- glanning

ools for:

bio dwversity conservation
and

de ve Felopmdhe projects

SANBI Biodiversity Series 7

Project planning: tools for
biodiversity conservation
and development projects

The first in a series of handbooks dealing with project planning in a
people-centred development context

compiled by
Cape Action for People and the Environment

Pretoria

2007

Biodiversity Series

MCZ
LIBRARY

DEC 1 4 2011
SANBI Biodiversity Series

HARVARD
UNIVERSITY
The South African National Biodiversity Institute (SANBI) was established on | Sep-
tember 2004 through the signing into force of the National Environmental Management:
Biodiversity Act (NEMBA) No. 10 of 2004 by President Thabo Mbeki. The Act expands
the mandate of the former National Botanical Institute to include responsibilities relat-
ing to the full diversity of South Africa’s fauna and flora, and builds on the internationally
respected programmes in conservation, research, education and visitor services devel-
oped by the National Botanical Institute and its predecessors over the past century.

The vision of SANBI is to be the leading institution in biodiversity science in Africa, facili-
tating conservation, sustainable use of living resources, and human wellbeing.

SANBI’s mission is to promote the sustainable use, conservation, appreciation and en-
joyment of the exceptionally rich biodiversity of South Africa, for the benefit of all people.

SANBI Biodiversity Series publishes occasional reports on projects, technologies, work-
shops, symposia and other activities initiated by or executed in partnership with SANBI.

Technical editors: Gillian de Jager, Emsie du Plessis
Design & layout: Elizma Fouche
Cover design based on Fynbos fynmense: Elizma Fouche

How to cite this publication

CAPE ACTION FOR PEOPLE AND THE ENVIRONMENT 2007. Project planning:
tools for biodiversity conservation and development projects. SANBI Biodiversity
Series 7. South African National Biodiversity Institute, Pretoria.

ISBN 978-1-919976-37-2

© Published by: South African National Biodiversity Institute.

Obtainable from: SANBI Bookshop, Private Bag X101, Pretoria, 0001 South Africa.
Tel.: +27 12 843-5000. E-mail: bookshop@sanbi.org. Website: www.sanbi.org.
Printed by: United Litho, part of the D&V Premier Print Group.

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Section 1: INTRODUCTION
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APPENDIX 1

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APPENDIX 2

NOTES FOR TRAINERS: HELPING PEOPLE TO LEARN HOW TO PLAN A PROJECT USING A ‘LOGICAL

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APPENDIK3

LOGICAL FRAMEWORK EXAMPLES FROM THREE CEPF-FUNDED CAPE PROJECTS:
3.1 Mainstreaming biodiversity on the Cape Flats—building good practice in sustainable management .......... 57
3.2 Partnerships, co-operative management and incentives to secure biodiversity conservation in priority areas in

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iil

ic sounds simple, but without people there would be no conservation. If one wants to achieve conservation
goals, then people are the source of innovation and commitment that it takes. In addition, people who benefit
from conservation are most likely to be interested in ensuring that biodiversity persists into the future. More
significantly, conservation provides real opportunities for people to learn, to grow, to develop and to achieve
lasting dignity and fulfilment.

South Africa's Cape Action for People and the Environment (C.A.P.E.) Programme recognises this and is com-
mitted to finding ways of enabling greater participation and involvement of people.

This handbook is one of the tools in the C.A.P.E. Toolbox, which addresses the widely felt need to develop,
fund and implement conservation projects, particularly at a local level. It is the first in a series of three hand-
books that will focus on the essential skills of project development, monitoring and evaluation, and implemen-
tation.

The approach of this handbook is people-centred and participatory. It is part of the efforts of the C.A.P.E.
partnership to ensure that biodiversity conservation contributes to broader socio-economic development. It
should be used by communities, NGOs, conservation agencies and government to develop and build capacity
for more effective action.

|am pleased to recommend it to all of you who are involved in the challenging but worthwhile task of ensuring
that our cities, our region and our country can achieve sustainable development.

Dipolelo Elford
Chairperson: C.A.P.E. Implementation Committee
5 March 2007

Message from the Critical Ecosystem Partnership Fund (CEPF)

Project planning: tools for biodiversity conservation and development projects is an excellent tool for all institutions
and individuals involved in conservation. Planning can sometimes be overlooked, in the excitement to start
a project and get the ball rolling, but the importance of sound planning cannot be overstated. All too often,
projects are conducted straight through, only to find that the end result is not all that was expected, or, all
activities were undertaken successfully, but in the end they do not result in a conservation gain. Sound project
planning on what we intend to do, when we intend to do it, and who should be involved and at which stages,
are all-important factors contributing to the success or failure of our efforts. CEPF enthusiastically welcomes
this addition to the C.A.P.E. Toolbox—biodiversity conservation is too important to leave to chance.

Nina Marshall
Grant Director

Critical Ecosystem Partnership Fund
7 March 2007

The Cape Action for People and the Environment (C.A.P.E.) is a partnership programme that seeks to con-
serve and restore the biodiversity of the Cape Floristic Region (CFR) and adjacent marine environment, while
delivering significant benefits to the people of the region.

To implement C.A.P.E., stakeholders throughout the region have been encouraged to develop project pro-
posals to access funds from a number of dedicated and nondedicated funding sources. These include the
Table Mountain Fund, Critical Ecosystem Partnership Fund, the WWF Nedbank Green Trust and other funds.
Projects themselves range from research and conservation management projects on the one hand through
a variety of stewardship projects to community-based natural resource management and piloting of business
and biodiversity partnerships. The complex process of project identification, development, monitoring, report-
ing and evaluation has highlighted a number of constraints for project planning experienced by all project
proponents.At the 2005 C.A.P.E. Partners Conference, suggestions were made as to how the process could
be improved. In response, the C.A.P.E. partnership agreed to develop several tools to support its stakehold-
ers to plan and manage projects that would not only help to achieve the programme objectives, but also build
lasting capacity.

Project planning: tools for biodiversity conservation and development projects is one of a series of three handbooks
that will form part of the C.A.P.E. Partners Toolbox and that will guide project developers and other practitioners
through the full project cycle. It is based on the excellent guides published by Olive Publications. The C.A.P.E.
handbooks are modelled on the Olive series, but are adapted for application in the C.A.P.E. context and in-
clude relevant actual case studies that characterise the efforts of C.A.P.E. partners in building capacity that
will result in benefits to biodiversity and the communities of the Cape Floristic Region.

The C.A.P.E. Co-ordination Unit

OO ee. ee

This handbook is an adaptation of the Project Planning Handbook written by Davine Thaw & Michael Randel and
published by Olive Publications in 1998. lt was commissioned by the Cape Action for People and the Environ-
ment (C.A.P.E.) Programme in 2006/7.

The production of the handbook depended on the support of Anne Kroon and Bram Langen of Olive Organi-
sational Development & Training (OD &T), who, sadly, closed their doors at the end of August 2006.We hope
that this adaptation will be a small contribution to the continuation of the highly regarded legacy of OD & T.

Special thanks are due to Domitilla Raimondo (SANBI Programme Manager: Custodians of Rare Endangered
Wildflowers, CREW), who provided the contextual information and project examples, and to Paula Hathorn
and Tanya Goldman (Cape Flats Nature), Ismail Ebrahim (SANBI, CREW) and Louise Stafford (CapeNature)
for extensive and thoughtful comments on the draft versions.

Thanks also to the team of the C.A.P.E. Co-ordination Unit—Azisa Parker, Monique Damons and Trevor
Sandwith—for their support with the process of compiling the handbook and for comments on earlier ver-
sions.

Case studies based on several C.A.P.E. projects that received their initial funding from the Critical Ecosystem
Partnership Fund (CEPF) include:

e The C.A.P.E. Threatened Plants Programme—now known as the Custodians of Rare and Endangered
Plants Project.

e Cape Flats Nature.
e The C.A.P.E. Conservation Stewardship Programme.
e Putting Biodiversity Plans to Work.
Detailed information about all these projects can be found in Fynbos Fynmense: people making biodiversity work

(Ashwell et al. 2006, Biodiversity Series 4. South African National Biodiversity Institute, Pretoria), or on the
C.A.P.E. website: www.capeaction.org.za

Support from SANBI’s Publication Unit is also gratefully acknowledged.

The process of developing and publishing the handbook was made possible with financial support from the
Critical Ecosystem Partnership Fund.

The C.A.P.E. Programme is hosted by the South African National Biodiversity Institute, and is supported by
24 signatory partners.

Mandy Barnett
C.A.P.E. Programme Developer

Acronyms
C.A.P.E. : Cape Action for People and the Environment
CFR : Cape Floristic Region

LFA : Logical Framework Approach
MBO : Management by Objectives
ZOPP _ : Ziel Orientierte Projekt Planung (Objectives Oriented Project Planning)

vi

Project planning: tools for biodiversity conservation and development projects

Section 1: INTRODUCTION

1. PROJECT PLANNING IN CONTEXT

There are a number of approaches to development
planning in use around the world. One approach—the
project-based approach— is increasingly being used,
particularly in South Africa. Introduced to the South Afri-
can development community in the late 1980s and early
1990s, it is known by a number of brand names:

e ZOPP (Ziel Orientierte Projekt Planung) or Objec-
tives Oriented Project Planning (used by GTZ
and DSE).

e Logical Framework Approach (LFA) or Logframe
(term used by Danida, Norad, SIDA, USAID and
others).

e Project Cycle Management (used by the Euro-
pean Union).

All of these draw from the school of Management by
Objectives. In this handbook we focus on LFA.

Donor agencies argue that the value of these approaches
is that they bring increased clarity to the aims and objec-
tives of recipient development organisations. This allows
for the more effective monitoring of success, and for the
assessment of impact.

This approach is used by the different South African
government departments at national, provincial and local
level; and most public-private partnerships are formed to
achieve the aims of projects planned in this way.

The emerging role and responsibility of local government
is to oversee the development and delivery of services
to its communities and to do this with citizen participa-
tion.A basic understanding of a logical project-planning
approach has become an important empowering tool for
all.

Government officials, members of civil society organisa-
tions, NGOs/CBOs and individual members of commu-
nities have to increase their understanding of the steps
in a project-based approach so they are more able to
influence, contribute and monitor planned development
interventions in their environments.

Development

Development happens constantly. People make conscious
choices all the time to change things for the better.

However, there are often constraints and obstructions
to development, for example:

e Political constraints—certain interest groups
deny other groups access to resources, decisions
or opportunities; sometimes they purposefully
exploit others.

e Cultural constraints—some groups of people,
for culturally determined reasons, may oppose
development as they see it disrupting the pat-
terns that have traditionally allowed for social
cohesion.

e Geographic constraints—people living far from
the centres of power and production are ignored
or forgotten; or an economic view holds that
such areas are not ‘investment worthy’.

e Psychological constraints—people themselves
might have experienced violence, trauma, exploi-
tation or disregard, and do not have the energy
or will to change or challenge the status quo.

e Environmental constraints—people will rely on
natural resources for their livelihoods, develop-
ment will be constrained by the depletion of
these resources, by climate change or a natural
disaster.

e The very availability of the range of natural
resources on which all human life relies, is often
threatened in areas, because of developments
that do not take a long-term view of the impli-
cations of short-term, more politically urgent
demands for more immediate results.

Broadly speaking, there are two ways of intervening in
the development process:

e Through a longer-term fieldwork approach which
consciously supports people in identifying these
constraints and working through them at their
own pace—a process approach.

e Through designing and implementing a project
that has a defined lifespan. The project, when
completed, should leave behind the resources,
capabilities and tangible changes with which peo-
ple can willingly continue to work—a project
approach.

‘Development is not predictable; it is beyond our hoped-for frame; it is dependent on good timing (not time-frames); it is not eas-

ily quantifiable; and it is definitely beyond our direct control.’

From a workshop involving development workers and donors (Harare, | 997)

Project planning: tools for biodiversity conservation and development projects

if development is seen in this way, then unless designed and planned

1. with sensitivity,

2. with the stakeholders, and

3. with a keen understanding of the social and political dynamics and environmental sensitivity in an area,

the project approach may do damage rather than facilitate constructive change.

In working with LFA it is important to take these kinds of considerations into account.

Purpose of this handbook

To provide a simple and accessible introduction to the
e language;
® assumptions; and
e steps

of the project-planning approach.

In preparing this handbook, we drew largely on our expe-
rience of LFA.

Limitations of this handbook

A handbook is not, and cannot be, a substitute for a train-
ing programme in the method. Readers are encouraged

to participate in such a course if they seek to use the
method in practice.

Every effort has been made to make project planning
jargon as accessible and understandable as possible.
However, we recognise that the jargon may be confusing
for those who are familiar with different meanings of the
same terms.A glossary of jargon can be found in Appen-
dix |.

This handbook is aimed at any development practitioners
seeking to:

e Expand their knowledge about this approach.

e Compare different approaches.

e Improve their flexible use of the method.

2. INTRODUCING THE METHOD

What is LFA?

LFA is a method of planning, comprising a set of steps
and a range of ‘tools’, which aim to clarify perceptions,
explore options and make choices about what solutions
would effectively address particular problems.

This approach to planning draws heavily on Management
by Objectives (MBO), an approach to managing people
and organisations first popularised in business schools
and companies in the United States during the 1950s and
1960s.

The Logical Framework Approach was first used for
planning development projects in the 1970s. It was ar-
gued that development projects were not being planned
systematically. Unclear and unrealistic targets were being
set for projects, and it was proving difficult to co-ordinate
and manage these projects.

European development-funding organisations have since
adopted the Logical Framework Approach. This ap-
proach has been adapted to fit with different countries’
approaches to development financing. LFA provides an
integrated approach to managing different agents’ sup-
port for development projects in many countries around
the world. It also provides an integrated approach for
different development projects initiated by South African
government departments, civil society organisations and
business.

What is a development project?

A development project can be defined as an intervention
which addresses developmental problems

e by offering particular forms of support;
e fora defined target group;

e ina specified geographic location; and
e within a set time-frame.

The aim of these projects is to bring about an ongoing
improvement in the living conditions of people.

Assumptions underpinning the project-based
approach

You will have noted earlier that the project-based
approach is only one approach to development. Any
approach makes certain assumptions and works on the
basis of certain principles.

It is usually at this level of assumptions and principles that
the most interesting debates occur. So it is useful to ask
yourself these questions:

Assumptions?
Do | believe these

Principles?

Assumptions?

Do | agree with these

Principles?

Project planning: tools for biodiversity conservation and development projects 3

The box below contains some of the assumptions of the project-based development approach.

Assumptions/ofithe)project:hased (development approach

A development project is a way of providing external support where it is needed.

If people were able to bring about the desired change by themselves, they would not require outside support. How-
ever, sometimes they are not able to, and need support from outside their community. One could imagine that there is
a gap between where people find themselves and the desired change they seek. It is assumed that the project can assist
people to bridge this gap for themselves.

The focus of an intervention must be on the sustainable alleviation of poverty.

The development project is concerned with improving the living conditions of people. Living conditions are not viewed
in a narrow way—they include the ecological, economic, social and cultural context in which people live. The benefits
of the intervention should continue even after the project has been completed.

An intervention or project must end.

The intervention is an attempt to change the factors preventing people from acting by themselves. Once the project
has fulfilled these responsibilities, the external agents should withdraw. From the beginning of the intervention, there
should be a plan to withdraw so as not to create dependency on the project.

The intervention should be well planned and properly managed.

The project should not result in people being worse off than they were before the start of the intervention. Careful
preparation and managing of the intervention can mean that people’s contributions—of support, of their own resourc-
es—are not wasted.

A project seeks to meet people’s needs (not the outside agency’s needs).

The project must be based on the problems and needs of people, and must support people in solving those problems.
There are, however, many instances when this approach is used to impose an externally constructed and externally
driven development process.

Principlesiofithe)LFAapproach

M Rights and responsibilities are clearly defined.

E This ensures a clear distinction between the rights and responsibilities of the project staff and those
" of the target group.

O Change is the aim.

D A project is designed to bring about positive change.

p Iteration is encouraged.

R To iterate is to revisit our earlier thinking on the basis of new ideas and insights.

O The technique encourages the planning team to constantly check its earlier conceptions or views.
Cc The aim is to improve the plan on the basis of new information and understanding.

E :

S Flexible control.

S The various tools can be selected, adapted and used in flexible ways to fit the context and conditions

in which they are being used.

Transparency.
lf used appropriately, the approach ensures that the development plan is open and public to everyone
involved.

Participatory.
One can use the method to involve all stakeholders in the analysis, design and planning of the project.
This can contribute to the sharing of information and the building of consensus about the project.

-ro-A-rowv

NOTE: this approach can also be used in a nonparticipatory way. It is up to you!

Project planning: tools for biodiversity conservation and development projects

Thejanproachiinjajpicture

LFA is a way of planning and managing change. Its approach to change is here represented in a picture.

Process of change

Direction of positive change

Let’s look at what is represented by each element of this picture:

Where a group of people currently find themselves with a range of problems.

The ‘line of responsibility’ or boundaries which outside agents will not cross in supporting people

to bring about change. These boundaries must be discussed and agreed on during the process of
project planning.

The support provided by the project to people, to enable them to act in new or different ways.
People’s own action then brings about the changes they seek.

Problem orientation—a key feature of LFA The project-based approach calls for planners to start

with the problems people face in their daily lives.
Working with this orientation means that a develop-

ment project is planned on the basis of the problems that There are four serious issues here.
people face. There are other ways in which projects have
been developed or planned: 1. People face many problems, many of which

e On the basis of the policy of government or a are linked.
development organisation.

The challenges for a planning team are as follows:
e On the basis of an ideological position. 2 E 2

ae ;
e On the basis of a ‘good idea’ of some develop- oe Whe smasidenuticd nese problem

ment agency. e Who has prioritised these problems?

Project planning: tools for biodiversity conservation and development projects

e Who decides which (or how many) problems
will be tackled by the potential project?

e Does the planning team have enough information
to develop informed optional solutions?

e Who is in the planning team? (Is it only outsid-
ers?)

e If the team is only going to respond to one prob-
lem, why is this?

2. Different problems affect different groups of
people in different ways.

This raises the importance of ‘unpacking’ or disaggregat-
ing (i.e. separate into its component parts) the notion of
community, and identifying which particular people are
facing which problems.

The LFA method uses the idea of target groups (see page
12 for a definition) to help clarify this issue.
Examples of target groups:

e Unemployed school-leavers.

e Environmental NGOs.

e Researchers.

e Commercial farmers.

e Primary school teachers.

One tool in the LFA approach—the Participant Analysis
(see page | |)—assists the planning team to have a better
understanding of the social and political relations be-
tween different stakeholders and their interest in, or how
they are affected by,a problem.

3. Different problems have different and, often,
many causes.

These causes lie at different levels and are often linked
to one another. The Problem Analysis, the first step in

this approach, aims to help the planning team identify and
unpack the relationships between problems.

4. Different problems are experienced as more
urgent and easier to solve in the short term.

The immediate need for housing and employment oppor-
tunities for a community may be felt far more urgently
than the need to conserve the unique biodiverse environ-
ment in which potential business or housing develop-
ments are planned. Weighing up priorities and mediating
the short-term and long-term impacts of development
initiatives are political challenges. Because projects have a
limited life span, they never have to account for long-term
negative impacts on the environment.

How important is planning for a successful
project?

Obviously it is of great importance but, as the saying goes,
it is ‘necessary, but not sufficient’. It is not a magic proc-
ess. A number of other factors must be considered.

Is based on well-
formulated plans

Has clear Is implemented by

a competent and
objectives
motivated team

A successful
project ...
Is located in an
organisation with

sufficient capacity
and capability

Addresses real
problems

Enjoys support
from other
stakeholders

What is clear so far is that:

e The method helps us sort out our thinking before rushing in.

e The project-based approach is only one way of tackling development.

e As with all approaches, it has limitations and should not be used unthoughtfully.

e You have to come to grips with the ‘jargon’ of this method to use it knowledgeably.

e The project planning approach, as with other approaches, makes a range of assumptions and is used on the
basis of certain principles. These can, of course, be contested.

e The method can be used mechanically or creatively; destructively or constructively. Though some limitations lie
in the method itself, many lie in the minds and hands of the people using it.

Approach LFA creatively and flexibly, not doggedly.

