Training on Participatory Project Planning Koror, Airai and Aimeliik in Palau 05 - 07 September; 11 - 13 September 1995

To be conducted by:

UNDP - OPS Pacific Regional Equitable and Sustainable Human Development Programme (ESHDP)

In cooperation with:

• Palau Community Action Agency (PCAA)
• Rural Working Group (RWG)
• and the People, Government Agencies, NGOs/CBOs in Koror, Airai and Aimeliik in Palau

Note for the Participant

This Training Kit contains:

a. The design and schedule for both Part I and Part II of the Training on Participatory Project Planning scheduled on 05 - 07 September and 11 - 13 September 1995, respectively; and

b. the various handouts required for each training session.

Additional references will be provided as required. There will be an assessment of both the process and content of this training activity. We need your feedbacks and observations.

PARTICIPATORY PROJECT PLANNING

PARTICIPATORY PROJECT PLANNING
(Planning with Target Groups)

PARTICIPATORY PROJECT PLANNING
(Planning with Target Groups)

PARTICIPATORY PROJECT PLANNING
(Planning with Target Groups)

PARTICIPATORY PROJECT PLANNING
(Planning with Target Groups)

PARTICIPATORY PROJECT PLANNING
(Planning with Target Group)

TRAINING ON PARTICIPATORY PROJECT PLANNING

Training Handouts A Summary of Sustainable Human Development from Concept to Operation: A Guide to the Practitioner Palau Sustainable Human Development Programme Increasing Participation at the Local Level Degree of Community Participation Planning with and for the Community Checklist for People-Centered Appraisal of Projects Project Planning and Management Questions to Ask in Helping Target Groups Prepare Project Proposals Questions to Ask in Appraising Social Development/Family or Community Welfare Projects Questions to Ask in Appraising Proposed Income-Generating Projects

Handout No. 1

Sustainable Human Development from Concept to Operation:
A Guide for the Practitioner

A Working Summary

In October 1993, UNDP converted a multi-disciplinary team to help it articulate sustainable human development (SHD) in operational terms. The team's report was delivered in March 1994 and widely discussed in-house. UNDP published the report in its Guidebook Series in August 1994 as Sustainable Human Development from Concept to Operation: A Guide for the Practitioner by Tariq Banuri, Goran Hyden, Calestous Juma and Marcia Rivera. (copies available from UNDP's Bureau for Programme Policy and Support (Rm. DC1-2038, Extn. 906 6328). The team suggested various ways in which development practitioners can put SHD into practice. UNDP's Bureau for Policy and Programme Support has prepared a six-point distillation of their proposed methodology, presented below. for the thinking behind this distillation, colleagues adopted as the "official" approach to SHD by the organization. It is serving as a very valuable contribution to the debate, however. For ideas on the substantive content of SHD, colleagues are referred to the SHD concerns developed by the SHD Inter-Bureau Task Force, sent under cover of BPPS' 8 July 1994 letter. The SHD concept and operation will continue to evolve - primarily through field experience - and no one can yet claim the last word.

1. The uses of social capital

Conventional development subordinates natural, human and institutional forms of capital to physical capital. Because growth is associated solely with the creation of physical capital, sustainability considerations have been ignored. SHD is an opportunity to reverse the costly mistakes that stem from this approach by focusing on the formation of social capital. Although the notion of social capital is not new, it is only recently that it has gained wider currency. Unlike physical capital that is wholly tangible, and human capital that is embodied in the skills and knowledge of an individual, social capital is generated by the relations among persons. Without social capital, the other forms of capital cannot be maintained or used properly.

Social capital is the key to a more human and sustainable form of development. The concept of social capital deals with reciprocity rather than exchange and encourages a longer term perspective on social interaction, thus providing an opportunity for extending one's calculations to future generations. It paves the way for incorporating sustainability considerations into human development in ways that makes SHD bigger than just the sum of SD plus HD.

2. An alternative model of development

SHD is, above all, an alternative model of development. The features of this alternative model are still emerging, but some can be described (see box). The conventional model of development is linear. It assumes that all countries follow a single track and the challenge of those who are behind is to "catch up" by imitation of those ahead.The obsession with"catching up" encourages investments in new projects and programmes at the expense of management and maintenance concerns. Because eyes are on the experience of others, developing countries are encouraged to abandon their tradition, and transfers of capital and technology - physical capital - are seen as the main means to achieve development, with some concern for human capital formation and natural capital. The conventional model assumes there is only one actor, the state. The perspective for change is typically short-term. The alternative model recognizes diversity, and the possibility that there are many parallel tracks of development, thus placing a premium on the ability to innovate. Innovations do not come out of the blue but are typically derived from one's own experience, and tradition is an asset no a liability. The alternative view focuses on human development, and strengthening individual and institutional readiness and capacity to work together, producing social capital. The perspective is long-term.

3. What SHD is not

It is worth highlighting three things which SHD is not.

(i) It is not an agglomeration of projects, which may fall within its broad definition.

(ii) It cannot be "packaged" and "delivered": the technicalities of project design must be subordinated to other important objectives, notably how the potential beneficiaries relate to the activity and its contribution to their capacity to innovate and learn.

(iii) It is not UNDP's private property: other partners - local, national, international - must have the opportunity to identify their contributions to a sustainable form of human development.

4. Critical dimensions of SHD

The alternative model of development cannot be business as usual. Development practitioners must take into account three critical dimensions: social experimentation, social innovation, and social learning.

(i) Social experimentation

Some Activities should test development options, including crucial design, characteristics.

(a) Origin of the initiative. If local communitie4s feel they are merely assisting the donor or government to get the work done, the activity is not likely to be sustainable. If they are involved in initiating it, its chances are much greater.

(b) Openness. Project information is often treated as an "official secret", thereby denying participants any opportunity for learning. There must be sufficient readiness to share information among all involved and adequate feedback.

(c) Inspiration. Projects are typically designed with narrow time horizons; funders want to see tangible results here and now. However, social experiments cannot expect to succeed in short time spans. Many projects are written off prematurely and the potential for growth is stymied.

(e) Institution-building Institution-building is too often viewed as an engineering feat. Sustainable institutions only evolve if new routines and habits, such as regular meetings of the whole community, or the inculcation of a savings habit, are formed over time and in participatory mode.

(ii) Social Innovation

Social innovation that is guided by public interest enhances SHD by recognizing the need for diversity, space, accountability and equity.

(a) Diversity greatly increases the chances for people to develop their own solutions to problems. A standardized approach to the world denies local cultures and resource systems opportunities to advance.

(b) Space. To enable diversity, institutional space should be granted to local development action. Governments and donor agencies should often refrain from direct intervention.

(c) Accountability. A key problem to date has been the failure to institutionalise local accountability systems because insistence has been placed on reporting back to the donor. Sustainable local accountability systems must be part of putting SHD into practice.

