Project Cycle Management, Non-formal Education and Community Development

The young side of the Moon Edited by Fausto Amico and Alessandro Melillo Prism â&#x20AC;&#x201C; Promozione Internazionale Sicilia-Mondo

with the support of: Resource Hub for Development (RHD), Kenya Volunteers for Community Development and Environment Education, Vietnam New Beginnings Charitable Trust, India DOREA Educational Institue WTF, Cyprus Jaunatnes Iniciativu Centrs, Latvia Inter Alia, Greece Federation Dimbaya Kagnalen, Senegal

ERASMUS+ Key Action 2, Capacity building in the field of youth

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 1

Index

FOREWORD------------------------------------------------------ 4 Who is this booklet for ------------------------------------------ 5 How to use the booklet ----------------------------------------- 5 CHAPTER 1 - The project: The young side of the moon -------- 7 CHAPTER 2 - PCM and the Dark side of the Moon ----------- 14 2.1 The project cycle ------------------------------------------ 14 CHAPTER 3 - The training course on PCM and community development -------------------------------------------------- 21 3.1 The Analysis phase ---------------------------------------- 22 3.1.1 Cultural diversity through painting---------------------- 22 3.1.2 The project context -------------------------------------- 25 3.1.3 Stakeholder Analysis------------------------------------- 27 3.1.4 Problem Analysis ---------------------------------------- 29 3.1.5 Are you a midwife? -------------------------------------- 32 3.1.6 Image theatre -------------------------------------------- 33 3.1.7 The objective tree --------------------------------------- 35 3.1.8 Forum theatre ------------------------------------------- 37 3.1.9 Strategy analysis ----------------------------------------- 39 3.1.10 Cooperative and group work -------------------------- 40

3.2 The Planning phase---------------------------------------- 42 3.2.1 Building the Logframe Matrix -------------------------- 42 3.2.2 First Column: Intervention Logic ------------------------ 42 3.2.3 Completing the Logframe matrix ----------------------- 46 3.2.4 Activity, resource and cost schedules ------------------- 49 3.2.5 Final evaluation: the spiral ------------------------------- 50 CHAPTER 4 – The job shadowing in Senegal, India, Vietnam and Kenya ----------------------------------------------------- 54 4.1 The job shadowing in Senegal ---------------------------- 55 4.2 The job shadowing in India ------------------------------- 60 4.3 The job shadowing in Vietnam ---------------------------- 65 4.4 The job shadowing in Kenya ------------------------------ 69 CHAPTER 5 – The learning achievments ---------------------- 74 5.1 The participants ------------------------------------------- 74 5.2 The partner organizations --------------------------------- 77 CONCLUSIONS ------------------------------------------------ 78 ACKNOWLEDGEMENTS --------------------------------------- 81 References ----------------------------------------------------- 83

FOREWORD I am pleased to introduce the booklet “Young side of the Moon”, summarizing the conclusions of an intense cooperation and exchange of experiences in the field of youth and community development, involving 48 youth workers and 8 organizations from Italy, Senegal, Kenya, India, Vietnam, Latvia, Greece, Cyprus. The project has given us the opportunity to establish human and professional relationship with colleagues and friends from different regions of the World. A first training course was held in Italy, providing a non-formal and creative training on the Project Cycle Management linked to the concept on Nonviolent Community Development, and equipping youth workers with knowledge, key competences and learning tools needed for the development and delivery of community-based projects. The job shadowing where hosted in Senegal, India, Vietnam and Kenya, offering a reciprocal opportunity for practical learning experience, exchange of good practice, acquire key competences in the field of youth work and community development. "The real voyage of discovery consists not in seeing new lands but in seeing with new eyes". Marcel Proust

Fausto Amico PRISM – Promozione Internazionale Sicilia-Mondo

WHO IS THIS BOOKLET FOR The booklet targets youth workers that are engaged in community work with disadvantaged young people. Overall it aims to provide inspiration and guidelines to provide youth workers with knowledge, key competences and practical tools needed for the development and delivery of community-based projects that responds to identified young people communityâ&#x20AC;&#x2122;s needs. The booklet gives also an inside look of a common learning pathway on youth work and community development as experienced in different regions of the World. How to use the booklet The booklet is intended as a learning resource to support community development in the frame of youth work. The first chapter briefly presents the project, its objectives, activities and the international partnership. The second chapter reviews key concepts on PCM and how it could be linked to the concept album of Pink Floyd entitled "The Dark Side of the Moonâ&#x20AC;?. The third chapter introduces the Training Course in Italy, describing the key processes for designing and conducting training modules on PCM, with a focus on how PCM could be combined with non-formal education and theatre of the oppressed. The fourth chapter reports the Job Shadowing activities in Senegal, India, Vietnam and Kenya. 5

The fifth chapter includes the conclusions about what we have learned during the project.

CHAPTER 1 THE YOUNG SIDE OF THE MOON Erasmus+ 2014-2020 Erasmus+ aims to strengthen the quality of youth work and non-formal learning for young people in Europe. It provides opportunities for young people to experience learning mobility in Europe and beyond and for youth workers to develop their interpersonal skills and improve their employment prospects through training and networking opportunities in Europe and beyond1. Youth workers' training and networking Capacity Building projects are transnational cooperation projects based on multilateral partnerships between organizations active in the field of youth in EU and Partner Countries. Project title The young side of the Moon Dates 02/10/2014 - 02/04/2016 Description The project focuses on how the global crisis affects young people in its multi-dimensions. Different youth needs around the world are addressed according to a creative approach 1For

more information: http://ec.europa.eu/youth/programme/index_en.htm

experimented by PRISM, which is based on use the concept album of Pink Floyd entitled "The Dark Side of the Moon". Venue Italy(Caltanissetta), Senegal (Ziguinchor), India (Vijayaw창da), Vietnam (Hanoi), Kenya (Kisumu). Countries involved Italy, Senegal, Kenya, India, Vietnam, Latvia, Greece, Cyprus Themes - Project Cycle Management - Nonviolent community development - Youth work in EU and Partner countries General objective To engage youth workers from EU and Partner countries to step up into leadership roles in their local and global communities as agent and multipliers for sustainable codevelopment and growth. Specific objective To enhance the socio-professional development of youth workers and organizations to respond to identified community needs and global challenges affecting young people Worldwide. Results achieved. - N. 48 youth workers from EU and Partner Countries equipped with key competences and tools on Project Cycle Management and community development. 8

- Strengthened the capacity of youth workers and organizations involved to delivery community based project addressing young people. - Strengthened international cooperation and the exchange of experiences on youth work and community development between different World countries. Participants N. 48 youth workers engaged with different groups of disadvantaged young people in community-based activities. Activities The project include different mobility activities of youth workers: - A Training Course in Italy, Caltanissetta, 20-28 February 2015, involving 28 youth workers from Italy, Senegal, Kenya, Vietnam, Latvia, Greece, Cyprus. - A Job shadowing in Senegal, Ziguinchor, 20-28 April 2015, involving 5 youth workers from Italy, Greece, Senegal. - A Job shadowing in India, Vijayawada, 20-28 June 2015, involving 5 youth workers from Italy, Cyprus, India. - A Job shadowing in Vietnam, Hanoi And Ha Giang Province, 30 August - 8 September 2015, involving 5 youth workers from Italy, Latvia, Vietnam. - A Job shadowing in Kenya 28 October to 6 November 2015, involving 5 youth workers from Italy, Cyprus, Latvia, Kenya.

