Session Activities:

Time

30 Min.

Trainer asks Trainees to describe the need for economic analysis in a project. What are the common sense economic factors that must be taken into account in conducting a project analysis? Trainer provides a simple example to demonstrate the concepts of: break even point, net present value, partial budgeting, pay back period, and rate of return.

30 Min.

Trainer selects two Volunteers for a role play exercise. One Volunteer will be a small-scale farmer and the other will be an irrigation extension worker. The objective of the extension work will be to convince the farmer that it is worth the risk of investing some present time to construct an irrigation system. Unfortunately, it is now very close to planting time, and the farmer is concerned about the danger of getting crops in late or not at all. Dialogue should bring out the concerns and innate wisdom of both individuals.

30 Min.

Trainer then facilitates a discussion of the following: what is more important to a farmer -> the economic risk taken in a project or the economic return expected from a project? How might a farmer prioritize these concerns and on what basis?

60 Min.

Trainees are divided into two groups, A and B. The groups are instructed to conduct an analysis of a development project. Group A uses the following methods (Risk Analysis): (1) rate of return, (2) break-even point, and (3) pay back period. Group B uses the following methods (Return Analysis): (4) rate of return and (5) partial budgeting. Groups are given basic project data and determine the economic feasibility using each method. Each group presents findings to entire group. Merits of each method are discussed by the Trainees as a full group.

60 Min.

Trainees remain in the same groups. Trainer provides data on the following:

- prices of pipe: PVC and polyethylene

- expected life of piping material

- interest rate

- project life

Group A analyses the economic feasibility of using polyethylene while Group B analyses the economic feasibility of using PVC. Each group presents their findings, and discusses the factors that would influence their final decision. Trainer concludes session by asking Trainees to describe how they would communicate these concepts to small-scale farmers in a rural setting.

Session Activities:

Time

30 Min.

Trainer asks Trainees to define "project." Example: Any specific activity carried out for a definite purpose or goal, within a defined time frame, and with defined resources. Trainer asks Trainees to define "program." Example: An integrated group of continuing activities directed at implementing many projects. Have Trainees describe the kinds of projects and programs they see themselves being involved in. Trainer discusses three basic components of effective project planning and management: 1) clear, precise, plans for a finite project (has a beginning and an end), 2) based on appropriate information and resource assessment, and 3) involves the appropriate people from within and outside the community. Trainer then divides Trainees into three groups and assigns each group a topic from these three components. Trainee groups are given 10 minutes to list the factors and strategies that are necessary to accomplish successfully these three components. Example:

A. Plans

- clear, concise, realistic goals and objectives,

- alternative strategies to achieve goals and objectives,

- comprehensive task list,

- schedule/timeline for tasks,

- organizational development and administrative procedures in place,

- community involvement in designing plans,

- on-going evaluation mechanisms, and

- maintenance measures.

B. Resource and Information Gathering

- appropriate data about cultural and physical conditions, and

- accurate interpretation of community needs and ambitions.

C. Involvement of Appropriate People

- identify community leaders,

- work with a motivated community, and

- working with motivated agencies.

30 Min.

Trainer presents brief lecture on project planning and proposal writing, using case examples where possible, and plenty of visual aids to demonstrate how these concepts are applied to small-scale irrigation projects. Discussion should include advantages and disadvantages of proactive versus practive planning. For example:

A. Reactive Planning

- passive acceptance of events,

- response to immediate problems,

- short-time crisis management, and

- lack of overall coherent plan.

Advantages

- limited responsibilities required, and

- very little time or financial investment. Required

Disadvantages

- are always working at a crisis pace,

- are not looking ahead to future needs,

- often lose sight of original goals, and

- find successful conclusions are rare; more often move from one crisis to next.

B. Proactive Planning

- active on-going management of project tasks,

- advance planning and setting of goals,

- contingency planning to overcome obstacles, and

- evaluation and continual improvement of project.

Advantages

- anticipate and respond to actual needs,

- organize of resources available,

- garner enthusiasm and participation of community,

- maintain track to goal completion, and

- frequently have successful conclusions.

Disadvantages

- requires time, skills, and considerable effort,

- requires organization, participation, and lots of people, and

- requires a considerable amount of management responsibility and decision making.

Trainer moves on to outline a step-by-step approach to project planning. This can appear something like the following:

Technical

Social

Financial

1. Feasibility study(preliminary)

1. Project initiation by community

1. Water Association formed

2. Social/technical survey

2. Design consultation with community

2. Membership/ responsibilities assigned

3. System design

3. Organizing tasks, training

3. research funding options, organizations

4. Proposal preparation

4. Community mobilization

4. Proposal presented to funding source

5. Construction

5. Evaluations

5. Funds and materials

6. Operation and maintenance

6. Organizational functions, meetings

6. Disbursement of funds, finance management

7. Project documentation

7. Next community: priorities/projects

30 Min.

Trainer has Trainees describe the components of a complete project proposal. Trainees should describe the content and format of a proposal and the level of detail that is necessary to make a proposal understandable and appealing to a reader. Trainer walks Trainees through a sample proposal that was successfully financed to do an in-country project. Trainees critique the proposal, then modify their own description of an effective proposal. Trainer briefly reviews a list of potential funding sources that can be leveraged by Volunteers. This list should be country-specific and appropriate to host country conditions.

45 Min.

Trainer gives Trainees the following assignment to be done independently by each person: Identify or imagine one project that you can see yourself working with at your site within your first year. Prepare an outline of the procedures and tasks that you anticipate doing as a part of this entire project process. Then put together a rough outline for a project proposal that you will help draft to solicit funds for this project.

15 Min.

Have Trainees reunite and share what they came up with. Identify problems or uncertainties, and indicate areas in which more skill development will be necessary.