(d) Equity. Greater equity in the distribution of resources is promoted by strengthening those organizations, governmental or non-governmental, best suited in articulating local demands for resources to complement their contribution to development.

(iii) Social learning

When donors and governments get involved in development activities the tendency is for control rather than learning. The focus is on technical innovation rather than social innovation, and activities are rarely grounded in local communities.

Social learning can only be effectively promoted if local organizations and communities are allowed to take direct responsibility for design and implementation, and to have the right to call in experts to help them, not merely be the recipients of technical advice. Outsiders must accept their role is only secondary and learning must be an opportunity foremost for the insiders.

5. SHD in operation

SHD can be seen as the development and conservation not only of physical, natural, and human capital, but also of social capital, which acts as a "glue" to pull the three others together. Social capital is generated by collective decision-making, public action, political participation sound governance and well-functioning institutions. As such an operational plan for SHD must focus on the "glue" as much as (or rather more than) the tree other kinds of capital. SHD requires a new approach, focusing on advocacy, coordination, learning, and partnership rather than direct implementation. The existing approach in which each agency pursues its agenda independently of all others is not compatible with the broader agenda of SHD.

(i) SHD in operation at the global level

At this level, the most important task for UNDP practitioners is advocacy. If UNDP is successful in this attempt, and if this partner institutions are persuaded by its arguments, then sustainable human development will get implemented by the appropriate agencies. The goal of advocacy can be approached in a number of ways:

(a) Formal Coordination. Existing mechanisms for UNDP's coordination with other organizations (eg. JCGP) should be used pro-actively to ensure that partnership goals advance SHD. Coordination also applies to relations between UNDP HQ and country offices. Decentralization must give country offices a chance to develop their own initiatives in ways that respond to the virtually unique set of problems that each of them faces. It also means establishing mechanisms of accountability and monitoring, eg., setting "output" targets in consultation with each country office.

(b) Informal Coordination. UNDP should seek the involvement of NGOs in its decision-making. This will make decision-making more transparent and less "political"; it will give newsworthiness to decision-making, which will help in the propagation of ideas, and create "ownership" among the mass media; it will expose UNDP and its member governments to the latest thinking on SHD; and it will create partners and advocates in the international NGO community.

(c) Learning. An important element of advocacy is the evolution of ideas, and keeping up with the latest research and thinking. UNDP can tap two broad sources of learning. The first is experience in the field, particularly at the local level. The second is international experience, accessible through the Human Development Report Office and BPPS. There is also a need for networking and coordination at the global level to create a demand for ideas, through the creation of networks of think tanks and research institutes, and supporting North-South and South-South linkages. At a global level, the Human Development Report has performed an important function in identifying alternatives to conventional thinking about development, and can be used as an advocacy and learning tool.

(d) Networking. Technical cooperation takes place through linkages between people engaged in solving similar problems. This effort could be assisted by creating and supporting networks of persons or institutions sharing a similar interests, involving, for example, government, business and academia.

(e) Indicators, Accountability and Monitoring. Since SHD entails a large degree of social learning, the emergence of new habits and routines is a critical indicator. These may be formal and explicit as, for example, laws and administrative guidelines, but are often informal and implicit like every day customs and moral and social norms. They are all evidence of the presence of valuable social capital. Many community development organizations routinely include references to indicators of social capital, such as meetings held, number of participants at meetings, and number of decisions taken. While such indicators need to be treated with caution, they provide a framework for incorporating non-tangible dimensions of social change into the analysis. Unfortunately, most donors nowadays hold the view that given the limited financial resources available, emphasis must be placed on supporting existing institutions instead of creating new ones. This could lead to the entrenchment of institutions whose behavior in inimical to SHD.

(ii) The National Level

The objective of the national programme is to enhance capacity to purse SHD. How is a programme for SHD different from all the other programmes developed thus far?

(a) Sectors as entry points. People still think in sectoral terms and the easiest outputs to measure are sectoral outputs. However, sectoral goals must be seen as entry points in a process rather than as ends in themselves. The underlying goal of the programme should be to strengthen institutions for collective decision-making. This includes government institutions, NGOs, local participatory institutions, monitoring institutions (judiciary, auditors, mass media, watchdog civic organizations), and institutions that facilitate cooperation within and between the above (e.g. constitutional agreements, roundtables). A national HDR can be used here as a tool for discussion and networking.

(b) Ideas. Development cannot be sustainable without an indigenous ability to generate ideas. Therefore policy institutes and think tanks should be supported.

(c) Participatory institutions. Another major focus is participatory institutions at the local level. They form the basis for public spirit, for brining democracy closer to the people, and for pride in and commitment to the immediate social and natural environment.

(d) Strategic impact. A specific activity has to be seen strategically, in terms of its ability to mobilize stakeholders in SHD. If an environmental conservation programme is the entry point, effort ought to be made to use it to influence the ability of individuals and institutions to improve their systems of decision-making, and to incorporate other dimensions of SHD.

(e) NGO involvement in policies and programmes. SHD goals must be incorporated into the very process of programme design and implementation. For example, government-NGO partnership has to be built into policy-making and programme design by involving NGOs directly in the design process and by building their involvement into the implementation phase.

(f) National partnerships. The definition of a national vision can only be done by nationals of a country. The first task for the country office, therefore, is to identify national partners. These should include both government agencies and NGOs. Academic institutions may be more prominent in some countries; trade unions and other civic organizations might the most effective advocates elsewhere.

(g) National Plans. Even if national plans are divided into conventional categories or chapters, they should be used to catalyze transition towards SHD. For example, in the process of putting the national plan into practice, it may be possible to establish subnational plans that involve other parties in decision-making and strengthen other institutions, for example, state or provincial governments, the judiciary, parliament, the business community, the mass media, and professional organizations.

(iii) The Local Level

The basic building block of SHD must be the establishment of participatory institutions at the local level. Fortunately, much is known from experience, most importantly that SHD is unlikely unless communities are allowed to recognize and realize their own corporate character. Provision of support for physical infrastructure projects is simply an entry point for development of social capital. From this follows a set of guidelines relevant to SHD at the local level.

(a) Domestic resource mobilization. The provision of external resources is not to bypass the problem of inadequate financial resources but to create the capacity for domestic resource mobilization. In the absence of a proper community organization, the provision of external resources might just create a long run dependency on resource inflows.

(b) Community management. Primary emphasis must be laid on the community's ability to manage its own affairs rather than its need to catch up with others. Such a shift can enable attention to environmental conservation, to management of the provision of social services in desired quantity and quality, to improve the productivity of existing physical capital, and to access external resources in an intelligent and efficient manner.