Enjoy!

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Project planning: tools for biodiversity conservation and development projects 7

Section 2: OVERVIEW OF THE METHOD

1. SUMMARY OF THE METHOD

There are two phases to the planning approach:

|. The Analytical Phase.
2. The Design Phase.

In the Analytical Phase there are four steps:

Outputs of each step

|. Participant analysis : An analysis of participants

5. Defining the project elements | A definition of the:
Development goal/outcome.
Project purpose/immediate objective.
Output/deliverables.

Activities.

: Assumptions or external factors are assessed in terms of
: probability and importance.

7. Developing the indicators : Indicators are developed for the development, goal, project
: purpose and outputs, as a basis for monitoring and evaluation.

The design elements are captured in what is known as a Project Planning Matrix.

Project elements i Indicators i Assumptions

Development goal/outcome
Objectives

Project area

Notes be able to do because of the project’s sup-
port.

The Objectives (also known as the Project Environ- The Project area

ment) There are three components of the project area:

There are two levels of objectives: 5 ‘
|. Deliverables or outputs of the project.

|. The Development goal or Outcome de- 5
scribes the longer-term benefits to which the :
project will contribute. This is seen as the justifi-
cation for the project.

The activities undertaken to achieve these
outputs.

3. The inputs required to undertake the activities.

2. The Project purpose describes what will All the components of the project area are under the
come about or what the target group will direct control of the people who execute the project.

S Project planning: tools for biodiversity conservation and development projects

The picture below shows the relationship between all project elements. Read it from the bottom, up:

Development goal

or Outcome And contribute to the

achievement of the

Project purpose

Objectives
re Which enable the

Project area

Which lead to
Cm) } Needed to perform

Project elements

Assumptions

There are external conditions that are not under the control of the project, but are needed for success. They have to
be assessed to gauge whether or not they pose a risk to the project.

Indicators

These describe the basis of measuring how well the objectives and outputs have been achieved. Indicators are a foun-
dation for monitoring and evaluation.

2. ACASE STUDY TO WORK WITH

When learning a new method or approach, we believe it is useful to work with a case study. We invite you to work
with the case study as a first stage in applying the different steps of LFA. This case study runs throughout the publica-
tion.

Do bring your own experience and ideas in as well!
Overview/oi(caselstudy: sandplainFlowerkeserve(iictitiousiarea)

At the southern tip of Africa, where the continent meets two oceans, is a small stretch of land and sea that boasts an
astonishing variety of life. Plants are so diverse and unusual that the region has been identified as a unique ‘floral king-
dom’. The Cape Floral Kingdom or Floristic Region (CFR) is the smallest of the six such natural areas in the world, and
is the only one inside the borders of a single country.

The convergence of the Atlantic Ocean and Indian Ocean weather systems, as well as a multiplicity of topographic fea-
tures such as coastal plains, narrow valleys, high plateaus and steep escarpments, has conspired to create an enormous
array of habitats and microclimates within which these many thousands of species have evolved. Other factors lead-
ing to a high floristic diversity are a complex rainfall pattern with varied precipitation amounts, varied soil types, the
frequency of fires producing in some reseeding species shorter generational times and thus higher speciation rates, the
evolution in many species of short distances for seed dispersal, a significantly higher pollinator diversity and, perhaps

as important as any of these, a relatively stable climatic history throughout the Pleistocene era which resulted in lower
extinction rates and relatively more numerous local speciation events.

Project planning: tools for biodiversity conservation and development projects 9

80 000 kr? in extent

560 vertebrate species ey, Contains 3% of the world’s plant
Be Rig? species (0 05% of the land area)

° “f 6S 9 6000 species of vascular plants
11 000 marine ; ‘ Ni 70% endemic
animals, 3 500 : ae |

endemic 4 # \ FR . = y 456 species of plants per 1 000 km?

Close to 100%
endemism in
invertebrate fauna

142 reptile species,
27 endemic

Map based on Mucina, Rutherford & Powrie (2005, Vegetation map of South Africa, Lesotho and Swaziland, |:| 000 000 scale sheet maps. South
African National Biodiversity Institute, Pretoria).

Only a very small percentage of this area receives any form of protection.At least | 400 plant species are now en-
dangered or close to extinction. It is this combination of species richness and enormous threats that makes the Cape
Floral Kingdom one of the most important global ‘hotspots’ of biodiversity.

Although 11% of the CFR is formally conserved, not all areas are adequately protected.As the existing reserves do not
extend across climatic and habitat gradients, these reserves do not include a wide altitudinal range to buffer the effects
of global climate change. Many reserves are cut off from other environmentally rich areas. Plants and animals are not
able to migrate, either seasonally or in response to climate change, to other reserves by means of corridors, e.g. river
courses.

Some of the most threatened areas in the CFR are the lowland areas. Only 3% of lowland areas is conserved in statu-
tory reserves, while agriculture and forestry have already transformed 31% of these habitats. It is in these lowland
areas where most plants on the Red Data list occur. These areas have a rich diversity of wildflowers, but they are under
severe threat. Many of these species are becoming rare and endangered.

Huge areas of the CFR are used for agricultural purposes.As the total area of agricultural lands is still expanding, the
area available for natural habitats of plants and animals becomes smaller and smaller.Agricultural patches of land divide
formerly unified areas. This limits movement of animal and plant species between different areas, in turn damaging the
natural interaction and sustainability of plants and animals. The intensity of agriculture is often high; farmers work with
large areas of monoculture, and the use of water and chemicals is increasing.

The direct threats to biodiversity are the symptoms of a deeper set of problems relating to the perceptions and
political will of people. The value of natural ecosystems and the need to conserve them are not recognised fully by all.
Private landowners, communities, land-use decision makers and local government officials have little awareness of the
severity of the threat that hangs over the CFR. Little information is available about biodiversity; and the uniqueness of
the environment is not well realised by the people who live close to it.

One of the areas in the CFR that deserves special attention is the Sandplain Flower Reserve.!

The Sandplain Flower Reserve (SFR) lies within the CFR and is situated about 50 km east of Cape Town. This is one of
the only natural fragments left in a highly urbanised area. The vegetation is Sandplain Fynbos. Only 7% of this critically
endangered vegetation type remains. The SFR was originally proclaimed to conserve the extremely rare spotted sand
lizard. Although this species has gone extinct here, it still remains one of the most important sites for conservation

in the area as there are 220 plant species, 20 of which are threatened with extinction, recorded from this tiny 12 ha
reserve.

The population density in the areas around SFR is about 200 people per square kilometre and it has been rising over
the past 30 years. Littering of the environment is on the rise. More often than before, small and larger fires burn the
natural environment.Wildflowers are being picked to be sold. Fewer and fewer flowers are seen every year. Nearby
agricultural activities and surrounding human settlements make the occurrence of alien species more and more visible.
Native plants have to compete with alien species for nutrients, water and space.

'The Sandplain Flower Reserve is a fictional area, created for the purposes of this case study.

10 Project planning: tools for biodiversity conservation and development projects

Local communities, landowners and local authorities have little awareness of the status of threatened species. Decision-
makers have no updated information about the list of threatened species or maps of vegetation fragments. This makes
it difficult for them to prioritise conservation action in the area. Communities do have some local knowledge about
the use and distribution of plants, but only a few persons have this knowledge and it is not being passed on to new
generations.

There is little off-reserve conservation. Conservation agencies and government departments have neither sufficient
people nor money to protect endangered species throughout the project area. Furthermore it is hard to say exactly
how endangered species are—or if they have become extinct already—as little research is being done into the biodi-
versity status in the region. The last in-depth study of the project area was done in 1996.

The Sandplain Flower Reserve has no full-time staff. Every half year a new student works part-time at the reserve. In
2005 a volunteer group was established by a local NGO to help with conservation activities in the area. The Sand-
plain Flower Reserve Working Group (SFR WG) consists of three individuals from the adjacent Naledi community.
The Working Group has been instrumental in conserving the reserve. Its constant presence on the reserve and its
continuous submission of comments to the City has helped fight the numerous proposals to develop the site.All the
members of the SFR WG are unemployed, and survive on government social grants.As these volunteers are desperate
for employment opportunities, livelihood opportunities have to be developed for them in the area. The WG is also in
desperate need of more volunteers to join it.

A need has also been identified to rehabilitate some adjacent areas, but insufficient labour is available.

Project planning: tools for biodiversity conservation and development projects

Section 3: THE SEVEN C

LASSIC STEPS

THE SEWEN CLASSIC STEPS

|
2

Participant
analysis
Problem 3
analysis
Objectives 4
analysis

Alternatives
analysis

5

Defining
the project
elements

6

Assessment of
assumptions

7

Developing
the indica-
tors

These are the seven steps followed when using this method. Many adaptations to the steps have been made in many

different countries over the years.

We encourage you, however, to become reasonably proficient in the
method more flexibly.

se seven ‘classic’ steps so that you can use the

This section will look at each of these steps and, using the case study data and context, will give examples of each.

1. PARTICIPANT AN

Why?
e To identify the people who have an interest in Step 2:
the success or failure of the potential project.
e To assess their stake in the project.
e To have a better understanding of the social and Step 3:

political issues that the project planners must
take into account.

Step |: List all the possible participants or stakehoiders

ALYSIS"

in a potential project.

Prioritise the six or seven most important stake-
holders. Ask the question: “Which interests do we
believe are the most important ones to analyse?’

Assess these in terms of their:

e Problems.

e Interests.

e Potential.

e Linkages to one another.

A table like the one below can be used to assess and compare participants.

Interest
What do they
want from the

project?

Problems
What problems do
they face?

Participant

See page |2 for an example of a completed Participant analysis.

Potential
What might
they bring to the
project?

Linkages
Are there any points of—
conflict?
co-operation?

dependency?

* Sometimes called a stakeholder analysis.

roject planning: tools for biodiversity conservation and development projects

12 Pi

What is the difference between:
® a participant;
® a target group; and
e a beneficiary?
A participant
is any individual, group or institution that may be affected,

_ negatively or positively, by a particular project interven-
tion. For example:

e Funders of the project.
e Suppliers of equipment to the project.
e The target group/s and beneficiaries of the

project (see below).

The target group
is a group of people who are targeted by the project
_ team as a vehicle for achieving the project purpose. For

example:

e Schoolteachers involve learners in environmental
restoration projects.

e Civil society volunteer groups monitor threat-
ened plant species.

e Landowners clear alien species.

The beneficiaries
are the group of people who ultimately benefit from a
project intervention. For example:

e Learners learn practical skills in restoring biodi-
versity.

e People’s knowledge base expands.

e The people in the catchment area benefit from
an improved water table.

When developing projects that focus on the conservation
of biodiversity, it can be useful to think of the environ-
ment or biodiversity as a beneficiary as well.

Case)study: sandnlain|FlowerReservelrarticipant Analysis)

Participant

Governments (local,
provincial, national)

Conservation organi-
sations

Problems
What problems do
they face?

Want to promote
development, job
creation, housing de-
velopment, but also
want to consider the
environment.

Lack of information
about species and
vegetation to make
proper decisions.

Local (nonenviron-
mental) NGOs and
CBOs

Community struc-
tures

Community residents
(including elders and
children)

Limited funding and
resources to pro-
mote mission.

Isolation, being
planned around.

Interest
What do they want
from the project?

Improved (image of)
job creation, housing,
caring about envi-
ronment: more votes
in next elections.

Potential
What might they
bring to the project?

Money, management
capacity, connections,
legal setting.

Linkages

Are there any
points of :

- conflict?

- co-operation?
- dependency?

Conflicts between
different depart-
ments (e.g. Dept of
Environment and
Dept of Housing).

Ensuring that endan-
gered species are
conserved.

Increased commu-
nity development
and wellbeing.

Community develop-
ment opportunities,
the need to influ-
ence the road map.

High rate of unem-
ployment.

No transfer of local
knowledge.

Livelihood opportu-
nities.

Approach to bet-
ter managing the
reserve, knowledge
of conservation.

Have to cultivate
strong relationship
with researchers,
those vandalising
reserve, etc.

Experience in col-
laboration with
government and
community (e.g.
volunteers).

Wisdom about com-
munity dynamics.

Local knowledge;
enthusiasm.

Links with area
schools to promote
environmental
education opportu-
nities.

Political linkages.

Possible conflict: re-
source orientation,
people-centredness;
co-op: buy in =
increased levels of
custodianship.

Other participants could include schools, researchers, volunteers, local businesses, private landowners, etc.

Project planning: tools for biodiversity conservation and development projects 13

2. PROBLEM ANALYSIS

Why?
e To understand the range of problems that face people in a particular context or community.
e To understand the relationship between certain problems.

e To understand the cause-and-effect relationship between different problems.

Tool? The problem tree allows the participants to
A problem tree illustrating the visualise both the range of problems and the
various problems. It is built up by LiL] interrelationship between them.A problem
using cards. tree helps us to understand the problems—
L_ [| ee it is not intended to simplify them.
How?

Step |: Write down about |0 statements on the problem. Each statement should be written on its own card and
should describe one problem experienced by people in the particular context or community.

Here are some examples:

V Helpful wording X Unhelpful wording

A very small % of the CFR
receives protection.

Only 3% of lowland areas are
covered in statutory reserves.

Insufficient and inadequate e Write one problem per card.

reserves in place. e Beas specific as possible.

Reserves are cut off from ;
other environmentally rich e State the problem as a negative
eae condition.

A growing population puts Hich ihe b e Do not write ‘No ..’ unless this is
igh population growth.
further pressure on land use. em Per g absolutely true.
Conservation agencies gener- | There is no co-operation e Do not write ‘Lack of ..’ as this
ally operate in isolation. among conservation agencies. indicates the absence of a solution,

There is a lack of potential anidinot a/preblens.

will to restore or conserve
biodiversity.

There is ignorance about the
value of biodiversity.

Step 2: As a starting point, select one focal problem for the analysis.
Note: This is NOT necessarily the core problem or the most important problem. Instead, this is a statement
that people agree provides a starting point for building the tree.Write this statement on a different colour
card.

Step 3: Organise these cards (on a board, wall or table) into cause-and-effect relationships around the focal problem.

Here is an example of cause and effect:

Effect Unique plant species are lost
eeu Vul ble plant species are threatened
oa ulnerable plan a i
ieee | Natural veld is increasingly being lost Focal problem selected
Seuss iate land use for housi
te land use for housin
Effect nappropria g

4p

Cause Urban populations are growing uncontrollably

14 Project planning: tools for biodiversity conservation and development projects

People naturally think in cause-and-effect relationships; that is, if x happens, then y will follow. However, different peo-
ple interpret the cause of a problem differently. For example:

People fail to take care of the environment People fail to take care of the environment

People are short-sighted in their greed for
profit

People are not aware of the value of the envi-
ronment

These could both be factors, in which case they can be presented as follows:

People fail to take care of the
environment

People are not aware of the value
of the environment

People are short-sighted in their
greed for profit
Or, the group must debate which factor, in a particular situation, is the leading cause and which is a secondary or even
an imagined cause.

Step 4: Add cards as needed to complete the cause-and-effect logic. Fill in any gaps in the logic.
e Remove cards that are repetitive.
e Rewrite cards to be more specific and real.

e Be sure the statements are substantial.
Step 5: Review the problem tree to ensure that the planning team agrees that the cause-effect relationships are valid.

A problem tree looks something like this:

ses

FOCAL PROBLEM

=i

Project planning: tools for biodiversity conservation and development projects

|. Because different groups interpret relationships
differently, there is no ‘perfect’ or ‘correct’ prob-
lem tree. Rather see this step as an important
way of analysing problems and the relationships
among them. It helps us to realise the complexity
and interrelatedness of problems.

2. What is important, is for the whole group doing
the exercise to develop a common understand-
ing of the problems and their interrelationships.

3. A problem tree is as good as the correct, realis-
tic information you bring to it. If you have poor
information, you will probably have a poor tree!

It is important for the people experiencing the
problems to participate in this step.

5. The problems on which you choose to focus are
influenced by who you are and your frame of
reference.

Case)study:sandplain FlowerReserve)problemitree)

Problem Tree

Poor quality of life in communities.

Human wellbeing impacted.

Breakdown of services, polluted

rivers, unsafe natural spaces, etc.

Critical biodiversity processes are
being negatively impacted, and species
and habitats are being lost.

Too frequent fires in
urban settings because
of high population
densities.

Poor
information on
the state of
biodiversity.

Alien species invade
natural fragments.

There are
inadequate staff
and resources in
the conservation , F on

agencies to threatened

manage the plants.
fragemented

lowlands.

No data
available

Lowland fragments with important
biodiversity are being degraded and
converted to other land uses.

Land use decisions
made without
consideration for
impact on biodiversity.

Farmers plough
(critically) endangered
natural areas /
overgrazing by stock.

Urban spatial
development
plans and
frameworks do
not take
biodiversity
into account.

Competition
for remaining
land in the
urban
environment
is high.

Farmers and
landowners
don’t know
about
biodiversity
on their land.

Farmers have
incentives to
plough up
natural areas.

16 Project planning: tools for biodiversity conservation and development projects

3. OBJECTIVES ANALYSIS

Why?
e To identify desired improved conditions.
e To show the means-end relationship between these desired improved conditions.

e To state the expected result or outcome of producing each of the outputs.

Tool? An objectives tree describes the range of poten-

An objectives tial improvements relating to people’s lives. It sel-.
tree using dom happens that all these objectives can be met
cards. by a single project intervention. However, it alerts

the planning team to the relationship among dif-
ferent objectives

Step |: Restate all the problem statements in the problem tree as positive, desirable and realistic conditions. They
should be stated as outcomes. This means that they are stated as though they have already occurred. Work
from the top of the tree downwards. They should also be measurable and realistic.

Here is an example:

Problem statement Unrealistic objective X Realistic objective V

Very low rainfall Very high rainfall Low rainfall is effectively con-
served

Alien species are a threat to Alien species are no longer a The threat of alien species is
biodiversity threat to biodiversity reduced

Unique plant species are lost — | No unique plant species are lost |— | Rate of species loss is reduced

Step 2: Reword the focal problem as an outcome and Step 4: Add or delete cards and ensure the means-to-
write it on a card of the same colour as all the end logic is valid. From the bottom up, read to
other cards. check for means-end logic.

Step 3: Review the cards and reword them to make Step 5: Draw connecting lines to show the means-end
them realistic. Sometimes this requires rewriting relationship.
the problem statement. (This is an example of
iteration—the process of revisiting and checking The objectives tree looks very much like the problem

ideas. It allows the development of a fuller under- _ tree, but shows positive outcomes. See page |7 for an
standing of the problems.) example of a complete objectives tree.

Project planning: tools for biodiversity conservation and development projects

Case)study:sandplain|Flowerjkeservelobjectivesitree

Objectives Tree

Good quality of life in communities.
Human wellbeing impacted
positively.

Restoration of services, safe rivers,
safe natural spaces, nearby sites for
education on biodiversity.

Lowland fragments with important
biodiversity are being restored and
conserved.

Critical biodiversity pattern and
processes restored and conserved.

Management plans with Improved
appropriate fire and information about
grazing regimes state of biodiversity

implemented. is available.

Alien species cleared
from natural fragments
regularly.

Land-use decisions in

pilot sites take

biodiversity into
account.

Farmers become
Augmented data stewards of the priority
on threatened biodiversity on their

Civil society groups monitor and
promote conservation of
threatened species and sites.

Communities
trained in fire-

fighting and plants collected land.
responding to y by community
fires on oe Biodiversity conservation is emer
sites. viewed as a priority. a eee Land that does Priority
(ON: Farmers are that promote Wche | Pein biodiversity is
aware of conseryation endanger eA zoned for
5 Economic Communities biodiversity bis pean de: is ae eee
Sean opportunities are aware of the of land. implemented. F ae: eto in IDPs and
Sete Gayrelyy are linked to value of nearby rs a agreed by land-
augmented: staff biodiversity biodiversity. use decision-
educated in field Pers
conservation,

about

biodiversity

biodiversity;

Educational and

information bared i
: businesses are recreational
supplied to created opportunities
volunteers. ; expose
communities to
the natural

environment.

