n Am I B I A U n IVE RS ITV OF SCIEnCE AnD TECH n 0 LOGY

FACULTY OF NATURAL RESOURCES AND SPATIAL SCIENCES

DEPARTMENT OF ARCHITECTURE AND SPATIAL PLANNING

QUALIFICATION: Bachelor of Regional and Rural Development

QUALIFICATION CODE: 07BRRD LEVEL: 6

COURSE CODE: RDT620S COURSE NAME: Rural Development Tools & Techniques

SESSION: November 2016 PAPER: THEORY

DURATION: 3 HOURS MARKS: TOTAL 100

FIRST OPPORTUNITY EXAMINATION QUESTION PAPER EXAMINER(S) Jacques Korrubel I 207 2683 I jkorrubel@nust.na

MODERATOR: Brian Mhango I 207 2163 I bmhango@nust.na

INSTRUCTIONS 1. Answer ALL the questions.

2. Write clearly and neatly.

3. Number the answers clearly.

PERMISSIBLE MATERIALS

1. Calculator, ruler, pencil and eraser

THIS QUESTION PAPER CONSISTS OF 3 PAGES (Including this front page)

Rural Development Tools & Techniques RDT620S

Question 1

Provide a description of the following:

(a) The principle of triangulation within Participatory Rural Appraisals (3)

(b) The core objectives of the practice of Participatory Rural Appraisal (PRA) (3)

(c) The core objectives of the Wealth Ranking tool within PRA. (3)

(d) The benefits I importance of conducting a Rapid Rural Appraisal during the Pre-Project Phase of a rural development project (3)

(e) The normative type of research questions used for the monitoring and evaluation of rural development projects, policies and programmes (3)

(f) The practice of "data mining" as part of the analysis of secondary data when policies, projects and programmes are evaluated and monitored. (3)

(g) The elements represented by a "cause & effect" diagram used within the workshop environment (3)

[21]

Question 2

A workshop is a single, short educational program designed to teach or introduce participants to specific practical skills, techniques, or ideas. Provide a summary of the features most workshops have in common. (7)

Question 3

After compiling a Venn Diagram as part of your Participatory Rural Appraisal exercises within a rural community you have a list of people and institutions who could assist in forestry development. The community could however provide no or limited information on the resources, mandate, etc. of these stakeholders.

(a) In order to rank and prioritise these stakeholders, identify the research approach you would follow in this scenario to rank, prioritise and maximise inputs from these stakeholders (1)

First Opportunity Examination Page 2 of 3 November 2016

Rural Development Tools & Techniques RDT620S

(b) Provide a description of the tools, steps and procedures of the stakeholder analysis which are specific to the research approach you identified in Question 3{a). (26)

[27]

Question 4

List the areas you might want to include in a workshop evaluation form to analyse the conduct and outcome of the workshop. [7]

Question 5

The lead facilitator of a Participatory Rural Appraisal (PRA) study is critical in the success of the appraisal. What is your understanding of the following?

(a) The characteristics of a good PRA facilitator {6)

(b) The actions a facilitator should avoid at all costs during the PRA study (4)

[10]

Question 6

A Village Resource Mapping exercise as part of Participatory Rural Appraisals facilitates the discussion on different resource types in a community and their specific uses and importance.

(a) Distinguish between the various steps to compile a Village Resource Map {12)

(b) Elaborate on the reasons why a Village Resource Map must be complimented and followed by a Transect Walk through the community (4)

[16]

Question 7

The Khomas Regional Council would like to embark on a Poverty Alleviation Programme in its rural constituency, but the Council requires data to design the programme. Highlight the differences between a Rapid Rural Appraisal (RRA) and a Participatory Rural Appraisal (PRA) in order for the Councillors to select the most appropriate method of rural appraisal. Please provide your answer in a table format. [12]