(c) Community development. Provision of skills and information must be an integral part of community development. This broadens the concept of human development to include not only individual but also social skills. More importantly, the process of skills acquisition can then help the skilled individuals to operate within the societal framework, rather than detach themselves from the local society.

(d) Long-term perspective. Successful community-development programmes are based on a lon-term approach rather than on a short-term project orientation. The tendency to think in project terms within an arbitrary time span rather than in longer terms of institution-building has been a major reason for the failure of the conventional development model.

(e) Strong support organizations. Strong support organizations staffed by dedicated people and often led by a charismatic individual are important, in particular to overcome or neutralize the hostility or indifference of other sources of power in society.

(f) Entry points. Activities are too often designed prior to their introduction into local communities instead of stemming from local initiatives and consultations. Projects must not be introduced over the heads of people but with their full understanding and approval. This means considering the particular ways in which investments in physical, human or natural forms of capital may constitute relevant entry points to build social capital.

6. Changes in approach

SHD requires changes in the way of doing business. Three areas are particularly important: strengthening civil society, governmental reform, and changes in donor approaches.

(i) Strengthening Civil Society

The revitalization of civil society demands that responsibility be expanded to include civic institutions, i.e. NGOs, think tanks, academics, the mass media, trade and professional unions, business leaders and financial institutions. There is also a need to support NGO-government-business partnership for SHD. This can be done by the establishment of associations or organizations where possible, and informal arrangements elsewhere.

(ii) Government Reform

Ultimately, the purposes of government reforms must be to restore public confidence. Conventional methods of reforming the public service such as training and consultancies involving Northern management experts must be reconsidered. More attention must be given to incentives for tapping existing technical and professional know-how already present in the country. The main problem is not the absence of skills, but the inadequacy of existing institutions. One way of dealing with this challenge is to cede central government authority to lower levels of decision-making. It is at such levels that social experiments that produce innovations are most likely being conducted. Such institutions must enjoy a definite measure of autonomy vis-a-vis higher organs of government, but also provide opportunities for the empowerment of local communities and groups.

(iii) Changing Donor Approaches

It must be recognized that to the extent that many Southern countries still stall, the responsibility lies also with the donor community. Projects and programmes have been designed without adequate attention to local demands and processes. Each donor has acted on its own, following political leads from back home. SHD has important implications for donors. They need to be more patient and adopt a longer time perspective on their own involvement in development activities. They must retreat form an operational involvement and instead provide support through intermediaries that are better placed within the recipient country. This means:

(a) National execution. Programme and project implementation must rest with national or local institutions.

(b) Delegation of funding. Intermediary funding mechanisms should be set up to leave the allocation of outside assistance in the hands of national actors. One example could be national sectoral development funds that are independent of governments and particular civil society institutions and which encourage both categories to apply for funds.

Handout No. 2

Palau Sustainable Human Development Programme
(Strengthening the Planning, Implementation and Management of Sustainable Livelihood Activities by Disadvantaged Groups)

1.0 Background/Rationale

Both the traditional subsistence-based and the modern cash economies have co-existed in Palau for many years. Despite the dynamism of the monetary-based economy, the rural and subsistence sector will continue to provide viable safety nets and provide an increasing number of households sustainable livelihood opportunities both for customary obligations and social and family aspirations (e.g. health, education, source of cash to augment income, youth and women participation, etc.). Moreover, the growth in wage employment in both the public and private sectors cannot possibly provide for the basic needs of an increasing number of the population in the years to come.

In the rural villages, a number of women and youth exist with potential to create, maintain or enhance sustainable livelihood activities in more systematic and cost-effective ways and thus provide for the further development of the informal subsistence sector.

The Palau Sustainable Human Development Programme aims to mobilise these groups so as to enhance their contribution to increasing the productivity of the rural and subsistence sector.

2.0 Programme Description

The Programme seeks to complement the efforts of the Palau Integrated Rural Development Project (PIRDP) to upgrade the living standards of rural communities through:

(a) creation of opportunities for undertaking sustainable livelihood in the mixed subsistence and cash economies with particular focus on the participation of disadvantaged population groups;

(b) prevention of losses in enterprises with potential to demonstrate sustainable livelihood;

(c) improvement of the viability and sustainability of existing livelihood activities.

The Programme will pursue these strategies primarily in the PIRDP sites (Ngcheschang in Airai; Chelechui in Imelsubech in Aimeliik). Other villages in the two States will be included based on available resources and decisions jointly arrived at with development partners, i.e. community groups and participating Government-NGO entities.

The UNDP-OPS Pacific Regional Equitable and Sustainable Human Development (ESHDP) will make available funding and technical assistance to enable community organisations, particularly those of rural women and youth, to assess their current activities, specifically in the area os sustainable livelihood, and thus identify possibilities for improving the overall management of such activities.

Efforts will be exerted to enhance technical and entrepreneurial skills to enable the rural women and youth groups to pursue livelihood activities more systematically in ways that will expand options to take advantage of existing market opportunities.

The Programme will work with Government agencies and NGOs at national and state levels to establish and/or strengthen existing support linkages to the targeted community groups. A sensitisation and training programme will be implemented to ensure timely and pertinent support to the creation, maintenance and enhancement of sustainable livelihood by rural women and youth groups.

At the policy level, the Programme will encourage appropriate government agencies to take stock of the situation of disadvantaged population groups and formulate policies in support of sustainable livelihood activities carried out by these groups. A corollary activity will be the preparation of a database on traditional skills which can be further maintained or enhanced by such policies.

3.0 Objectives/Expected Outputs

The Programme's specific objectives and outputs are as follows:

3.1 To promote people-centered sustainable development at the government and non-government levels

The expected outputs will include:

• a national SHD situation analysis with strong government and non-government participation and ownership

3.2 To facilitate the creation, maintenance or enhancement of sustainable livelihood by the traditional women's groups (Esisbangiau in Airai and Ngaraiolt in Aimeliik), as well as by other women's and youth groups.

The expected outputs will include:

• more activities undertaken by the targeted disadvantaged groups in the area of sustainable food production and livelihood;
  
  
• increase in crop productivity through diversification and/or greater efficiency in the use of existing skills and resources;
  
  
• demonstration and training plots on sustainable food production adequately maintained by the community groups;
  
  
• more systematic and cost-effective marketing of farm or garden produce.

3.3 To ensure prompt and adequate support to community groups engaged in sustainable livelihood by relevant government agencies and NGOs at both National and State levels

The expected outputs are as follows:

• Strong linkage between the Rural Working Group (RWG), PCAA, community organisers and extensions at all levels with the targeted women's and youth groups;
  
  
• Incorporation of support activities to sustainable livelihood in the work programmes of relevant government agencies and NGOs.

4.0 Key Activities

4.1 Preparation of a National SHD situation analysis which will take stock of the well-being of the people of Belau and to identify emerging trends which will pose a threat to the present and future well-being of the people.