4. ALTERNATIVES ANALYSIS

Why? Each card represents an objective that could be
achieved.

e To identify alternative ways of impacting on the
range of problems identified. One project inter- Step 2: Identify the different ‘means-end ladders’ that
vention cannot solve all the problems at once. present themselves in the objectives tree.
uistead, <n plagning ceam must Outline these with a pen. These are the vari-

e make some choices in order to make the most ous options or strategies. There may be overlap
strategic intervention; between the elements of different strategies.

e assess the feasibility of each alternative (or

strategy); Step 3: Eliminate any optional strategies which are:

e select one agreed and appropriate strategy. Be R lirreniccc

How? e Not within your field of expertise or capability.

Step I: Study the range of objectives in the objectives e Being tackled by an existing project/programme/

tree. people’s initiative in the area.

18 Project planning: tools for biodiversity conservation and development projects

Objectives Tree

Good quality of life in communities
Human wellbeing impacted
positively.

Restoration of services, safe rivers,
safe natural spaces, nearby sites for
education on biodiversity.

Lowland fragments with important
biodiversity are being restored and
conserved.

Critical biodiversity pattern and
processes restored and conserved

Alien species cleared Management plans with Improved
from natural fragments appropriate fire and information about

grazing regimes state of biodiversity
| imptaqented is available.
—,

Land-use decisions in
pilot sites take
biodiversity into
account.

Communities Civil society groups monitor and Augmented data stewards of the priority

trained in fire promote conservation of on threatened biodiversity on their
fighting and threatened species and sites. plants collected land.

responding to by community

fires on local

a iority. Land that does Priority
not support biodiversity is
endangered zoned for

A biodiversity is ConseiyAben
Conservatip e : , identified for in IDPs and
agencies capa y nite development. paged
augmented: sta eines
educated in fit
about
biodiversity;
information
supplied to
volunteers.

the natural
environment.

Step 4: Select a strategy (or alternative) and discuss the implications it has for different stakeholders.

A matrix is a simple tool that can be used for Step 3 and Step 4.

Options/Alternative Positive implications Negative implications
Ce eee
Ee) Poe

You should take this matrix one step further and develop § Some examples are given below. (Note that the matrix
criteria to assess the options. The criteria allow you to has been changed around with options listed at the top
compare each option against the same elements. axis. Use whatever arrangement is useful to you.)

Criteria

Cost-effectiveness
The number of people it will reach

a
&

See the case study example on pages | 9-20.

Project planning: tools for biodiversity conservation and development projects

Alternative |: Custodians Programme
Description: Building the capacity of private landowners and community groups to identify plants on the Red Data
list and manage alien plants and fires in the critical biodiversity areas that are next to where they live. Landowners and
communities where the most conversion of natural vegetation has taken place would be targeted, and services would
be provided on a volunteer basis. Several sites across the CFR could be chosen.

Alternative 2: Conservation Incentives Project
Description: Recognising that the State will never have sufficient resources to own and/or manage all the land that
contains critical biodiversity, a stewardship programme would promote partnerships between landowners and conser-
vation agencies, and encourage landowners to manage their land appropriately by using tax rebates to reward good
land management and conservation.

Alternative 3: Conservation and Livelihoods Project
Description: Identifying and creating livelihood opportunities for communities living next to critical sites. These could
include a range of jobs, such as helping to manage the nature reserve, being a biodiversity guide or clearing alien spe-
cies on a regular basis. This would create jobs for communities burdened by unemployment and develop the capacity
of the conservation sector that needs many forms of support to conserve the unique habitat and species in the CFR.
Partnerships would have to be developed between conservation agencies, local government and the private sector.

Alternative 4: Schools that know and care for the environment
Description: Schools across the CFR are selected to participate in an education and conservation programme. Learn-
ers, parents and school communities are educated about the environment. Schools adopt a threatened species, or criti-
cal areas. These schools’ resource base of environmental knowledge grows. Learners volunteer to clear sites and are

in turn exposed to unique habitats.A partnership would have to be developed between the Department of Education,
local authorities and the conservation agency.

Case/study:/CFR)Alternatives/Analysis

Case)study|(continued):JAssessing theladvantages|and disadvantagesjofeach

Option/Alternatives

Custodians Programme

Conservation Incentives
Project

Conservation and Liveli-
hoods Project

Schools that know and care
for the environment

Advantages

Focused.
A selection of sites across the CFR
could be identified.

Targets landowners who own most of
the critical biodiversity.

In the long run, could alleviate lack of
extension capacity in conservation
agencies.

Job creation opportunities.
Opportunities for building institutional
relationships with the job creation sec-
tor.

Spread knowledge through curriculum.
More people involved.

Disadvantages

Diversity of groups.
Management costs would be high.

Changing people’s attitudes is a slow
process.

In the short term, would require in-
creased extension support from conser-
vation agencies.

Not directly linked to the conservation
process.

Schoolchildren might move after some
time.

Education programme would not neces-
sarily result in direct and immediate
changes in behaviour.

This assessment of each alternative gave valuable insights to the C.A.P.E. planning team on the merits of each option.
To help the team select one option as its project, the members decided to assess each one against what they believed
to be the six most important criteria that should characterise the project:

e Contribution to a priority conservation need.

e Potential to catalyse the impact beyond target area.

e Evidence of capacity enhancement and knowledge transfer.

e Sustainable impact in the long term.

e Innovation and novelty.

e Impact on socio-economic problems.

20 Project planning: tools for biodiversity conservation and development projects

Case/study/(continued): Assessing eaciUallernaliveagainst Selected
riter

1. Custodians 2. Stewardship 3. Conservation 4. Schools that
of rare and and Liveli- know and care
endangered hoods Project for the envi-

Criteria wildflowers ronment

Contribution to a priority High Medium High Medium
conservation need *

Evidence of capacity en-
hancement and knowledge

transfer

Impact on socio-economic
problems

* This criterion was weighted by 2.
Selecting the project

The planning team saw that the Custodians Programme and the Conservation and Livelihoods Project both
received very strong ratings in the assessment.

The team strongly argued for the Custodians Programme because it would reach a wide range of prioritised areas.
The second project for which they opted was the Conservation and Livelihoods Project. These projects were seen as

quite closely related and the one built on and strengthened the other.

Note to the reader: In reality, all four pilot projects are being (Ashwell et al. 2006, SANBI Biodiversity Series 4) for details, or
implemented in the CFR. See the publication Fynbos Fynmense visit the C.A.P.E. website on www.capeaction.org.za!

What we have achieved so far:

The four analytical phases have been completed:

e A participant analysis.

e Aproblem tree.

e An objectives tree.

e The selection of a preferred alternative or project strategy.
There is nothing to stop you from going back and, on the basis of new information or deeper discussion, amending or
adapting any of these. The purpose is to have:

e A much deeper understanding, as a team, of the participants and the problems particular to this situation.

e An understanding of the range of objectives or even solutions to which your organisation, institution or
project can contribute.

e An agreed strategy that is realistic, desirable and will bring about CHANGE.

The next step is to develop the objectives for the project and the other project elements.

Project planning: tools for biodiversity conservation and development projects 21

J. DEFINING THE PROJECT ELEMENTS

The project elements are found in the first column of the project-planning matrix.

The first three elements (Development goal, Project purpose and Outputs) share the following common fea-
tures:

e They are stated as outcomes

They are stated as if they have already been achieved. This will help the planning team to identify what is
needed for this statement to become true.

It is also said to assist psychologically with conceptualising the project!

Here are some examples:

Future orientation X Achievement orientation ¥

A training course will be developed by June e =A training course is available by June 2007.
2007.

e A species distribution map is updated by Febru-
A species distribution map will be updated by ary 2007.
February 2007.

e They are fairly specific and describe what will be found when the particular element is achieved.

Key questions—some examples:

Q 12 civil society groups.
Quantity—What numbers of people, service prod-
ucts and so on, will be involved? 100 environmental educators.

According to last year’s standards.

Q

Quality—To what standards will this be done? Methods are appropriate to the literacy level
and local knowledge.
By June 2008.

+

Time—By when will this occur, how frequently will it Within 12 months of the start of the project.

happen, will it end at some point?
On a monthly basis.

L In the Tulbagh Valley.

ht Sone aes : ;
Location—Where will this be taking place? In the Eastern Cape Province.

e They are realistic, desirable and achievable.

The elements of the project should be achievable. (Do not set yourself up for failure!) The purpose of planning
is to develop a framework which can be successfully implemented. It is one thing to be ambitious; it is quite
another to design a project which cannot be achieved.

22 Project planning: tools for biodiversity conservation and development projects

A\REMINDER

Development goal/Outcome

This objective specifies the benefit that the beneficiaries will gain as an output of the project. The development goal
is often related to the problem/need that the project is seeking to address, and is seen as the longer-term desired
solution or change.

For example: By 2020 the biodiversity of the CFR is effectively conserved and restored.

Project purpose/Immediate objective

This expresses the action that the target group will take in order to bring about the desired change. The project
purpose often describes a change in the target group’s behaviour, resulting from this group’s use of the services or
products provided by the project.

For example: Landowner custodians and community groups take conservation action to improve the status of threatened plant
species in priority conservation areas of the CFR.

Outputs/Deliverables

These describe the goods/services/products that the project makes available to the target group. The outputs are
causal to the development goal or outcome. These are the responsibility of the project and largely under the project
management's control.

For example: Guidelines are drawn up for the management of threatened species.

Activities
All those steps that the project takes to provide the various goods, services and products (or outputs), are listed.

For example: Full-time programme co-ordinator and programme assistant are appointed.

Inputs
The resources needed to do the activities. Resources refer to staff, raw materials, capabilities, etc.

Look back at page 8 for a reminder of how these elements are linked.

Developing the two project objectives Example:

e The biodiversity of the CFR is effectively con-
served and restored, wherever appropriate, and
this will deliver significant benefits to the people

How?

Let us go back to the project planning matrix (PPM) for a

moment (see page 21). The PPM is a tool: in the region.
e To present information agreed to by the planning This becomes the Development goal/Out-
team. ee

e To reveal the relationships among the different
project elements in a simple format. Step 3: Identify a card at the next level down that
expresses how a particular target group acts

e Which is also useful to check the logic between
differently to bring about the Development goal/

the different project elements. (Fear not, we will
come back to this later!) Outcome. You will have to be fairly specific.

For now, what is important is that we start at the top of Example:

the PPM.
e Private landowners act as effective stewards of

Step |: Start at the top of the PPM and work down- prionty habitats on thei land:

wards. Start with the Development goal/outcome e Members of the public take the necessary action
and Project purpose. Look at the Alternative (or to conserve and restore biodiversity.

project strategy) you selected. Study the cards
you outlined as being part of the means-end e Groups of schoolchildren (Grades 6 and 7) are
strategy. involved in a set of activities to conserve and

restore vulnerable habitats.

Step 2: Identify the card that expresses the benefits that
people will experience. This becomes your Project purpose.

Project planning: tools for biodiversity conservation and development projects 23

Biodiversity of the CFR
is effectively conserved
and restored, wherever
Development appropriate, and this
goal/ Outcome will deliver significant
benefits to the people in

Biodiversity of the CFR
is effectively conserved
and restored, wherever
appropriate, and this

Biodiversity of the CFR is
effectively conserved and
restored, wherever appro-
priate, and this will deliver

will deliver significant
benefits to the people in
the region.

significant benefits to the
people in the region.
the region.

1 i)
i) T i)

Private landowners act Members of the public Groups of school-children
as effective stewards of take the necessary (Grades 6 and 7) are in-
Project priority habitats on their actions to conserve and volved in a set of activities

purpose land. restore biodiversity. to conserve and restore
vulnerable habitats.

Do you see the logical relationship between these two elements of the project?

While you draw on the cards from the objectives tree for the strategy your team has selected, you may
want to be more specific when wording these two objectives, the Development goal/Outcome and the
Project purpose. You can use the key questions on page 24 to help with this.

e This step helps you identify and define (in the Project purpose) the key target group with which you will
work. Will it be the Department of Agriculture, small-scale farmers, women-headed households, mothers of
young children or schoolteachers?

e The project must be aimed at a particular group who will be able to bring about the desired change. In
some cases they are the target group—maths teachers (with students being the ultimate beneficiaries). In
other cases the target group will be the same people as the beneficiaries. The case of the small-scale farm-
ers is an example of this.

e It is common to develop simple, or draft, objectives at this stage. Once the Outputs have been identified, it
is often easier to articulate the scale and scope of the project. The Development goal/Outcome and Project
purpose can be revised to reflect the new thinking of the planning team.

Developing the project outputs Depending upon the project team's capacity, capabilities

and resources, the project outputs will vary.
What are the outputs?
How?
e Outputs, together, make it possible for the
project purpose to be achieved. Step |: Look at the project purpose and ask the ques-
tion—‘What must the project deliver for it to be

e Outputs are not sequential; each output is the :
possible to achieve this project purpose?

consequence of a number of activities.

e Outputs are the specific results or tangible prod- = Step 2: Brainstorm and write up ideas on cards. Debate
ucts produced by undertaking a series of tasks or these and then agree on the outputs (and there-
activities. fore the responsibilities) of the project.

24

Project planning: tools for biodiversity conservation and development projects

Here is an example:

Development goal/ Outcome

Project purpose

By 2020 the biodiversity of the CFR is effectively conserved and re-

stored, wherever appropriate, and delivering significant benefits to the

region.

The status of threatened plant species in priority areas of the CFR

directly improved through the conservation actions taken by landowner
custodians and community groups.

Custodians Programme set up and given the capacity to work with civil

Information on threatened plant species in the CFR is updated and in an

Outputs l
society.
Civil society knows about threatened plants and has been given the
capacity to conserve priority sites for conservation.
accessible format for land-use decision-making.
Notes

e The outputs will be informed by the creative approaches, resources and knowledge of a particular project

planning team.

e People with particular sector/subject expertise could be brought in at this point to advise the planning

team.

e There are countless examples of projects that were tried elsewhere (some with success, others not). It is
helpful to draw on more than the planning team’s own experience and knowledge (unless you are con-

vinced that your ideas are the best ones!

Developing the project activities

What are the activities?

They are sequential steps.

They are the tasks the project must complete to
achieve each output.

Take each output and make a list of the activities
that are needed to achieve it.

Set out these activities in a logical sequence. It
helps to number them.

Here is an example:

Output 7:A teachers’ manual for environmental
education (Grades 6 and 7) with support material is
developed.

Activities:

7.1

42

73
7.4
75
7.6
T#
78

Conduct a survey to identify the existing published
materials on this topic.

Hold a workshop to set the key content areas to
be covered.

Allocate work to teams; provide a framework.
Teams research their content areas.

Sections are written in draft.

Hold a workshop to integrate all sections.

Edit and prepare all support materials.

Publish.

Another example:

Output 4: Civil society in pilot areas is aware of
threatened plants and given the capacity to conserve

priority sites for the conservation of threatened plant
species.

Activities:

4:1

aD

4.3

4.4

45

4.6

= /

Run workshops with stakeholders from the prior-

ity areas identified by the C.A.P.E. Lowlands Project
to identify all existing civil society groups (e.g. small
NGOs and CBOs), and areas where potential groups
can be formed.

Select six areas where there are appropriate civil
society groups or individuals with a potential to form
such groups.

Visit areas and encourage the identified civil society
groups to take part in the programme (wherever
feasible, recruit individuals from previously disadvan-
taged groups who have historically been excluded
from conservation initiatives in South Africa to work
in partnership with individuals who have conservation
experience).

Select a champion for each civil society group with
whom the Custodians Programme will liaise through-
out the project implementation.

Run training workshops to give groups the capacity to
collect information about threatened species, to act
as conservation agents in their areas, and to manage
selected sites actively where threatened species occur.
Provide groups with ongoing support and guidance

in the implementation of appropriate conservation
actions to conserve and manage the threatened plant
populations in their areas.

Set up partnerships between civil society groups and
the C.A.P.E. Incentives Programme to ensure that civil
society groups receive the legal and other support
required to secure the conservation status of their
sites.

Project planning: tools for biodiversity conservation and development projects 25

The examples on the previous page describe certain ways of achieving each respective output.
Every project team will have different ways of doing things (producing a manual, sourcing and distributing equip-
ment).

It is important to write down all the sequential tasks. This will give a manager or staff member the order of the
steps to be taken to achieve the overall desired outputs.

Development goal/Outcome:
By 2020 the biodiversity of the Cape Floristic Region (CFR) is effectively conserved, restored wherever appropriate,
and delivering significant benefits to the region.

Project purpose/Immediate objective:
The status of threatened plant species in priority conservation areas of the CFR is directly improved through the
conservation actions taken by landowner custodians and community groups.

Outputs:
|. Custodians Programme set up and given the capacity to work with civil society.

2. Civil society in pilot areas knows about the threatened plants and has been given the capacity to conserve
priority sites for the conservation of threatened plant species.

3. Information about threatened plant species in the CFR has been updated and is in an accessible format for
land-use decision-making, Red Listing and volunteer programmes.

Activities:
e.g. for Output 2

e Run workshops with stakeholders from the priority areas identified by the C.A.P.E. Lowlands Project to
identify all existing civil society groups (e.g. small NGOs and CBOs), and areas where potential groups can
be formed.

e Select six areas where there are appropriate civil society groups or individuals with a potential to form such
groups.

e Visit areas and encourage the identified civil society groups to take part in the programme (wherever
feasible, recruit individuals from previously disadvantaged groups who have historically been excluded from
conservation initiatives in South Africa to work in partnership with individuals who have conservation
experience).

e Select a champion for each civil society group with whom the Custodians Programme will liaise throughout
the project implementation.

e Run training workshops to give groups the capacity to collect information about threatened species, to act
as conservation agents in their areas, and to manage selected sites actively where threatened species occur.

e Give groups ongoing support and guidance in the implementation of appropriate conservation actions to
conserve and manage the threatened plant populations in their areas.

e Set up partnerships between civil society groups and the C.A.P.E. Incentives Programme to ensure that civil
society groups receive the legal and other support required to secure the conservation status of their sites.

Identifying the project inputs Be sure that the inputs
Whawwt are inputs? e are directly related to the activities that will be
undertaken;
e Inputs are the resources or ‘raw materials’ re-
quired to undertake the activities and to produce e are adequate to implement the activities you
the intended outputs of a project. have planned;

Selitese could)be e are defined in terms of quantity, quality and costs;

o Finances. and,

© Materials. e most important, are appropriate to the situation

© Staff. in terms of gender, cultural, technological and
Services. other environmental considerations.

oO

26 Project planning: tools for biodiversity conservation and development projects
Here is an example:

Activity:
A field researcher is hired for the project period.

Inputs
e Appropriately qualified person for three years.
e A 4x4 vehicle for country roads.
e An administrative support person for |2 hours per week.
e Fuel, insurance and service costs for vehicle.

e Overnight subsistence costs for up to seven days a month in the field.

What we have achieved so far:

Five project elements have been defined:
e Development goal.
e Project purpose.
e Outputs.
e Activities.
e Inputs.
e The two objectives have been developed:
© Development goal.

© Project purpose.
The project outputs have been developed.
The project activities have been developed.
The project inputs have been identified.
None of these are written in stone!
As you develop each step, new ideas or information emerge and earlier work can be adapted or amended.

The idea is to come up with a logical relationship between the five project elements.

if we have the appropriate) 2.052204 422) sis Gage ee wale 2s See ee ec ee INPUTS,
we can perform all... a5 5. 2 eos wine bore wiasel ov cere mo hone care Teac a Ra ISM oe ee ACTIVITIES
that are needed to deliver our» 22/20). jc) dd re pie ree = sitiegs weeesileiiee ede ete entation ae OUTPUTS.
If we achieve all outputs, this will make it possible to achieve our ...........2-.02seeeeeeee PROJECT PURPOSE
which-contributes to the achievement of the <2 5). 25 o)e «wie ale sm ai) onoseitg el aaere tetany olistailele DEVELOPMENT GOAL.

The next step is to identify the risks external to the project and to understand indicators.

Project planning: tools for biodiversity conservation and development projects 27

6. ASSESSMENT OF ASSUMPTIONS

What are these? e From Outputs to Project purpose
e From Project purpose to Development goal or
Assumptions are the important and relevant factors Outcome.

e which are beyond the control of the project; but There are two questions to ask:

e which must exist or take place if the project is to

e If we successfully achieve all our Outputs, what
be successful.

external factors could affect the achievement of

; our Project purpose?
In other words, they are assumed in the project purpose.

e If we successfully achieve our Project purpose,

For our project to be successful we assume, for example: what external factors could affect the achieve-

ment of our Development goal or Outcome?
e The actions of particular agencies.

