Building Peace among Youth through Training-A Proposal for Programing by munas kalden feb 2010


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Building Peace among Youth through Training-A Proposal for Programing by munas kalden feb 2010

  1. 1. United Nations Development Programme Transition Recovery Programme                    Relationship Building among Youth through Skill Development Training            Ampara District April-Nov 2010 1 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  2. 2. Project title Relationship Building among Youth through Skill  Development Training  Project number Amp/Project location DS Division Villages Sammanthurai Kanapathipuram, Udanga, Veerachcholai and SennelSector Social TransformationExecuting agency UNDP Transition Recovery ProgrammeDonor agencyEstimated start date April 2010Estimated end date Nov 2010Project duration 08 monthsUNDP contribution : LKR 1,467,900.00 Expected partner contribution:Total budget LKR 1,467,900.00  2 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  3. 3. 1. Executive Summary:The objective of the intervention is to increase the relational space between and among the youthliving around the villages of Udanga, Sennal, Veerachholai and Kanapathipuram. These villagesfall under Sammanthurai DS division of Ampara District. The centrality of the project is to promotesocial cohesion. The main focus is to strengthen the informal relationship among youth withdifferent ethnic background. The integrated approach is linked to the community identifieddevelopment needs-skill development (enhance the skill of driving vehicles). The fulfilment of theneed is the source and basis of creating meeting point among the youth and of promoting socialharmony, through interpersonal relationship building. Paradoxically, this contributes to both:promoting relationship and crating tension and conflict. The project lays the foundation to transformthe tension/conflict into positive social change.The youth has a vital role in promoting and engineering the social fabric of the society. In doing so,they have equally important practical role. Including them into the development process andbuilding their capacity for placing them into the social system, they have to enhance skills. Thisproject, address this dimension critically.This is a pilot project. The total budget is Rs. 1,467,900.00.This will fully utilized for the purposerecommended by the beneficiary community in order to promote their social interaction with otherethnic elements of the society. The content and the process of the intervention are purely based onthe community-driven and locally identified solution. The driving force is youth. This isimplemented through the local community based organizations. The meeting points are to becentred on skill development exercises: imparting the skill for driving vehicle. Consequently, theybecome as force of driving interpersonal relationship among youths with different ethnicalbackground. Through identified youths, as starting point will transcend the differences and impactthe community for social change. Signature Agreed on behalf of Name DRB Title Date 3 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  4. 4. 2. Problem Analysis 2.1. Background and history of the situation: The conflict situation in the east has been changing. The direct violence has been limited. Therelationship between and among the communities, in the selected villages, is improving. Violencebetween Tamils and Muslims has been kept to a minimum since June 2008, and minimized fromthe recent (May 2009) military victory over LTTE but ‘tensions between the communities over landand political power remain high, and there seems little prospect of reconciliation so long as currentgovernment policies remain in place. Tamils are largely alienated from the government, thanks to theheavy hand of government security forces and TMVP1 activities. Many Muslims feel threatenedby TMVP control of the provincial council and what they see as Tamil domination of the provincialadministration. Both communities continue to suspect the government has plans for large-scale“Sinhalisation” of the east. Sinhalese villagers, students, contractors and government employeeshave, in turn, been victims of violent attacks’2 . SOCIAL TENSIONS AND YOUTH UNEMPLOYMENT INThis situation affects the youths from all ethnic AMPARA DISTRICTcommunities severely. They found no proper Youth unrest and unemployment stemming fromvocational and social entrepreneurs guidance to the protected conflict. Youths from all threeengage in a meaningful life, helping them and communities- Muslims, Tamils and Sinhalese aredistrict development per see. affected to some extent, as the government policies on reconciliation and development remain same; unchanged. This ‘unrest’ has noWith the victory of the Presidential election, by the violent forms. It makes unemployment amongMahinda administration, held in January 2010, the youth in the district.inner context of the district has not been changedmuch. This is district perspective. At village level, the influences of