The international partnership The project involves 11 non-governmental organisations from EU and Western Balkans countries:

Project coordinator: Prism-Promozione Internazionale Sicilia-Mondo - Italy, Caltanissetta Prism acts as a local development agent encouraging transnational cooperation on policies promoted by the European Commission. The association is intended as a laboratory where both public and private organizations and individuals with related interests can converge, exchange ideas and collaborate to develop projects that promote the economic, social and cultural development of the territory. Link: www.associazioneprism.eu

Resource Hub for Development (RHD), Kenya Resource Hub for Development (RHD) which is a registered national non-governmental organization was founded in 2010 by young citizens from different communities in Kenya. The organization regards the youngsters as the most dynamic part of and source of the society. 10

Link: www.kenyadev.org

Volunteers for Community Development and Environment Education, Vietnam Volunteers for Community Development & Environment Education (V4D) is a non-government, non-profit organization in Vietnam. We provide informal education service for youth, vulnerable groups, and build capacity for social enterprises. Link: www.v4d.asia

New Beginnings Charitable Trust, India NewBeginnings Charitable Trust (NCT) has been working with International volunteers since 2009. NCT primarily works in the field of youth and community building, providing as well volunteering opportunity to international volunteers. Link: http://new-beginnings-in.webs.com

DOREA Educational Institue WTF, Cyprus DOREA Educational Institute WTF is one of the leading training providers in Cyprus and it is a not for profit organisation, providing a full range of specialised integrated services in the areas of training and education. Link: www.dorea.org

Jaunatnes Iniciativu Centrs, Latvia Kekava municipality institution â&#x20AC;&#x153;Youth initiative centreâ&#x20AC;? is founded in 18th January 2011, but it commenced its operations in July 2012. Centre is devoted to youngsters from 13-25 years old, but it is worth mention that in centre activities involve youngsters even from 11 years. Link: www.facebook.com/jickekava

Inter Alia, Greece Inter Alia is a civic organization and a think-tank based in Athens, Greece. Its mission is to raise the capacity and 12

awareness of European citizens on the available channels for acting, participating & shaping Europe. The four main tools for action are: Analysis, Debate, Networking and Research. Link: www.interaliaproject.com

Federation Dimbaya Kagnalen, Senegal Local partner of ChildFund, The federation Dimbaya is civil Society organization with over 5-year experience in community development covering Ziguinchor department composed of 114 areas (26 urban districts and 88 villages). Its mission is to engage youth to bring positive and lasting change in their communities. Link: www.facebook.com/fedimbaya

CHAPTER 2 PCM AND THE DARK SIDE OF THE MOON 2.1 The project cycle â&#x20AC;&#x153;Project Cycle Managementâ&#x20AC;? (PCM) is the methodology adopted by European Commission as its main approach for project and programme management. The main aim of PCM is to facilitate a participatory approach in designing and managing projects, starting from the real needs of the final beneficiaries of the activities. This approach ensures a high quality of the project activities (that are targeted to the real needs of the target groups) and, above all, a high level and a strong sustainability of the project results and impacts. The project cycle is made up of five phases: programming, identification, preparation and formulation, (approval and financing ), implementation, and evaluation

This cycle highlights three main principles: 1. Decision making criteria and procedures are defined at each phase (including key information requirements and quality assessment criteria); 2. The phases in the cycle are progressive and linked to each; 3. New programming and project identification starts from the results of monitoring and evaluation after every intervention (cycle). The monitoring and evaluation phase aim to map the new the starting context, the new basic situation to deal with a new project, the initial condition to improve that are to be considered modified by the previous intervention. Every phase of the PCM is linked to one (or more than one) song of the concept album "the dark side of the moon", as described below. PCM Phase1: The Programming phase The Programming phase, in the framework of EU programmes, this phase refers to the negotiation process undertaken at a institutional level. The final product of this phase is an agreed Programme. This is the phase in which the situation is analyzed to identify problems, constraints and opportunities. From the project manager point of view, in this phase the starting context is analyzed , the basic situation we're going to deal with our project, the initial condition that we want to improve, change, modify It is analyzed and the information on the actual needs, whatever the context, target group or stakeholders are collected in order to target a real need with the project that we're going to develop in the later stages.

"The dark side of the moon" TRACK:1 - Speak To Me The album begins with the introduction ‘Speak to Me.’ The first sound we hear is a heartbeat representing the beginning of life. This track is a collage of the entire album, foreshadowing what is to come, it is a collage of sounds, voices and noises that can be heard later on the following tracks. It is a summary of conversation with the new born child asking for advices. It is exactly what it has to be done at the beginning of the PCM. The good project manager has to identify all the elements that will be found later in the project. This is the phase of collecting information (by "speaking" to the target groups and stakeholders) on the real needs to address. It's the phase in which the project manager ask for advices and information, exactly as the new born child mentioned-above. PCM Phase2: The Identification phase The Identification phase focuses on analysis of relevance of project ideas, selected on the basis of the identification of the better strategies to address the problems and needs revealed in the previous phase. For each of these priorities, strategies that take account of the lessons of past experience will be formulated. The following question is answered: «Is the project concept relevant to beneficiaries needs and consistent with EU policy priorities?» "The dark side of the moon" TRACK: 2 - Breathe and 8 Any Color You Like The lyrics in Breathe seem to imply two different lifestyles which are the follower and the chooser. As the second phase of the PCM is about choices (the strategies to choose to address problems and needs), It is crucial in our analysis the 16

line of the song: â&#x20AC;&#x153;Look around and choose your own ground.â&#x20AC;? This line clearly tells one to make your own decisions based upon information collected through the direct observation and through data collection from stakeholders. This is the proper way to go through life, using logic to take decisions. While the song "Any Color You Like" it is a sarcastic remark that underlines the chronicle lack of choices that afflict some people during their live. It stands in opposition to the view of life in "black and white". PCM Phase3: The Formulation phase After the choice of the strategy, the overall structure of the project is determined. This phase usually consists (in EU projects), in the preparation of a detailed project proposal. All the key elements of the projects (context, aims and objectives, expected results, tasks, roles, activities, target groups, impacts, budget and so on...) will be detailed in an application form. In the logic of PCM, this is the phase for the use of the logical framework approach as a logical tool to go into the details of the key aspects of the project and to check the feasibility of the project itself. The logframe matrix aims at: - validating and detailing every element of the intervention logic (first column of the logframe); - thinking about how the project will be monitored and evaluated (second and third columns of the logframe); - taking into account potential risks and assumptions that can badly influence the project (fourth column), - the budget and the resources needed for the proper implementation of the activities.

"The dark side of the moon" TRACK : 3 - On the Run and 4 - Time The theme of time, in our overlap between PCM and Pink Floyd's album has, to this point of the PCM a double meaning: 1) In the formulation of the project proposal, time it is a key element that must mark the activities, roles and responsibilities of any project activity. The Gantt chart or the work plan of a project are the elements that summarize all the key aspects of any proposed formulation of the project proposal. 2) The time and its deadlines, are common factors and essential elements to be considered in the process of formulation and preparation of proposals for project managers working on call for proposals basis. PCM Financing stage ($): Approval and financing The quality of the project will be evaluated by the funding authority. In the case the project positively meets the selection criteria and get a proper evaluation, it will receive funding to be implemented. "The dark side of the moon" TRACK : 6 - Money The song opens the B side of the LP with the sound of cash registers. This song deals with the theme of money and how modern society is attached to the concept of wealth and accumulation of resources. In our analysis, the song lends itself perfectly to accompany the explanation of the PCM phase which represents the financing stage and the granting of the project.

PCM Phase 4: The Implementation phase In the first phases of the PCM the project has been planned, the key aspects have been identified and if the grant is received (financing stage) the project can be put into practice. The implementation of the project is to be considered as the practical phase of the cycle in which what have been planned and written in the application form during the formulation phase (in terms of activities, achievement of results, proper use of the resources etc.. ), have to be implemented as closely as possible to what previously formulated . The implementation stage of the project cycle is in many ways the most critical, as it is during this stage that planned benefits are delivered. "The dark side of the moon" TRACK : 7 - Us and Them "Us and them" is a song that deals with the issue of relations, cooperation and how to perceive us and the other. The same title puts in opposition the idea of the ego within a complex and diversified society. These elements, within the PCM implementation phase, are to be considered as crucial aspects, as especially in the EUFunded projects, the joint implementation of the project activities between partner organisations coming from different countries is a key element and one of the main aspects for the proper implementation of the project and for the optimization of its impacts. PCM Phase 5: The Evaluation phase The evaluation phase aims to understand if the implemented activities were carried out in a suitable way (and so adhering to what is indicated in the application form) and especially if and how the starting situational that in the programming phase 19

has been identified as a need to satisfy, has been truly changed / improved. Therefore the evaluation phase has the double role to: - measure the impact of the project (and so the effectiveness of the activities and the sustainability of the impact); - map the new the starting context, the new basic situation to deal with a new project, the new initial conditions to improve that are to be considered modified by the previous intervention. The evaluation leads to future projects and programming. This final phase helps to understand why the PCM is a theory set on a cyclical trend, rather than on a path with a beginning and an end. "The dark side of the moon" TRACK : 10 - Eclipse Eclipse is the final song of the album and it uses many messages to describe the human experience and to close the cycle of the story told in the album. In this song the word "all" it's used twenty times, and it is used to list all the achievements, the defeats, the improvements made and the needs never fulfilled of a man, or maybe of the entire human race, in the path of life, and in particular at the end of this path. This repetition of the word "all" creates a real list, and in fact, is the time to draw the conclusions of what has been done, what has been done, on what could be done better or differently and what was absolutely better to avoid. A final reflection, a real evaluation. The track and the album close with the same heartbeat heard at the beginning of the album. A cycle closes, but another one is ready to go.

