergencies or to lessen the likely effects of emergencies.
These measures include flood mitigation works, appropriate land-use planning, improved
building codes, and relocation or protection of vulnerable populations and structures

Step 2: When an emergency/ disaster happens

At this step
• Approach the key leaders, the gatekeepers of that community who have the ability to
hamper or support your communication activities.

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 • In consultation with these key leaders and gatekeepers, identify the other important
stakeholders who need to be brought on board for community mobilization.
• Map stakeholder and agree on roles and responsibilities
• Conduct Rapid assessment of the emergency / disaster to inform response efforts. Different
approaches have been explored, with emphasis on trying to combine secondary data with
primary research to obtain a snapshot of how the population is responding to the emergency
in a specific point in time. Importantly, needs assessments should occur in partnership with
stakeholders to guarantee coordination and minimize duplication, and with community
members to engage them and involve them in response activities.
• Explore with stakeholders how to move forward. Ensure that all discussions are
participatory, that all members feel comfortable to ask questions and share ideas.
• Identify community members who can act as spokespeople and mobilizers. Be sure to
consider existing networks of mobilizers that are attached to local or international
organizations, to health centers and social welfare.
• Prepare an emergency plan for the first 72 hours and counselling services
• Set up and operationalize a coordination system for effective communication
• Select and train community spokes persons and mobilizers
• Identify and implement emergency response activities
• Review information flows and national coordination systems

SECTION NINE: HOW TO ENSURE ACTIVE COMMUNITY ENGEGEMENT IN

FOUNDATIONS LEARNING
Parents and communities play a crucial role in supporting their children’s learning, and levels of parental
and community engagement are consistently associated with better academic outcomes. Evidence from our
Teaching and Learning Toolkit suggests that effective parental and community engagement can lead to
learning gains of +3 months over the course of a year. Research has also proved that high performing
schools know that good communication across the entire school, engaging fully with the wider
community, will result in high levels of parent engagement. This in turn, has been shown to have
a strong positive impact on student outcomes, as has the facility for students to have a clear voice
in a safe and supportive learning environment. Therefore, in order to engage parents and
communities in foundation learning, the following are the steps:
Step 1: Provide visibility of learning for increased parent and community involvement.
At this step
• Send personalized and targeted parent communications
• Set up clear and ongoing parental visibility of the learning process through strategies
such as continuous reporting and ongoing communications.

Step 2: Support parents with home learning

At this step
• Set up teacher and parents meetings and interraction
• Find ways to educate parents and youth in the learning process. It is sometimes too easy
to forget that we are the education experts, and things we take for granted are completely
unknown to them.
• Ask parents to set aside a quiet space for homework and reading, providing educational
toys and games, and encouraging their child to read for pleasure.

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Step 3: Gather parent feedback
At this step:
• Empowering parents with a platform such as PTA, Mother Groups for their voices to be
heard, giving the school a better understanding of the parent experience and allowing
them to use this to inform school strategy.

Step 4: Make parents feel part of school life

Prioritize engagement over involvement since school life goes far beyond the classroom. It is the
richness of activity that engages students, and sharing this with parents will go a long way to
helping them understand how the school is supporting their child’s development as an individual.

At this step,
• Regular communications between school and home on the wider school experience,
making parents feel a part of the greater school community and giving them a sense of
ownership and belonging
• Identify key roles that parents and community can performs to make them part and parcel
of foundation learning
• facilitate participatory identification and prioritization of bottlenecks in foundation
learning requiring parental and community engagement programs/ interventions
• Implement evidence based parental and community programmes/interventions in
foundation learning
SECTION TEN: COMMON PARTICIPATORY APPROACHES
This section gives a summary of commonly used participatory approaches namely; Rapid Rural
Appraisal and Participatory Rural Appraisal. Detailed information of tools for Participatory
Approaches has been attached in annex 1.
Overview of Participatory rural appraisal (PRA)
PRA is a set of tools to facilitate a research and action process managed by the local community.
It is an exceptionally relevant and powerful method for involving communities in the information-
generating, analysis and priority-setting for their development planning. PRA enables and
empower communities to share, enhance, and analyze their knowledge of life and conditions and
plan, act, monitor, and evaluate. The role of the outsider is that of a catalyst, a facilitator of
processes within a community that is prepared to alter their situation. The sole purpose of PRA is
to enable development partners, government officials, and local people to work together to plan
context-appropriate programs. As Compared to RRA which mainly aims at extracting information,
PRA places emphasis on empowering local people to assume an active role in analysing their own
living conditions, problems and potentials in order to seek for a change of their situation.
Consequently an important principle of PRA is to share the results of the analysis between the
PRA team and the community members by visualisation, public presentations and discussions
during meetings.