conflicting element could beseen. Following the military victory over the fighting party, downsization and eradication of theLTTE, the government is moving to the development process. It claims post-conflict reconstruction.The grievances of the affected communities remain. It needs reconciliation. One of such measuresis development, providing opportunities for youth to engage in a socially gainful life. 2.2. Main Actors involved in general situation :During the consultative interaction with the communities, they have done mapping of the actorsinvolved in the situation. The main actors are the Muslims and Sinhalese of Majidpuram and Tamilsof Kanapathipuram. There are secondary and tertiary actors contributing to make the social contactbetter. Of them, TMVP (from external), Tamil administrated and Muslim administrated CBOs,INGOS, government agencies and UNDP are prominent to note here as active actors in the saidvillages. This could be visualized as follow:1 It refers to the Tamil Makkal Viduthalai Puligal. They break away from LTTE and joined the government.2International Crisis Group, April 2009, Development Assistance and Conflict in Sri Lanka: Lessons from the EasternProvince, Asian Report No 165 4 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  5. 5. (Illustrated by Mohamed Jaleel UNDP, July 2009)Considering the context and targeting broader audience of youth in the district, it has been opted toscale up idea in early February. The targeted youths are from the villages of Udanga, Sennal,Veerachholai and Kanapathipuram. According to the analysis of July 2009, youth from Majidpuramtargeted. This has been replaced by the youth from Sennal and Veerachcholai. The nature of theperspective remains unchanged. 2.3. Perspectives of the actors/groups:Tamils feel they are largely alienated from the government. Many Muslims feel threatened by TamilMakkal Viduthalai Pulikal (TMVP) control of the district as well as at the village level. And whatthey see as Tamil influence of the community administration. Both communities continue to suspect eachother. This is not apparent. Hitherto, has negative impact on social relationship. Sinhalese villagers,students, contractors and government employees have, in turn, been victims of the situation and ofgrowing stereotype. In both side, the youth play a key role. 2.4. Opportunities and Initiatives:Due to this situation, the youth from the identified villages remain unemployed. The youth whocould not success in their education after O/L, find very difficult in securing gainful jobopportunities, as they could not enroll in the A/L, which is the gate way for higher education. Theseyouth are targeted by the interested parties, connected to the conflict/social tension, and becomescapegoat. By supporting them in developing their skill to fit in the challenging job market, theycould make a different in their village development and social cohesion. 5 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  6. 6. In the villages, no viable initiatives have been put in place to work with those communities from theperspective of coexistence, conflict transformation and social change. There were couple of smallactivities aimed promoting the livelihood of the communities. There has not been taken criticalreviews of the initiatives on how those activities promoted the coexistence and peacebuildingamong the communities. Having discussed with the district consortium of humanitarianorganization (CHA), it is palpable, there is no record available for this. UNDP has already reachedthis community through its livelihood project. The ground is conducive for the intervention. Thesituation is ripped for the purpose. 3. Rational and Justification:The centrality of the activity is building social relationship. This initiative invites the involvement ofthe youth of three communities, Muslims, Tamils and Sinhalese to work together. It happens inmany ways: coming to impart the skill on driving, interacting in driving vehicle, informally interactingwhen they have their meals etc. for instance. This becomes centripetal/centrifugal of holding therelationship. Centripetal is bringing the people together. This also aims the youth to solidify withsymbolic frame work of holding relationship through informal interaction, like cultural activities andsports, home visit in an organized manner with relaxation. This creates opportunities for the youthto interact with another’s family members and with their friends. It is simple but creates long lastingrelationship. The intervention moves from one layer of interaction to another in human relationship. Capacity building Skill development Social Cohesion YouthThis is based on the web approach3 to peacebuilding, ‘starting’, ‘strengthen’, and ‘solidify’. The starting isbased on interaction of youth. The second ‘strengthen’ includes improving social relationship among youthsthrough skill development interaction for 7month. This is an interactive skills development for relationaltransformation. The ‘solidify’ covers of symbolic frame work or informal interaction, such as house hold visitand stay, recreational and cultural activities for relationship building. This could be tabulated as follow:3 John Paul, Lederach. (2005) the Moral Imagination: the Art and Soul of Building Peace, OxfordUniversity Press. 