CHAPTER 3 THE TRAINING COURSE In this chapter you will find a description of the learning activities proposed within the training course. It describes the key processes for designing and conducting training modules by using Project Cycle Management (PCM), with a focus on how to plan community development projects in the youth field. PCM is used and experimented with non-formal educational and theatre. All learning activities are described by using the same structure: objectives, timing, instructions, conclusions and materials needed. Dates 20/10/2014 - 28/10/2014 Venue Italy, Caltanissetta Countries involved N. 28 participants from Italy, Senegal, Kenya, India, Vietnam, Latvia, Greece, Cyprus Themes - Project Cycle Management - Nonviolent community development Learning objectives To equip youth workers with key competences related to Project Cycle Management in order to respond to identified

community needs and global challenges affecting young people world-wide. The activities The training course focuses on two stages: 1. The Analysis Stage, during which the context/area of the project is screened and analysed, to select the strategies that will be applied to improve it. We always intervene in order to address the problems faced by target groups / beneficiaries, as well as their needs and interests. The Analysis Phase include :⇒ Stakeholder Analysis ⇒ Problem and Needs Analysis ⇒ Analysis of Objectives ⇒ Analysis of Strategies. 2. In the Planning Stage the intervention strategy is further developed into a practical, operational plan ready to be implemented. All knowledge and insights obtained during analysis are integrated in the planning. The logframe matrixes drawn up, and activities and resources are defined and scheduled. 3.1 The Analysis phase Participants are split in multicultural groups focusing on different main problems that affects young people in local communities (ex. unemployment, poverty, exclusion, racism, conflicts, health, education, environment). The participants should keep the same group throughout the training sessions. 3.1.1 Cultural diversity through painting OBJECTIVES: The workshop helps participants to develop awareness of other cultures and appreciation of cultural diversity. It also enable participants to create a climate of trust 22

and understanding, focusing on their capacity to “enter the other person’s model of the world” through observation, communication and creativity. SUGGESTED TIME: 60 min. INSTRUCTIONS: The activity addresses the issue of cultural diversity through visual communication. Participants are introduced to portraits by showing a range of examples (photojournalism, portraits of homeless, ceramic sculpture, hybrid of humans and animals, portraits from artistic movements, etc). Participants are invited to work in pairs and portrait each other, by bringing out facial characteristics, expressions, emotions and aspects of cultural identity. CONCLUSIONS: Presentation of works and final group debriefing. MATERIALS: A projector, pencils, colors, papers, good soundtracks inspiring participants.

3.1.2 The project context OBJECTIVES: the activity aims to engage participants in a common reflection on the area we want to intervene. SUGGESTED TIME: 45 min. INSTRUCTIONS: Participants are introduced to a case study concerned a development project targeting rural tribe women in central Africa in order to improve their quality of life. The case study shows a projects which had to face failure, causing a damage for the final beneficiaries life instead of an improved condition. Therefore, the reasons for failure of the project are asked and discussed among participants. CONCLUSIONS: The trainer close the case study without summarizing main findings. Main findings will be analyzed at the end of the training. MATERIALS: a flip chart, pencils.

The Reciprocal Maieutic Approach (RMA) The Reciprocal Maieutic Approach (RMA) is a dialectic method of inquiry and "popular self-analysis" for empowerment of communities and individuals. It can be defined as a “process of collective exploration that takes, as a departure point, the experience and the intuition of individuals” (Dolci, 1996). The RMA was developed by Danilo Dolci from the Socratic concept of Maieutic. It derives from the ancient Greek "µαιευτικός", pertaining to midwifery: every act of educating is like giving birth to the full potential of the learner who wants to learn, as a mother wants her child to emerge from her.

In the RMA process, to educate is intended in the classical meaning of the word, that is “e-ducere”: to take out. As the name says, RMA is a “reciprocal” process between at least two persons and it is normally done inside a group, with one person 26

asking questions and others giving answers. It is the reciprocal maieutic communication that brings out people’s knowledge, with all participants learning from each other2. As an approach for nonviolent community development, RMA provides a model for helping youth workers and young people to become more active in promoting community projects that concretely improve their life.

3.1.3 Stakeholder Analysis OBJECTIVES: The activity aims to identify all those groups, namely stakeholders, who have a significant interest in the project SUGGESTED TIME: 60 min. INSTRUCTIONS: A properly planned project addressing the real needs of the beneficiaries cannot be achieved without an analysis of the existing situation. A basic premise behind stakeholder analysis is that different groups have different concerns, capacities and interests, and that these need to be explicitly understood and recognized in the process of problem identification, objective setting and strategy selection. However, the existing situation is likely to be perceived in different ways by different groups of stakeholders. Thus it is important to bring together representatives of all key stakeholders in the Analysis Phase. Information about existing problems comes from a variety of sources including interviews, surveys, reports and statistics. The 2

Source: “EDDILI - To EDucate is to make possible the DIscovery of Life” http://reciprocalmaieutic.danilodolci.it/wp-content/uploads/2011/09/English.pdf 27

likely relevance, feasibility and sustainability of an intervention are likely to be much greater if important stakeholders are consulted during situation analysis. The main steps involved in stakeholder analysis: 1. Identify the general problem or opportunity being addressed/considered; 2. Identify all those groups who have a significant interest in the (potential) project according to the following criteria: power of influence, interest; 4. Identify the extent of cooperation or conflict in the relationships between stakeholders; 5. Interpret the findings of the analysis and incorporate relevant information into project design in order to promote stakeholder ownership and participation. A stakeholder map:

CONCLUSIONS: Presentation of works and final debriefing. MATERIALS: pencils, flip chart papers, post-it.

group

3.1.4 Problem Analysis OBJECTIVES: Problem analysis identifies the negative aspects of an existing situation and establishes the “cause and effect”’ relationships between the problems that exist. SUGGESTED TIME: 120 min. INSTRUCTIONS: The analysis is presented in diagram form showing effects of a problem on top and its causes underneath. Once complete, the problem tree represents a summary picture of the existing negative situation. How to Establish a Problem Tree? - Step 1: Identify major problems existing within a given situation (brainstorming). - Step 2: Select an individual starter problem. Look for related problems to the starter problem. - Step 3: Visualization of the problems in form of a diagram, called a “problem tree” or “hierarchy of problems”. - Step 4: Establish hierarchy of cause and effects: problems which are directly causing the starter problems are put below; problems which are direct effects of the starter problem are put above. - Step 6: Connect the problems with cause-effect arrows.

Step 7: Review the diagram and verify its validity and completeness.

Rules for Writing Problems: - Write down your own statement on a card. Write in a Sentence. Make clear “subject and object”. - Problems have to be worded as negative situations - Problems have to be existing problems, not future ones or imagined ones - Avoid “No money, No capacity, etc.” - Avoid generalization – be specific. - Don’twrite a cause and effect in one card. - The position of the problem in the hierarchy does not indicate its importance - A problem is not the absence of a solution, but an existing negative situation.

How to Write a Card (Sample) Poverty

Parents have low income

Example of a problem tree3:

CONCLUSIONS: Presentation of works and final debriefing. MATERIALS: pencils, flip chart papers, post-it.

group

From European Commission, International Cooperation and Development, Aid Delivery Methods, Project Cycle Management Guidelines https://ec.europa.eu/europeaid/sites/devco/files/methodology-aiddelivery-methods-project-cycle-management-200403_en_2.pdf 31

Note Absent solutions are problem statements that do not describe the current negative situation, but describe the absence of a desired situation. For example, ‘Lack of trained staff’ does not describe the specific problem (staff has insufficient or inappropriate skills), and risks biasing the intervention towards the absent solution (‘training’) when in fact it might be an issue of recruitment or personnel management.