© Certain economic conditions. The planning team identifies Why?
i iv these external factors and Because they should,
e — Political stability or change. writes them on cards. like objectives, express
Siecneased levels of conflict They are worded as positive what we seek for
conditions like objectives, not success.
e No changes in the climate. problems!
F
How: Here are a few examples:
Step |: Identify any factors beyond the project’s control, e — Local agencies collaborate in planning.

which could influence the success of the project. e Farmers are willing to allow their land to be surveyed

: : ' ; : or threatened species.
These are identified at two levels in the project planning fe P

matrix (PPM): e The safety of conservation volunteers is ensured.

Notes

Consider the following picture. See how the logic works. Follow the arrows from the bottom of the picture upwards.

Project elements Assumptions (external factors)

Development goal/Outcome

If we achieve our what assumptions could affect achieving our ...
Project purpose ...

Project purpose a rr,

Outputs what assumptions could affect achieving

| 4 Ours:

If we achieve all these Outputs ...

Step 2: Assess the external factors.

A useful procedure for assessing the importance and
probability of assumptions is outlined on the next page.
Assess each assumption in turn.

28

Project planning: tools for biodiversity conservation and development projects

A procedure for assessing the importance and probability of assumptions

Question |:

in the next level of the PPM?

YES.
Move to Question 2.

NOT LIKELY.
Move to Question 3.

Question 3:

Can the project strategy be designed in a way so
that the activities influence the assumption or make
it unimportant?

Yes.
Design the project in a way so that the activities in-
fluence the assumption or else make it unimportant.

Is the assumption necessary to achieve the objective |—>

Question 2:
Is the assumption likely to occur?

NO.
Do not include this assumption in the PPM. It will not
affect the success of your intervention. End here.

ALMOST CERTAIN.
Do not include this in the PPM. It will not affect the
success of the project. End here.

QUITE LIKELY.
Put this assumption in the PPM. Monitor it and if pos-
sible, influence it so that it does occur. End here.

NO.

This assumption could kill your project (KILLER AS-
SUMPTION).Warn the decision-makers. Stop the
project.

Case)study-JASsSumptions)

Project elements

Development goal/Outcome

By 2020 the biodiversity of the Cape Floristic Region

(CFR) is effectively conserved, restored wherever
appropriate, and delivering significant benefits to the
region.

Immediate objective

The status of threatened plant species in priority
conservation areas of the CFR directly improved
through the conservation actions taken by landown-
er custodians and community groups.

Assumptions

Government is committed to biodiversity conserva-
tion at high levels and line agencies are required to

incorporate biodiversity into planning.

International funding is available for the incremental
costs of biodiversity conservation.

There is private-sector investment in sustainable bio-
diversity-based business.

Existing conservation organisations remain commit-
ted to working on off-reserve programmes with civil
society groups.

Civil society has the desire and skills to work closely
on management plans.

Project planning: tools for biodiversity conservation and development projects 29

Outputs

|. Programme for threatened plants is set up and
given the capacity to work with civil society.

2. Civil society in pilot areas knows about threat-
ened plants and has been given the capacity to
conserve priority sites for the conservation of
threatened plant species.

Civil society in pilot areas is interested in becoming
involved and being mobilised to conserve priority sites.

Conservation organisations can develop effective
mechanisms for supporting civil society’s involvement in
conservation.

Landowners change their land-use practices based on
knowledge of the threatened species occurring on their

. Information on threatened plant species in the land.

CFR is updated and in an accessible format for
making decisions about land use, Red Listing and
volunteer programmes.

CPU ensures that the data collected are continually
made available to civil society for making decisions about
land use.

7. DEVELOPING THE INDICATORS

e Indicators help us to determine the progress
being made towards meeting project objec-

Indicators state how the performance standard
to be reached (in order to achieve the objectives
and outputs) will be measured.

tives and should provide, where possible, e Indicators can be direct or indirect.
a clearly defined unit of measurement and
target. Here are some examples:

Indirect indicator
(proxy indicator)

Objective Direct indicator

Volunteer households have a
higher standard of living (e.g.
school fees are paid).

Numbers of jobs for conserva- |
tion volunteers increased.

e Increased livelihood opportuni- °
ties for conservation volunteers.

How?

Step |: It is important first to specify the elements of
each objective in some detail in order to identify
appropriate indicators for objectives.

Here is an example of what these details should include:

Target group (for whom?) Groups of previously disadvantaged people.

Twelve volunteer groups are involved in the clearing of alien spe-

Quantity (how much, how often?) es

Groups are able to recognise 90% of the alien species and to clear

Sxaliey (nowsn cll?) 70% of alien species.

Time (by when?) Between October 2007 and October 2009. ‘

Gordon’s Bay.

Location (where?)

30

Objective

Project planning: tools for biodiversity conservation and development projects

Specified objective

Increased percentage of habitat protected. The percentage of valuable lowland areas protected has risen

from 3% in 2006 to 10% in 2009.

2: Learners have a better knowledge of biodiver- By the end of 2009, 70% of all Grade 6 learners know what

sity.

species in their area are at risk, for what reasons, and what
they can do about it.

When specifying objectives, remember that indicators Step 2: Identifying the appropriate indicators involves

should be S.M.A.R.T.:
e They should be specific.
e They should be measurable.
e They should be achievable.
e They should be realistic.
e They should be time-bound.

Objective

Increased percentage of habitat pro-
tected in formal conservation areas.

General public is more involved in
biodiversity issues.

asking which element/s of each objective you
want to measure. Remember that the indica-
tors you define must enable the project team to
measure the progress of its work.

Here are some examples of indicators:

Geographic information available | Not needed.
at local authorities.

More volunteers are willing to Less littering of the veld.
work on conservation issues.

Conservation agencies receive
more donations from the public.

It is often helpful to have more than one indicator for

each objective.

A good indicator is:

Independent: No two indicators in a PPM can be the same, i.e. one indicator cannot be used on more
than one level.

Factual: An indicator should not rely on subjective impressions; it should rather reflect fact.
Plausible: The change recorded should be attributable to the project and not to other factors.
Based on obtainable If the data are not readily available or costly to collect, then monitoring and evaluation
data: can become difficult and expensive.

Objectively verifiable: Project partners, outsiders and sceptics should be able to verify that change has genu-
inely occurred.

Indicators serve as measures and guiding values in the The MOV refer to how and where one can check that
early stages of planning.At a later stage, when the project —_an objective has been achieved at the intended perform-
is implemented, they can be reviewed, and more useful ance level. In other words, means of verification are data

and realistic indicators formulated.

However, the initial brainstorming about the type and
content of indicators should be done at the planning
stage. Research to establish figures, percentages, time-
frames, etc. can be done later with specialist expertise.

Step 3: Identify how the evidence will be verified and

sources.

The sources of information about the achievement of ob-
jectives should be agreed at the planning stage to ensure
that there are ways of verifying success, i.e.:

e What information is needed.

e In what form the information is needed.

checked. These are the means of verification

(MOV).

e Who should provide the information.

Project planning: tools for biodiversity conservation and development projects

e How the information will be collected.

e How often (frequency) the information should

be provided.

Here is an example:

Objective

Increased percentage of habitat pro-
tected in formal conservation areas.

General public is more involved in
biodiversity issues.

Geographical information available at
local authorities.

Six additional volunteers willing to
work on conservation issues.

Grow income with 5% through dona-
tions from the public.

No littering of the veld.

31

Means of verification

Geographical system at local gov-
ernment level.

AGM recordings of volunteer
groups.

Financial statistics of conservation
agencies.

Comparative field study report.

To check the usefulness of an indicator, ask these ques-

tions:

e Is the information you need available from exist-

ing sources?

e Are you sure that this information is reliable and

up to date?

Casejstudy:sA\complete)|project:planning)matrix

e Will you have to gather the data yourself be-
cause they are not available elsewhere?

e If so, do the benefits of having these data justify
the costs of collecting them?

See examples of indicators and means of verification in
the context of a complete PPM on page 14.

(The example shown here is based on a CEPF-funded C.A.P.E. project that was implemented by SANBI.The project is
now known as the Custodians of Rare and Endangered Wildflowers—CREW.)

Project elements

Development
goal/Outcome:

By 2020 the biodiversity of
the Cape Floristic Region
(CFR) is effectively con-
served, restored wherever
appropriate and delivering
significant benefits to the
region.

Indicators

The priority species
and habitats defined
as irreplaceable in the
C.A.P.E. strategy are
maintained.

The Protected Area
Network expands to
include all areas iden-
tified in the C.A.P.E.
strategy as irreplace-
able.

The levels of pro-
ductivity measured
in 2002 in terrestrial
(wildflower harvest-
ing) and marine eco-
systems (total catch)
are maintained.

The gross revenue
generated by the
protected area system
increases by 10% per
annum.

Means of verification

C.A.P.E. monitoring

and evaluation reports.

State of CFR biodiver-
sity report.

Provincial State of
Environment reports.

Annual reports of
conservation agencies.

Reports of the
C.A.P.E. Co-
ordination and Imple-
mentation Commit-
tees.

Assumptions

Government is com-
mitted to biodiversity
conservation at high
levels and line agen-
cies are required to
incorporate biodiver-
sity into planning.

The National Biodi-
versity Strategy and
Action Plan supports
effective conservation

of the CFR.

International funding
is available for the
incremental costs of
biodiversity conserva-
tion.

There is private-
sector investment in
sustainable
biodiversity-based
business.

Project purpose/ Im-
mediate
objective:

The status of threatened
plant species in priority
conservation areas of the
CFR is directly improved
through the conservation
actions taken by landown-
er custodians and commu-
nity groups.

Outputs:

|. Programme for threat-
ened plants is set up
and given the capac-
ity to work with civil
society.

Civil society in pilot
areas knows about
threatened plants and
has been given the
capacity to conserve
priority sites for

the conservation of
threatened plant spe-
cies.

Project planning: tools for biodiversity conservation and development projects

At least six civil
society groups in pilot
areas, Continuing to
monitor and promote
the conservation of
threatened plant spe-
cies.

All of the land-use
decision-making in
the six pilot areas
takes threatened plant
distribution and status
data into account.

At least |2 priority
sites for threatened
plant species are un-
der effective conser-
vation management
through actions taken

by civil society groups.

Management guide-
lines for threatened
plant species are

determined in 100% of

the pilot areas.

Training courses for
workshop facilitation, data
management and project
management undertaken
by the end of Year 2.

Six civil society groups
in priority C.A.PE. areas
identified and commit-
ted to working with the
project by the end of
Month 4.

Twelve new sites in the
CFR have a more se-
cure conservation status
with management plans
incorporating guidelines
on conserving threatened
plants, as a result of civil
society projects in the six
pilot areas by the end of
Year 3

By the end of Year 3, 75%
of private and communal
landowners, on whose
land threatened plant data
were collected, know
about the presence and
status of these species.

Data on threatened plants
collected by civil society
groups.

Data layers on threatened
plant distribution are being
used (available) by land-
use planners in pilot sites.

Management plans.

Certificates of participa-
tion in training courses.

Memoranda of Under-
standing.

Management plans;
records of meetings with
relevant officials, activities
conducted at different
sites.

Records of field trips
conducted by civil society
groups. Awareness pam-
phlets for farms.

Existing conservation
organisations remain com-
mitted to working on off-
reserve programmes with
civil society groups.

Land-use policy places
value on biodiversity and
provides positive incen-
tives for civil society to be
involved in conservation.

Civil society has the desire
and skills to work closely
on management plans.

Civil society in pilot areas
is interested in becoming
involved and being mobi-
lised to conserve priority
sites.

Conservation organisa-
tions can develop effective
mechanisms for support-
ing civil society’s involve-
ment in conservation.

Landowners change their
land-use practices, based
on knowledge of threat-
ened species occurring on
their land.

Project planning: tools for biodiversity conservation and development projects

Information on threat-
ened plant species in
the CFR updated and
in an accessible format
for making decisions
about land use, red
listing and volunteer
programmes.

Existing information on
threatened plants syn-
thesised and a spatially
explicit database linked to
CapeNature set up by the
end of Year 2.

Civil society volunteers
have been given the capac-
ity to identify rare and
threatened plants and to
collect standardised moni-
toring data.

Six civil society groups
involved in data collec-
tion in selected pilot areas
from Month 5 until end of
project.

Information gaps filled

through specialist input
and targeted field-trips

by staff and additional
volunteers throughout the
programme implementa-
tion by the end of the
project period.

We have

CFR threatened-plant
database CPU data layer

Field data forms com-
pleted by civil society
members.

Six-monthly news letters.

Field data forms com-
pleted by specialists/volun-
teers and staff members.

33

ee, eeeeeeeeeeeeoeeeeeeeeEeeeEEeEeEyEyEyE_—EeEeE>E>E~EE~™R_R—EEE———E——>—&K&=———~ey————EEE—EEEEEEEEES SSS

CPU ensures that the data
collected are continually
made available to civil so-
ciety for making decisions
about land use.

e Identified and assessed the external factors or risks that could affect the success of the project.

e Explored how to adapt or revise the project to avoid or contain external risks.

e Defined the indicators of project achievements.

Remember ...

e It is important to understand what indicators are and how important they are for project management,
BUT it is more useful to define them once you move into project implementation.

e Until you are at the ‘coalface’ and working with the dynamics of implementation, it is not easy to draw out

realistic indicators.

The PPM is now complete but it is important to review it. What follows is a set of questions to help you to do this.

Project planning: tools for biodiversity conservation and development projects

REVIEWING THE PROJECT-PLANNING MATRIX

Some questions for reviewing the project-
planning matrix (PPM)

Is the PPM complete? Does it contain:

e A Development goal or Outcome, which de-
scribes impact?

e A Project purpose, which describes the effects of
the project on the target group?

e Outputs, which describe the project perform-
ance?

e Indicators at all three levels?
e Acomprehensive list of activities?

e Inputs (staff, materials, equipment, etc.)?

Are the planning levels of the PPM logically
linked? That is,
e if activities ... then outputs;
e if outputs ... then Project purpose;
e if Project purpose ... then the Development
goal/Outcome.
Are the planning levels logically linked when
considering important assumptions about the
project environment? That is,
e if outputs and assumptions ... then Project
purpose?
e if Project purpose and assumptions ... then De-
velopment goal/Outcome?
Do the Outputs describe the performance of
the project and, specifically, the assistance that
the project delivers to the target group?
Example: Materials developed ...
Staff trained ...
Credit facilities available ...
If you have

Does the Project purpose describe the target
group action that is required to achieve the
Development goal/Outcome?

Example: Target group uses relevant skills ...
Target group organises ...

Target group constructs ...

Does the Development goal or Outcome de-
scribe the expected development impact?
Example: Beneficiaries have higher income ...
Environment is protected ...
Beneficiaries enjoy better health ...

Are the indicators at all levels of the PPM spe-
cific enough and do they satisfy the minimum
requirements regarding the

e Target group (Who?)

e Location (Where?)

¢ Quality (How well?)

e Quantity (How much?)

e Time (By when? How often?)

Are there objectives that are not planned?

Are all the stated important assumptions
likely to occur according to what you current-
ly know?

Are important assumptions listed that do not actu-
ally qualify to be important assumptions, since they
describe factors that can be strongly influenced by
the project?

Are the stated Outputs and Objectives real-
istic (can they most probably be achieved?),
especially when considering the risks involved
(i.e. the probability of important assumptions
holding true)?

e worked through the questions to help you to review the PPM, and

e you are satisfied that the project is realistic and achievable with the resources you have,

then it is time to develop a plan of operation.

eee

Project planning: tools for biodiversity conservation and development projects 35

Section 4: ALOOK AHEAD

THE PLAN OF OPERATION

What is it? How?

An outline of activities, time lines, responsibilities and
costs for each output.

Step |: Select the first output and enter it on the top
line of the table (see case study on page 36).

Step 2: Identify all the activities that have to be done to

it?
Why do it: achieve the output. List them in sequence.
The Plan of Operation guides project managers and staff Step 3: Starting from the first activity, list:
in their day-to-day operation regarding: ¢ The time by when it will be done.
e The steps required to achieve the outputs. e Who will be responsible for seeing that it is
done.

e Who is responsible for certain steps or activities.

e Deadlines for various steps or activities. WHERE TE STL COIS

e The costs of different activities. Enter these in the operational planning document.

Timetable
The scale of the activities and the length of time needed to achieve the output will help you identify what time-
scale to use in this column.

Week | 2 3 4 5 6 Etc.
Month Jan Feb March April May June Etc.

In the column, write the period when the activity will be completed. This will guide the project managers and staff
as to when the next activity can be expected to begin.

Person responsible
It is wise to put only one person's name or title in this column.Although it might be a team that conducts the
activity, one person is responsible for seeing that the activity is completed.

Costing

It is useful to think of three different items:

e Personnel costs could be the cost of project staff, consultants and other person-related services. Full-time
salaried staff, part-time staff and temporary staff can be considered. These can be expressed in person hours
or person days, weeks or months. Other personnel costs can be included (e.g. subsistence and travel for a

consultant).
e Capital costs are the once-off or occasional purchases of capital goods, such as:
© Equipment (vehicles, computers, tractors, overhead projector, furniture, printing equipment).

© Land or buildings (these can be dealt with as a separate item if there is not a once-off payment for a pur-
chase).

e Consumables are items that are used only once or are used up quite quickly. Examples are stationery, seeds,
building materials, the fares for road and air travel, and the cost of training materials.

Output No, 2:

Project planning: tools for biodiversity conservation and development projects

Case\study: Planjof Operation

serve priority sites for the conservation of threatened plant species.

Activities

Run workshops with stakeholders from the
priority areas identified by the C.A.P.E. Low-
lands Project to identify all existing civil society
groups (e.g. small NGOs and CBOs), and areas
where potential groups can be formed.

Select six areas where there are appropriate
civil society groups or individuals with a poten-
tial to form such groups.

Visit areas and encourage the identified civil
society groups to take part in the programme
(wherever feasible, recruit individuals from
previously disadvantaged groups).

Select a champion for each civil society group
with whom the Custodians Programme will
liaise throughout the project implementation.

Run training workshops to give capacity to
groups to collect information about threat-
ened species, act as conservation agents in
their areas, and to manage selected sites
where threatened species occur, actively.

Provide groups with continual support and
guidance in the implementation of appropriate
conservation actions to conserve and man-
age the threatened plants populations in their
areas.

Set up partnerships between civil society
groups and the C.A.P.E. Incentives Programme
to ensure that civil society groups receive both
legal and other support required to secure the
conservation status of their sites.

Time frame

Third Quarter
2006

First Quarter
2007

May 2007

June 2007

Third Quarter
2007

Fourth Quarter
2007 until Nov.
2009

Second Quarter
2007

Completion
date:
Nov. 2009

Person respon-

sible

Programme of-
ficers

Team leader

Field workers
and programme
officers

Programme of-
ficers.

Training co-ordi-
nator

Programme of-
ficers and field
workers

Team leader

Civil society in pilot areas knows about threatened plants and has been given the capacity to con-

Costs/Inputs

R3 000 per
workshop + sal-
ary: R550 000 for
three years

Transport to
meetings; hiring
meeting venue:
R2 000 per work-
shop

Transport, venue,
materials, exter-
nal consultant:
R50 000

Total costs:

R625 000

———”

Project planning: tools for biodiversity conservation and development projects 37

Section 5: HOW TO GET FROM A GOOD PLAN TO AN

APPROVED PROPOSAL

1. INTRODUCTION

The good news is: you have got to this stage! You have for your programme is a process that often asks for a
a well-thought-through plan. Your plan is based on an lot of thinking power from many people in the organisa-
informed analysis of participants, problems, objectives and _ tion. The temptation might be to send your plan as it is
alternatives. You have developed project elements that to your possible funders to get it financed. ‘It was well
make sense, and all assumptions and indicators are care- thought through, we looked at all the options; we truly
fully formulated. believe that this should be the way forward.’ It is hard
to imagine that anybody else might not agree with you
Unfortunately there is also some bad news: you are not immediately.

done! Not only because your plan has to be operation-
alised and implemented, but also because quite likely you You will probably feel disillusioned when you discover

have to convince external (or internal) funders to make that funder organisations will still ask questions, want
some financial/human capital available for your plans. more background information or want you to reformu-
Support agencies usually require written proposals for late the proposal in their standard format.

project support.