6 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  7. 7. Meeting of youth for skill developmentSymbolic frame work orinformal interaction, such ashouse holds visit and stay,recreational and cultural Starting:activities for relationshipbuilding Strengthen Improving social relationship Solidify among youths through continues interaction for skill development interaction The way intervention is structured. The mentioned is the centrality of holding the relationship among youth. It is envisioned of creating social change. When relationship collapses, the center of social change does not hold. The activities, identified, aim at in creating a positive context for youth interaction which leads to coexistence in the community. It is envisioned of crisscrossing connection of the youth and finding more attachment points as well as meeting points for interpersonal relationships among them as well in the wider community they come from and identically represent. These youth, in long run, will be connected to the prevailing peace net work in the district. As a result, they will recognize, identify and take measures to transform the relationships. This is structured around engaging the youth in their skill development. These activities, designed under this pilot project, is rebuilding what has fallen apart from and creating the process of rebuilding relational space that hold thing together and the multi community alike. 7 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  8. 8. 3.1. Type of ChangeThe types of change4 identified in the intervention are relationship, status, behavior, circumstance,attitude and knowledge. This could be illustrated as follow:Type of change Specific Changerelationship • From problem making to coexistence • From suspicion to solidaritystatus • From unemployed to employeebehavior • From violent to assertiveness • From irrespective of other’s culture to accepting multi- culture • From not listening to others to active listeningcircumstance • From not respectable youth to respectable youth by the community he/she belong toAttitude • Greater tolerance of different perspectives • From fear of Muslims, Tamils and Sinhalese to trust in them • From narrow focus on community based on the ethnicity he/she belong to broad focus on community based on pluralism-multi-culture, ethnic.Knowledge • Understands inter dependence of Muslims, Tamils and Sinhalese. • Knows which I don’t like, others also don’t like; which makes me angry, makes others also angry and creates conflict/problem. 3.2. Theory of Change StatementThe theories of change adapted to achieve the objective of the desired result are- a. Youth employment will lead them engage in socially respectable life. They have less time in allocating their time to involve in gang and social destructions. b. Job opportunity drives the youth to interact and provides opportunity to foster interpersonal relationship. c. Close interactions create understanding, tolerance, and mutual compassion of others and accept multi culture. This also reduces the conflict and problem. d. Heart to heart relationship long lasting; transcending from personal relationship to family interaction. 3.3. Actors for the Intervention: The primary actor of the intervention is the selected youth from the villages of Udanga, Sennal, Kanapathipuram and Veeracholai. They are the direct beneficiaries. The secondary actors are the family whom the selected youth are coming from. There are tertiary actors. Of them, UNDP, skill development agency, Implementing Partner of the4 For details on this, refer ‘Cheyanne Church and Mark M.Rogers (2006:20-23), Designing for Results:Integrating Monitoring and Evaluation in conflict Transformation Programs, Search for Common Ground,United States Institute of Peace and Alliance for Peacebuilding. 8 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  9. 9. project and job opportunity providers are worthy to mention here. Job opportunity providers will be discussed under the exit strategy as well. They have to specifically yet to be identified. Selected Families Youth of the from 4 villages youth Job Skill provid develop UNDP ers Field emnt agency office Implem enting PartnerActors involved in the intervention 4. Strategies for Change and Activities:1 Interactive Skill Development for Relational TransformationThis aims at bringing the youths from differentethnic communities, representing the selected ACTIVITIES CONSIDERING GENDERarea. The main target group is school leavers. The activities, for skill development, will beThey without utilizing their energy to the decided in a participatory manner, with the beneficiary, based on the need they prefer. A daydevelopment process, wondering in the is scheduled to select the most appropriatecommunity and tend to create social problems. beneficiaries, through participatory interview.The identified skill development training The same day could be utilized to identify theand practice will be provided with the very close skill training for boys and girls separately, basedecumenical interaction between and among the on their recommendation. For boys, driving couldselected beneficiaries. The content of the be considered, if they like. For girls, the team will listen to them and agree upon consideringtraining will be of life long benefit, for instance their skills, culture and context in line with theirdriving for boys. This will be focused with very future interest.locally beneficial and brings more interactive,working closely and collectively. Including girls, considering gender, also taken into account. Suitable skillwill be identified for girl participants. 