3.1.5 Are you a midwife? Participants are introduced to the Reciprocal Maieutic Approach (RMA) as an educational approach for group work, analysis, communication and dialogue.Through a continuous dialogue that embodies a new way of educating,RMA fosters the development of everybody’s potential to analyze, imagine and experiment the capacity to change the reality and act nonviolently. The project manager is not a leader, but “midwife”, expert in the theory and practice of questioning and group work, involved in clarifying the essence of everybody’s intuitions and experiences. Assumptions: - Dialogue is a tool for reciprocal research and active participation. - Each person has an inner knowledge that comes from experience. - Knowledge is dynamic and it should be built within a group. - Complex images of reality are built through the plurality of points of view and everyone’s contribution. 32

- Everybody being in connection inside a group can be an element of change.

The learning process: - The space is organized in order to create a democratic, nonhierarchical environment. - Participants sit in a circle (sharing of power, equality), so everyone has the same distance from the centre and can look each other in the eyes. The space is the metaphor of relations, communication, expression and creativity. There isn’t any leader, boss, desk or pulpit. - The RMA coordinator introduces the issue or a “good question”. Ex. What is peace according to your personal experience? What is war? - The workshop should begin as a process of dialectical inquiry. It is important to put into practice the mosaic metaphor, to find nexuses, to connect by association of ideas and analogies. - The fragments of knowledge, experience, the hypothesis made by everyone, are gradually related to one another. - The RMA coordinator closes the workshop by making a short summary of what has been said during the session and drawing conclusions on what emerged from it.

3.1.6 Image theatre OBJECTIVES: Image theatre it is used to explore internal or external oppression, unconscious thoughts and feelings related to the focus problem analyzed by participants through the 33

previous problem tree. Image theatreworks across language and culture barriers and frequently reveal unexpected universalities. Through image theatreparticipants go deeper into the analysis process. SUGGESTED TIME: 120 min. INSTRUCTIONS: In Image Theatre, still images are used to explore abstract concepts such as relationships and emotions, as well as realistic situations. This technique was developed by Augusto Boal as part of Theatre of the Oppressed. Participants in small groups create physical images concerning a conflict situation as analyzed in their problem tree. They are then invited to step into the center of the audience and remake their image. Participants rapidly sculpt their own or each others' bodies to express attitudes and emotions. In Image, participants explore issues of oppression by using nonverbal expression and sculpting their own and other participantsâ&#x20AC;&#x2122; bodies into static physical images that can depict anything concrete or abstract, such as a feeling, issue, or moment. Spectators are asked to observe these images and reflect on what they witness. CONCLUSIONS: Presentation of works and final group debriefing. MATERIALS: any kind of material that participants might creatively use to perform their scene on the stage. The Theater of the Oppressed, established in the early 1970s by Augusto Boal, is a participatory theater that fosters democratic and cooperative forms of interaction among participants. Theater is emphasized not as a spectacle but rather as a language accessible to all. More specifically, it is a rehearsal theater designed for people who want to learn ways 34

of fighting back against oppression in their daily lives. According to Boal, “Image Theatre can help bring people together, in a common space, to creatively, nonverbally, and dialogically express and develop their perceptions of their world, power structures, and oppressions”.

3.1.7 The objective tree OBJECTIVES: Analysis of objectives is a methodological approach employed to: describe the situation in the future once identified problems have been remedied; verify the hierarchy of objectives; and illustrate the means-ends relationships in a diagram. SUGGESTED TIME: 120 min. INSTRUCTIONS: The ‘negative situations’ of the problem tree are converted into solutions, expressed as ‘positive achievements’. For example, ‘agricultural production is low’ is converted into ‘agricultural production increased’. These positive achievements are in fact objectives, and are presented in a diagram of objectives showing a means / ends hierarchy. This diagram provides a clear overview of the desired future situation. The main steps in the process are summarized below: Step 1: Reformulate all negative situations of the problems analysis into positive situations that are desirable and realistically achievable. Step 2: Check the means-ends relationships to ensure validity and completeness of the hierarchy (cause-effect relationships are turned into means-ends linkages). 35

Step 3: If necessary: revise statements, add new objectives if these seem to be relevant and necessary to achieve the objective at the next higher level, delete objectives which do not seem suitable or necessary. Example of an objective tree4:

From European Commission, International Cooperation and Development, Aid Delivery Methods, Project Cycle Management Guidelines https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methodsproject-cycle-management-200403_en_2.pdf 36

CONCLUSIONS: Presentation of works and final debriefing. MATERIALS: pencils, flip chart papers, post-it.

group

3.1.8 Forum theatre Forum Theatre was developed in the 1960s by Brazilian theatre director Augusto Boal. It is a theatrical game in which a problem is shown in an unsolved form, to which the audience, as spect-actors, is invited to suggest and enact solutions.The goal of Forum Theatre is to make people more aware of some problems that they may have not considered previously. Forum Theatre scenarios are designed to stimulate audience participation through discussion, interactive role-playing and shared experiences. Audience members are allowed to attempt their solutions until they feel satisfied they have done everything they have wanted to do. After the Forum scene has been worked through, discussion can take place about the scene's issue(s). Participants explore the complexity of the individual/group relation at a variety of levels of human exchange. They are invited to map out: a) the dynamics of power within and between groups; b) the experience and the fear of powerlessness within the individual; and c) rigid patterns of perception that generate miscommunication and conflict, as well as ways of transforming them. The aim of the forum is not to find an ideal solution, but to invent new ways of confronting problems.

OBJECTIVES: It enables participants to find creative solutions to identified problems through theatre and try out courses of action which could be applicable to their everyday lives. SUGGESTED TIME: 120 min. INSTRUCTIONS: - Participants in groups are invited to perform a short play showing a situation of oppression connected with their group theme. - The problem is always the symptom of an oppression, and generally involves visible oppressors and a protagonist who is oppressed. - The play is shown twice. During the replay, any member of the audience (‘spect-actor’) is allowed to shout ‘Stop!’, step forward and take the place of one of the oppressed characters, showing how they could change the situation to enable a different outcome. Several alternatives may be explored by different spect-actors. The other actors remain in character, improvising their responses. - The game is a form of contest between spect-actors trying to bring the play to a different end (in which the cycle of oppression is broken) and actors ostensibly making every possible effort to bring it to its original end (in which the oppressed is beaten and the oppressors are triumphant). - The process is presided over by the ‘Joker’- whose job is to ensure a smooth running of the game and teach the audience the rules, however, like all participants can be replaced if the spect-actors think they aren’t doing a good enough job.

Many different solutions are enacted in the course of a single forum- the result is a pooling of knowledge, tactics and experience, and at the same time what Boal calls a â&#x20AC;&#x2DC;rehearsal for realityâ&#x20AC;&#x2122;. CONCLUSIONS: Presentation of works and final group debriefing. MATERIALS: any kind of material that participants might creatively use to perform their scene on the stage. -

3.1.9 Strategy analysis Strategy analysis is a process in which specific project strategies are selected from among the objectives raised in objectives analysis, based upon selection criteria. Analysis of Strategies involves deciding what objectives will be included IN the specific intervention, and what objectives will remain OUT, and what the operation purpose and overall objectives will be. The selected strategy will then be used to help formulate the first column of the Logical Framework, particularly in helping to identify the project Overall Objective, Purpose and potential Results. How to select the project strategy? - Divide the objective tree into different clusters of objectives. - Name all clusters. - Remove impossible one to achieve. - Set criteria to make the final selection.

Example of a strategy analysis from the objective tree5:

3.1.10 Cooperative and group work Through cooperative learning, participants work together in groups or all together on structured activities. They are individually accountable for their work, and the work of the group as a whole is also assessed. Participants work face-to5

From European Commission, International Cooperation and Development, Aid Delivery Methods, Project Cycle Management Guidelines https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methodsproject-cycle-management-200403_en_2.pdf 40

face and learn to work as a team. They develop interpersonal skills, learn how to communicate and learn from each other. They learn how to overcome problems, to deal with conflicts and find solutions in a cooperative way. Teamwork, negotiation and communication skills are central to effective PCM. The life cycle of a group Teams pass through four stages of development as they go from a collection of individuals to a fully cohesive, functioning group, as follows: - The RED Team (Forming/ Orientation) - BLUE Team (Storming/ Dissatisfaction) - The YELLOW Team (Norming/ Integration) - The GREAN Team (Performing/ Production) Understanding these stages and applying the right leadership strategies is essential to team success.