Overview of Rapid Rural Appraisal

RRA is an extractive research methodology consisting of systematic, semi-structured activities
conducted on-site by a multi-disciplinary team with the aim of quickly and efficiently acquiring
new information about rural life and rural resources. The basic idea of RRA is to rather quickly

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collect, analyse and evaluate information on rural conditions and local knowledge while
incorporating gender issues to ensure that the interventions are gender responsive. This
information is generated in close co-operation with the local population in rural areas. Therefore,
the research methods had to be adjusted to local conditions, i.e. they had to meet the
communication needs of illiterate people or people who are not used to communicating in scientific
terms. One of the key principles of RRA is the visualization of questions and results by using
locally comprehensible symbols.

A main reason for developing RRA was to find shortcuts in the search for relevant information on
rural development issues in order to avoid costly and time consuming research procedures. In most
of the cases RRA is carried out by a small team of researchers or trained professional in one to
three days in a kind of workshop. The role of the local population in RRA is to provide relevant
local knowledge for research purposes and development planning. The RRA team manages the
process and maintains the power to decide on how to utilize this information.

Commonly used PRA Tools

Specific tools such as village resource maps, problem trend lines and institutional profiles assist in
the analysis of community issues. Other tools such as farming systems diagrams, seasonal
calendars, daily activity profiles and household resource maps can be combined with gender
analysis to facilitate the study of livelihood systems of different socio-economic groups. A third
set of tools helps communities and different socio-economic/gender-based focus groups to identify
and prioritize their problems and resource needs and to develop group or community action plans.
Gender-responsive Participatory Rural Appraisal (PRA) tools are used to ensure that the needs and
priorities of both men and women are taken into account in rural development projects. Commonly
used tools include:

• Road to progress
• River code
• Transect Walk
• Resource Mapping
• Venn Diagram
• Seasonal and historical diagramming
• Pairwise Ranking
• Worth Ranking
• Preference ranking.
• Visioning
• Gender Balance Tree
• Problem Tree
• Objective Tree
• Vision Journey

.Organizing Participatory Rural Appraisal

• Logistical arrangements should consider nearby accommodations, arrangements for lunch
for fieldwork days, sufficient vehicles, probable computers, funds to purchase refreshments
for communicating meetings during PRA, and supplies such as a flip chart, paper, and
markers.

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 • Training of team members may be required, particularly if the PRA has the second
objective of training in addition to data collection.
• Be gender responsive everytime.
• Therefore an important principle of PRA is to share the results of the analysis between the
PRA team and the community members through visualization, public presentations, and
discussions during meetings.
• PRA results are influenced by the time allowed to conduct the exercise, scheduling and
assignment of report writing, and critical analysis of all data, conclusions, and
recommendations.
• Reports are best written immediately after fieldwork, based on notes from PRA team
members. A preliminary report should be available within a week or so of the fieldwork.
The final report should be available to all participants and the local institutions involved.
• RRA techniques are especially useful in the pilot phase of research, in conjunction with
participatory research, and when the data accuracy does not have to be very high.

SECTION ELEVEN: CHALLENGES IN COMMUNITY MOBILIZATION

Successfully conducting community mobilization interventions in communities requires
anticipating and addressing a number of potential challenges/barriers in order to maximize the
chance of success of the intervention. The potential barriers to the conduct of community
mobilization interventions include:
Cultural challenges

Failure to gain access to the community: Before conducting a community intervention, it is

necessary to engage in a process of dialogue and negotiation with members of the community in
order to gain consent, access and cooperation. The elders and leaders act as gate keepers and it is
thus essential to gain their consent and access for the initiation of any intervention otherwise
interventions such as projects cannot be initiated and maintained without their consent and
collaboration.
Cultural limitations If the intervention is not culturally right with the values and beliefs of the
beneficiaries, the likelihood of supporting it is remote.
Language barriers: Language barriers could prove to be a major challenge in the
event that none of the project team is fluent in the local language (s).A group translate
but verifying the accuracy of translation becomes difficult.
Technical Challenges
Failure to sell ideas conceived at the top-down One key reason for the less-than-optimal
outcome of many programmes is that they fail to resonate with the perceived needs and interests
of their target groupings, or to take adequate account of the complex social relations into which
programmes are inserted (Gruber and Caffrey, 2005; Pfeiffer).

20
Imposition of group members: Lack of transparency in recruiting participants into various
committees results in resistance by other community members or lack of volunteerism and
suitability of the chosen members.
Misunderstandings among project partners Among others, misunderstanding can arise because
group members expect that they or the community would receive material benefits through their
participation or hoping that some group members might gain employment, either directly or
indirectly through their involvement in the projects activities. Another potential area of
misunderstanding is the difference in the project beneficiaries.