9 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  10. 10. 1. Selecting the beneficiaries 1.1. Calling applications 1.2. Short listing 1.3. Interview through participatory workshop/interaction 1.4. Induction of the nature of intervention for the selected beneficiaries2. Selecting the trainers 2.1. Calling applications/quotations 2.2. Selecting the trainers for proving driving3. Conducting base line survey 3.1. Developing base line questionnaire 3.2. Collecting the data/field exercise 3.3. Documenting baseline data4. Selecting the suitable Implementing Partner 4.1. Calling application to qualify IP 4.2. Selecting IP to implement the intervention 4.3. Signing MoU 4.4. Developing a ToR for IP 4.5. Induction to the IP of the nature of the intervention5. Hiring needed instruments 5.1. Finding a place for class room interaction for the beneficiaries 5.2. Hiring documentation specialist to capture the intervention 5.3. Developing ToR for the above6. Interactive learning 6.1. Developing skills 6.2. Class room interaction on Understanding Conflict and Culture (activity based internalization) 6.2.1. The Nature of Conflict (personal and relational level) 6.2.2. Function of Conflict (personal and relational level) 6.2.3. Causes of Dispute and Conflict (personal and relational level) 6.2.4. Our Tradition and Culture: Learning from our Experience 6.2.5. Conflict and Cause Intervening Conflict through Non Violence Communication (NVC) 6.2.6. Non violent tools 6.2.7. Building Relationship through NVC 6.2.8. Effective communication, Social Cohesion and Conflict Transformation 6.2.9. Active Listening 6.2.10. Fundamental Element of Mediation 6.3. Beneficiary Reflective Day (BrDay)-monthly10 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  11. 11. 7. Facilitating Informal interaction 7.3. Beneficiaries’ house hold visits 7.4. Attending beneficiaries’ house functions 7.5. Attending beneficiaries cultural/recreational events8. Visibility 8.3. Name board for the intervention 8.4. T-shirts and caps for the beneficiaries 8.5. Bags for the beneficiaries 8.6. Stationary with visibility9. Exit strategy and Sustainability 9.3. Providing valid driving license for the successful beneficiary 9.4. Creating the profile of license recipients and sharing with the organization in the district 9.5. Partnership with institutions, like Vocational Training Authority and Job Net in Ampara10. Monitoring, Evaluation and Reporting 10.3. Reflective Diary by beneficiaries on relationship building-monthly 10.4. Implementing Partner’s reporting-monthly 10.5. Social transformation specialist report-monthly 10.6. Intervention documentation specialist’s report 10.7. End line survey11 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  12. 12. 5. Logic of the InterventionGoal: Increasing  constructive  and  safer  relationship  among  participating  youth through supporting them to develop the skills to secure gainful  employment Objective-02: Objective-03: Objective-01: Increase opportunity for youth to Increase the level of trust and safe Improve understanding among participating families and youth secure gainful employment by contact between the youth building their skills Output 1: Output 2: Output 3: Building interpersonal Relationally linking the Build the employable capacity of relationship among participating participating youth and their the participating youth youth families for positive social relationship Key Activities: Key Activities: Key Activities: • Providing class room • Organizing family visits • Providing skill development opportunities for among the beneficiaries. training. interpersonal interaction • House hold stays among the • Linking the trained youth to among selected youth beneficiaries. the job providers through skill development training • Attending cultural and • Connecting the activity with • Conducting non violent religious function that of other agencies, communication practical between/among the I/NGOs session as conflict resolution beneficiary and their • Partnership with relevant tools families. institutions/agencies • Making informal interaction • Structural reflection on the and understand each other. status of understanding • Conducting structural between/among families reflection on situation of and youth12 | Socialrelationship Project, Ampara: April-Nov 2010 Cohesion Pilot building