TOTAL [lOO] THE END

First Opportunity Examination Page 3 of 3 November 2016

nAmiBIA UniVERSITY OF SCIEnCE AnD TECHnOLOGY

FACULTY OF NATURAL RESOURCES AND SPATIAL SCIENCES

DEPARTMENT OF ARCHITECTURE AND SPATIAL PLANNING

QUALIFICATION: Bachelor of Regional and Rural Development

QUALIFICATION CODE: 07BRRD LEVEL: 6

COURSE CODE: RDT620S COURSE NAME: Rural Development Tools & Techniques

SESSION: November 2016 PAPER: THEORY

DURATION: 3 HOURS MARKS: TOTAL 100

FIRST OPPORTUNITY EXAMINATION MEMORANDUM EXAMINER(S) Jacques Korrubel I 207 2683 I jkorrubel@nust.na

MODERATOR: Brian Mhango I 207 2163 I bmhango@nust.na

INSTRUCTIONS

1. The model answers are used as guidelines only.

2. The information presented by the students wil l be evaluated on merit.

THIS MEMORANDUM CONSISTS OF 7 PAGES (Including this front page)

Rural Development Tools & Techniques

Question 1

Provide a description of the following:

(a) The principle oftriangulation within Participatory Rura l Appraisals

(b) The core objectives ofthe practice of Participatory Rural Appraisal (PRA)

(c) The core objectives of the Wea lth Ranking tool within PRA.

RDT620S

(3)

(3)

(3)

(d) The benefits I importance of conducting a Rapid Rural Appraisal during the Pre-Project Phase of a rural development project (3)

(e) The normative type of research questions used for the monitoring and evaluation of rural development projects, policies and programmes (3)

(f) The practice of "data mining" as part of the analysis of secondary data when policies, projects and programmes are evaluated and monitored. (3)

(g) The elements represented by a "cause & effect" diagram used within the workshop environment

Answer Question 1:

(3) [21]

(a) Triangulation refers to the diversification of perspectives that comes about when a set of issues is investigated by a diverse, multidisciplinary team, using multiple tools and techniques, with individuals and groups of people who represent the diversity of the community. ..J..j..j {3}

(b) Participatory Rural Appraisal is a set of tools and techniques used with households in a community to gather and analyse information on the community resources, problems, opportunities and needs of the community. ..J..j..j {3}

(c) The core objectives of the Wealth ranking tool are to identify household perceptions of wealth classes in a community, to determine the resources and characteristics of each wealth class and to rank each household in accordance with the wealth classes determined by the tool. ..J..j..j (3}

(d) Pre-project phase: RRAs are particularly useful in gathering information that will help agencies to orient their programs. By conducting several RRAs in an area that is new to the agency, they will get a sense of the range of issues that need to be addressed, and be better informed on the context (social, economic, political, environmental, etc.) in which the projects will intervene. ..J..j..j {3}

(e) Normative questions seek to compare what is the current situation compared to what should be. lt compares the current situation with targets, goals & benchmarks of project

First Opportunity Memorandum Page 2 of 7 November 2016

Rural Development Tools & Techniques RDT620S

and it is used in results based management systems with indicators, milestones to assess inputs, activities & outputs .Y.Y.Y {3)

(f) Data mining uses statistical tools to explore the data for interesting relationships that can be exploited by the business, such as finding a gap in the market or pinpointing areas of increasing demand. This involves pattern discovery and the prediction of trends and behaviours. .Y.Y.Y {3}

(g) This diagram was developed to represent the relationship between some "effect" and all the possible "causes" influencing it. The effect or problem is stated on the right side of the diagram and the major influences or "causes" are listed to the left. .Y.Y.Y {3}

[21]

Question 2

A workshop is a single, short educational program designed to teach or introduce participants to specific practical skills, techniques, or ideas. Provide a summary of the features most workshops have in common . (7)

Answer Question 2:

• They're generally small, usually from 6 to 15 participants, allowing everyone some personal attention and the chance to be heard . .V

• They're often designed for people who are working together, or working in the same field . .V • They're conducted by people who have real experience in the subject under discussion . .V • They're often participatory, i.e. participants are active, both in that they influence the

direction of the workshop and also in that they have a chance to practice the techniques, skills, etc. that are under discussion . .V

• They're informal; there's a good deal of discussion in addition to participation, rather than just a teacher presenting material to be absorbed by attentive students . .V

• They're time limited, often to a single session, although some may involve multiple sessions over a period of time (e.g. once a week for four weeks, or two full-day sessions over a weekend) . .V

• They're self-contained. Although a workshop may end with handouts and suggestions for further reading or study for those who are interested, the presentation is generally meant to stand on its own, unlike a course, which depends on large amounts of reading and other projects (papers, presentations) in addition to classroom activities . .V

[7]

Question 3

After compiling a Venn Diagram as part of your Participatory Rural Appraisal exercises within a rural community you have a list of people and institutions who could assist in forestry development within the community, but the community could provide no or limited information on the resources, mandate, etc. of these stakeholder during the review and reporting stages of the Venn Diagram exercise.