4.2 Provision of technical assistance to enable the targeted community groups to assess their current food production and sustainable livelihood activities and to identify ways to further improve the planning, implementation and management of such activities.

4.3 Skills training of women and youth groups to improve the management of existing sustainable livelihood activities and/or to carry out additional activities.

4.4 Training of the RWG, PCAA staff, community organisers/extensionists and volunteers on relevant skills in support os sustainable livelihood.

4.5 Rapid survey and assessment of existing traditional skills specifically those which reinforce sustainable livelihood.

4.6 Provision of technical assistance in the formulation of policies and programmes which support the creation, maintenance of sustainable livelihood activities particularly those carried out by disadvantaged population groups.

Handout No. 3

Increasing Participation at the Local Level

Handout No. 4

Handout No. 5

Core Messages For:

1.0 Why Plan

2.0 How do we plan

Planning involves activities we already do in everyday life:

3.0 Planning with and for the community

Preparing our Area Development Plan basically involves the same steps.

4.0 Need to analyse profile findings, identify and assess problems, and evolve solutions.

• The profile should serve as a mirror through which the community can view its current problems and potential and decide on what to do. We need to assess the data and information gathered, analyse them for causes and effects, and let the casual connections explain the why's and how's of the situation, which are critical concerns of planners.
  
  For example:
  
  It is not enough to note that 10 percent of infants die in a given village before they reach their fifth birthday. We must be able to seek possible causes by looking at the other information: the status of the environment, food production patterns, nutrition, sanitation, consumption habits, sources and level of income, role and educational attainment of women, availability and access to health services, the reasons cited by mothers on why their children die, etc.
  
  
• Use profile information and data to indicate the nature and extent of development problems in the area, although initially the local residents may not view them as problems, much less agree on how they may be solved.
  
  
• Use the profile findings to indicate the social groups most affected by the problems identified. Pay particular attention to groups traditionally outside local decision-making on account of roles defined by culture or because of other constraints, e.g. inability to pay for social obligations, etc.
  
  
• Aside from identifying problems, profiling includes looking for possible solutions. It also identifies both the facilitative factors and specific constraints to implementing these solutions.
  
  Development workers formulate the initial profile based on information and data partly gathered from sources outside the community and partly generated in the community itself. Guided by these preliminary findings and analysis, they solicit community involvement in gathering more data and further analysing them. This consultative process should ripen into more active participation of community residents, including those in the periphery or those in disadvantaged and marginal situations, to define the development problems themselves and articulate what they think are solutions to these problems. This central task requires utmost creativity from development workers.
  
  
• While development workers can analyse the data collected, and define issues that they see as problems, action on these issues is not likely to be effective unless members of the community also see them as problems and are committed to trying to address them.
  
  For example:
  
  Development workers may look at environmental resources and dependency ratios and may define rapid population growth as a problem in terms of the provision adequate services and too intensive use of the land. Nevertheless, cultural values and the desire for economic security often provide stronger incentives for child-bearing. Methods of family planning cannot work without the active commitment of the people. Thus, it is necessary for tem to see population growth as a problem affecting themselves directly. Then they must be involved in developing ways to meet their social roles and needs security through other means, and they must be involved in closing methods to be used to reduce fertility.
  
  
• To sum up:
  
  Community profiling, thus, becomes a process through which development workers contribute data, analysis and professional insights or technical inputs about possible development actions to take, while community residents share their own ideas of what their problems and needs are. Out of such process should come a common definition of the problems, and a willingness to work out solutions.
  
  

5.0 Need to assess local structures and participation

• Individuals and institutions exercising power, authority or strong influence in the area can be strong forces either supporting or opposing participatory development. Hence, community profiling should include efforts to understand the local sources of power and authority, the families, clans, institutions or individuals who wield it, and how it will affect the direction of development efforts in the area.
  
  
• Sources of power and authority go beyond wealth. Other sources of influence and authority include: age, family ties, education or role as a patron. The other important issue is how those who wield power compel compliance with their views. Information on how local authority is exercised is vital and provides greater "reality" to the planning and project development process.
  
  The information assumes added significance when dealing with disadvantaged groups who are normally at the periphery of the local decision-making process.
  
  
• Not all grassroots organisations may be able initially to play an active role in development efforts. Some organisations may embody values and have goals which do not lend themselves easily to development. Kinship groups or voluntary organisations which already exist to achieve institutional goals may be able to take on additional functions. It is important to know which organisations are dominated by a particular powerful group and those which have broader community interests.
  
  
• If a community is divided into different factions based on family, economic interests or other groupings, grassroots organisations may not easily be able to work together. Awareness about such factionalism within the community is crucial, but the situation should not deter development workers from working out effective ways to make the various groups discover their "community-ness".
  
  
• The cooperation of governmental agencies and programmes need to be sought right at the initial profiling stage because any significant local development effort will eventually require their sustained participation. We have to understand the organisational structures they work in, the constraints they face, their specific strengths and weaknesses in terms of performing their respective development roles and their likely attitude to other agencies' roles.

Handout No. 6

Checklist for People-Centered Appraisal of Projects

People-centered concerns are taken into account in the design of projects to:

• ensure community involvement, including the sharing of benefits amongst targeted project participants;
  
  
• enhance the suitability of the project to the socio-cultural environment (or lay the groundwork for adequate understanding and eventual acceptance of the project by the community, not only by participants or direct beneficiaries);
  
  
• promote inclusion of concerns related to equitable and sustainable human development in planning and project development work with local communities and groups.
  

Social analysis/appraisal/assessment of community-based projects (whether identified, on the pipeline, on-going or previously implemented) primarily focuses on the following areas:

a. Local participation

To elicit community involvement will primarily depend on whether or not the project will be perceived from the start as actually beneficial to the community or to the project participants. A critical activity will be to determine how the project is perceived by various sectors in the community, including the indigenous leaders and government officials, as well as the project participants.

Some key questions to ask to determine how a project promote local participation:

• has the project defined the geographic boundaries for its activities, drawn up a development profile of theare to make its interventions more target-specific and specified its target population groups?
  
  
• does the project have mechanisms / processes / procedures for soliciting views or feedbacks from the people and local leaders on all aspects of project design, implementation or management?
  
  
• does the project plan to or has the project actually implemented activities designed to upgrade the KAS (knowledge, attitude, skill) level of participants to further enhance their capability to deal with potential or existing development partners, e.g. government agencies, NGOs, church groups, donors, etc.?
  
  
• does the project effectively mobilise local community groups and institutions and thus offer opportunities to further enhance their willingness and capabilities to get involved in development activities?
  

Special concern

The increasing concern of projects to reach economically and socially disadvantaged groups which are normally by-passed in the development process, calls for identifying as early as the design or formulation phase:

(a) the specific groups to benefit from project interventions;

(b) those likely to be adversely affected; and

(c) those who may be indirectly affected either positively or negatively by project interventions.