  13. 13. 6. Log-frame matrix Logical Framework-Social Cohesion Pilot Project  Ampara Project Design Indicators Means of Verification AssumptionsGoal:Increasing  constructive  and  safer  relationship  among  participating  youth  through  supporting  them  to  develop  the  skills  to  secure gainful employment Goal Level Assumptions:1. Political/electioneering situation in the district does not impede project intervention.2. Trainers for skill development will not create negative impact on the beneficiaries, by adopting authoritarian ways and violent communication intraining.Objective 1 1. End line survey 1. Per Goal assumptions. #/% participating youth increased trust and safe 2. Case storyIncrease the level of trust contact between and among them.and safe contact betweenthe youthOutput 1. 1. Per Objective assumptions.Building interpersonal #/ % participating youth who build positive Baselinerelationship among interpersonal relationship among them End line; Key informant and 2. Participating youth will focus group interviews. be available for theparticipating youth purposeObjective 2Improve understandingamong participating % of understanding improved among participating 1. Monthly report Families activity involve in the families and youth 2. End line survey process of receiving others 13 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  14. 14. Logical Framework-Social Cohesion Pilot Project  Ampara Project Design Indicators Means of Verification Assumptionsfamilies and youthOutput 2. 1. Per Objective level.Relationally linking the 1a. # of visit took place among youth and their 1a. visit report 2. Family will receiveparticipating youth and families (format to be developed) without considering ethnicity and culturetheir families for positive 1. b% of positive social relationship builtsocial relationship among youth and their families. 1b. monthly report Case storyObjective 3. Per Goal Assumptions.Increase opportunity for End line surveyyouth to secure gainful # /% of opportunities created to secure gainful employmentemployment by buildingtheir skillsOutput 3Build the employable Training completion Participating youth will continuecapacity of the participating # /% of youth built their capacity to secure gainful certificates till the end of the intervention employment.youth 14 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  15. 15. 7. Monitoring and Evaluation Plan Data Collection & Analysis Process Indicator Definition & Unit of Reporting Indicators Frequency Person Responsible for: Measurement Tools/methods & Schedule Collection Management AnalysisGoal:Increasing  constructive  and  safer  relationship  among  participating  youth  through  supporting  them  to  develop  the  skills  to  secure  gainful employment OBJECTIVE 1: Increase the level of trust and safe contact between the youthObjective Indicator: Frequency UNDP Field Project Focal M & E Officer and HoO 1.Sep 2010 Assistant.#/% participating youthincreased trust and safe Numerator: total no of youth who built 1. End line surveycontact between and trust and safe contact with other participating youth 2. Case storyamong them. 3. Monthly Denominator: total number of participating youthOutput 1. Building interpersonal relationship among participating youth.Output Indicator Frequency: UNDP Field PF M & E Officer and HoO Numerator: total no of youth who built End of the Assistant.#/ % participating youth positive interpersonal relationship Baseline project- Octwho build positive End line; Key 2010interpersonal relationship informant and focusamong them Denominator: total no of participating group interviews. youth 15 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  16. 16. Data Collection & Analysis Process Indicator Definition & Unit of Reporting Indicators Frequency Person Responsible for: Measurement Tools/methods & Schedule Collection Management AnalysisObjective 2. Improve understanding among participating families and youthObjective Indicator ‘Understanding’ getting know of each 1. Monthly report End of the SM and FA Focal. M & E Officer and HoO. other’s family and members and able 2. End line project-Oct% of understanding to say of geography and religion. survey 2010improved amongparticipating families and ‘increased’ the changed level of theyouth above from the point project started. (base line could be used for this) Numerator: no participating family of youth who increased understanding Denominator: total no participating family of the youthOutput 2. Relationally linking the participating youth and their families for positive social relationshipOut put Indicator: 1a. visit report monthly SM and FA Focal. M & E Officer and HoO. (format to be1a. # of visit took place developed)among youth and theirfamilies Denominator: no visits took place 16 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  17. 