3.2 The Planning Stage The results of the stakeholder, problem, objectives and strategy analysis are used as the basis for preparing the Logical Framework Matrix. The main output of the LFA is the logframe matrix. The logframe sets out the intervention logic of the project and describes the important assumptions and risks that underlie this logic. With objectively verifiable indicators and sources of verification, the logframe provides the framework against which progress will be monitored and evaluated. 3.2.1 Building the Logframe Matrix The logical framework matrix is a way of presenting the substance of a planned intervention in a comprehensive and commonly understandable form. The matrix has four columns and four rows: ⇒The vertical logic identifies what will be done and achieved, and specifies the important assumptions and risks beyond the operation management’s control. ⇒The horizontal logic relates to the measurement of the effects of, the indicators, and how and where they will be verified. 3.2.2 First Column: Intervention Logic OBJECTIVES: The first column of the Logframe matrix is called the “Intervention logic”. It summarises the ‘means-end’ logic of the proposed project, by setting out the basic strategy. SUGGESTED TIME: 120 min. INSTRUCTIONS: Participants work in group in order to structure their intervention logic. The intervention logic describes hierarchy of the project objectives and makes the distinction between program strategy (Overall Goal), project impact (Project Purpose), project deliverables (Outputs) and the key activities (Activities). 42

The LFM consists of a matrix with four columns and four (or more) rows, which summarise the key elements of a project plan, namely: -the project’s hierarchy of objectives (Project Description or Intervention Logic); -the key external factors critical to the project’s success (Assumptions); -how the project’s achievements will be monitored and evaluated (Indicators and Sources of Verification). The Logframe also provides the basis on which resource requirements (inputs) and costs (budget) are determined. Note on terminology - Overall objective: the broad development impact to which the project contributes – at a national or sectoral level (provides the link to the policy and/or sector programme context). - Purpose: the development outcome at the end of the project, more specifically the expected benefits to the target group(s). - Results: the direct/tangible results (good and services) that the project delivers, and which are largely under project management’s control. - Activities: the tasks (work programme) that are needed to be carried out to deliver the planned results.

The project Information must be extracted from the objective tree and put into the LFM. When the objective hierarchy is read from the bottom up, it can be expressed in terms of:

IF adequate inputs/resources are provided, THEN activities can be undertaken; IF the activities are undertaken, THEN results can be produced; IF results are produced, THEN the purpose will be achieved; and IF the purpose is achieved, THEN this should contribute towards the overall objective.

A description on how transposing objectives into the logframe matrix is shown below6:

From European Commission, International Cooperation and Development, Aid Delivery Methods, Project Cycle Management Guidelines https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methodsproject-cycle-management-200403_en_2.pdf

CONCLUSIONS: Presentation of works and final group debriefing. MATERIALS: pencils, flip chart papers, post-it.

3.2.3 Completing the draft Logframe matrix OBJECTIVES: to complete the draft Logframe matrix by including indicators, source of verifications, assumptions. SUGGESTED TIME: 120 min. INSTRUCTIONS: Participants in their group keep completing their draft Logframe matrix. Second Column: Indicators Indicators describe the operation’s objectives in operationally measurable terms (quantity, quality, target group(s), time, place). Specifying indicators helps checking the viability of objectives and forms the basis of the operation monitoring system. Indicators should be measurable in a consistent way and at an acceptable cost. A good indicator should be SMART: ⇒ Specific: measures what it is supposed to measure ⇒ Measurable ⇒ Available at an acceptable cost ⇒ Relevant with regard to the objective concerned ⇒ Time bound

Third Column: Sources of Verification Sources of verification indicate where and in what form information on the achievement (described by the indicators) can be found. The sources of verification should specify: ⇒the format in which the information should be made available (e.g. progress reports, operation accounts, operation records, official statistics etc.); ⇒who should provide the information;

⇒how regularly it should be provided (e.g. monthly, quarterly, annually, etc.);

Fourth Column: Risks and Assumptions An intervention cannot deal with all contextual factors that can have an influence on its' performance. Many of them are outside the control of the single intervention. But they are conditions that must be met if the operation is to succeed. Assumptions are the answer to the question: “What external factors are not influenced by the operation, but may affect its implementation and achievement of objectives?” Those assumptions, which are very critical, are risks. If they might influence the success of the intervention in a negative way if not realized and if the analysis shows that we may assume that they will be realized without being completely sure, they are included as assumptions in the fourth column of the Logframe. These assumptions have to be monitored during the implementation of the operation.

An example of a how key elements of the draft Logframe matrix might look (at this stage of preparation) is shown below7:

From European Commission, International Cooperation and Development, Aid Delivery Methods, Project Cycle Management Guidelines https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methodsproject-cycle-management-200403_en_2.pdf

CONCLUSIONS: Presentation of works and final debriefing. MATERIALS: pencils, flip chart papers, post-it.

group

3.2.4 Activity, resource and cost schedules An Activity Schedule is a format for analyzing and graphically presenting project activities. It helps to identify their logical sequence, expected duration, any dependencies that exist between activities, and provides a basis for allocating management responsibility. With the Activity Schedule prepared, further specification of resources and scheduling of costs can be undertaken. A checklist for preparing an activity schedule: - Step 1: List Main Activities - Step 2: Break Activities Down Into Manageable Tasks - Step 3: Clarify Sequence And Dependencies - Step 4: Estimate Start-Up, Duration And Completion Of Activities - Step 5: Summarize Scheduling Of Main Activities - Step 6: Define Milestones; - Step 7: Define Expertise - Step 8: Allocate Tasks Among Team; Example of indicative Activity Schedule - prepared during the Formulation Stage:

3.2.5 Final evaluation: the spiral

At the end participants sit in a spiral for the final evaluation. Coming back to first activity, participants are asked: â&#x20AC;&#x153;Why a project fail?â&#x20AC;?. Participants, sitting in a spiral shape, are invited to discuss about weakness and critical points about their project proposal, while sitting into the spiral. The spiral is a metaphor for chaos and confusion. Into the spiral communication and dialogue are distorted: misunderstanding, mistrust and distances are nurtured. In a spiral participants experiences the importance in life of being in circle as a metaphor for human capital, open communication, equality, sharing of power, free expression and creativity.

In a circle everyone has the same distance from the center and can look each other in the eyes. The space is organized in order to create a democratic, non-hierarchical environment. Haranguing the crowd from the balcony is totally different than trying to create a democratic dialogue where it is possible to communicate and co-plan a nonviolent and sustainable future. Why does a project fail? Lack of beneficiaries involvement: the consultation process in analysis and planning should comprise beneficiaries and stakeholders. Project that do not meet the real needs of beneficiaries could turn into a damage for people life and wellbeing instead of an improved situation. Lack of project management competences: rigorous planning, coordination and financial management are essential to ensure effective and timely project activities and achieve results and objectives. Lack of consistency between the objectives of the proposed project with the local context characteristics and priorities. External conditions: like political instability, difficult physical environments, natural disasters, etc.. Scarce resources: human and financial resources should be planned properly at the analysis and planning phase.

Community participation in projects is crucial. A project not including a strategy to attract required support from various parties and stakeholders, could gets severely affected. Cultural issues: projects are managed by outsiders (top-down approach), so there is little interest in them from the local community and they may not take local culture and sensitivities into account. Instead, project management approaches should be tailored to fit with local values and culture, ensuring active involvement of beneficiaries and actors from the local community. Sustainability: it designates the capacity of a project to continue beyond its lifetime. Project sustainability is a major challenge in many community projects: various elements of sustainability are to be identified, assessed and incorporated into a project right at the design stage. Team and cooperative work are fundamental, communication and sharing of responsibilities are crucial for the success of any project. Sitting and discussing in circles rather than in a spiral, is therefore condition to life.

CHAPTER 4 THE JOB SHADOWING IN SENEGAL, INDIA, VIETNAM AND KENYA

The job shadowing activities hosted in Senegal, India, Vietnam and Kenya offered a reciprocal opportunity for practical learning experience, intercultural dialogue, and exchange good practice in order to: - gain insight into day-to-day activities of the hosting organization; - learn about youth community work practices and projects in the hosting community; - develop contacts that may facilitate strategic cooperation with the hosting organization and public authorities in the partner country. Learning objectives

The transfer of knowledge & experience facilitated by the job shadowing activities allowed partner organizations involved: - to become more capable to work together; - to develop new international cooperation projects and synergies in the youth field between partner organizations and participants involved; - to gain key competences in youth work and community development through a plurality of experiences and perspectives from different World contexts.