Number one tip: do not be upset when this happens. This
Having completed a plan on paper is often a moment of chapter will help you to take your plan to the stage of an
great euphoria, and it should be! Getting to a proper plan —_— approved proposal for funding.

Some thoughts about funders ... (adapted from www.sangonet.co.za)

It is important to know how to handle different types of funders. It helps if you take into consideration their individ-
ual backgrounds and personality styles. Here are a few tips that might help you in that crucial face-to-face encounter
that will dictate whether you get to implement your annual plans or shelve them for (yet) another year. Here we
have identified four general types of funders.

Caution! As with any situation—it is dangerous to generalise! People are unpredictable and we often realise the
mistakes in our assumptions long after it is too late to repair the damage. Your interactions with funders will often
reflect the chaotic principles that define human existence. Take these tips with a pinch of salt, but always remember
that a little bit of extra effort is likely to produce far greater returns for all involved!

|. Some funders are quite academic. Be very aware of protocol and the correct forms of address.A loose
and unstructured approach will not win you many points. You will score much higher in their estimation if
you come across as well informed and rather scholarly, with a deeply held conviction in the work that you
are doing. This integrity will be further embellished by a healthy resumé loaded with a number of credible
projects and activities linked to organisations (and people) that they admire. Do not, for any reason, try to
play one funder off against another!

2. Other funders’ main concern is that they want to know whether you have been spending their money
wisely. For this reason, it is a very good idea to make sure that you submit all the necessary reports and
M&E indicators on time and according to a predefined schedule. Try to make sure that you seem organised
and efficient (even if your last mode of transport has given up the ghost) when they arrive for a visit. It will
do you no credit if your working environment is a shambles and it looks as if nothing has happened for the
past five months!

3. Some funders like talk in plain business terms. Please note that ‘plain’ rarely means ‘simple’. They may try to
assume a soft exterior, but underneath it all, they are pure bottom line. Try not to come across as a typical
hippy, a tree-hugger. These funders will feel safe in the presence of people who give the impression that they
make swift, logical decisions, unhindered by any weakness or sentiment.

4. A different kind of funder generally wants you to let down your guard and show your humane side. They
want to know that you love what you are doing and have a sense of dedication beyond the calling of any
other mere mortal.

In this chapter we shall discuss some essential points to consider when establishing and building your relationship with
funders. Then we offer you some practical tips on the actual process of transforming your plan into a funding proposal.

38

Project planning: tools for biodiversity conservation and development projects

2. TAKE INTO CONSIDERATION IN YOUR RELATIONSHIP WITH FUNDERS ...

Funder organisations are different from you,
but in some ways also the same

Like your own organisation, funder organisations
have their own:

Back funders (be they other NGOs, their
government, a national lottery, international
funders, the public in their area).

Policies.
Internal challenges.
Institutional limitations.

Fashionable jargon.
Establish and nurture contact with the funder

Identify the particular person who would consider

a funding request and make some personal contact
before sending the proposal. Try to meet one of the
programme/funding officers from the funder organi-
sation when they are in the neighbourhood. Show
them what you do, because visualising the projects/
programmes and your organisation helps to build the
perception of a trustworthy and relevant organisa-
tion or programme.

Research the policy and practice of the poten-
tial funder before putting in a funding proposal

Do not ‘spray and pray’. Sending proposals all over
the world without starting a relationship or really
spending some time to see if there could be a fit, is
often not much use. Funders receive many ‘long-shot’
applications. Know how your objectives and goals fit
in with the philosophy and mission of your particular
funder organisation.

Once in a while make a cost-benefit analysis of
the relationship

On a regular basis, assess what you are getting out
of the relationship and where it is taking you. Get a
sense of the funder’s requirements, how much you
will be able to keep doing the thing you chose to do.
If the amount of energy (or frustration) you put into
a relationship is too high for what you get in return,
then try to shift this imbalance. If efforts to change
the relationship are fruitless, then end the relation-
ship.

The funder needs partner organisations like
you

You might feel like the underdog in the relationship.
Funders have the power to grant you some money
or to decide not to. This is of course true, but funder
organisations also need you. They have to prove to
their back funders that money is being spent effi-
ciently and effectively on relevant issues. Funders or
even officers in a funder organisation also have to
spend their money within a certain time frame (e.g.

a calendar year). If they do not, they might receive
less to spend the next year. It might be worthwhile
to know when funders are struggling to spend their
money (e.g. at the end of their financial year).

The relationship between organisations is a
relationship between people

The relationship between your organisation and

a funder organisation is based on the relationship
between two contact people in these organisations.
However, people move on and so relationships have
to be re-established, reaffirmed or renegotiated on
an irregular basis. Do not be taken aback or feel
offended. This is just the way things go and it might
imply that you have to spend a bit more time and en-
ergy on re-establishing the relationship. If it happens
often or with friction, this may call for a conversation
at a higher level.

Funders are not all the same

A bad experience with one funder might dull your
ability to establish a relationship with another one.
‘They are neo-colonial, bossy, never listen and have
strict formats to follow!’ Sometimes funders want

a different kind of relationship with partners, but
partners keep responding to them in their usual way.
Take opportunities to establish or change relation-
ships with funders.

Timing of presenting the proposal

Contact the funder before and during the proposal-
writing process to find out about general trends or
new areas of interest. This early communication with
the funder may dramatically increase your chances
of success. If you have a relationship already, inform
your funder once in a while what you are planning
to do in the near future. Send the funder a draft of

a programme you are planning. You might want to
invite them to give their thoughts: they might be will-
ing and feel honoured.Asking them for ideas some-
where along the process ties them into your project
in a way. Their basic understanding of your plan will
improve and they might be more inclined to grant
you funding. To ensure that your proposal will not be
pointlessly submitted, verify that funding is still avail-
able. Ensure that the funding disbursement schedule
and the application deadline (if they exist) match the
time constraints of your project/programme/organi-
sation. Many funders fund grants only at certain times
of the year. Become familiar with the funding sched-
ules of the funders in which you are interested, and
co-ordinate your submission with their timetables.
Make sure you complete your application in time to
meet the funder’s deadlines. Nothing is worse than
preparing a submission and missing the deadline by

a week. Unless you have the time to prepare prop-
erly, do not compete for the grant at all. The time
between submitting a proposal and the granting of
funding can take from two weeks to six months.

Project planning: tools for biodiversity conservation and development projects
———OO OLE CO

Do not be too surprised or angry when
funders still ask you questions

You have thought so well about this plan, this is it!
‘How dare they question our ideas, do they think
we are not capable of doing our own work?’ Though
these feelings and thoughts are normal, sit back be-
fore responding and consider the following:

© Their questions could be valuable. They see
other project plans, and have an understand-
ing of some lessons learned in organisations
elsewhere. They see it from a different per-
spective; their perspective could be useful and
enhance your plan.

© In their circles, being critical is seen as a key
part of their work. They will have to account
to their back funders for the appropriate use
of funding. If too many approved projects/
programmes ‘fail’ or do not deliver what they
promised to deliver, their funding from back
funders might be endangered.As a result,

39

future funding to other partner organisations
and the programme officer’s own job might
be at risk.

°o The culture of feedback differs in different
organisations, cultures and countries. Some-
times the value ‘be professional in your judge-
ment’ tends to move towards being too scep-
tical or in other cases, too positive. Often
officers in funder organisations are trained to
see the flaws and possible problems instead
of the innovative character and the possible
benefits of a proposed project.

@)

Responding with irritation seldom helps. You
are an expert in your plan and your specific
context. Funders are not. Just explain. It might
be useful to get a better understanding of the
question behind the question. Answering the
direct question might not be too helpful. Try
to get a real conversation going on the ‘pos-
sible question behind the question’.

3. TIPS FOR WRITING YOUR PROPOSAL

A ‘typical’ proposal to a funding organisation could contain the following paragraphs:

Development objective: explained and justified.
Immediate objectives: explained and justified.
Outputs: a description of outputs.

Activities: a description of main activities.

SCTE Coa I ON Ole oe

Inputs: a description of inputs from all sources.

unrhwn— 6

. The project-planning matrix: as an appendix.

oO

Working with predefined structures for pro-
posals

Often funder organisations give partner organisations
a structure for their proposal. This might be to help
these organisations handle the influx of proposals
they receive. It will make it easier for them to com-
pare and assess project/programme proposals. The
structure may also be provided as a service to the
organisation that is asking for funding and may not be

An example of a ‘typical’ format for a proposal to a funding organisation

Context: a brief summary of the context in which the project is proposed.
The project: describes the project idea in brief, with comments.
Primary stakeholders: a description of the main stakeholders, including the beneficiaries.

Secondary stakeholders: a description of the stakeholders that are not directly involved in project planning.

Assumptions: a description of assumptions/external factors.

. Sustainability: an overview of how the project will sustain itself.

. The implementation plan: refers to the schedule of activities in the matrix.
. Organisation and administration: responsibility, who will do what.

Monitoring and evaluation: a description of the system you will use.

. The budget: (with comments if necessary) as an appendix.

compulsory at all. It might be worthwhile to enquire
about the format. Some funders will be satisfied as
long as the topics that are covered in their format
are answered in one way or another.

Get a feeling of the other’s style of writing

Glance through a funder’s annual report, its docu-
mentation, its e-mails. ls the style very formal? Are

40

Project planning: tools for biodiversity conservation and development projects

the reports and communications very long? What
wording is used? This could give you an indication of
the style of writing (and reading) that your funder
organisation prefers. However, several styles might
exist in an organisation. Do not be afraid to ask your
contact persons in the funder organisation for their
impressions when reading the proposal. This might
give you some lessons for follow-up funding propos-
als or for monitoring and evaluation reports.

Translate your plan to a proposal that fits the
other’s mindset and jargon

All organisations use their own favourite wording.
This is a reality we have to live with. Some organisa-
tions might want to force others to use their word-
ing. You do not have to do that. In your plan, use your
own wording, but in the process of getting the plan
into a proposal, you may have to adjust or ‘translate’
your wording to suit their jargon/vocabulary. What
you term an ‘impact’ could be an ‘effect’ for some-
body else, an ‘output’ could be an ‘outcome’, etc.
These small differences in interpretation can have a
huge impact (or effect) on the funder’s ability to un-
derstand the proposal and therefore on your chances
of getting your funding.

A logframe is not a particularly useful format
for communicating information to others

The logframe/project-planning matrix was designed
as a way of creating a well-thought-through and
detailed plan for your project. It is not a good way of
communicating. The tables often run across several
pages, and short of the funder organisation’s print-
ing everything out and sticking the whole table
together on a wall, it does not give a good overview.
The logframe or project-planning matrix holds many
details that might be of interest to a funder, but it is
helpful to give them the big picture of the plan before
sharing the small details of the framework (in an ap-
pendix). Put the first column of the framework into
words (a one-pager) to show the funder what the
project proposal is about. Show the logic. The reader
wants to know where the proposal is going.

Give an overview, an executive summary

It can be quite frustrating to read through 20 pages
of an introduction before you find out what someone
wants from you.A good proposal needs an execu-
tive summary that quickly identifies, for the potential
funder, what difference a funding contribution would
make and what contribution is requested from the
funder.

Consider how much of an introduction is re-
ally necessary

It could be offensive to start a long, detailed intro-
duction on the history of South Africa or on the
context of HIV/Aids. The funder already has basic

information about this. They might view this as chal-
lenging their knowledge if you start from scratch

and explain basic facts to them. If you really feel that
detailed information is needed, put it in an appendix.
The funder will probably skim through the appendix,
but it might give you the feeling that you provided

all the information and might even show that you
were really trying to be as thorough as possible (or it
might give the funder the feeling that you were wast-
ing trees!).

Structure, grammar and layout must not be
ignored

‘The project is good, that will show. It does not need
fancy window dressing’ Unfortunately this is not
completely true. Unclear structuring, sloppy gram-
mar and ignoring the look/layout of the proposal
can cause unnecessary frustration for the reader. Do
spend that extra hour making bullet points, check-
ing your spelling, checking and double-checking for
typographical errors, including page and paragraph
numbering and making subheadings to give it a pro-
fessional look.

Assess your current writing capability and get
help if needed

Good thinkers and doers are not all good writers.
Make an honest assessment of your writing skills. This
is not to say that you cannot learn how to become
(an even better) writer, but unchecked experimenta-
tion here might be a costly lesson.Ask someone else
who is not closely involved in the planning formula-
tion to read the proposal. If they struggle with some
parts, it is likely that a funder elsewhere (with possi-
bly a different native tongue, a different context and a
different writing style) will get confused (and possibly
annoyed) while reading your proposal. It might be
worthwhile to give attention to reformulating, clarify-
ing and restructuring your proposal with the help of
a colleague or someone else.

Do not try to impress funders by writing long
texts

It may sound obvious, but do not make the proposal
too long! Try to re-read the proposal and see if you
can remove bits and pieces without losing the gist

of your plan.A 50-page proposal for the funding a

R5 000 project is probably out of proportion. Most
programme officers in funder organisations are
responsible for the funder’s relationships with dozens
of other organisations. They have limited time to
spend on reading, analysing and forming an opinion
about your proposal. Excessively long proposals
might also indicate that your organisation is not clear
about its plan.Why can they not explain it briefly?

It might also suggest to the funders that you have
something to hide.

Project planning: tools for biodiversity conservation and development projects 4\

Common reasons why proposals are turned down. A checklist:
e The problem being faced has not been explained properly.
e The problem does not strike the reader as significant.
e Client groups (community) have not been involved in the planning.
e The proposal is poorly written and hard to understand.
e The proposal objectives do not meet the funder’s objectives.
e The proposal asks for funding beyond the funder’s financial capability.
e The programme has not been co-ordinated with other NGOs.
e The funder has not been assured of your organisation’s capabilities.
e The objectives of the project are too ambitious in scope.
e The writer did not follow the guidelines provided.
e There is little evidence of your organisation’s sustainability beyond the life of the grant.

e The evaluation procedure is inadequate.

Source: www.sangonet.co.Za

For further information, look at the 39-page Toolkit Writing a Funding Proposal on www.civicus.org or visit Sangonet’s
website: www.sangonet.org.za

Project planning: tools for biodiversity conservation and development projects 43

APPENDIX 1

JARGON... THE INSIDER'S LANGUAGE

Many theories, approaches and methods typically use meaning. It is not a question of whether they are right

very specific terms or words to mean certain things. One — or wrong, or whether one agrees or disagrees with

has to become familiar with the jargon to understand their meaning. Rather, the terms have the meaning for

them.When you do, you become an ‘insider’. this particular approach but not necessarily for other

approaches.

There are also many terms that have very specific mean-

ings in project-planning approaches. To understand the Some of the most important terms in project planning—

approach, one has to embrace these terms and their in particular in the LFA methods—are defined below.

Activities: the steps that the project must take to achieve the outputs.

Assumptions: external conditions that are not under the control of the project (i.e. external risks),
but without which the project will not succeed.

Alternatives: the possible project intervention choices available to the planning team.

Beneficiaries: the people who will experience improved conditions (benefits) as a consequence of

the project targeting their needs.

Benefits: the positive conditions of change resulting from a project.

Development goal: describes the benefits that will result fom Khetprejcee nae Ae gee
pa ae epee Ee Rees eis Oy
ae Pai rs ee. im twit
Evaluation: measures the impact of the project (an evaluation is poral conducted a an oe

ternal agency).

Immediate objective: see Project purpose.

Indicators: the evidence we need to measure whether or not an objective has Been achieved.

none Buon aoe the haar financial and material resources required to implement the project.

(eration: = eee Auer fevers and checking our ideas. Nothing is static or complete.

a Wee sate cece case damnanene am eee ae

Means of Paiheacon ae “pelecation or source of the evidence used as indicators of project achievements.

fenoass 0 ~C*~*~<“‘:SC*;*C task peebeerinethe progress of the project. It is an internal management func-
tion of the project.

epecnes le an d Eseribe one we are trying to achieve. There are four levels of objectives in the
ZOPP approach: goal, purpose, outputs and activities.

@pecere: Bags atool Pon etalice anlimproved future, linked on a ‘means-end’ basis.

OVIs i Fis, 5 biectively penne indicators—see Indicators above.

eee PE meee ue cas that ym sacs = Bee, oe

Ours: tact laaiaaalaalt d Bscribe the responsibilities of the project, and the services and products it will
deliver. Siaajelelaie eeciceieunieesacee

pecs Preete ita oy : fool © analyse all the players who have an interest in either solving a problem or
‘keeping the problem going,

problemi a 3 EES spot of what, on a daily basis, blocks development.

Problem eras ‘de ane : foal © snalvee fneanee of problems facing people, and how the problems are

linked.

Project planning: tools for biodiversity conservation and development projects

Project: a set of planned activities designed to achieve specific objectives with given resourc-
es within a specific time frame.
Project purpose: describes what the target group will be able to do because of the support they
. . ;
receive from the project. |
Results see Outputs.
Target group: the people whom the project aims to support, and whose resultant actions will bring

about a benefit to themselves and/or to others.

Project planning: tools for biodiversity conservation and development projects 45

APPENDIK 2

NOTES FOR TRAINERS:
HELPING PEOPLE TO LEARN HOW TO PLAN A PROJECT USING A ‘LOGICAL FRAME-
WORK APPROACH’

Introduction

These brief notes will attempt to give the prospective trainer some tips and guidelines about the following three ques-
tions:

e How does one conceptualise and design a training programme?
e How does one draw up a detailed plan for a training programme?

e How does one run and manage a training programme?
These three general questions will be answered in a specific way using the LFA to Project Planning as the technical

learning objective, increasing knowledge and understanding of the CFR as a contextual objective, and conservation and
sustainable local economic development as the broad practice objective of the training programme.

1. Conceptualising and designing a training programme

There are many benefits from investing time in conceptu- outcomes, such as lectures, role-playing and
alising and designing a training programme before moving experiential exercises. It is also about what tools
into the detailed planning stage. will be used to assess this. This step looks at

e Investing time gives an opportunity to stop and what is needed.

think about what one has to achieve. : ae ; rae
e Planning focuses on the ‘micro steps’—the timing

e It brings a sharper focus to the objectives of the and duration of each exercise, the instructions
EOIN UCP MTL Se for tasks, the content of handouts. This step
e It helps to contextualise the purpose and value focuses on how the training will be carried out.

of a particular training intervention—why this
training and why now?

Conceptualising a training programme

e It encourages one to look at the bigger picture—
how this training fits in with other capacity-
development efforts, and to what changes it will
contribute in the longer term. ing programme:

Some questions to consider when conceptualising a train-

e Why is this programme important? What is the

The diff lising, designi d
empire c no coneepeuallsing, Cesigning an need? What are the problems to be addressed?

planning are as follows:
e What does the programme hope to achieve?

e Conceptualising involves looking at what learners ees
What objectives should be met?

know and do not know, exploring what they have

ssi SUC OA Noe do, angi fommnlaane a e Who is the target group? What is the context of

jectives or outcomes. This step focuses on why :
Se aia the learners?

the training is important.

RS se ; —_ : e What criteria will be used to select participants/

e Designing is about identifying which method- P P

ologies and approaches will best achieve these learners?

What problem or need does this programme aim to address?
Members of an Environmental CBO Network in the Cape Floristic Region are experiencing a number of problems:

e The voluntary members are losing motivation and focus.

46 Project planning: tools for biodiversity conservation and development projects

e There are very few resources to support the running of programmes.

e Ideas that are put forward for new projects seem to get stuck.

e There is very little capacity to form and maintain partnerships with resource agents.
e Projects that are started seem to fail or are not completed.

e Poor internal and external communication.

What does the training programme aim to achieve?
This programme aims to strengthen CBOs in the network to continue to innovate and run vital conservation and res-

toration projects. This will be achieved by increasing the capacity of CBOs in the network to design, plan and manage
conservation projects more effectively.

Who is the target group?

The target group of this training will be leaders from CBOs in the CFR Environmental Network. These leaders are
responsible for initiating, planning and managing projects implemented by the members of their organisations.

What is the context of the learners or trainees?