17. Data Collection & Analysis Process Indicator Definition & Unit of Reporting Indicators Frequency Person Responsible for: Measurement Tools/methods & Schedule Collection Management Analysis ‘positive social relationship’ able to 1b. monthly report monthly SM and FA Focal. M & E Officer and HoO. interact by visiting each family and1b % of positive social going beyond normal relationship Case storyrelationship built amongyouth and their families. Numerator: total no of family which built positive social relationship Denominator: total no of participating familiesObjective3 Increase opportunity for youth to secure gainful employment by building their skills End of the SM and FA Focal. M & E Officer and HoO.Objective Indicator End line survey project-Oct 2010# /% of opportunities Denominator: Total number ofcreated to secure gainful opportunity createdemploymentOutput 3: Build the employable capacity of the participating youth Training completion End of the SM and FA Focal. M & E Officer and HoO.Out put indicator Numerator: total no youth built their certificates project-Oct capacity , 2010# /% of youth built theircapacity to secure gainful Denominator: Total number ofemployment. participating youth 17 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  18. 18. 8. Work Plan     April May June July  August Sep  Oct  Nov  Dec1. Selecting the beneficiaries                           1.1. Calling applications                           1.2. Short listing                           1.3. Interview through participatory workshop/interaction                           1.4. Induction of the nature of intervention for the selected beneficiaries                           2. Selecting the trainers                           2.1. Calling applications/quotations                           2.2. Selecting the trainers for proving driving                           3. Conducting base line survey                           3.1. Developing base line questionnaire                           3.2. Collecting the data/field exercise                           3.3. Documenting baseline data                           4. Selecting the suitable Implementing Partner                           4.1. Calling application to qualify IP                           4.2. Selecting IP to implement the intervention                           4.3. Signing MoU                            18 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  19. 19. 4.4. Developing a ToR for IP                           4.5. Induction to the IP of the nature of the intervention                           5. Hiring needed instruments                           5.2. Finding a place for class room interaction for the beneficiaries                           5.4. Hiring documentation specialist to capture the intervention                           5.5. Developing ToR for the above                           6. Interactive learning                           6.1. Developing skill                           6.2. Class room interaction on the nature of conflict and culture,intervening conflict through NVC(non violent communication)                           6.3. Beneficiary Reflective Day (BrDay)-monthly 1 1  1 1 1 1 17. Informal interaction                           7.1. Beneficiaries’ house hold visits 1  1 1 1 1 17.2. Attending beneficiaries’ house functions 1  1 1 1 1 17.3. Attending beneficiaries cultural/recreational events                  8. Visibility                           8.1. Name board for the intervention( small in size)                           8.2. T-shirts and caps for the beneficiaries                           8.4. Stationary with visibility                            19 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  20. 20. 9. Exit strategy and Sustainability                           9.1. Providing valid certificates/license for the successful beneficiary                           9.2. Creating the profile of certificate/license recipients and sharing withthe organization in the district                           9.3. Partnership with institutions, like Vocational Training Authority andJob Net in Ampara                           10. Monitoring, Evaluation and Reporting                           10.1. Reflective Diary by beneficiaries on relationship building-monthly 1 1  1 1 1 1 110.2. Implementing Partner’s reporting-monthly 1 1  1 1 1 1 110.3. Monthly reporting 1 1  1 1 1 1 110.4. Intervention documentation specialist’s report                Draft      final   10.5. End line survey                            20 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  21. 21. 9. Project beneficiariesThe beneficiaries, of the intervention, are of youth from Sammanthurai Ds area,representing the multi ethnic of the demography. Udanga 6b+6g=12 Veerachcholai Sennel 7b+6g=13 25g+25b= 50 total 6b+7g=13 Kanapathipura m 6b+6g=12(b=boys; g=girls) 10. Implementation methodologyThe intervention will be carried out in close consultation with community andparticipatory consultation with the beneficiaries. This is content related. The process willbe in close communication with the community. The activities are implemented throughlocal CBO. UNDP will provide overall strategic leadership. The coordination withgovernment is on the priority. 21 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  22. 