First Opportunity Memorandum Page 3 of 7 November 2016

Rural Development Tools & Techniques RDT620S

(a) In order to rank and prioritise these stakeholders, identify the research approach you

would follow in this scenario to rank, prioritise and maximise inputs from these stakeholders (1)

(b) Provide a description of the tools, steps and procedures of the stakeholder analysis which are specific to the research approach you identified in Question 3{a). (26)

[27)

Answer Question 3:

(a) Quantitative stakeholder analysis~ (1}

(b) A full description of the 5 steps (A- E) highlighted below: {26}

(A) Definitions of stakeholder characteristics

First, the working group should define the exact stakeholder information or characteristics to be considered.

The following characteristics are usually included for each stakeholder:

• name, • position and organization, • internaVexternal to the organization promoting the policy, • knowledge of the policy, • position on the policy, • interest, alliances & resources, • power, and leadership.

Formai iVrife .up of all characteristics

(C) Interview questionnaire and protocol

Once the working group has chosen and defined key stakeholder characteristics, a standard questionnaire should be developed for interviewing stakeholders. The interviewer should use the questionnaire to guide the conversation during the interview.

Questions should be clearly stated, specific, and open-ended wherever possible, requiring the stakeholder to provide more than a simple ' yes· or ' no· answer. If necessary, several questions may be asked to obtain information on one characteristic, but doing this repeatedly runs the risk of extending the interview beyond the ideal two hour time limit

! I

I

(B) Stakeholder table

The table should list stakeholder characteristics across the top row. This title row may vary depending on the exact characteristics and their definitions

Stakt holder Characteristics and Colurm Table Titles (lull table In Annex C)

• ' , 0 " ' J -- ....... "•""" ._., lit.-, c., ...... ·-....,., .,_ .

' ·-· "•..o.to- '" ..... '""" ' '"' ·-· , .. - .... o......, .. .. ... - ....... _.,. ,, ...... , _ .... ~ 1 10 ..... "' J. t • ll. :l. l

"MO. O "uo.oJ . k MO. O

Figure 1: Spectrum of Sbkeholder Positions

I I I :'1. 1..-...ks\lc- SaW l\t.. .... ~~meo ~lf,)o,~tf' ('N) C\'!iu~C

C.L'i) (MO) : •

(D) Reference chart

The final tool needed is the information transfer reference chart or 'reference chart". This chart serves two purposes:

(1) to provide a means of checking that all the stakeholder characteristics are covered in the interview questionnaire and (2) to aid the working group in transferring the information from the questionnaire to the stakeholder table.

.... ~ ...... ,

..

First Opportunity Memorandum Page 4 of 7 November 2016

Rural Development Tools & Techniques

(E) Analyse the data and stake holder information

The analysis should focus on comparing information and developing conclusions about the stakeholders' relative importance, knowledge, interests, positions, and possible allies regarding the policy in question.

The working group should be able to conclude the following:

Who the most important stakeholders are What the stakeholders' knowledge of the policy is; What the stakeholders' positions on the specific policy are; What the stakeholders see as possible advantages or disadvantages of the policy (interest analysis); Which stakeholders might form alliances.

