Project RAC/CIP
Introduction
Reaching Agents of Change (RAC) and Zenete França & Associates (ZFA) working together in Tanzania, Nigeria and Mozambique
How to describe the RAC Project?
RAC stands for Reaching Agents of Change (RAC) a 3-year project (2011-2014) under the International Potato Center (CIP) responsible for catalyzing African Advocacy and Development Efforts to achieve broad impact with Orange-fleshed Sweetpotato (OFSP) to combat vitamin A deficiency among young children and women of reproductive age in Sub-Saharan Africa. It operated in Tanzania, Mozambique and Nigeria and in two secondary countries: Ghana and Burkina Faso.
The project was implemented by CIP and Helen Keller International (HKI) to generate new investments and policy change through development of strong advocacy efforts at country level, and through the Comprehensive Africa Agriculture Development Programme (CAADP) and the New Partnership for Africa’s Development (NEPAD).
RAC, under the leadership of Dr. Adiel Mbabu and his team, worked to build institutional capacity to design and implement gender-sensitive projects to ensure wide access and utilization of OFSP in selected African countries and Zenete Franca & Associates (ZFA) provided professional support to RAC as described below.
How to describe the ZFA contributions to RAC Project?
ZFA contributed to RAC project during three phases.
The aim of the first phase of this consultancy assignment was to lead the design of the learning module on Engendered Orange-Fleshed Sweetpotato Project Planning, Implementation, Monitoring and Evaluation in collaboration with the RAC Project team, under the guidance of RAC manager, Dr. Adiel Mbabu, and his team, composed of Hilda Munya, Godfrey Mulongo and Frank Ojwang.
The aim of the second phase was to assist the RAC team in the implementation of the workshops to apply the learning module in Tanzania and Nigeria in English language and to deliver a workshop in Mozambique in Portuguese language.
The aim of the third phase was to re-design the learning module into two sets of a five volume Learning Kit, in English and Portuguese languages which were delivered to RAC to disseminate among professionals in the three countries of the Project. These Learning Kits are published by CIP publication division.
What were the outputs of RAC & ZFA collaboration?
First phase: The outputs were a Learning Module in English language titled Engendered Orange-Fleshed Sweetpotato Project Planning, Implementation, Monitoring and Evaluation. and a Learning Module in Portuguese language titled “Gendarização de Planificação, Implementação, Monitoria e Avaliação”The samples of the learning modules include an introduction, the general structure, tips to learning facilitator; learning approach; list and samples of sessions for the learning module contents and respective PowerPoint sets.
Second phase. The outputs were the implementation of three workshops or events.This second phase presents its outputs from the events in Tanzania and Nigeria and from the event in Mozambique through few samples from the reports (the tables of contents); major workshop results; feedback from the participants; a gallery of photos from the three events and two videos developed in Nigeria and Mozambique respectively which recorded the process of implementation.
Third phase: The outputs were two sets of five-volume Learning Kit, in English language and in Portuguese language. Each set includes a general introduction to each volume, the rationale for the new design of the Learning Kit (which includes duration, target audience, etc.) and present samples of sessions for the Learning Kit contents and respective PowerPoint sets.
These outputs are linked to the Volumes of the Learning Kit posted on the CIP Website where the user can reach the complete set and download if necessary. See below:
A. English language
Volume 1
http://nkxms1019hx1xmtstxk3k9sko.wpengine.netdna-cdn.com/wp-content/uploads/2014/12/006201.pdf
Volume 2
http://nkxms1019hx1xmtstxk3k9sko.wpengine.netdna-cdn.com/wp-content/uploads/2014/12/006202.pdf
Volume 3
http://nkxms1019hx1xmtstxk3k9sko.wpengine.netdna-cdn.com/wp-content/uploads/2014/12/006203.pdf
Volume 4...
http://nkxms1019hx1xmtstxk3k9sko.wpengine.netdna-cdn.com/wp-content/uploads/2014/12/006204.pdf
Volume 5
http://nkxms1019hx1xmtstxk3k9sko.wpengine.netdna-cdn.com/wp-content/uploads/2014/12/006205.pdf
B. Portuguese language
Volume 1.
http://cipotato.org/site/publicationspdf/006236.pdf
Volume 2.
http://nkxms1019hx1xmtstxk3k9sko.wpengine.netdna-cdn.com/wp-content/uploads/2015/08/0062371.pdf
Volume 3
http://nkxms1019hx1xmtstxk3k9sko.wpengine.netdna-cdn.com/wp-content/uploads/2015/08/0062391.pdf
Volume 4.
http://cipotato.org/site/publicationspdf/006240.pdf
Volume 5.
http://nkxms1019hx1xmtstxk3k9sko.wpengine.netdna-cdn.com/wp-content/uploads/2015/08/0062411.pdf
What were the major factors which contributed to the success of the workshops?
The design of a learning module or thorough plan
The learning module provided a thorough plan to support the implementation of a six-day “hands-on” event to strengthen capacity of the workshop participants. The learning module comprised 14 sessions which include instructions to guide learning facilitators to implement events to multiply learning among other professionals in the country, summary of PowerPoint presentations, brief descriptive presentations and a range of exercises designed for building teams to work together during and after the workshops. The learning module also provided instruments to collect daily feedback, to record the Participant Action Plan Approach (PAPA) and undertake the evaluation process.
Undertaking daily and final evaluation.
The daily and final evaluations greatly contributed to the success of the learning events. The facilitators were able to improve the events not only during implementation but also learning from one country event to improve the next event in another country. Samples of this process evaluation are presented is this site as outputs for the second phase of RAC & ZFA collaboration.
Process Evaluation. At the end of each day, individually, the participants were asked to write down the strengths and suggestions for improving the workshop. The individual assessments or feedback were compiled, analyzed, and reported to the participants every morning under the following headings: (1) workshop content; (2) workshop process & organization; (3) suggestions for improvement and (4) special remarks. This process contributed to the improvement of the workshop every day.
Final Evaluation Results. At the end of the six-day workshop, the participants received an evaluation form with the list of major objectives from 14 sessions. They were invited to evaluate the efficiency and effectiveness of the event individually. Results were compiled and presented in the Final Workshop Report written for each country.
Maintain the Participant Action Plan Approach (PAPA)
The Participant Action Plan Approach (PAPA) exercise was carried out daily during the workshop, at the end of the day activities. The participants were requested to jot down 2 or 3 important issues related to the learning of the day. This was an integral part of the learning process and contributed to motivating the participants to apply the knowledge, attitudes, and skills learned during the workshop in their work environment. This PAPA approach is the monitoring mechanism used to maintain the relationship between the workshop participants and the workshop leaders and facilitators.
During the last session, i.e. at the end of six day workshop, participants, individually, were requested to select from the daily PAPA, a few actions which they would carry on seriously after the event. In plenary, participants had the opportunity to share the list of actions in response to the question “where do we go from now?” The lists of actions are part of the workshop report.
Write report as a reference document
The event report was considered to be part of a continuing learning by the prospective facilitators. The report was expected to be used by them as a reference document in the future. The report could contribute to building self-confidence among the new learning facilitators who are aware of the contents and processes used in each session and the kind of possible answers emanating from the participants’ group work. Samples of group exercise results are presented in the annex of the- report.
This report is self-contained to facilitate understanding among readers, including those who did not participate in the learning event. It is composed of Part I: background and overview of workshop. Part II: summary of contents and processes of the workshop. Part III: major conclusions, participant action plan approach (PAPA) and workshop evaluation. Annex Part III presents sample results of PAPA and feedback of day´s activities.