22. Implementation Strategy Identify Communities (Gov, UNDP) Carry Out Problem Analysis/Conflict Analysis and identify underlying factors leading to conflict/tension (UNDP with Main stakeholders) Stakeholder-Stakeholder- CommunityGovernment Discussion with the stakeholders on Discussion with the community on the selection of the place as well as the process of selecting the beneficiaries beneficiary Identify local leaders, youth Identify what activities and and schools where? Form local leaders, for Identify people and resources/ mediation/conflict Role and responsibilities resolution/social transformation tasks R R ec e o fle Implementation, m cti Exit strategy Partnership/networking with m on others for Sustainability e n d at io Lessons Learnt Impact Evaluation/ Review n s 22 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  23. 23. 11. Monitoring and Evaluation (M&E) Monitoring and internal evaluation will be guided by UNDP at personal, relational andsociety levels. The implementing partner will do ground level work. The monthly,quarterly and end evaluation will be carried out by the UNDP. The spot visit will becarried out by the same on a regular basis. Actors Roles and methodology remarks responsibility 1. UNDP Overall guidance Participatory in M&E 2. Government Participating in As the Monitoring government procedures 3. Selected Direct Involving in Participatory: Needed knowledge beneficiaries (men and M&E, providing Transect walk, will be transferred women) data on focal group by the UNDP progress, discussion, through IP recommending Most to UNDP and significant Gov change (MSC) 4. Selected indirect Active Participatory Capacity of both beneficiaries (men and involvement in voice beneficiary as well women) monitoring the recording IP will be increased progress and articulating the things to be improved 5. Selected community Active Participatory A board will be leaders engagement Transparency displayed during board the intervention maintenance period 6. Implementing Partner Documenting, Participatory Capacity of the IP reporting and in relation to sharing with the participatory M&E stakeholders will be given 23 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  24. 24. 12. Exit strategy The period/duration of intervention will be clearly communicated to the stakeholders. The operational aspect of the informal community structure will remain in the community. This structure will be integrated before the phase out. The youth and children will be integrated with the C4P activities. The trained skilled beneficiary will be systematized to contribute for the promotion of social harmony. The social transformation partnership, if possible, will be explored. These village are already benefited from the UNDP intervention. Partnership with JobNet in Ampara and Vocational Training Authority in Ampara will be explored. The CORE project of USAID will be approached for positive partnership building. The following also will be taken into consideration, wherever possible: forming collective leadership, integration with ongoing projects, partnership wherever possible, utilizing Corporate Social Responsibility as well as knowledge management, which consists of community practices institutionalizing community memories5.5 See for more details, 24 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  25. 25. Project Budget(a) For Goods and Services to be procured by the Implementing Partner AmountNo Item Description Units Rate (LKR)1 Training- Skill development training 50 20,000.00  1,000,000.002 Beneficiary Interaction Room‐Monthly rental  8 3,000.00  24,000.00 Facilitating structural informal relationship 3 building‐house hold visits and stay  2 100,000.00  200,000.004 Visibility‐Uniform with cap  50 2,000.00   100,000.005 Name board  2 2,000.00   4,000.006 Documentation Video        70,000.00 1,398,000.00 Total(d) Budget SummaryItem Description Amount (LKR)Goods and Services procured/rendered by the Implementing 1,398,000.00 Partner       69,900.00 Admin 1,467,900.00 TotalBeneficiary Contribution - 1,467,900.00 GRAND Total 25 | Social Cohesion Pilot Project, Ampara: April-Nov 2010
  26. 26. Recommendation as a result of appraisal:Prepared by: (Name of Programme Officer)Signature: Munas Kalden Date:01.03.2010Agreed by: (Name of Head of Office)Signature: ZM. Mohamed Jaufar Date: 02.03.2010Comments, if any:Cleared by: (Name of PMU focal point)Signature: Tharanga De Silva Date:__________Comments, if any:Approved by Programme Manager: Accepted RejectedSignature:________________________________________________Date:__________Comments, if any:Annex: • Map of village (mandatory) • Gender checklist (mandatory) • Photographs of the site (if available) • Socioeconomic analysis (if available) • Market analysis (if available) • Gender analysis (if available) • Conflict and/or do-no-harm analysis (if available)Annex: (Infrastructure project only) • Scope of Work • BOQ (Please refer to BOQ format provided) • Detail technical drawing • Site development plan • PIR preliminary investigation report 26 | Social Cohesion Pilot Project, Ampara: April-Nov 2010