Question 4

RDT620S

(27]

List the areas you might want to include in a workshop evaluation form to analyse the conduct and outcome of the workshop. (7]

Answer Question 4:

• The clarity of your presentation. --./ • The usefulness of each of the various kinds of activities you included, especially in the

context of the participants' jobs or lives. --./ • How interesting and relevant the content was to participants. --./ • Your command of the material (i.e. how well you knew your stuff). --./ • How well the workshop kept people's interest. --./ • How well you were able to set and sustain a comfortable tone. --./ • General comments, if any. --./

(7]

Question 5

The lead facilitator of a Participatory Rural Appraisal (PRA) study is critical in the success of the appraisal. What is your understanding of the following:

(a) The characteristics of a good PRA facilitator

(b) The actions a facilitator should avoid at all costs during the PRA study

Answer Question 5:

(a) Encourages the participation of households in the process--./

Is an effective communicator--./ Is someone people like and respect--./

Has some background knowledge of the people and the community--./

First Opportunity Memorandum Page 5 of 7

(6)

(4) (10]

November 2016

Rural Development Tools & Techniques

Understands and respects the community culture.Y Is a good listener and is willing to learn .Y

(b) Prejudicing or possessing a negative attitude towards people .Y Using complex terms with households .Y Projecting one's own ideas at any time .Y Lecturing or teaching households when conducting exercises in PRA .Y

Question 6

RDT620S

{6}

{4} [10}

A Village Resource Mapping exercise as part of Participatory Rural Appraisals facilitates the discussion on different resource types in a community and their specific uses and importance.

(a) Distinguish between the various steps to compile a Village Resource Map {12)

(b) Elaborate on the reasons why a Village Resource Map must be complimented and followed by a Transect Walk through the community {4)

[16]

Answer Question 6:

(a) Step 1: Start the exercise on the ground using local products. Ask the households to identify key locations in the Village that people are familiar with (e .g. roads, houses, fields, mountains, etc.) ...J...j Step 2: Use local products to identify the different resource and land types. Agree on which local materials represent each resource or location ...J...j Step 3: Discuss the current use of the resource and land types: Are resources abundant or scarce? Does everyone have access to land? What are current problems associated with each land type or resource? What are some activities that could be conducted to improve.Y...J Step 4: When the household have prepared the map on the ground-copy the map onto AO paper with different coloured pens Stick some of the items onto the map to visually represent some of the /and/crop types. You can write some of the problems or issues that people discussed on the AO paper . ...J...j Step 5: Continue to facilitate discussion between households when finalizing the map on the AO paper . ...J...j Step 6: The results of the Village Resource Mapping status, problems, potential and solutions can recorded on A4 paper when the exercise is completed . ...J...j {12}

(b) A transect walk contributes to the status, issues and potential outlined in the Village Resource Mapping exercise, .Y lt assists in the identification of issues associated with local resources and land types .Y lt facilitates discussion and visualisation of practical solutions and opportunities to improve land use management .Y lt can assist in the development of simple land use management plans .Y {4}

First Opportunity Memorandum Page 6 of 7 November 2016

Rural Development Tools & Techniques RDT620S

{16}

Question 7

The Khomas Regional Council would like to embark on a Poverty Alleviation Programme in its rural constituency, but the Council requires data to design the programme. Highlight the differences between a Rapid Rural Appraisal (RRA) and a Participatory Rural Appraisal (PRA) in order for the Councillors to select the most appropriate method of rural appraisal. Please provide your answer in a table format. [12]

Answer Question 5:

RRA PRA

et d;!Si91) 0 9'llllei ea pacity t>uildifl9 Pt

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monno.ring ~~ eo >munity

Tqam o:>mpose<1 Vilfa9~.

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O~ifl9 llllou9r ut thQ '"Q o1 p.roje<t. Usvat~ ~~~

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ThQ 1ange toot; aM Too(s and ThQ 1ange 01 too aM IQC!JoiQWS »"9SQOIQ<1 I>QIOW Techniques II!ChOiQWS p!QSQ Qd I>QIOW (aoo oti'IQ". s app.rop.riatQ] (aoo cthQ/S asap OpiiatQ)

Comp.rQhQ IVQ, WQII W/lttQn Vil~ l09 Book bh OOI9S /Qp<:»'l that aptuiGSthQ

Documentation 01 piillCipa 11iMir. <lQpth aM omptexityo1 actrvni2s, aoo eo mvoily itlto.rmaticn otuitlQd in thQ ActiOI'IPtan S!Vd)'

[12]

TOTAL [100] THE END

First Opportunity Memorandum Page 7 of 7 November 2016