4.1 The job shadowing in Senegal Venue Ziguinchor, Senegal Dates 20/04/2015 - 28/04/2015 Countries involved N. 5 participants from Italy, Greece, Senegal. The context Located between two neighbouring countries: the Gambia to the North and Guinea-Bissau to the South; Ziguinchor, in the south part of Senegal, most educated area with a unique melting-pot promoting coexistence between different ethnic groups, religions and beliefs. However, the major drawback of this region is the old armed conflict over 30 years resulting in many casualties and displacement. It also significantly delayed Ziguinchor’s socio-economic development. Added to this is the unprecedented maritime disaster – the sinking of “Le Joola” boat – September 26th, 2002, with its consequences felt at all levels: about 2,865 people died, mostly young breadwinners (workers, students, pupils) leaving behind many orphans. These factors explain the precarious socio-economic situation with more than 75% of the population living below the poverty line. Families whose main source of income was agriculture no longer have access to their land now mined. Entire families have moved to cities further impoverishing host families already very poor and majorly led by destitute women,

causing food insecurity. This is why our organization is committed into changing this situation. The hosting organization: Federation Dimbaya Kagnalen Local partner of ChildFund, The Federation Dimbaya is a civil society organization with over 5-year experience in community development covering Ziguinchor department composed of 114 areas (26 urban districts and 88 villages), gathering over 320,000 inhabitants with 39.8% aged 0-14 and 36.5% of 15-35 years. With at least 4,000 children (13.4% infants aged 0-5, children =70.2% aged 6-14, 16.4% youth aged 15-24) directly benefitting from the organization’s programs and projects. The organization’s main objectives are setting up a capable and aware organization gathering N.7 youth and adults community based associations bringing appropriate response to those vulnerable children and young people’s needs in terms of child protection, healthcare, early childhood care and development, nutrition, child participation, life skills, youth and economic empowerment, parental education. Its aim is helping those neediest children to be young & adults who will bring peace, positive and lasting change in Casamance. The activities The job shadowing offered an outstanding and marvelous opportunity for reciprocal learning, intercultural dialogue, and exchange of experiences in the field of community development, by gaining insight into day-to-day activities of the hosting organization “Federation Dimbaya Kagnalen” and its amazing commitment for education and community development in Casamance. Activities included visit to local

community projects, self-help groups and schools in Ziguinchor and its neighbouring villages - Visit to local schools in Ziguinchor supported and financed by Federation Dimbaya: Boutoute, Djiringho, Katy Kane, ASSOREP Yamatogne. - Youth club of Boutoute, engaging young people in recreational and sports activities, education and Vocational training. - Th Childfriendly school in the village Nyassia,, including cultural exchanges with children and young people. - Round tables with community members of the big Dimbaya family, including sharing of experiences and culture. - Visit to local authorities: municipality and prefecture of Ziguinchor. - Cultural tours in the region, as well as specific sessions dedicated to explore reciprocal opportunities for synergies and development of follow-up cooperation projects in the youth field between the partner organizations involved.

Self-Help Group: savings and loans Federation Dimbaya supports self-help group in the peripheries and rural areas of Ziguinchor, comprising very poor young people and women who do not have access to formal financial institutions. A self-help group is a small voluntary association of people from the same socio-economic background, who come together for the purpose of solving their common problems through mutual help, by promoting small savings which suits the needs of the members. The savings are kept with a common fund that is in the name of the group. The self-help group act as a forum to provide space and support to each member, enabling all members to learn to cooperate and work in a group environment. A self-help group significantly contribute to the empowerment of vulnerable groups in the community. Senegal children face modern-day slavery Known as talibĂŠs - an Arabic word for pupil - an estimated 50,000 street children, as young as three-years old are sent up to hundreds of kilometers away from home to big cities, by their parents to gain religious instruction at "daaras", but they end up begging on the streets. The phenomenon of child beggars is complex. Children spend years at the classrooms or "daaras" where "oustaz" or a "marabout" spirtual guide traditionally teach the children to read the Koran and to speak Arabic. In practice, the schools serve an additional purpose - to reduce the burden on parents caring for large families.

4.2 The job shadowing in India Venue Vijayawada, India Dates 20/06/2015 - 28/06/2015 Countries involved N. 5 participants from Italy, Cyprus, India. The context Vijayawada is the third largest city in the southern state of Andhra Pradesh. Located on the banks of the Krishna river, it is one of the main commercial and trading centers of Andhra Pradesh. India is estimated to have one third of the world's poor. According to World Bank, 37 percent of Indiaâ&#x20AC;&#x2122;s population (or about 410 million people) falls below the poverty line, making the country home to one-third of the worldâ&#x20AC;&#x2122;s poor. And, although the impressive economic growth has brought significant economic as well as social benefits to the country, disparities in income and human development are on the rise. An enormous number of people live in slums and rural areas with limited access to electricity, clean water, food, and educational opportunities. Millions of young people and children under the age of 14 living in slum are growing up in abject poverty. Because food is scarce and the need for families to pool their resources for survival is great, there is tremendous pressure on young people and children to work. Slum children work as rag pickers, sewage cleaners and other unhealthy and dangerous jobs. Young women are married off 60

early, work as indentured servants or end up in prostitution just to survive. Extreme poverty and lack of education and employment make girls more vulnerable to being trafficked from rural areas to big cities in India. While India has gone through a rapid period of economic growth in recent years, critics say that growth has come at a severe cost to the countryâ&#x20AC;&#x2122;s environment in the form of deforestation, pollution and threats to endangered species. The hosting organization: NewBeginnings Charitable Trust NewBeginnings Charitable Trust (NCT) has been working with International volunteers since 2009. NCT primarily works in the field of youth and community building with the intervention of youth activities. NCT has developed a large network of partner ngos with whom volunteers are placed for volunteering and youth interactive activities. NCT works in specific social context of diverse cultural background that calls for specific approach in implementing programmes and projects related to poor women, child trafficking, street children, child labourers, children with disability, young people affected by HIV. Every programme is designed in consultation with the target group and is designed for producing sustainable impact on the lives of the target community. NewBeginnings believes in community ownership of taking responsibility to grow within. The activities Activities during the job shadowing included visit to local community projects: - Social Service Society and the Vijayawada Catholic Diocese, working with street children and formation of Micro-credit for women from Vinchipet area. 61

The Asha Sadan community house providing shelter for children in need of care and protection. The self-help groups of women at Kolping Youth Hostel in Vasantha Rayapular area. The Diocesan Youth Animation Centre running vocational courses for young people who drop out of school. Visit to an orphanage community run by local NGO HELP, working with rescue and rehabilitation of girl children trafficked for sexual violence. Cultural tours in the region and specific sessions dedicated to explore reciprocal opportunities for cooperation and networking, involving local NGOs such as Leaf society and Siruthuli working on water management and sanitation in Rural India.

Micro finance in the self help groups NCT in cooperation with the Kolping Youth Centre supports youth and women groups from villages around Guntur district in Andhra Pradesh though microfinance projects. Microfinance to Self Help Groups may be considered as a vital option for meeting the financial needs of those poorer sections of the society. Microfinance is the form of financial development that has its primary aim to alleviate the poverty. The Self-Help Group is a viable organized setup to disburse microcredit to young people and women for the purpose of enabling them into various entrepreneurial activities. Micro finance is a broad term that includes deposits, loans, payment services, including financial services such as micro credit, micro savings and micro insurance to poor people. Human trafficking in India The trafficking, sale and prostitution of girl children have become major problems in Andhra Pradesh particularly in Coastal Andhra. Hundred of girls and women travel on a regular basis and they are trapped into trouble by traffickers from organized crime syndicates. There are several factors, which leads the women and children to be trafficked, such us extreme poverty, domestic violence, social factors including traditional prostitution practiced in some nomadic tribes. Environmental sanitation Environmental sanitation is a major public health issue in India. Most Indians living in remote rural areas do not have access to modern sanitation, causing dangerous diseases and malnourishment. NCT is working in rural areas in cooperation with local NGOs on promotion of safe sanitation and drinking water practices, personal hygiene, solid and liquid waste managementâ&#x20AC;&#x2122;s, home hygiene and environmental sanitation.