Leaders of CBOs are very busy and often burdened people. They are often heads of single-parent families and are un-

employed. They are good at identifying the opportunities or problems that have to be addressed. They have the ability

to mobilise people and organise them to get things done. They do not have the technical capacity to develop the writ-
ten plans that are needed to secure support for the organisation’s action projects. The effort to keep things going with
minimal resources and the lack of capacity is quite disheartening at times.

What are the existing resources on which the training programme can draw?

|. The Network has several experienced project managers with specialist knowledge of biodiversity and capacity
in restoration and conservation. They also have information about donor partners that are committed to an
environmental agenda.

2. There is a commitment from experienced project managers to pass on their knowledge.

3. A handbook on project planning has been developed with some notes for trainers, which can be used as
resources.

What theoretical framework will the programme adopt?
The programme will be based on the Logical Framework Approach to project planning. It will demonstrate participa-

tory planning methodology and will encourage reflection on the importance of participation as a central factor for
sustainable development.

The programme will use the Action Learning Cycle as the learning approach.

Writing the objectives for the training e Keep the objectives specific and describe what
programme will be found once the objective has been
e How do you want participants to change through achieved.

this training programme?

e What skills, Knowledge and attitudes do you

want participants to have gained? For example:

5 Eden dala x. By the end of the course, participants will have:

To create awareness of and clarify attitudes * An understanding of the importance of participa-
on tion in project planning.
To develop a deeper understanding of ... e An understanding of the LFA as whole and the
seven steps of the LFA to project planning.
e State the objectives as outcomes, that is, as if E inearad =
they have already been achieved. Stating the ob- e Applied these seven steps in a small group in the
jective as an outcome makes it easier for trainers process of drawing up a project plan.

to be clear about what kinds of tasks they have

e Reflected on group dynamics and given and re-
to design to achieve this objective.

ceived feedback on participatory behaviour.

For example:

By the end of the course, participants have developed a

Braj | ac-the LEA e Make sure the objectives are relevant, realistic
roject plan using the -

and time-bound.

Project planning: tools for biodiversity conservation and development projects 47

For example: e What will the broad curriculum be? What are

The above objective would not be relevant to a group some of the issues, concepts and skills that have
of experienced project planners who want to increase to be covered?
their capacity for managing and monitoring project e What training approach and methods will be

implementation.
eoplementa used? How much theory will be used? How

Nor is the above objective realistic and time bound much practice?
unless it states how long the course takes and the

5 eNs e j i j
level at which participants enter the programme. How much contact time is needed to achieve the

objectives? How should this be phased?

Designing a training programme e What existing resources can be drawn on?

Where can we go to find case studies, exercises

2 . ae and materials that are relevant to the context?
Here are some questions to consider when designing a

e What support will be provided to help learn-
ers integrate their learning into their life and/or
e What are the objectives of the programme? work situations?

training programme:

An example of a design for a training programme

What are the training objectives?
By the end of the five-day training programme, Leaders of Environmental CBOs will have:

e Reflected on their experience of initiating and running projects and shared the lessons learned.

e An increased understanding of a project approach to development and the assumptions and principles of the Logi-
cal Framework Approach to project planning.

e An understanding of the LFA as a whole and the seven steps of the approach.
e Applied the seven steps to a case study of the CFR and drawn up a project plan.

e Experienced the challenge of participatory planning, reflected on group dynamics and given and received feedback
on participatory behaviour.

What training approach will be followed?

An adult education approach will be followed in which the Action Learning Cycle will be used extensively. The pro-
gramme will attempt to cater for the challenge of the participants’ individual learning styles and challenge them to
learn in new ways.

What is the broad outline of the programme?

What issues and concepts will What methodology will be used? What resources will be re-
be covered? quired?

Appropriate handouts, participants’
actual experience.

A demonstration and presentation of
the cycle and application throughout the
course.

Approaches to development and les- Interactive presentation and some Brief notes in the Project Planning
sons learned from experience. reflection on experience. Handbook.

Introduction and background to the Notes in Project Planning Handbook.
LFA.

Conservation and restoration of A generative conversation Notes in Project Planning Handbook
biodiversity to ensure sustainable and the reading of the case study. and resource experts.
development.

Participant/Stakeholder analysis (Step | Brief presentation and application in Notes in Project Planning Handbook
One). small groups (six to eight people.) and appropriate equipment.

Brief presentation, demonstration, appli-_| Notes in Project Planning Handbook
cation in small groups, presentation and | and appropriate equipment.
feedback and debriefing of the step.

Group dynamics and group norms, Reflection on process exercise, brief Handouts and appropriate equipment.
challenges of participation. presentation and norm-setting exercise.
Objectives analysis (Step Three). Same as in Step Two. ear rae eg 8 |

Action Learning Cycle and favoured
learning orientations.

Problem analysis (Step Two).

48 Project planning: tools for biodiversity conservation and development projects

Alternative Analysis (Step Four.)

Review of the Contextual and Situ-
ational Analysis Phase.

Plenary discussion.

OHP or display board, notes in Project
Planning Handbook.

Introduction to Design Phase. Presentation of the ‘Development

Project elements:
Development objective
Immediate objective
Outputs

Activities

(Step Five).

Indicators and means of verification
(Step Six).

Assumptions/External factors.

Operational Plan (activities and
inputs).

Some handouts on participation and
facilitative behaviours.

Summary and evaluation. Presentation and individual exercise. Evaluation questionnaires.

Conversation and a feedback exercise
in groups.

Participation and the project team,
group closure.

How long will the training programme be, and how will it be phased?
This course will be a five-day training programme. Each day will consist of four one-and-a-half hour sessions. The day
will start at 08:30 and close at | 7:30.

How will the programme be assessed?

Peers and the trainers will assess informally, with the option to submit project documentation individually to trainers
for a more formal assessment.

2. Planning to implement a training programme, drawing up the detailed plan

The design is about the overall road map, and planning
is about the detailed directions on how to get there. In
training there are two broad areas that need planning:

e The content of the programme, made up of the
individual sessions.

e The logistics of the programme: these include
booking the training venue, transport to the
venue, catering and all the other details needed
for learners to be comfortable.

We will deal only with the detailed content of the plan.
The plan looks at each session in the programme and
how to get there. It focuses on the steps needed to
achieve specific objectives. The plan answers questions
about ‘how’ and ‘when’.

Planning a training session

The detailed planning of a training programme is one of
the most creative elements of a whole training proc-

ess. During this process, trainers have to draw on their
knowledge, emotions and intuition in order to prepare
training material and processes that are interesting,
absorbing and pitched at the right level for the learners.
It is important to ensure that whatever is planned will
contribute to the objectives of the programme.

The following set of questions is helpful when planning a
training session:

e What is the purpose of the session?

e What are the interests of the participants? What
is their current level of capacity?

e What will the content of the session be?

e What method/s will be used in the session?
e What steps will be followed in the session?
e How much time is available?

e How will the session be debriefed? How will we

draw out learning?

Project planning: tools for biodiversity conservation and development projects

Name of the session
Approaches to development and lessons learned from
experience.

Session objectives
At the end of the session participants will:

e Have a clearer understanding of development.

e Have explored what blocks or constrains devel-
opment.

e Be aware of two approaches to intervening in
the development process.

e Have reflected on and shared their experience of
initiating and running projects.

Time allocated
The session will run for one-and-a-half hours. It will take
place in the morning on day one of the course.

Method/s to be used

This session will use a range of methods: plenary conver-
sation, presentation, an individual reflection exercise and
a group discussion.

Steps to follow

1. Development buzz: introduce the theme of the
session ‘WHAT IS DEVELOPMENT?’; ask participants
to buzz in pairs around this question (five minutes).

2. Development definition stations: invite partici-
pants to stand up and move around the room and
read the four or five different definitions that have
been stuck up on the wall at different stations.

e Follow a logical sequence as far as possible. Keep
a flow in the programme and find links between
different sessions.

e In general, have four main sessions of 90 minutes
each, split by tea and lunch.

e Theory should come before an exercise designed
to put the theory into practice. This gives the
learners some ‘hooks’ on which to build their
understanding.

e When working with a complex model or
framework, make a conscious decision about
how you will present the material. Depending
on the learning styles of the participants, you
may choose to present the ‘big picture’ first, or
to start with its constituent parts and build up
the big picture (perhaps building in experiential
exercises at each stage).

e Decide what notes or handouts to give learners
in order to enhance their learning during the ses-
sion, and their revision afterwards.

e In general, move from individual exercise to pair
exercise to small-group exercises and then to
plenary. This encourages learners to reflect on
their own experience and to build participa-

49

SS aa SS] SS SSS...

Ask participants to choose one that makes the most
sense to them and to discuss, with the others who
have chosen it, why they favour that definition.

Allow one speaker from each grouping to say why
they think their chosen definition is the most rel-
evant (20 minutes).

Presentation: what blocks development and two
approaches to intervening in the development proc-
ess (15 minutes).

Individual reflection on experience:

Individual participants are asked to think about a
project in which they have been involved and to
make some notes guided by the following questions:
What role did you play? What were the project
goals? What were the highlights? What were some
low points? What was achieved? (10 minutes).

Participants join two others and share their stories
(15 minutes).

Each triad is given two cards and asked to extract
two key insights about what makes a project success-
ful (10 minutes).

In the plenary, each triad shares their two insights
and the cards are stuck up on a flipchart (10 min-
utes).

Debriefing the session: the trainer asks the partic-
ipants: ‘What new insights have you gained, what have
you confirmed about your understanding of develop-
ment and development processes?’ (10 minutes).

tion as learners gradually get to know and feel
safe with each other. The use of pairs and small
groups also ensures that those participants who
do not feel comfortable speaking in plenary
remain an active part of the process.

e Take a developmental approach. Start with the
simple and move to the complex. For example,
it is better to start with simple case studies than
to throw participants into very complicated role

playing.
e Never plan for more than 20 minutes of unbro-
ken input or lecture.

e Allow enough time for the introduction of exer-
cises, and for debriefing afterwards. If the exer-
cise involves a number of steps, it is advisable to
have instructions written on a chart or individual
copies made for each participant.

e Hold extra material in reserve. This allows you
to be flexible in your approach and to adapt and
change sessions when necessary. Having more
material than you require also allows you to deal
with unexpected needs or issues in an unflus-
tered manner.

e Use active exercises after lunch. It is a good idea
to get people moving, particularly if they have
had a heavy meal. Find ways to raise the group’s

50

energy level to avoid the common ‘graveyard
hour’ phenomenon.

e Do not publish a detailed timetable. Remain flex-

ible—things have a way of changing!
Using learning support material

The effectiveness of a training course or learning pro-
gramme can be increased by the innovative use of learn-
ing support material.

e Awell-developed textbook/handbook on the
content being taught can guide the structure of
a course.

e It allows individual learners who learn best by
reading, rather than by following verbal instruc-
tions, to go ahead or catch up.

e lt decreases anxiety in learners when they are
given the assurance that the material covered in

Name of the session
Problem analysis (Step Two of the Analysis Phase of LFA)

Session objective
At the end of the session participants will:

e Know what a problem analysis is and why this is
an important step.

e Have learned to use a problem analysis tool,‘A
Problem Tree’.

e Have gained a clearer understanding of the CFR.

e Be more aware of the way different people think

and understand the cause and effect of different
problems.

Time allocated

This session is planned to run for 90 minutes, but the
time it takes will depend on the group’s capacity and
dynamics.

Methods to be used

This session will use a range of methods: brief presentation
on problem analysis, instruction and demonstration of the
‘Problem Tree Tool’ in plenary.An application exercise will be
completed in small groups followed by group presentation,
question-and-answer session and individual reflection.

Steps to follow

1. Brief presentation on problem analysis:
As an introduction, present points on the problem
orientation of the LFA (pages 4-5 of the handbook).
Show slides of the relevant pages in the handbook

to explain the rationale, the analysis tool and how to

develop the problem tree.

Project planning: tools for biodiversity conservation and development projects

the session can be found on certain pages of the
handbook.

e Learners can be asked to read a set chapter to
prepare for the next day’s topic or to revise and
deepen what has already been covered.

e An exercise in a handbook can be used ina
course, or a set of instructions in the handbook
referred to in an application exercise.

e A handbook/textbook can be used to consoli-
date and sustain what is learned in a training
programme. It is important to remember though,
that time should be set aside in the course to
orientate learners to the resource. This could
involve scanning the whole resource together.
Another way could be to ask participants to
name the areas covered in the course, that they
would like to revise or take further. Then the
group can be guided through a process of finding
the relevant sections and then scanning them.

Reveal and explain them step by step and demon-
strate with cards on a board, using your own exam-
ples or those offered by participants.

Developing the problem trees in small groups:
Inform participants that they are to be divided into
small groups to develop a problem tree based on the
CFR case study. (Group allocation has to be done
thoughtfully, to try to ensure some balance.)

Before the big group divides into the separate
workstations for small groups, ask the participants to
refer to the relevant pages in their handbooks and
get them to read together with you the ‘Notes’ on
page I5.

Each group works on developing a problem tree us-
ing the equipment provided (blue cards, marker pens,
pins and a large pin board).

Trainers move around the groups, offering assistance
if needed.

Group presentation:

One group is asked for volunteers to present their
problem tree to the rest of the big group.
Questions for clarification and understanding are
asked and answered.

Debrief the Problem Analysis Step:

In plenary, a discussion is facilitated around the fol-
lowing question:

What have you learned from this step and why do
you think it is important?

Individual reflection:

Ask the participants to make notes on what they
noticed about themselves and others’ different ways
of thinking about problems.

What new insight have you gained about yourself as a
rational thinker?

Project planning: tools for biodiversity conservation and development projects S|

3. Running and managing a training programme

What has to be considered and kept in mind at each
stage of the actual implementation process? In any life
situation there is a beginning, a middle and an end. This
simple truth also applies to the training programme.

The entry phase

Opening up a training programme involves finding ways of
enabling participants to enter fully into the process. There
are five key areas to which a trainer has to give attention

during the entry phase:

e Enabling participants to feel familiar with and
comfortable in the training room.

e Introducing participants to one another and
building the learning group.

e = Clarifying what content will be covered (and
what will not).

e Finding agreement on how learning will happen
during this event.

e Clarifying the different roles of trainer and
learner.

The middle phase

The aim of the middle phase is to make sure that partici-
pants are fully, and most effectively, engaged in learning
together.

It is important to take certain design elements into ac-
count in the middle phase. Here are some of the impor-
tant principles to remember:

e Move from the known to the unknown.

e Start simply and increase the complexity of what
you are training along the way.

e Draw on learners’ life experiences and encour-
age them to draw out lessons and apply them in
the safe environment of the programme.

e Allow for the fact that different people have dif-
ferent learning breakthroughs at different times.

e Accommodate different people’s learning styles
by using a range of exercises and techniques
while working with the same content.

Managing individual learning in the context of a
group and the dynamics that take place in a group is an
extremely important task for the trainer in the middle
phase. Here are seven tasks on which a trainer has to
work in the middle part of the training process.

|. Keep the tone of the workshop open and ex-
ploratory, rather than drawing conclusions too
early on.

2. Let‘ahas’ happen at a personal level without
imposing them on the whole group. Adults are
responsible for their own learning and for what
they choose to share with the rest of the group.

3. Encourage participants to air their own views on
issues.

4. Invite creativity and innovation.

5. Nurture qualities of receptiveness and deep
listening.

6. Watch out for group ‘think’. This is when every-
one is so comfortable with one another that no
one thinks critically or originally.

7. Accommodate different levels of interpersonal
sharing. Some people are comfortable about
opening up within groups and talking quite
deeply about themselves and their lives. Others
are not, and should be able to make an independ-
ent choice about how much to share without
being judged by trainers or fellow learners.

Managing the group dynamics is also about watching the
energy level of the group. Pay attention to people’s verbal
and nonverbal signals, which may tell you when people
are losing focus. Once you notice that energy levels are
low, do not ignore them.Address them by allowing a
short break, inviting people to stretch or asking for a
participant to lead the group in an energiser.

Another important aspect of which trainers have to be
aware (and make use of) is the level of diversity in the
group. This is especially relevant when working in plenary.
Diversity feeds energy. If everyone thinks the same way,
there is no debate or challenge, and therefore no move-
ment. It is important to remember that diversity comes
in many forms, including learning style, personal history,
values, gender, ideology, religion, culture and age.

Plenary discussions are a common feature of the mid-
dle phase of a programme. The following tips are helpful
for managing these.

e Ask open-ended questions.

e Always acknowledge an individual's contribu-
tions and find constructive ways to build on and
further develop them.

e Allow the group to respond to a participant's
question or answer.

e Allow for silence and enough time for people to
think through their responses.

e Explore what is happening in the group at a cer-
tain moment in the process.

e Summarise and then move on.

Establishing learning subgroups is also a common
feature of the middle phase and trainers have to be
aware of how they establish groups for different learn-
ing purposes. Working in small groups allows for a higher
level of participation than is possible in plenary, and more
intensive work can be tackled. Below are four different
kinds of learning situations that you as a trainer may have
to manage. We also offer tips on how best to organise
these situations, using subgroups.

e Exploring issues at a value-based and emotional
level. For learning to happen at this level, there
has to be a quite deep and intimate sharing and
self-disclosure between participants. This requires
a certain level of trust and safety. In this scenario,

52 Project planning: tools for biodiversity conservation and development projects

participants should be allowed to choose whom
they would share with. It is not a good idea for
the trainer to assign people. Often this kind of
learning works best in pairs.

e Discussing and/or developing models and theory.
Here it is useful to form groupings of people
from varied backgrounds with diverse opinions.
This allows for generating a wide variety of ideas
and for participants to draw on their different
experiences. The size of the subgroup for this
kind of work can vary widely, but between four
and six participants per group is manageable.A
larger group requires more time to deliberate.
A random selection method, such as counting
people off, may be best in this situation.

e Ina scenario where the participants will be prac-
tising new skills or capabilities, it is useful to form
subgroups with mixed capabilities so that partici-
pants can learn from one another. It is important
not to form one group full of experienced peo-
ple and another with complete beginners. This
also allows the subgroups to work at a similar
pace and increases the likelihood that they will
finish the task at more or less at the same time.
The trainer will have to take responsibility for
assigning people to subgroups.

e Applying learning in a person’s own context is
another subgroup scenario. Here it is important
to form talking partners or groups of three,
made up of people from the same or similar
organisations/fields. This helps participants to
ground their learning in the reality of their own
context. Participants can be encouraged to form
their own groups if they are familiar with fellow
participants’ contexts and fields of interests.

Some guidelines to enhance learning in subgroups:

e Circulate a clear set of instructions that spell out
the content to be covered and the process to be
followed.

e Ensure that there is an appropriate space for
subgroups to break away and meet. It must not
be too far away from the central training area.

e Supply the groups with appropriate materials
such as flipchart paper, marker pens and cards.

e Make sure each group knows what output is
expected from them and how they will or will
not integrate their output with the output from
other groups.

e Make and show a summary of the ground rules
that must be honoured to ensure effective and
efficient participation in groups.

Closing the learning groups

A training situation is a laboratory. It is often very dif-
ferent from the real context in which participants work
or live. This is why the participants have to be given an

opportunity to plan how they will re-enter their normal
work and life situations. Another reason why closure is
important is that participants use the training process as
a safe space in which to open up issues they may not have
explored before. It is necessary for trainers to ensure
that participants reach some conclusion about any unfin-
ished business. Proper closure also makes it more likely
that learning will be sustained and result in change in the
participant's life or work situation.

What has to be closed at the end of a training pro-
gramme?

e Areas of content that have been explored. This
can be achieved by holding a session in which
people can ask any outstanding questions they
have about the content or preparing a summary/
roadmap of the material covered or asking the
participants to present their own summary of
the content of the programme.

e Relationships between group members. This
can be done by giving one another feedback or
symbolic gifts, by holding a celebratory party or
asking participants to characterise the group in
whatever way they choose.

e The relationship between the trainer and the
group. This can be done by inviting feedback, cre-
ating the opportunity to value the different roles
of ‘trainer’ and ‘learner’ and affirming that both
have learned from the experience.

e Moving from being a full-time learner to the
demands of multiple roles. This can be done by
allowing time for the participants to reflect on
and share with a talking partner what they left
behind to come on the programme, how they
may have changed while on the programme, how
they feel about returning and what adjustments
will be required to re-enter their roles.