There is a clear need for projects to include activities designed to broaden acceptance and support of project objectives and thus minimise possible active resistance from certain groups.

b. Organisation of project participants

Project interventions can be a means to form and strengthen community organisations, especially those where marginal communities and disadvantaged groups can be functional members. Social appraisal may look at how the project help these groups build such organisations. Through their own organisations, marginal communities and groups can:

• systematically assume responsibilities over the project;
  
  
• negotiate with government and other entities over project-related issues, e.g. target beneficiaries, priority siting of services, etc.:
  
  
• provide a focal point for assessing and marshalling local resources;
  
  
• thresh out more effectively technical, social or political constraints which may hinder project execution and/or sustainability;
  
  
• provide a vehicle for learning and practicing new skills and thus sustain involvement in the development process.
  
  

People-centered analysis/appraisal may look critically at how a project contributes towards building strong organisations and institutions amongst specific population groups.

c. Cultural acceptability

Social analysis/appraisal considers how a project takes into account community values, customs, beliefs, perceived needs and goals. The ideal is for project interventions or innovations to cause the least social disruption. if social disruption is inevitable, the project design must incorporate intensive activities aimed at inducing attitudinal or behavioural changes in project participants towards gradual acceptance of the innovations.

Vigorous efforts must be exerted to determine the perceptions of the prospective participants themselves. Planners often overestimate the extent to which project beneficiaries appreciate the project or recognise its relevance to their needs. Project goals may be to far removed from the day-to-day concerns of specific population groups.

Social constraints pertaining to a project's objectives indicate a mismatch between objectives defined by the desinger and the community's interests as perceived by the intended beneficiaries. These constraints should be identified as early as possible and evaluated for each technical alternative. If the magnitude and severity of certain social constraints would obstruct the project, appropriate changes in project design and/or remedial measures (and their corresponding costs) should be considered.

d. Gender-specific considerations (or enhancing the role of women in development)

Social analysis/appraisal looks at ways how a project, as early as the design stage, may affect women, how it will improve their status or, at the very least, ensure that the project will not affect them adversely. It will examine how project designers include relevant activities of population groups which are gender-specific. Project planners need to be sensitive to potential impediments to the participation of women in project activities or to their enjoyment of its benefits. These impediments may be cultural, legal, physical or financial.

Projects designed for women often lack scope and impact. They tend to isolate women as a group, depriving them of the opportunity to benefit in those aspects of a larger project which are not gender-specific.

Social analysis/appraisal directs special attention on how a project will reach or is reaching disadvantaged women, e.g. those in remote rural areas.

(e) Appropriateness of the technology and/or the service delivery system

It is important to asses how appropriate the project's technology (or its service delivery system) from the viewpoint of the potential users or recipients themselves. The introduction of new technology should consider:

• the user's available time to adapt to the new system;
  
  
• access to land or other inputs required to apply the technology:
  
  
• the skills required to ensure that the new technology will be utilised more efficiently, or as efficiently, as the old system it is supposed to replace.

Technology and service delivery systems should be sensitive to the user's likes, prejudices, habits, living conditions, social organisation and other socio-economic characteristics. We have to find out from the start the likelihood that the new technology or system will be used by the people for their well-being and that its adoption will not damage their resource base or weaken the existing social organisation by favouring the emergence of rural elites through selective technology adoption.

(f) Sustainability aspects

Social analysis/appraisal takes into account the concern for sustainability as a vital part of community planning and project development processes. This concern is usually reflected in project design by those activities aimed at:

• weaving development efforts into the fabric of community life, into its practices, rituals, belief systems and symbols, and which seek understanding and support not only from local governments, church-based organisations and non-governmental organisations, but also from traditional structures, the village chiefs and elders:
  
  
• ensuring that development partners working with the people fully understand the need to provide consistent inputs to enable programmes and projects to take root in local communities that the people themselves, through newly-acquired or refined skills, and renewed commitment, will carry out the many tasks related to the pursuit of human well-being:
  
  
• enhancing capacities of various government agencies, NGOs and other development communities to provide continuing support and prompt response to local development initiatives:
  
  
• empowering community organisations with pertinent knowledge, attitudes an skills needed to sustain the mass movement for change; and
  
  
• instilling amongst project participants a deep regard for the environment that it may continue to benefit present and future generations.
  

Handout No. 7

Project Planning and Management

Step 1 Step 2 Step 3 Step 4 Step 5

Project Identification Project Formulation Project Appraisal and Selection Project Implementation Project Monitoring and Evaluation

Step 1: Project Identification

Identifying a project or projects is the first step to take in the project cycle.

PROJECT IDENTIFICATION

What is Project Identification?

Identifying a project or projects means to seek for means/activities helping in overcoming the development problems identified and to seek for means/activities which assist in using development opportunities for the achievement of national and/or local level development objectives.

What is the relationship between Planning and Project Planning?

Planning is a process of allocating scarce resources in such a way that we can achieve development objectives and targets. Projects are then the activities utilizing resources for contributing to the achievement or development objectives and targets.

Identifying projects

1. Analyze the existing situation in the local government area
   
   
2. Identify development problems
   
   
3. Identify development objectives and targets
   
   
4. Identify projects
   

In formulating the Local Government Development Plan, we have st development objectives and targets. How will we achieve the objectives and targets set? We have to consider what will be possible ways helping us in solving development problems. This means that we have to identify project activities allowing us to change the existing, the present situation so that we can achieve the desired future situation (or objectives).

Who identifies projects?

Projects, especially local level projects, should meet the expressed and felt needs of local communities. It is, therefore, of utmost importance to involve the local population in project identification.

Why is local PARTICIPATION important?

Some reasons are:

• projects have always an impact on people's living conditions, people's lives are affected by projects;
  
  
• local people usually have a very clear perception regarding projects truly needed; and
  
  
• people, when involved in all stages of project planning, are more likely to contribute to the project's implementation and the project will be THEIR project, they will associate with the project.
  

It is necessary that we realize that whilst efficient technical and administrative procedures will ensure the smooth implementation of a project, participation will be crucial in order to gain the needed local support for a project.

Also, we should involve various groups such as extension workers, local officials, youth, church, voluntary groups etc. in our project identification process.

Organising Community Meetings?

How do we organize community meetings which will give people a forum for expressing their ideas, project needs, etc.?

An effective tool for project identification at such meeting could be to present the community with a list of al the development problems that were previously identified. Then start discussing and identifying means (projects) that could help in overcoming the development problems and needs identified.

BUT, be careful not to raise hopes. Many projects which will be proposed by the community at large will eventually never be implemented... People then might become disillusioned and will no more lend their support.