4.3 The job shadowing in Vietnam Venue Hanoi and Ha Giang province Dates 30/08/2015 - 8/9/2015 Countries involved N. 5 participants from Italy, Latvia and Vietnam. The context Ha Giang is a province in the Northeast region of Vietnam, offering one the most amazing landscape of limestone pinnacles and granite outcrops. This majestic landscape shelter the largest diversity of ethnic minorities in Vietnam. Although Vietnamâ&#x20AC;&#x2122;s 53 ethnic minority groups make up less than 15 percent of the population, they accounted for nearly 50 percent of the poor in 2015, residing in isolated and remote regions. The schools in these areas are not equipped with enough facilities and quality of teachers is not as high as in the city as the result studentsâ&#x20AC;&#x2122; basic skills and knowledge are very limited. The risk of deforestation and forest resources is threatening the country, and in fact disasters of deforestation and depletion of forest resources has occurred in many areas, deforestation is a national disaster. Environmental issues become extremely important for future generations, resulting in many consequences which affect directly the young people. Poverty in Vietnam tends to be seen as a rural phenomenon, but following a period of rapid urbanization, it is becoming a significant issue in urban areas as well. 65

The hosting organization: Volunteers for Community Development & Environment Education Organisation-V4D Volunteer for Community Development and Environment Education (V4D) is a non-government, non-profit organization in Vietnam with a mission to build global community events through local environmental and community services. As the first local Non-Government volunteer organization in Vietnam with official status to have volunteer programs V4D provides opportunities that make a difference to the lives of people from all parts of the world. The organization also works to setup sustainable projects to protect the environment, provide basic education for vulnerable groups, and encourage community development and cultural exchange. The activities Activities have been hosted at Hanoi city and at Ha Giang province, the oldest Shan tea area in Vietnam and one of most beautiful and breathtaking places in the World. The agenda included: - Hanoi several meetings have taken place with university groups and eco-social enterprises in Hanoi, sharing projects and initiatives to develop capacity for disadvantaged youth. - Visits to community projects on capacity building targeting ethnic minority groups in Ha Giang, including orientation training targeting hill-tribe teenagers and young people. - Responsible and sustainable tourism projects targeting tea farmers, including visits to hundred-year-old wild tea trees in Cao Bo. 66

Cultural tours in the Dong Van karst plateau Geopark, as member of the Global Geopark Network coordinated by UNESCO. A Geopark is a territory, which includes a particular geological and cultural heritage, promoting a sustainable territorial development strategy in order to create for tourism and attracted many visitor within and outside country. Specific sessions dedicated to explore reciprocal opportunities for cooperation and networking in the field of youth are responsible tourism.

Capacity building for ethnic BUILDING CAPACITY FOR minorities ETHNIC MINORITY GROUP V4D promotes ethnic minority empowerment through through Capacity V4D promotes ethnic minority empowerment Building for EthnicforMinorities. Vocational training Capacity Programme Building Programme Ethnic Minorities. Vocational classes and community development activities designed especially training classes and community development activities for ethnic minority group are undertaken through the coordination designed especially for ethnic minority group are undertaken of field facilitators. The programme focuses on thematic areas which through the coordination of field facilitators. The programme particularly and appropriately address the needs of learners and focuses on thematic areas whichthrough particularly and appropriately their communities as determined community-based needs address the needs of learners and their communities as assessment surveys, including: determined through community-based needs assessment Income generation projects, for example, poultry farming surveys,and including: business skills training in marketing, microcredit management, selling of projects, local products as organic tea, Income generation for such example, poultry handicraft, etc.. business skills training in marketing, farming and Healthy livingmanagement, education focusing HIV, sanitation, microcredit selling on of local products nutrition, reproductive health and family planning, diseases such as organic tea, handicraft, etc.. prevention. Healthy living education focusing on HIV, sanitation, Environment: eco and geo-tourism, conservation, nutrition, reproductive health and family planning, educational programs for appropriate use and management diseases of natural prevention. resources.

4.4 The job shadowing in Kenya Venue Kisumu, Kenya Dates 28/10/2015 - 6/11/2015 Countries involved N. 5 participants from Italy, Cyprus, Latvia and Kenya. The context Kenya has the largest and most diverse economy in East Africa, with an average annual growth rate of over 5% for nearly a decade. However, Kenya remains a highly unequal society by income, by gender, and by geographical location. Widespread poverty remains a critical development challenge. Rapid population growth is another major challenge, further complicated by high unemployment rates especially among the youth. Whilst many challenges face young people, undoubtedly the most acute is the inability to access employment (particularly in the rural areas). It is this that drives young people into crime and drugs, and into a general state of hopelessness and despair. According to the World Bank, between a third and half of the countryâ&#x20AC;&#x2122;s urban population live in poverty. High level of poverty in Kenya has resulted to malnutrition and noninfectious diseases affecting young people and children especially in the dry areas, not easily accessible and poorly serviced. Poverty affects educational levels and children from poor backgrounds have been known to be much less likely to attend school than those of rich 69

families. Poorer educational levels imply poorer chances of gainful employment. Additional negative factors affecting the youth include marginalization, lack of voice in the community, poor representation in decision making and limited recreational facilities. Drug and alcohol abuse in Kenya has led to an increase in related social, medical and economic problems, including poor health, domestic violence, increased crime, sexual violence, unsafe sex and exposure to HIV for many young people. The hosting organization: Resource Hub For Development Resource Hub For Development (RHD) is a registered national, non-governmental, non-profit, non religious, non-political, humanitarian and development Organization founded in 2010. It has a mandate in partnering with communities, local and international institutions and organizations in alleviating poverty through socio-economic empowerment and humanitarian aid in poor marginalized rural regions and urban slums in Kenya. RHD stand to change the lives of individual and families in the poorest communities in Kenya by promoting initiatives and sustainable development solutions which advocates facilitating lasting change, strengthening development capacity for self help, providing economic, social opportunities and relief to the poor. The activities Activities included field trips and visit to community projects and self-help groups in rural areas of the Kisumu region: - the poultry project in Nyamware Farm promoting marketing of community agricultural products.

The Saints community school hosting children from the rural community of Ndigwa-Uyoma and the Supa youth development group. The Alara youth development project engaging young people living in slum areas of Kisumu through sport, arts and music. The Kibeth Welfare Group (Kakelo Villege -Oyugis) and Homa Hills (Homa-Bay) aiming at eradicating poverty through aqua-culture. The widows group in Katinga supporting orphans on education and development. Self-help groups in Nyamanga where community members and young people come together to erect a dispensary in order to cope with the frequent cholera outbreak in the area, to provide malaria treatment within the community, to provide care to HIV positive people and educate for alleviating stigmatization among young people affected by HIV. The Siany Youth Empowerment Initiative and the Winyarago Orphanage in Migori. Sessions dedicated to networking and exchange of ideas for follow up cooperation projects in the field of youth and rural development.

Widows and orphans in rural Kenya Due to HIV/AIDS, Unknown Death (pandemic) and poverty, many women have been left widows with several orphans to feed for themselves with no or meager resources to survive on with no support from immediate family members. Widows are left helpless and orphans drop out of school. Older women are left with many orphans to feed single handed. This has affected the moral, social, academic, economical and physical wellbeing of the survivors causing bitter suffering. Depression, helplessness and poverty are the end result of this situation which is growing at an alarming rate. Supporting needy children access education RHD have enhanced access to basic education services through sponsorship empowerment to needy orphans, disabled and vulnerable children in Nyakach region. The establishment of the â&#x20AC;&#x2DC;RHD Education Sponsorship Fundâ&#x20AC;&#x2122; has enabled the organization support 56 disabled, orphans and vulnerable children to acquire secondary education, vocational and technical training through sponsorship and provide wheel chairs; fight poverty and empower needy families/ homes through provision of animals like cows, goats and farming; and offer guidance and counseling services to the disabled, orphans and vulnerable children, and their caregivers in the whole Nyanza region, Kenya. Capacity Building RHD offered capacity workshops and training and technical assistance packages, which helped communities implement school improvement and reform initiatives fully and successfully. Trough partnership with international organizations youth exchange, capacity training and technical assistance initiatives have been implemented in many areas in Nyanza region. Small grants have been distributed to local community groups for implementation of education projects. 72

CHAPTER 5 THE LEARNING ACHIEVEMENTS The impact on participants is connected with the learning objectives, by equipping youth workers with key competences related to project cycle management, non-formal education and youth community work. 5.1 The participants

Sense of initiative and entrepreneurship Cultural awareness and expression competences Social and civic competences Communication in foreign languages Learning to learn

Sense of initiative and entrepreneurship - to analyze and “understand” the context in which they work and live; - to turn common ideas into social and cultural projects that responds to identified young people’s community needs; - to plan and deliver young people-oriented projects in their local communities;

- to respond to community needs related to young people more effectively; - to manage their projects more systematically through project cycle management.