Challenges caused by Beneficiary

Ownership of the project If the community does not own the project the project they
may just stand aloof from all the proceedings. Thus, for projects that are brought to
the community, it is imperative that they should be properly sold to the community.
Lack of time If the beneficiary community does not have time at its disposal to implement a
project, it may be difficult to get cooperation.
Lack of effective leadership Trained and effective leaders, organizers and facilitators with
necessary skills are a must in the process of community mobilization.

Low esteem Communities may have low esteem because of past experience where for example,
they might have been disappointed or let down.

Inclusion and exclusion: After the initial composition of the group of participants is determined,
difficulties relating to inclusion and exclusion could arise resulting in some individuals in the
community attempting to sabotage the project; because they view it as posing a threat to their
power in the community, and they may have felt threatened by their exclusion from the project
committees. Other factors causing resistance include mistrust. Jealousy and previous experience
(Israel et al, 2001).

SECTION TWELVE: OUTLINE OF HUMAN RESOURCE REQUIREMENTS AND

KEY COMPETENCIES
It shall be noted from the preceding sections that necessary human resource requirements and
competencies are key to the smooth implementation of the community mobilization process for
maximum participation and execution of development initiatives. Therefore, it is important that
the following requirements be adhered to:
Key requirements for Community Mobilization facilitators

• Should have a Degree, Diploma or any Basic Certificate in Community Development,

Development Studies, Rural Development, Gender and Development, Social Work,
Agriculture, Nutrition, Livestock or any other relevant field.

Additionally, the facilitator should have the following key competencies:

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• Good facilitation and communication skills
• Ability to plan, organize, produce reports and work with teams.
• Have knowledge and skills of participatory training techniques.
• Ability to conduct gender analysis and mainstreaming.
• Have an in-depth knowledge and skills in such community development approaches as
Participatory Rural Appraisal, Participatory Learning Action, PAPSIL and Training for
Transformation.
• Have networking skills.
• Should be conversant with the District Planning System.

SECTION THIRTEEN: IMPLEMENTATION ARRANGEMENT

In terms of implementation of these guidelines, the Ministry responsible for Community
Development is expected to:

• Disseminate the guidelines

• Orient stakeholders and extension staff on how to use the guidelines
• Conduct review meetings with stakeholders from time to time.
• Make follow up visits to ensure that the standards are maintained.
• Review the guidelines as need arises to incorporate important emerging issues.

SECTION FOURTEEN: CONCLUSION.

In the face of extreme poverty, illiteracy and inequality, community mobilization represents an
important way in which people can be empowered to improve their life. However, for community
mobilization to be effective, it is imperative that the process must be carried out procedurally and
effectively, hence this manual. Once this is done, community mobilization will lead to greater
sustainability, as communities will be empowered and capable of addressing their own needs
through identifying their problems, planning, carrying out, and evaluating activities in a
participatory and sustainable manner. If done effectively, community mobilization fosters local
response ultimately enhancing their implementation, ownership and sustainability.

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SESSION FIFTEEN: REFERENCES
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3. Ekong, E.F. (2003). An introduction to rural sociology. Doye Publishers Limited
pp 390-398.
4. Government of Malawi, (2021), Malawi Vision 2063, Ministry of Economic Planning,
Lilongwe, Malawi

5. Government of Malawi. (2016), National Community Development Policy, Department of

Community Development, Lilongwe, Malawi.
6. Government of Malawi. (2013), Revised Guidebook on the Local Government System,
Ministry of Local Government and Rural Development, Lilongwe, Malawi
7. Government of Malawi, (2011) Community Mobilization Guidelines for Extension Workers,
Department of Community Development, Lilongwe, Malawi
8. Israel, B., Schulz, A., Parker, E., Becker, A. (2001). Community-based participatory
research in public health focuses on social, structural, and
physical environmental inequities through active involvement of community
member.
9. Khasnabis C, Heinicke Motsch K, Achu K, et al., editors. Community-Based
Rehabilitation: CBR Guidelines. Geneva: World Health Organization; 2010.
Community Mobilization. Available from:
https://www.ncbi.nlm.nih.gov/books/NBK310937/
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are innovation brokers the answer? International Journal of Agricultural
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11. Lerner, R.M. (2002). Concepts and theories of human development (3rd ed.).
Mahwah, NJ: Lawrence Erlbaum.
12. Manor, J. (2004) 'Democratisation with Inclusion: Political Reforms and People’s
Empowerment at the Grassroots', Journal of Human Development 5(1): 5–30.
13. Olaleye, Y, L. (2019) Social Mobilization and Community
Participation in Development Programmes, Department Of Social Work University Of
Ibadan, Ibadan Oyo State, Nigeria.
14. Republic of South Africa, (2009) Towards Sustainable Livelihoods: A toolkit for Community
Development Practitioners in South Africa., Department of Social Development.

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