Also, we need to keep in mind:

• it is very likely that projects identified at such meetings, or through local participation, will mainly be social services projects. However, in order to promote local level development, we will need to identify, a set of income-generating (economic) projects; and
  
  
• because of frequent time delays between on one side the identification of a project and on the other side the implementation of a project, people also might become disillusioned and participation might decrease.
  

Step 2: Project Formulation

The formulation of a project(s) is the next step in the PROJECT CYCLE.

What is Project Formulation?

Project formulation means to establish the realistic framework of action for the project(s) we have identified for implementation. We have to prepare a project plan (or project proposal) t be considered for implementation . Often projects fail to get approval or financial support due to the weaknesses of the project proposal (i.e. ill-prepared project proposals).

A project proposal should contain all the necessary and relevant information about the project such as total cost, inputs required for implementation, expected project outputs, project beneficiaries etc.

Preparing a project proposal is a SEQUENTIAL process which involves:

1. Project Summary - gives a brief description of the project. This description should always include information about what you propose to do, the place where the project is to be implemented, the agencies and the people which will be responsible for carrying out the project and the duration (time) of the project.
   
   
2. Project Objectives - this section of your proposal should specify the OBJECTIVES of the project. It is a very important part of the project proposal as the project's success or failure will ultimately be evaluated against the initial objectives you stated the project would achieve. One has to differentiate between short-term and long-term objectives of a project and we have to give a time-table which specifies when the project will achieve what objective. Whenever possible, indicate the project's expected results as precisely as possible such as:
   
   

   increase in coconut production by x tons increase in cash-incomes by x per cent creation of x new jobs improving health conditions etc.

3. Project Justification - here we explain why the project is needed and what stated development problems can be resolved through implementing this project. Indicate also WHO will be the project beneficiaries. Explain who will benefit from the project, whether a particular village, a particular group of people (such as youth or women...) and so forth. Explain also what physical, financial and human resources the project will make use of. Explain to what extent the project will make use of local resources. Then justify the need for project implementation by showing that there is an EFFECTIVE DEMAND for the project's projected outputs.
   
   
4. Project's Expected Outputs - describe what will be the main 'product' or service of the project. For example, state the production quantity of the project over a given period of time (such as: additional production of 1 ton copra in year 1, additional, production of 2 tons of copra in year 2 and so on); state for services how many people will directly benefit from the project's services (such as: with the set up of a primary school x children from five villages will have access to primary education). Explain also all other indirect benefits the project might have.
   
   
5. Time-phasing of the project - set out the time frame within in which the project should be completed. Phase project activities by keeping in mind what resources are available, what resources you have to call for, materials you have to ship in etc. All project activities cannot start at the same time, therefore, select those which are most essential for initiating the project.
   
   
6. Required Project Inputs - in order to carry out (to implement) the project, various inputs might be required (labour, materials, equipment). Briefly explain what inputs are required, when and where and from whom.
   
   
7. Project Costs - a project has two costs, a capital cost and an on-going cost. This topic is discussed in Module 3.
   
   
8. Project Financing - outline the types of financial assistance the project requires. List all types of assistance (cash inputs, in-kind inputs etc.) and what amounts of assistance are required, i.e. 2000$US and/or 50 hours of labour to be provided by the community. Make a distinction between (a) local government finance, (b) national government finance and (c) other finance (such as foreign aid). Indicate also how you will finance and from what source you intend to finance the project's on-going costs and/or if the project is self-financing (and when) through the revenue it might generate following implementation.
   

Preparing a project proposal is not an easy task. It might help to keep in mind the following:

• demonstrate in your proposal clearly the need for the project and show that implementing the project will yield benefits; and
  
  
• prepare a detailed time-table for the project's physical and financial
  

Step 3: Project Appraisal and Selection

In Project appraisal (economic project appraisal) we deal with the impact of an investment (project) on the economy and particular with the project's ability to generate wealth.

For the purposes of this course, we present only some main factors to be considered during the project appraisal and selection stage and we do not deal with such techniques cost-benefit analysis.

What are the factors or steps in the project appraisal process?

CHECK ON PROJECT INFORMATION

Are the minimum data requirements me? Minimum data requirements include project description, statement of project's objectives, expected project benefits (or outputs), project inputs required, total cost of the project, proposed funding of the project, time-phasing of project implementation. All these data (information) should be included in the project proposal. Then start the appraisal process.

PROJECT CONSISTTENCY WITH STATED DEVELOPMENT OBJECTIVES/TARGETS

Check if the project is consistent with the development objectives/targets expressed in the development plan.

IS THERE AN EFFECTIVE DEMAND FOR THE PROJECT'S OUTPUTS?

Check if an effective demand for the product(s) or service(s) the project will generate exists. All projects produce goods and/or services which should meet primarily the essential basic needs of people (for social service projects) or market demand (for income generating projects). Therefore, it is important that you know about the WILLINGNESS and the ABILITY of the consumers (the project's TARGET GROUP) to purchase or use ht project outputs.

THE AVAILABILITY OF NECESARY PROJECT INPUTS (resources)

Check if all inputs resources) required for the project's implementation are available (inputs are for example: labour, equipment, materials, cash etc). Will it be likely that all such project inputs as seeds, fertilizer, labour, technical assistance through extension workers, tools, transportation services etc. will be available in the right place, at the right time and will be of the required quality? Also, check that coordination between the different people, agencies involved in implementing the project will be ensured.

HAVE APPROPRIATE RESOURCES BEEN SELECTED FOR PROJECT IMPLEMENTATION?

Is the project proposal technically feasible? Are the technologies used cost-effective? For example, concerning agricultural projects, appropriate farming techniques for coral soils are required, imported fertilizer will be too expensive for production of locally to be consumed produce...

MANAGEMENT CAPACITY AND PROJECT IMPLEMENTATION

Check if the management capacity of a Local Government or a Sectoral Agency meets the requirements for successful project implementation. Check which agencies will be involved in the project; check what particular management tasks will be needed for project implementation and what department will be responsible for project execution and so forth.

Keep in mind that the effort of the time you put into project appraisal of course has to be related t the size and scope of the project. The 'larger' the project, the more information about the project will be needed for its appraisal.

HOW TO PRIORITIZE, HOW TO SELECT PROJECTS?

After such initial project appraisal or screening of projects, a possible way to select projects is through the WEIGHT-SCORE method. This is a helpful tool for planners when having to decide what project(s) should or should not be proposed for funding and/or included in the development plan.

EXAMPLE

The weigth-score technique is very much based on personal judgment but provides a logical sequence regarding project selection. First, identify your appraisal criteria, then give each criterion a weight (let's say the most important criterion gets weighted 10 and the least important gets project check through your appraisal criteria and give each project points) to Medium (1 point) to Low (0 point). The scoring means that you check if the project will at a high, medium or low level meet your appraisal criterion. Then, for each project, multiply each score with the weight you gave to each appraisal criterion. Add up. The project with the highest number will then be the project with the highest priority for implementation (or your first priority project.)