Cultural awareness and expression competences - to learn about other cultures and youth work experiences from different World context; - to improve the capacity to work in multicultural teams.

Social and civic competences - to make a positive contribution to society as informed, responsible and engaged young citizens; - to increase the capacity to addresses problems and needs that affect young people globally.

Communication in foreign languages - to improve English in a multicultural environment and to learn about different views on life.

Learning to learn - to pursue and organize one's own learning, either individually or in groups, in accordance with one's own needs.

Debbie, participant at the training course in Italy: PCM training course in Caltanissetta was an awesome experience. First of all, the course was based on a brilliant idea, taking Pink Floyd’s tracks from the album “Dark Side Of The Moon” and analyzing the steps of Project Management Cycle. It became clear and understandable in a unique way, always having in mind and sometimes listening to the famous songs. This course taught me how to deconstruct a problem and step by step analyze it until I reach the desired outcome. Secondly, the diversity of the group was definitely a significant advantage. Getting in touch with people not only from Europe but from Vietnam, Kenya and Senegal was very educational and curious and amazing. We exchanged ideas and thoughts and problems and challenges we may face and I think it evolved me personally. Overall, it was an amazing experience and very intense because on one hand we learnt things from the course and on the other hand we learnt things by just talking and interacting with each other. Boyka, participant at the job shadowing in Senegal: Monday morning – we were picked up by a driver who brought us to the FDK’s office. A sincere welcoming by the Office Manager Haby Diallo who we have already met in Caltanissetta, a short tour of the office and… a meeting with FDK’s Board who sung for us “Bonjour, bonjour”… We couldn’t feel differently but welcome, smiles, open eyes and hearts when meeting a large group of parents, local advisors, religious and civil community leaders, managers, social workers and students, singing for us. For a young organization like ours this mobility was a great opportunity for growing through reciprocal learning, intercultural dialogue, and exchange of experiences in the field 76

of youth work and community development. And learning from our hosting organization â&#x20AC;&#x153;Federation Dimbaya Kagnalenâ&#x20AC;? (FDK) was a unique experience of its own.

5.2 The partner organizations Increased cooperation and networking - strengthened cooperation between organizations from EU and World countries to develop joint projects that responds to common challenges faced by young people; - sharing of different youth work and community development experiences from different regions of the World; - increased experience to work in a multicultural and multiethnic environment; - network of youth workers who will use the key competences acquired in their local activities with young people.

Resource Hub For Development team: The long awaited job-shadowing is finally in Kenya We at RHD feel delighted and honored to welcome, host and share good moments with you our friends from Europe. We wish you all a very fruitful and productive stay at Resource Hub For Development (Kenya). We are sure you will feel the indomitable love, splendor and comfort throughout your stay in Kenya.

CONCLUSIONS A classic definition of “project” is the one that intends it as a series of actions planned in order to change, modify and improve a situation or a condition that needs to be improved, or simply a problem that has to be solved. A less-known definition of the one mentioned above, but which I think is absolutely relevant because it derives from our direct professional experience in project management, is based on the idea that the project is to be considered as a “living creature”. The main idea under this second definition, is that each project we undertake in our lives (regardless of whether they are personal or professional projects), needs to be protected, fed, stimulated, guided and monitored to be brought to completion. Therefore, the attitude any project manager need to have towards a project is very similar to the attitude of a good parent towards a child. The theory of the Project Cycle Management - PCM, (the theoretical basis that is used for the proper management of any project), considers the project as an entity that has, in fact, its own life cycle. The cycle of a project is punctuated by stages that lead it from its conception to its implementation and its fulfillment, exactly as the stages of the life of any individual. This "humanized" conception of the project, led me to dare an experiment based on a strange overlap between the project (precisely understood as a living being) and one of the main works of art of the 900s whose addresses the topic of the man, the human being and its way of living on this planet. The masterpiece I am talking about is one of the best-selling albums of all time: “The dark side of the moon” of the British 78

rock band Pink Floyd, released in 1973. After its release, the album went to number one on the Billboard chart for one week, but it ended up staying on the Billboard charts for 741 consecutive weeks (or just over 14 years). The dark side of the moon is one of the first example of the so-called "concept album". Concept album is a studio album where all songs or lyrical ideas contribute to the telling of a story or evisceration of a topic. The story told by Pink Floyd, as already explained, is the story of human being and in particular the story of how men are in modern society. In this framework, “The dark side of the moon” begins with the sound of a heartbeat (to symbolize the birth) and it ends with the same beat that slowly fades away (to symbolize the end of a path). This album’s cyclicity further facilitated the overlapping of the PCM (which by definition is cyclic) to the album itself. The overlapping experiment was considered successful when I realized that the tracks in the album, had a direct assonance with each stage of the PCM, even in accordance with the sequence of the songs, as explained in the following chapter. Finally, the famous album cover depicting a PRISM on a black background, hit by a beam of light , represents the perfect metaphor of “human being” and of a “project” (which in our experiment went in parallel), by showing the human (in the idea of Pink Floyd) and project (in our theory) abilities to acquire a simple input from the outside (the light beam) and to process it, change it, turn it into something more, something new, something better ... the colors of the rainbow! That’s PCM! That’s life! Not by chance our organization is called “PRISM”… 79

ACKNOWLEDGMENTS We wish to express our sincere thanks to the participating organizations: Resource Hub for Development (RHD), Volunteers for Community Development and Environment Education, New Beginnings Charitable Trust, DOREA Educational Institue WTF, Jaunatnes Iniciativu Centrs, Inter Alia, Federation Dimbaya Kagnalen. A special thanks to all partner coordinators, staff and community members of the job shadowing activities in Senegal, India, Vietnam and Kenya, for welcoming us as friends and sharing their professional experience in community development: Haby Diallo, Baye Mor Talla Ndiaye, Adoulaye Diouf, Salif Kanoute, the president Moussa Ndir Samb, the Sagnaâ&#x20AC;? family and all Dimbaya community members and friends; Ravi Sebastian, Fr Prasad, Fr Bala and all friends from the New Beginnings Charitable Trust network; Hong Tuoi Vu, Tuyet Trinh, Son Quang Trinh and all the V4D team in Ha Giang and Hanoi; The RHD family: Amos Oketch Odera, Peter Kosgey Okeyo, Omole Adual Gaudensia, Otwaroh Akinyi Ruth and all the RHD members Omole Gaudensia, Omutelema Lois, Mibei Bavelyne, Mirikau Ernest, Paul Andega, Otwaro Ruth, Akuma Peter, Okoo Christopher, Obonyo David, Ogola Erick.

We would like to acknowledge the contributions of all youth workers taking part in the training course: Lampros Lamprou, Georgios Philippou, Justina Pluktaitė, Viktorija Triuškaitė, Diana Batraka, Boyka Boneva, Maria Latta, Nikolaos Papakostas, Nikolaos Pasamitros, Despoina Theodosiou, Linda VaškevicaVeita, Vita Priede, Reinis Zobens, Salif Kanoute, Haby Diallo, Marie Claire Anastasie Sagna, Jeanne D’arc Sagna, Donatello Miraglia, Tuyet Trinh, Tuoi Vu, Eleni Proxenou, Maria Giapitzaki, Kristaps Zalkalns, Amos Okech Odera, Gaudensia Aduol Omole, Ruth Akinyi Otwaroh, Giuseppe Divita, Giuseppe Zuzzè, Giovanna Vaccaro, Zeeshan Aslam, Djassi Mamadou, Faye Bunja, Dario Ferrante, Arunkumar Govindaraj, Sai Prathyusha, Ignatiou Panagiota, Abdoulaye Diouf, Haby Diallo, Baye Mor Talla Ndiaye. Finally, we acknowledge the help and financial support of the “The Education, Audiovisual and Culture Executive Agency – EACEA” and of the Eramus+ programme.

PRISM – Promozione Internazionale Sicilia-Mondo

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