In a five-day programme, entry should take at least one
session, and closure would require the same amount of
time. This also depends on the participants in the group,
the type of content and the level at which the pro-
gramme was pitched. Some programmes are designed

to be residential so that a very close learning group can
develop.A programme of this nature may need more time
for both entry and closure.

The following two examples of outlines for training
programmes will further illustrate the points made
above.A brief summary of the problem and the learning
needs of the different groups will be given, to help you
contextualise the example and the objectives for the
programme, followed by a programme outline or timeta-
ble. Such outlines are helpful to share with participants.
The programme outline should give participants an idea
of how the day/s are structured and broadly what will
be covered in each session. Providing a more detailed
programme tends to limit the trainer’s scope for being
flexible and makes some participants very anxious about
falling behind.

Project planning: tools for biodiversity conservation and development projects

Example}i-{A(one-day/programme)forleadersotcBosinthe CFREnvironmentallCBO)

The network offers a number of small grants to member CBOs for developing the capacity of their members. Very few
leaders of CBOs apply for these grants, and the few applications received are not very clear and poorly written.

At the end of this one-day workshop CBO leaders will have:
e Clarity about the rationale and criteria for the small grant applications.
e Explored what capacity problems exist among their membership.
e Understood the steps to follow in designing a small project.

e Applied their understanding of these design steps.

08:30 to 10:00 10:30 to 12:00 13:00 to 14:30 15:00 to 16:30

Introductions An overview of the Project design Appraising the project
seven steps of LFA designs

People: Planning Development objec-

tive. -
How will you know

Immediate objective. what the project has
achieved?

Name.

Organisation. Problem analysis Outputs.

Organisational

e What are the capac- Activities. e
achievement. P Summary and evalua

ity problems facing tion and closure of the
member CBOs? Assessment of assump- | day

Purpose: Cons

: Problem Tree.
e Expectations.

e Objectives and pro- Objectives analysis
gramme.

Process:
How we will learn.

Rationale and criteria
for small grants

The project manage-
ment cycle

Exampley2:7A\three-day/programme)forprojectimanagers
Problem statement:

Project managers from different government departments and members of the environmental cluster are responsible
for initiating, appraising and monitoring projects that will mainstream the issue of biodiversity and the need to con-
serve or restore it in the CFR. They have no experience of participatory planning processes and have an inadequate
understanding of the different steps necessary when designing a development project. Their understanding of biodiver-
sity is basic.

At the end of the three-day programme, project managers will have:

e A clearer understanding of how to mainstream the issue of conserving biodiversity in all development projects.

54

Project planning: tools for biodiversity conservation and development projects

e Deepened their understanding of biodiversity.

e Increased their understanding of the steps involved in the LFA to project planning.

e Used and practised some participatory tools.

08:30 to 10:00

Day |: Session |

Introductions
People:

Name.
Organisation.

Concern for the envi-
ronment.

Purpose:

e Questions on which
to work.

e Objectives.

e Programme.

Process:
How we will learn?

Environmental main-
streaming

How do we do environ-
ment-sensitive develop-
ment?

Day 2: Session |

New insights and ques-
tions

An open conversa-

tion which includes the
iterative nature of the
approach.

Group process

How do individuals learn
best in a group and what
is needed from other
participants?

Small groups work on
setting themselves process
guidelines.

10:30 to 12:00

Session 2

Project approach to
development

Overview of the LFA
to project planning

Stakeholder analysis

Who has to be involved to
ensure mainstreaming?

What are their different
interests?

Session 2

Objective analysis
Present and demonstrate
step.

Small groups continue to
work on an objectives

tree.

One group presents and
gets feedback.

Debrief the step.
Alternatives analysis

Present and demonstrate.

13:00 to 14:30

Session 3

Problem analysis
Read case study.
Present step and dem-
onstrate the tool of a

problem tree.

Small groups develop a
‘problem tree’.

Session 3

Alternatives analysis
(continued)

How to think out of the
box, picture solutions and
ways to get there.

Small groups do an alter-
natives analysis.

One group presents and
gets feedback.

Debrief the step.

A pictorial overview of
development through
a project or planned
intervention

15:00 to 16:30

Session 4

Problem Tree exercise
(continued)

One group presents and
receives feedback.

Problem analysis step:
debriefing.

A look ahead at Day 2 and
a review of the past day.

Session 4

Project design

Present and demonstrate
the three objective levels
(Development, Immedi-
ate objectives and Project
outputs).

Groups develop their own
set of objectives.

One group presents and
gets feedback.

Debrief the step.
A look forward to Day 3

and a review of the past
day.

Project planning: tools for biodiversity conservation and development projects

Day 3: Session |

New insights and ques-
tions

An open conversation that
includes ideas about how
to design a sound yet in-
novative strategy.

Assessing the assump-
tions

Present and demonstrate
the step.

Small groups work on
assessing the assumptions
for their projects.

One group presents and
gets feedback.

Debrief the step.

Session 2

Developing the indica-
tors

Present and demonstrate
the step.

Small groups work out
indicators for the three

levels of objectives.

One group presents and
gets feedback.

Debrief the step.

Session 3
Operational planning
(Activities, inputs and
budgets)

Present and demonstrate
the step.

Group work on an aspect
of the operational plan.

One group presents and
gets feedback.

Debrief the step.

Small-group closure

55
EE ee eae mmlll__

Session 4
Participation

Who participates in the
different planning steps
and how to facilitate.

What form will carry
the project?

A discussion about the
importance of planning for
the formation and opera-
tion of a project team.

Summary, evaluation
and closure

Project planning: tools for biodiversity conservation and development projects

57

LOGICAL FRAMEWORK EXAMPLES FROM THREE CEPF-FUNDED CAPE PROJECTS

3.1 Mainstreaming biodiversity on the Cape Flats—building good practice in
sustainable management

NARRATIVE SUM-
MARY

Long-term Goal State-

ment

The unique biodiversity

in the urban lowland frag-
ments of the Cape Floris-
tic Region is conserved in
a way that benefits people
of the Cape Flats and is
embraced as a valuable
element of urban life in
line with the Integrated
Metropolitan Environmen-
tal Policy and Biodiversity
Strategy of the City of
Cape Town.

PERFORMANCE IN-

DICATORS

Targeted Conservation

Outcomes

97% of 2002 base-

line lowland priority
areas remains untrans-
formed by 2008.

5% increase in area
under conservation
management in prior-
ity areas by 2008.

100% increase in
2002 baseline jobs
directly associated
with conservation and
nature-based tourism
by 2008.

50% increase in
recreational use of
protected areas in the
CFR by South African
citizens.

10% annual increase
in school children
who visit biodiver-
sity education centre
programmes.

MEANS OF VERIFICA-

TION

Means of Verification

State of Biodiversity
Report.

Reports of the Cape
Co-ordination and
Implementation Com-
mittees.

Conservation agency
reports.

Visitor statistics for a
representative sample
of protected areas.

Visitor statistics of
biodiversity education
centres.

IMPORTANT AS-
SUMPTIONS

Important Assump-
tions

Government is com-
mitted to biodiversity
conservation at high
levels and line agen-
cies are required to
comply with directives
to incorporate biodi-
versity into planning
and to collaborate
through the mecha-
nisms established.

Government institu-
tions will have the ca-
pacity to integrate and
implement forward
plans efficiently.

There is private
sector investment in
sustainable biodiver-
sity-based business.

Communities willing
to engage in oppor-
tunities developed

in protected areas
and sufficient capable
civil society organisa-
tions are available and
willing to undertake
C.A.P.E. activities.

Provincial educa-
tion authorities and
partners are commit-
ted to implementing
biodiversity educa-
tion programmes at
schools.

58

Project Purpose
(short-term impact)

Sustainable conservation
management of sites in
the biodiversity network
of the City of Cape Town
is achieved through active
partnerships between
government, the private
sector and community-
based organisations.

Project planning: tools for biodiversity conservation and development projects

Purpose Indicators

Purpose |

By the end of the project,
a new cohort of skilled
people-centred urban con-
servation managers from
the Cape Flats has secured
sustainable conservation
management at four pilot
sites.

Purpose 2

By the end of the project,
local leadership drives
community conservation
efforts at four pilot sites
on the Cape Flats and is
starting to emerge at an
additional two sites.

Purpose 3

By 2006 (q4), Cape Flats
Nature Trust provides

an appropriate financial
vehicle and institutional
structure, and has raised
at least $1.5 million, to
sustain work of Cape Flats
Nature until at least 2012.

Purpose 4

By 2005 (q4), Cape Flats
Nature Trust and the value
of its work is recognised
by Capetonians.

Purpose 5

By the end of the project,
the people of Cape Town,
particularly the Cape Flats,
have experienced and
value the four pilot sites,
and are knowledgeable
about and support conser-
vation of the area’s unique
biodiversity.

Purpose 6

By 2004 (q4), vibrant
environmental education
programmes stimulate the
use of sites as outdoor
classrooms and improve
the quality of education.

Purpose 7

By 2005 (q4), the four
pilot sites contribute eco-
nomically to the surround-
ing townships by attracting
local, national and interna-
tional visitors.

Means of Verification

Area managers’ reports.

Project evaluation.

Partnership projects.
Project reports.

Champions’ Forums
attendance register and
proceedings.

Project reports

Financial reports.

Council resolution.
Media reports.

Financial reports.

Visitor figures.
Media reports.

Project reports.

Figures for use by educa-
tors and learners.

Project reports.

Project evaluation.

Visitor figures.
Project reports.

Project evaluation.

Important Assump-
tions

Funds are raised to sup-
port continued employ-
ment of the urban conser-
vation management team
and operational costs into
the future.

Reasonably low turnover
in community leadership
allows capacity to be built.

There is a large enough
market for tourism to

the townships that can be
attracted through the pilot
sites.

Project planning: tools for biodiversity conservation and development projects 59

Project Purpose

Important Assump-
(short-term impact)

Purpose Indicators Means of Verification ;
tions

Purpose 8
By 2005 (q4), the four pi-
lot sites are recognised as
contributing to quality of
life (education, health and
wellbeing, economically) in
surrounding townships.

Media reports.

Council resolution.

Purpose 9 Resources allocated from
By the end of the project, | local, provincial and na-
leadership in government | tional government.
recognises that biodi-
versity conservation is
essential for sustainable
development on the Cape
Flats, is prepared to act
on this knowledge and un-
derstanding, and provides
ongoing political support
for Cape Flats Nature.

Participation of politicians
in project activities.

Purpose 10 Council resolutions. The City maintains ongo-
By 2006 (q2), the City ing commitment to its

of Cape Town takes and Integrated Metropolitan
implements policy deci- Environment Policy and
sions to lead public/private Biodiversity Strategy.
partnerships for biodiver-
sity conservation on the
Cape Flats.

Resources allocated for
conservation on the Cape
Flats.

Purpose || Project reports. The City maintains ongo-
By the end of the project, ing commitment to its
lessons learnt at four pilot Integrated Metropolitan
sites have been captured, Environment Policy and
shared widely and are im- Biodiversity Strategy.
plemented in the City of
Cape Town’s biodiversity
network, in other towns
and cities in the CFK, and
beyond.

Council resolutions.

Project media.

Presentations at City,
national and international
forums.

Reports from other towns
and cities.

Important Assump-

Project Outputs Output Indicators Means of Verification iene

Output indicator | Output indicator |.| Annual conservation man-

Sustainable conservation User-friendly annual agement plans.
management is demon- conservation manage- Area manager reports.
strated at four pilot sites ment plans developed in

within the City of Cape consultation with sur-

Town’s biodiversity con- rounding communities

servation network: Edith and implemented, drawing

Stephens Wetland Park, on expert advice where

Harmony Flats Nature Re- | necessary, at two sites by
serve, Macassar Dunes and | 2004 (q4), and at all sites
Wolfgat Nature Reserve. by 2005 (q4), 2006 (q4).

60

Project Outputs

Project planning: tools for biodiversity conservation and development projects

Output Indicators

Output indicator |.2
Partnership projects with
local communities plan
and implement the follow-
ing actions that contribute
to the management of the
sites annually, based on
the annual conservation
management plan and an
evaluation of the previous
year’s activities, by 2004
(q4), 2005 (q4), 2006 (q4):

e Alien clearing at four
sites.

Flora monitoring at
one site.

Bird monitoring at
one site.

Fire prevention
mechanism in place at
two sites.

Regular litter clearing
at one site.

Output indicator 1.3
Interventions aimed at
minimizing threats and
maximizing benefits
through integration into
new local development
initiatives developed and
implemented at one site
by 2005 (q2) and another
site by 2006 (q2).

Output indicator |.4
Infrastructure needs
identified in consultation
with the surrounding com-
munities, and funding and
construction catalysed at
two sites by 2004 (q4) and
at all sites by 2006 (q4).

Output indicator |.5
Infrastructure use policy
developed in consultation
with the surrounding com-
munities and implemented
at one site by 2004 (q2)
and at all sites if appropri-
ate by 2006 (q2).

Output indicator 1.6
Cape Flats Nature Trust
established by 2004 and
funds raised to support
Cape Flats Nature for a
further five years (2007—
2012) by 2006 (q4).

Means of Verification

Partnership briefs and
contracts.

Project reports.

Project reports.

Project reports.

Infrastructure use policy
document.

Project reports.

Trust Deed.

Financial reports.

Important Assump-
tions

Community partners can
be found and/or developed
to implement conserva-
tion projects.

Stakeholders in local
development forums and
processes are open to
working with Cape Flats
Nature.

Agreement is reached on
infrastructure needs and
funds are raised for infra-
structure development.

Individual Trustees remain
committed to this project
and City remains commit-
ted to taking responsibility
for nature conservation

in the City by investing
resources.

Project planning: tools for biodiversity conservation and development projects

Project Outputs

Output indicator 2

A new cohort of skilled
urban conservation man-
agers and champions from
surrounding townships es-
tablished to conserve the
biodiversity of the Cape
Flats, and is supported by
Cape Flats Nature to im-
plement all other outputs.

Output indicator 3
Campaign conducted to
gain broad support for
conservation of the four
pilot sites and for the
work of Cape Flats Nature
through awareness rais-
ing, promoting use of the
sites by the people of the
Cape Flats, and securing
benefits from biodiversity
conservation for the local
communities surrounding
the pilot sites.

Output Indicators

Output indicator 2.|
Cape Flats Nature’s team
strengthened to support
further project implemen-
tation by employing an
administrator and Capac-
ity Building Manager by
2003 (q4) and securing the
continued employment of
the Project Manager from
2005 (q2).

Output indicator 2.2
A future urban reserve
management team of six
members at varied levels
(e.g. self-taught, students,
graduates, experienced) is
employed and seconded
to the City by 2004 (q2).

Output indicator 2.3
Quarterly Champions’
Forums enable site drivers
and partners to share
experiences, draw lessons
and build skills in 2004,
2005, 2006, 2007.

Champions’ Forums

proceedings.

Output indicator 2.4
Volunteer support and re-
ward system is piloted at
one site by 2004 (q4) and
implemented at all sites as
appropriate by 2005 (q4).

Volunteer support and

Project report.

Output indicator 2.5 Contracts.
Skilled specialists contract-

ed to support activities

including fundraising, tour-

ism development, market-

ing, process facilitation,

environmental education

development and evalua-

tion.

Partnership briefs and
contracts.

Output indicator 3.1
At least one popular
activity is planned and
implemented in partner-
ship with local communi-
ties at each site annually
to attract people from
the surrounding commu-
nities, particularly youth
(in and out of school), to
ensure that the sites are
used appropriately, and/or
to overcome barriers to
participation, e.g. safety, by
2004 (q4), 2005 (q4), 2006
(44).

Project reports.

Means of Verification

Employment contracts.

Employment contracts.

attendance register and

reward policy document.

6l

Important Assump-
tions

The City remains commit-
ted to the implementation
of the Biodiversity Strate-
gy, provides an operational
budget for the team, and
supervises conservation
management work.

Consistent attendance al-
lows capacity to be built.

It is possible to build a
committed core of vol-
unteers for conservation
in a context of deep and
widespread poverty and
unemployment.

Project Outputs

Project planning: tools for biodiversity conservation and development projects

Output Indicators

Output indicator 3.2
A total of at least four
community-based organi-
sations with a common
value base and that have
not previously used the
sites, are introduced to
the sites by 2004 (q4) and
2005 (q4).

Means of Verification

Project reports.

Important Assump-
tions

Output indicator 3.3
The profile of the four
pilot sites and their unique
natural attributes is raised
through regular coverage
in mainstream (at least
two articles and two radio
slots) and community
media (at least four arti-
cles and radio slots), and
widely distributed project
and site-level partner me-
dia including a pamphlet
and video for each site by
2004 (q4).

Print media.
Pamphlets.
Videos.

Project reports.

NBI’s (later SANBI) Urban
Conservation Programme
retains the capacity to
produce the videos.

Output indicator 3.4
Cape Flats Nature Trust
and the value of its work
is recognised by Cape-
tonians through regular
coverage in mainstream
(at least two articles and
two radio slots) and com-
munity media (at least four
articles and radio slots),
and widely distributed
project and partner media
[at least one article in
partner publications, an
annual project video by
2004 (q2), 2005 (q2), 2006
(q2), 2007 (q2), a project
poster by 2004 (q4)], and
a summary of the project's
annual plan [2004 (ql),
2005 (ql), 2006 (qI), 2007
(qI)].

Print media.

Videos.

Poster.

Annual plan summaries.

Project reports.

NBI’s (later SANBI) Urban
Conservation Programme
retains the capacity to
produce the videos.

Output indicator 3.5
The capacity of educa-
tors to use the sites is
enhanced through the
participative development
of learning points, activi-
ties and materials, and the
provision of training and
support on-site at two
sites by 2004 (q4), and at
all sites by 2005 (q4).

Education materials.

Project reports.

Funds are raised to enable
this work.

Project planning: tools for biodiversity conservation and development projects

Project Outputs

Output indicator 4
Advocacy campaign con-
ducted to secure support
for biodiversity conserva-
tion on the Cape Flats at
all levels of government
and lobby, particularly local
government leadership,
around specific issues as
necessary.

Output Indicators

Output indicator 3.6

A comprehensive en-
vironmental education
programme is catalysed,
implemented at all sites by
2004 (q4),and promoted
among educators and
school principals annually
by 2004 (q4), 2005 (q4),
2006 (q4).

Output indicator 3.7
Interventions are identi-
fied and implemented to
overcome security risks,
particularly for women
and children, in part-
nership with women’s
organisations and other
relevant forums from the
surrounding communities
at one site by 2004 (q4),
two further sites by 2005
(q4) and the fourth site by
2006 (q4).

Output indicator 3.8
Use of two sites for recre-
ation and other purposes
compatible with conserva-
tion is measured by 2004
(q4), and increases by
2005 (q4) and 2006 (q4).

Output indicator 3.9
Sustainable medicinal plant
harvesting and/or culti-
vation and/or nurseries
linked to at least two sites
by 2005 (q4).

Output indicator 3.10
A minimum number of
jobs and/or income gen-
eration opportunities are
created through conserva-
tion management, alien
clearing, and tourism initia-
tives across the four pilot
sites annually: 90 by 2004
(q4), 100 by 2005 (q4), 110
by 2006 (q4).

Output indicator 4.1
Subcouncils, key party
constituency offices and
community development
forums in areas around
pilot sites, and key City
Directors briefed annually
on the work of Cape Flats
Nature: 2004 (q2), 2005
(q2), 2006 (q2), 2007 (q2).

Means of Verification

Project reports.

Letter of support from the
provincial Department of
Education.

Intervention proposals.

Project reports.

Visitor figures.

Project reports.

Alien clearing contracts.
Project reports.
Partner reports.

Project evaluation.

Project reports.

63

Important Assump-
tions

The environment remains
an important theme
across learning areas in
the school curriculum.

Funds for alien clearing
are available from national
poverty relief and other
programmes, funds are
raised for tourism devel-
opment work and there

is a large enough market
for tourism to the town-
ships that can be attracted
through the pilot sites.

Annual briefings will
mitigate high turnover in
political leadership in the
Western Cape.