Keep in mind that the project selection and prioritization process should be undertaken independently from funding availability estimates. Matching projects with funding available only is mere FINANCIAL PROGRAMMING but is not planning. It is always necessary that you have sufficient pipeline-projects as unanticipated funding possibilities might become available or for other reasons such as shifts in overall development objectives.

Step 4: Project Implementation

we now reach the stage of Project Implementation in our Project Cycle.

What is Project Implementation?

Project implementation refers to the execution or the carrying out of a project.

Phases in Project Implementation

Project Implementation: The Organization Phase

Before you will be able to carry out the project's initial workplan, you need to consider several aspects in project implementation.

Who is designated to implement the project? is a project coordinator appointed? is project staff available and WHEN?

Who will implement the project?

A formal Project Coordinator needs to be appointed. The project coordinator will be responsible for the overall management of the project. The supervision of the project, at this stage, will include:

• meetings with the project team on a regular basis;
  
  
• separate meetings with individual project staff on progress of their respective inputs to the project;
  
  
• coordination of work with all the agencies/people directly or indirectly involved in project implementation; and
  
  
• community meetings to secure full participation.
  

It is very important that a project coordinator works in close collaboration with the people from the community where the project will be located:

• discuss the kind of contribution they can make to the project;
  
  
• build up and help to establish local responsibility for project implementation and the overall project.
  

Is funding secured?

It is essential that you make certain that the necessary project funding required for commencing project implementation. In order to commence with project implementation, secure both funds for activities scheduled and salaries for project staff.

Are other inputs required available?

Very frequently, the implementation on time of a project knows setbacks as critical inputs, such as materials, machinery and so forth are not available. Proper planning, scheduling for such inputs is critical to successful and timely project implementation. All materials, equipment and further technical assistance should be available at exactly the time they are needed. The project coordinator, therefore, shouldregularly check on the availability of such needed project inputs.

Participation in the project?

In order to maximize the impact of the project, it is essential that we involve the people of the area in which the project is located in al activities planned. We can prepare posters explaining the project, conduct meetings...

Public awareness regarding a project, usually, assists in gaining support for the project's activities.

Once, project personnel, funding, all project inputs are secured, commence project implementation.

Project Implementation: The Scheduling of Project Activities

We need to formally schedule (prepare a time frame) for all of our project's activities. Such scheduling of projects activities can be undertaken by the project coordinator. The project coordinator should schedule all project activities in close collaboration with all persons involved in project implementation. Prepare a detailed Workplan.

To come up with a detailed workplan, the GANTT CHART technique might be quite helpful.

Step 5: Project Monitoring and Evaluation

Project monitoring needs to be undertaken simultaneously with the project implementation while project evaluation constitutes the last step in our project cycle.

What is Project Monitoring?

In project monitoring we distinguish physical and financial monitoring of the project implementation progress. It is reviewing the project's overall implementation rate on a regular basis. We have to check, regularly, whether the project's implementation is proceeding according to the initial workplan we prepared. Monitoring projects regularly, provides us with information on the progress of project implementation. We need to check all of the project's activities and we need to verify that al project activities go ahead as planned. If they do not, we need to enquire on the reasons for delay in project activity implementation. Then, we need to seek for means or measures which help to correct delays in project implementation. Adjustments will need to be made in our original workplan, in our original project budget.

How to monitor a project's implementation rate?

The Monitoring Sheet

A monitoring sheet will help us to determine whether (a) our original project workplan is being implemented according to schedule (check the Gantt Chart originally prepared) and (b) if all project inputs (resources) are being used appropriately, effectively and according to the original project we prepared.

What could a simple monitoring sheet look like?

Project Title	:
Project Location	:
Scheduled Review Date Actual	: :
Responsible Agency	:
Project Manager	:
Project Started Planned Date Actual Date	: :
Project Duration	: FY to FY
Project Financed by	:

A. Project Activities: Status

B. Project: Financial Status

C. Observations/Recommendations

APPENDIX

(a) project's initial implementation plan

(b) current status of project implementation

(c) revised implementation plan

The information we will receive out of such a monitoring sheet, will assist us in our supervision (monitoring) of the project's implementation. Also, based on our monitoring sheet, we will be able to locate obstacles, operational problems in project implementation. Often, such obstacles or operational problems do not have to mean that there is improper project management but it is important to us to address such obstacles to project implementation in time.

What is Project Evaluation?

Project evaluation needs to be undertaken once we have fully implemented a project. It is a means allowing us to measure and to assess the actual outputs of a project against its planned outputs. First check if the overall project objectives initially stated, now that the project is being competed, have been met. We check whether the project produces the products and/or services it was supposed to produce. Does the project's output(s) justify having implemented, financed this project?

How to Evaluate Projects?

In order to evaluate a project, we need to collect various data. We need to review the data in the light of the project's stated objectives. for example: the project was supposed to contribute to an additional production of one ton copra, collect data whether actually an additional one ton of copra is now being produced. Therefore, we compare the situation we could observe BEFORE we implemented the project with the situation we can now observe having implemented the project.

When evaluating a project, check a project's outputs, effects, and impacts. If the project's outputs, for example, are not in line with the originally stated outputs it would show, then determine what changes are required in order to make the project more effective in the future. The reasons you will identify for project success as well as project failure, will help in the future during the formulation stage of other, similar project. Project evaluation helps us very much in improving future project formulation and implementation.

Last not least, it is very desirable to seek for people's participation in project evaluation, especially regarding social services projects. If we want to correctly assess a project's impact, it is necessary that we consult with the people who are involved, who are supposed to benefit from the project.

Handout No. 8

Questions to ask in Helping Target Groups Prepare Project Proposals

1. Is your project for earning income? Or is it a non-business project or activity to help the community or the family? Classify the project. Is it an income-generating project or a social development/family welfare project?
   
   
2. Where will you implement the project? In which village or area will the activities be implemented?
   
   
3. What problem of the island, village, community or family will the proposed project help solve?
   
   
4. What is aim of the project? What do you hope to achieve with this project? Why do you want to start this project?
   
   
5. Is this project listed in the Development Plan? Is it a new project? Is it an expansion of an existing one?
   
   
6. Who will benefit from the project? How many will benefit from the project? How will they benefit from the project?
   
   
7. What exactly will be done? List the key activities.
   
   
8. Who will undertake most of these activities ? You and the other members of the family, paid workers, your neighbors, relatives, people outside the village or outside the island, or a mixed group?