64

Project Outputs

Output indicator 5
Lessons for sustainable
urban conservation man-
agement practice from the
work of Cape Flats Nature
at four pilot sites are
captured and shared, and
approach of Cape Flats
Nature is introduced at
two additional sites in the
City within the context

of a roll-out strategy for
the City’s biodiversity
network.

Project planning: tools for biodiversity conservation and development projects

Output Indicators

Output indicator 4.2
Concise briefing docu-
ments about biodiversity
conservation on the Cape
Flats and its benefits for
townships developed and
distributed annually to
politicians and officials by
2003 (q4), 2004 (q4), 2005
q4, 2006 (q4).

Output indicator 4.3
Annual site tours for

City leadership and other
politicians conducted to
promote and provide
information on the work
of Cape Flats Nature at
the four pilot sites, and
conservation on the Cape
Flats by 2003 (q4), 2004
(q4), 2005 (q4), 2006 (q4).

Output indicator 4.4
Politicians invited to at-
tend at least five events
spread across the sites
each year by 2004 (q4),
2005 (q4), 2006 (4).

Output indicator 4.5
City Council resolutions
secured strategically to
support the work of Cape
Flats Nature, e.g. forma-
tion of the Cape Flats
Nature Trust in 2004 (q1),
recognition that sustain-
able management has been
demonstrated at the four
pilot sites and approval of
roll-out strategy in 2006

(q!).

Output indicator 5.1
Ongoing monitoring and
evaluation system in place
by 2003 (q4).

Means of Verification

Briefing documents.

Site tour information
packages.

Project reports.

Print media.

Project reports.

Council resolutions.

Document outlining
monitoring and evaluation
system.

Important Assump-
tions

Annual site tours will
mitigate high turnover in
political leadership in the
Western Cape.

Existing and new council-
lors remain committed

to the City’s Integrated
Metropolitan Environment
Policy and Biodiversity
Strategy.

Project Outputs

Project planning: tools for biodiversity conservation and development projects

Output Indicators Means of Verification

Output indicator 5.2
Annual evaluation con-
ducted involving stake-
holders at sites in the
process by 2004 (q3),
2005 (q2), 2006 (q3), 2007

(q2).

Stakeholder workshop
reports.

Evaluation reports.

Output indicator 5.3
Lessons and plans pre-
sented at least once a

year in the Cape Flats
Flora working group /

City Biodiversity Forum,
relevant City committees,
e.g. Nature Conservation
Management, Environmen-
tal Services and in broader
forums such as Fynbos
Forum in 2004, 2005, 2006,
2007.

Project reports.

Papers.

Booklet.
Video.

Output indicator 5.4

A ‘lessons on good prac-
tice’ booklet and video
from major midterm ex-
ternal evaluation produced
by 2005 (q3).

Output indicator 5.5
A strategy is in place to
replicate sustainable man-
agement practice across
the network as appropri-
ate by 2006 (ql).

Strategy document.

Output indicator 5.6
City officials trained to
implement sustainable
management at other sites
by 2006 (q3).

Training attendance regis-
ter and proceedings.

Output indicator 5.7
Sustainable management is
initiated at two additional
sites in the biodiversity
network by 2007 (q2).

Project reports.

Output indicator 5.8
WESSA and leadership in
government in NMM are
informed of lessons learnt
through input in at least
two meetings by 2004 (q4)
and 2005 (q4), written
reports and other project
media.

Project reports.

65

Important Assump-

tions

NBI’s (later SANBI) Urban
Conservation Programme
retains the capacity to
produce the videos.

Training for officials is
only one element of the
strategy to replicate
sustainable management
practice across the City’s
biodiversity network.

66

Project Outputs

Project planning: tools for biodiversity conservation and development projects

Output Indicators

Output indicator 5.9
Lessons learnt from four
pilot sites shared with
government leadership
and implementing agents
from other cities and
towns in the CFR and be-
yond through a workshop
hosted by 2006 (q2).

Output indicator 5.10
Leadership and imple-
menting agents in other
cities and towns in the
CFR and beyond are
informed of the work of
Cape Flats Nature through
input at three local
government forums and
conferences, e.g. World
Parks’ Congress, South
African Local Government
Association by 2005 (q4).

Means of Verification

Workshop attendance
register and proceedings.

Project reports.

Papers.

Important Assump-
tions

Funds are raised for the
event and/or participants
will pay their own trans-
port and registration costs
to attend.

Local government forums
will be interested in having
conservation issues on
their agenda.

Project planning: tools for biodiversity conservation and development projects

67

3.2 Partnerships, co-operative management and incentives to secure biodiversity
conservation in priority areas in the Cape Floristic Region

NARRATIVE SUM-
MARY

Long-Term Goal State-
ment

By the year 2015, there will
be no net loss of critically
rare and threatened eco-
systems and CFR endemic
mammal species due to
the operations of landown-
ers, and key government
agencies and civil agencies
recognise the value and
importance of retaining
remnant ecosystems and
corridors.

Project Purpose

Natural habitat on private
and communal lands is con-
served to establish lowland
biodiversity corridors and
complement the establish-
ment of mega-reserves

Project Outputs

Output Indicator |
Incentives action team (IAT)
established.

PERFORMANCE INDI-
CATORS

Targeted Conservation
Outcomes

Conservation plans and
agreements are drawn
up for all Broad Habitat
Units (BHUs) with ir-
replaceability of more
than 0.6 by 2005.

C.A.P.E. targets for
BHUs with irreplace-
ability greater than 0.8
are met by off-reserve
conservation manage-
ment by 2010.

C.A.P.E. mega-reserve
and lowland corridor
target areas are under
conservation manage-
ment agreement by
2015.

Purpose Indicators

Purpose |

Institutions and legislators
give effect to co-operative
management models and
incentives within 5 years of
project initiation.

Purpose 2

Conservation agreements
are adopted by landowners
in priority areas.

Output Indicators

Output indicator |.1
Partnership formalised and
signed. Memorandum of
Understanding handed to
the C.A.P.E. Co-ordinating
Committee (CCC) by the
end of project month |.

MEANS OF VERIFICA-
TION

Means of Verification

1. C.A.P.E. and Incentives
Action Team progress
review.

Means of Verification

Government policy papers
and programmes reflect
incentive measures.

Co-operative agreements
are signed by key landown-
ers.

Means of Verification

Memorandum signed.

IMPORTANT ASSUMP-
TIONS

Important Assumptions

Further incremental
funding is available

for C.A.P.E., agency
capacity for incentives,
plans and management
agreements is retained.
Government agencies
support conservation
management and pro-
vide sufficient incen-
tives to secure priority
areas. Effective incen-
tives and improved law
enforcement outweigh
landowners’ opportu-
nity costs of alternative
destructive land uses.

Important Assumptions

Political will exists to revisit
policy and enable co-
operative management.
Changes in conservation
authorities or socio-eco-
nomic circumstances do
not scuttle the building of
relationships.

Important Assumptions

Key government stakehold-
ers commit to specific in-
centives. Suitable candidates
who understand incentives
or are willing to learn,
present themselves.

Suitable candidates with
conservation, development
and negotiation skills are
found.

Consensus on priorities can
be reached between man-
agers and scientists in differ-
ent stakeholder agencies.

68 Project planning: tools for biodiversity conservation and development projects

Output indicator 1.2 IAT operating strategy : Consensus on priorities can
Key project staff in place, © document. ‘be reached between man-
-and roles and responsibili- ‘agers and scientists in differ-

- ties are agreed and commit- : ent stakeholder agencies.
‘ted. Documentation handed :

‘to the CCC by the end of: : Most landowners are willing
: project month 2. : :to negotiate or accept co-

“management models.

- Output indicator |.3

: Workshop held to identify
:key stakeholders and work- :
: shop proceedings handed

:to the CCC by the end of

; project month 2.

: Output Indicator 1.4 : Partnership agreement
Strategic partnerships en- : document.

:tered into with key stake- :

holders and partnership

‘agreement document(s)

: handed to the CCC by the

:end of project month 4.

: Output indicator 1.5

: Necessary infrastructure
:and equipment procured by :
: the end of project month 4. :

: Output indicator 1.6 : Strategy document, training :
: Training strategy and sched- : manuals. :
:ule developed and strategy :
: document submitted to the :
: CCC by the end of project :
:month 6. Training sessions :
:and workshop proceedings:
‘submitted to CCC.

Output indicator 2 : Output indicator 2.1
Appropriate co-operative : Co-operative manage-
management models and in- : ment models and incentive
centive schemes developed. : schemes needs analysis

: revisited and refined.

: Output indicator 2.2

: Additional models and

: schemes developed to ad-

: dress unmet needs. Report :
:handed to the CCC by the :
end of project month 7.

: Output indicator 2.3 : IAT toolbox and operations :
‘Operational procedure —: manual.
: manual developed and

: delivered to the CCC by

:the end of project month

=o:

Project planning: tools for biodiversity conservation and development projects

Project Outputs

Output indicator 3
Lobbying strategy for
institutional and legislative
reform in place.

Output indicator 4
Priority areas for the estab-
lishment of pilot projects
selected.

Output indicator 5

Pilot projects launched
and co-operative manage-
ment models and incentive
schemes implemented.

Output indicator 6
Package the lessons learned
from co-operative manage-
ment models and incentives
schemes and promote them.

Output Indicators Means of Verification

Output indicator 3.1
Strategy development
workshop held with key
stakeholders by end of
month 8.

Policy option papers.

Output indicator 3.2

Policy and legislative reform
options and position papers
presented to relevant insti-
tutes and agency legislators.

Output indicator 4.1
Identify possible pilot
project areas from the
CAPE lowlands project and
the CAPE CPU by the end
of project month 8.

Output indicator 4.2
Stakeholder workshop held
to select priority areas for
pilot project establishment
and proceedings submitted
to the CCC by the end of
project month 10.

Priority area target maps
with key landowner info
database.

Output indicator 5.1
Database developed and
populated for selected pilot
areas. Database developed
by the end of project month
9)

Output indicator 5.2
Two negotiators appointed
by end of project month II.

Output indicator 5.3

A negotiation strategy for
the pilot areas is in place by
the end of project month
12.

Output indicator 5.4
Co-operative management
models offered to all target
landowners in each selected
pilot area within 16 months
of project initiation.

Negotiator and extension
officer reports.

Lessons learned review
report.

Output indicator 6.|
Uptake of incentive
schemes and of co-
operative management
models assessed. Iteration
at month 14 and report
completed by end of
project month 23.

Output indicator 6.2
Budget assessment and revi-
sion in months 8, 12 and 18.

Promotions and roll-out
strategy document and
roadshow.

Output indicator 6.3
Develop a marketing
strategy for the further
implementation throughout
the CFR.

69

Important Assumptions

70

Project planning: tools for biodiversity conservation and development projects

3.3 The C.A.PE. Threatened Plants Programme

NARRATIVE SUM-
MARY

Long-Term Goal State-
ment

By 2020 the biodiversity of
the Cape Floristic Region
(CFR) is effectively con-
served, restored wherever
appropriate, and delivering
significant benefits to the
region.

Project Purpose

The status of threatened
plant species in priority
conservation areas of the
CFR directly improved
through conservation ac-
tions effected by land-
owner custodians and
community groups.

PERFORMANCE IN-
DICATORS

Targeted Conservation
Outcomes

The priority species
and habitats defined
as irreplaceable in the
Cape are maintained.

The Protected Area
Network expands

to include all areas
identified in the Cape
as irreplaceable.

The levels of pro-
ductivity measured

in 2002 in indicator
terrestrial (wildflower
harvesting) and ma-
rine ecosystems (total
catch) are maintained.

The gross revenue
generated by the
protected area system
increases by 10% per
annum.

Purpose Indicators

Purpose |

At least six civil soci-

ety groups in pilot areas
continuing to monitor and
promote the conserva-
tion of threatened plant
species.

Purpose 2

All land use decision-mak-
ing in the six pilot areas
takes threatened plant
distribution and status
data into account.

Purpose 3

At least |2 priority sites
for threatened plant
species under effective
conservation management
through actions taken by
civil society groups.

MEANS OF VERIFICA-
TION

Means of Verification

C.A.P.E. monitor-
ing and evaluation
reports.

State of CFR biodiver-
sity report.

Provincial State of
Environment reports.

Annual reports of
conservation agencies.

Reports of the
C.A.P.E. Co-
ordination and Imple-
mentation Commit-
tees.

Means of Verification

Data on threatened plants
collected by civil society
groups.

Data layers on threatened
plant distribution being
used by land use planners
in pilot sites.

Sites with high concentra-
tions of threatened plants
are appropriately zoned.

Management plans.

IMPORTANT AS-
SUMPTIONS

Important Assump-
tions

Government is com-
mitted to biodiversity
conservation at high
levels and line agen-
cies are required to
comply with directives
to incorporate biodi-
versity into planning
and to collaborate
through the mecha-
nisms established.

The National Biodi-
versity Strategy and
Action Plan supports

effective conservation
of the CFR.

International funding is
available for incremen-
tal costs of biodiver-
sity conservation.

There is private
sector investment in
sustainable biodiver-
sity-based business.

Important Assump-
tions

Existing conservation
organisations remain
committed to work on
off-reserve programmes
with civil society groups.

Land use policy places
value on biodiversity and
provides positive incen-
tives for civil society to be
involved in conservation.

Project planning: tools for biodiversity conservation and development projects

Project Outputs

Output indicator |
Threatened plantsw
programme set up and
capacitated to work with
Civil Society.

Output indicator 2
Civil society in pilot

areas aware of threatened
plants and capacitated to
conserve priority sites for
threatened plant species
conservation.

Purpose 4

Management guidelines for
threatened plant species in
pilot areas determined.

Means of Verification

Output indicator |.1
Management and adminis-
trative support system in
place by the end of month
2:

Operations manual.

Output indicator 1.2
Training courses for
workshop facilitation

and project management
undertaken by C.T.PP. staff
by end of month 4.

Certificates of participa-
tion for training courses.

Output indicator |.3
Strategic direction pro-
vided by Project Advisory
Committee (PAC) that
meets monthly for the
first 4 months and then
6-monthly.

Minutes of PAC meeting.

Output indicator |.4 Financial audits.
NBI (later SANBI) financial
management, responsi-

ble for programme fund
investment and accounting,
operational from date of

grant approval.

Annual financial reports.

Output indicator 2.1
Six civil society groups
in priority C.A.P.E. areas
identified and committed
to work with the project
by the end of month 4.

Output indicator 2.2

12 new sites in the CFR
have secure conserva-

tion status with manage-
ment plans incorporating
threatened plant guidelines
as a result of civil society
projects in the six pilot
areas by the end of year 3.

Management plans.

Records of activities from
civil society groups.

Output indicator 2.3
75% of private and com-
munal landowners, on
whose land threatened
plant data were collected,
are aware of the presence
and status of these species
by end of year 3.

Important Assump-
tions

South Africa’s inflation
rates do not sky-rocket
during project implemen-
tation.

The rand does not signifi-
cantly strengthen against

the US dollar in the next

three years.

Civil society groups in pi-

lot areas are interested in

becoming involved and be-
ing mobilised to conserve
priority sites.

Conservation organisa-
tions can develop effective
mechanisms for support-
ing civil society involve-
ment in conservation.

Landowners change land
use practice based on
knowledge of threatened
species occurring on their
land.

72

Project Outputs

Output indicator 3
Information on threatened
plant species in the CFR
updated and in an ac-
cessible format for land
use decision-making, Red
Listing, and volunteer
programmes.

Output indicator 4
Guidelines for manage-
ment of threatened spe-
cies determined through
monitoring and research,
and threatened plant re-
search capacity built.

Project planning: tools for biodiversity conservation and development projects

Output indicator 3.1
Existing threatened plant
information synthesised
and spatially explicit data-
base linked to Conserva-
tion Planning Unit (CPU)
set up by the end of
month 6.

Output indicator 3.2
Six civil society groups
involved in data collec-
tion in selected pilot areas
from month 5 until end of
project.

Output indicator 3.3
Information gaps filled
through specialist input
and targeted fieldtrips by
C.T.PP. staff throughout
programme implementa-
tion.

Output indicator 3.4
Information on the dis-
tribution and population
status of threatened plants
fed through to the Critical
Ecosystem Partnership
Fund (CEPF) Conservation
Planning Unit and the NBI
(later SANBI) Threatened
Species Programme for
National Red Listing.

Output indicator 4.1

A minimum of |5 threat-
ened species being moni-
tored annually by students
and landowners.

Output indicator 4.2
At least three postgradu-
ate students using data
obtained from monitoring
to determine management
guidelines by the end of
year 3.

Output indicator 4.3
Research results synthe-
sised into user-friendly
management guidelines
and fed into provincial and
national biodiversity policy
from year 3.

Means of Verification

CFR threatened plant
database.

CPU data layer.

Field data forms com-
pleted by civil society
members.

6-monthly newsletters.

Field data forms com-
pleted by specialists and
C-TRP'staft:

CPU data layers.

National Red Lists.

Data forms completed by
students.

Popular and scientific
publications.

Local and national policy
documents.

Important Assump-
tions

CPU ensures that data
collected are continually
made available to civil so-
ciety for land use decision-
making.

The Planning and Policy
Directorate of NBI (later
SANBI) uses findings of
the C.T.PP. to input into
national biodiversity policy
development.

Students will be interested
and willing to conduct
monitoring and take on
postgraduate studies
involving the establishment
of management require-
ments for threatened plant
species.

Project planning: tools for biodiversity conservation and development projects

Project Outputs

Output indicator 5
Project monitoring and
evaluation system effective.

Output indicator 6
Long-term funding for
C.T.PP. secured.

Output indicator 5.1
Project stakeholders
including civil society

data collection groups,
landowners and conserva-
tion officials participate in
annual feedback, project
evaluation and needs as-
sessment workshop.

Output indicator 5.2
Annual evaluation reports
from TPP submitted to
CEPF.

Output indicator 5.3
Programme annually re-
aligned according to needs
identified.

Output indicator 6.1
Additional funding secured
by end of year 3 to allow
for continuation of pro-
gramme.

Means of Verification

Minutes of annual pro-
gramme evaluation and
planning workshop.

Evaluation reports to
GEPF

Needs assessment docu-
ment.

Project proposals success-
ful and funds committed.

Important Assump-
tions

Threatened plant con-
servation is regarded as a
priority by donors.

73

/ Cc DATE DUE

APR_0O-9 70

2
Ly
t
em)
ne

MCZ ERNST MAYR LIBRARY

UNA NR

4118 667 443

Biodiversity Series

SANBI Biodiversity Series

—

. Conserving South Africa’s plants: a South African response to the Global
Strategy for Plant Conservation. 2006. C.K. Willis (ed.).
ISBN 1-919976-28-0.

2. The Convention on Biological Diversity: biodiversity, access and benefit-
sharing. A resource for teachers (Grades 10-12). 2006. A. Solomon & P. le
Grange. ISBN 1-919976-30-2. is

3. The Convention on Biological Diversity: biodiversity, access and benefit-
sharing. A resource for learners (Grades 10-12). 2006. A. Solomon & P. le
Grange. ISBN 1-919976-31-0.

4. Fynbos Fynmense: people making biodiversity work. 2006. A. Ashwell,
T. Sandwith, M. Barnett, A. Parker & F Wisani. ISBN 1-919976-29-9.

5. A plan for phylogenetic studies of southern African reptiles: proceedings of a
workshop held at Kirstenbosch, February 2006. 2006. W.R. Branch,
K.A. Tolley, M. Cunningham, A.M. Bauer, G. Alexander, J.A. Harrison,
A.A. Turner & M.F. Bates. ISBN 1-919976-33-7.

6. Invasive alien flora and fauna in South Africa: expertise and bibliography.
2007. C.F Musil & |.A.W. Macdonald. ISBN 978-1-919976-35-8.

7. Project planning: tools for biodiversity conservation and development
projects. 2007. Cape Action for People and the Environment.
ISBN 978-1-919976-37-2.

Other technical publications by the South African National Biodiversity Institute
OQ Bothalia, a journal of botanical research.

QO Strelitzia, a series of occasional publications on the southern African flora and
vegetation.

OQ Flowering Plants of Africa, a serial presenting colour plates of African plants
with accompanying text.

O Flora of southern Africa (FSA), taxonomic treatises on the flora of South
Africa, Lesotho, Swaziland, Namibia and Botswana. Contributions also appear
in Bothalia.

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