Handout No. 9

Questions to Ask in Appraising a Social Development/Family of Community Welfare Project

1. Management Aspect
   
   

   1.1	Are the activities enough to achieve the stated goal of the project?
   1.2	Are some activities missing? Are there activities worth adding?
   1.3	Who will do what when where? Are there enough people to undertake the project tasks?
   1.4	Is the timing for each activity adequate? How will the activities be affected by the season, the weather, or activities on the island or in the village itself?
   1.5	Who will see to it that the planned activities are done? Who will project progress be assessed? Who will write and submit reports? Is there a system to keep track of expenses?

   
   
2. Technical Aspect
   
   

   2.1	What specialized skills are needed to be able to implement project activities? Are there people in the project with these skills?
   2.2	Are these skills available in the village, on the island, in Koror or outside the country?

   
   
3. Institutional Aspect
   
   

   3.1	Which institutions or agencies are involved in the project? How will these entities support the project?

   
   
4. Socio-Cultural Aspect
   
   

   4.1	How acceptable is the project to the people? Are there possible negative feedbacks?
   4.2	How will the community or family benefit from the proposed project?
   4.3	How till the project help the needy?
   4.4	Will there be possible negative effect on existing cultural or traditional practices? How will the project handle this negative effect?

   
   
5. Financial Aspect
   
   

   5.1	Are the cost estimates realistic?
   5.2	When will the funds be needed? What are the sources of funding for the project?
   5.3	What cost items will be supported by the government or external sources?
   5.4	Is the project expected to repay the financial assistance extended? How will this be done?
   5.5	Is there any system to record financial matters?

   
   
6. Operations and Maintenance/Sustainability Aspect
   
   

   6.1	Who will eventually pay for recurrent costs? How will existing facilities, manpower, equipment, etc. be paid for on a self-sustaining basis?
   6.2	How will future training or technical assistance be provided?

   
   
7. Potential Risks
   
   List potential risks. Discuss how the project will cope with these risks.
   
   
8. What is your total budget for the project? How much are you requesting as financial assistance from the government or an external donor?
   
   
9. Aside from the funding, what other assistance (technical inputs, training, etc.) do you expect from others (government, NGOs, donor agencies, other village groups, etc.) to ensure the success of your project?
   
   
10. How will you measure the success of your project? How will you know that your project has been a success?
    
    
11. Submit a Project Implementation Schedule based on the following format:
    
    

    What To Do

    Who Will Do It

    When Start

    When End

    
    

Handout No. 10

Questions to Ask in Appraising a Proposed Income-Generating Project

1. Management Aspect/Implementation Plan
   
   

   1.1	Has the project taken into account all the activities to be done? Are the planned activities enough to achieve the specific aim of the project? Discuss the activities listed in the Project Implementation Schedule and determine if some activities are missing or that others are irrelevant to what the project intends to achieve.
   1.2	Is it clear from the Project Implementation Schedule what will be done by whom when? Based on discussions on Item 1.1, what activities can be added? Who will undertake them? Discuss the entries under the WHO column. Are there too few people doing so many tasks? Or are there too many people in relation to the tasks to be done?
   1.3	How about the timing of the activities? Will it not be affected by other activities in the village, by the season, the weather? Discuss the duration for each activity. Can each activity be done within the planned time frame?
   1.4	Are the responsibilities clear? Who will see to it that activities are being done as planned? Is there a system of regular meetings or assessment to find out if things are moving out as planned? Discuss the organisational set-up for the project. Is there a report and feedback system? Is there a system for promptly acting on problems? Is there a system for keeping accounts properly?
   1.5	Are we sure about the level of skills of those who will undertake the project activities? Discuss the specific needs for training, possible timing for the conduct of training activities, if they are needed.

   
   
2. Technical Aspect
   
   

   2.1	Are there technical skills needed to implement the project? What machines, tools, equipment are needed? Are they available on the island, in Koror, or outside Palau?
   2.2	What technologies are needed by the project to be able to conduct the activities? Are these technologies suitable to the type of activities to be undertaken? Will highly technical people be required to apply the technologies?
   2.3	How will the project affect the environment? Will the materials to be used enhance or harm the environment?

   
   
3. Institutional Aspect
   
   

   3.1	What are the institutions and agencies involved in the project? Can you add more to the list? How will the project put them to best use?
   3.2	Will new institutions or agencies be needed to administer to the possible needs of the project? Or should the project be left alone, free from the interference of these institutions or agencies?
   3.3	How will the project report to the government/funding agency?

4. Socio-cultural Aspect
   
   

   4.1	Is the proposed project acceptable to the people? Will it produce any negative feedback? How much of this negative feedback is due to misinformation about the project?
   4.2	Will the community really benefit from the project? Will it be relatively easy or hard for the community to perceive the benefits from the project?
   4.3	Will the project benefit only a few people? Will it help those who are more needy? Does it have potential to benefit more people?
   4.4	Will the project have any negative effect on existing cultural or traditional practices? How will the project handle this perceived negative effect?

5. Financial Aspect
   
   

   5.1	Are the cost estimates realistic?
   5.2	From where will the project funds come from? What specific time or stage in the project will the funds be needed?
   5.3	What will be the financial assistance support? How critical is the timing for assistance?
   5.4	When will the project generate net profit?
   5.5	Will the income from the project be enough to pay for the money spent?
   5.6	Will the income be enough to pay for the financial assistance? Will it be enough to pay the salaries to those who work for the project?
   5.7	Is there any system to record financial transactions?

6. Commercial Aspect
   
   

   6.1	What will be the marketable product or service of the project?
   6.2	How will the raw materials, supplies and other inputs of the project be provided? Will they reach the project on time?
   6.3	Is there enough money for the project to procure these inputs on time?
   6.4	How will the product be marketed?
   6.5	Is there a need for storage facilities?
   6.6	What transport facilities will be used to bring the product to the market?
   6.7	Who looks after the quality of the product?
   6.8	Is this a new product? Is there a demand for this product? Are their other projects selling the same product? Why do you think this product will sell?

7. Operations and Maintenance/Sustainability Aspect
   
   

   7.1	Is there any plan for eventually paying for recurrent costs? How will existing manpower, equipment, facilities, etc. be paid for on self-sustaining basis?
   7.2	Who will provide additional training or technical assistance?
   7.3	Is there any long-term plan for the project?

8. Potential Risks
   
   

   8.1	Funds may not be enough to carry out the various project activities or that funds may come too late for the project.
   8.2	Group members may lose interest in the project for one reason or another.
   8.3	Skilled manpower may not be available.
   8.4	Production may not achieve the target.
   8.5	Market conditions may change affecting prices and the costs of production.
   8.6	Government and other agencies may not support the project.
   8.7	The community may be indifferent to the project or it may oppose the project.

   
   
   Which of these risks are likely to be encountered by the project? Are there other potential risks? Discuss how the project will cope with potential problems.