Hilary Gatsi: second Quarter Attachment Report

BINDURA UNIVERSITY OF SCIENCE EDUCATION

FACULTY OF SCIENCE
DEPARTMENT OF GEOGRAPHY

SECOND QUARTER ATTACHMENT REPORT

(DECEMBER 2014 - JANUARY 2015)
FOR
GATSI HILARY
B1129422
SUBMITTED TO THE GEOGRAPHY DEPARTMENT AS A REQUIREMENT IN
PARTIAL FULFILLMENT OF
THE BACHELOR OF SCIENCE HONORS DEGREE IN DEVELOPMENT STUDIES

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TABLE OF CONTENTS
Title

Page

Acknowledgements

Executive Summary

List of acronyms

Introduction

CHAPTER 1
Back ground and history of DAPP Frontline Institute

Objectives, missions and functions

The project management program

10

Organizational structure (organogram)

11

Key priority activities of the organization

11

CHAPTER 2
Responsibilities of the student

12

Work and activities carried out by the student

13-22

CHAPTER 3
Strengths and weaknesses of the host organization

20

(Opportunities and threats)

CHAPTER 4
Discussion on gained experience

20

CHAPTER 5
Conclusion and recommendations

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Hilary Gatsi: second Quarter Attachment Report

DECLERATION

I, GATSI HILARY, hereby declare that this second quarter industrial attachment report is
my original work and has not been submitted before for any academic reason at this institute
or any other academic institute for any purpose.

Signature.
HILARY GATSI
Date . / .. / 2015

Approved by:
SUPERVISOR

Signature
DOUBT MUSIWA
Date. / . / 2015

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Hilary Gatsi: second Quarter Attachment Report

ACKNOWLEDGEMENTS
I would like to thank the Lord Almighty for a memorable fruitful period at frontline Institute.
I would like also to extent my heartfelt gratitude to my family members for their invaluable
support (moral and otherwise) during this demanding period.
My gratitude goes to Frontline Institute and its staff members for affording me the
opportunity to be part of their organization, it is through their valuable support that I am able
to get my training and enjoy it. Worth mentioning is the invaluable support and guidance
from my mentor Mr. Doubt Musiwa who, despite his tight schedules agrees to lead my
training.
Many thanks go to my supervisor Ms Dipuo P. Sebopelo for her guidance, remarks and
relevant suggestions which encourage me to carry out my training. She is constantly besides
me cheering me on and supporting me all the way.
God bless you.

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Hilary Gatsi: second Quarter Attachment Report

EXECUTIVE SUMMARY
The paper is a report of my industrial attachment experiences for the period December 2014
to January 2015. The document outlines the background information about the
host/placement organization, its structures, functionalities or operations. The attachment
report is a highlight of the activities, work and tasks which I have carried out during the
stated period. The document will also highlight the knowledge in practical and theoretical
sense acquired in relation to development concepts, projects and works which are carried out
by the host organization. It is pleasing to highlight that much progress has been made during
the period under review as I have achieved most of the planned work and activities.

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LIST OF ACRONYMS
DAPP

Development Aid from People to People

HPP

Humana People to People

FIZ

Frontline Institute in Zimbabwe

BPM

Basic Project Management

APM

Advanced Project Management

IGP

Income Generating Project

CCA

Climate Centre Action

HRM

Human Resources Management

TCM

Total Community Mobilization

PLWHA

People living with HIV&AIDS

NGO

Non-Governmental Organizations

GW&CC

global warming and climate change

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Hilary Gatsi: second Quarter Attachment Report

INTRODUCTION
Industrial attachment was introduced to inspire the students with practical, technical skills
and to introduce the students into working life. It gives the student the practical skills and the
work environment philosophy, to use their skills and principles learned at the university to
serve the institutions and the society in general.
In this regard, the placement for attachment was secured at DAPP Frontline Institute in
Zimbabwe following a successful chain of interviews. This report focuses mainly on the
activities undertaken by the student thus the practical and theoretical knowledge and
experiences. The paper is used therefore to measure relevance and applicability of the
development concepts being carried out by the host organization as well as the linkage to the
students field of study which is development studies.

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CHAPTER 1

HISTORY AND BACKGROUNG OF DAPP FRONTLINE INSTITUTE

Frontline Institute started in June 1984 in Denmark, where youths from Southern Africa were
trained in vocational kills for reconstruction, self reliance and development of their countries.
From 1991 to 1993 Frontline Institute Zimbabwe was built and the training started with half
construction and half studies. The institute as officially opened by his Excellency the
president Cde R.G. Mugabe on the 24th of February 1993. The institute trains people from
different nations like Brazil, China, Guinea Bissau, Malawi, Mozambique, Ecuador, Angola,
Namibia, Botswana, Zambia, Belize, and Zimbabwe. It has trained up to now, 4700 students
in two project management courses namely basic and advanced project management. The
institution is located in Shamva in the Mashonaland Central Province.
It is a capacity building and human resources centre where people from across the globe are
taught how to be creative and innovative. The idea is to train development activists who can
lead and manage development projects anywhere in the world. The institution trains people in
BASIC and ADVANCED project management commonly known as Our Humana People to
People Word and the Our Open Future Together. The two courses take duration of six months
each. The project management training offered at this school is more practical than
theoretical as the training requires a hands-on approach to transform ideas into reality.

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The school is ANOTHER KIND OF SCHOOL as its philosophical structure and training
strategies are different from the ordinary methods which are used in other schools, colleges
and universities. The students are divided into CORE GROUPS which are groups of ten
students plus a teacher. The students together with the teachers council run the school
through COMMON MEETINGS. These are meetings which give a sense of direction and
purpose to the people at the school.
Apart from being a human resource centre, frontline institute is also a centre for culture
exchange where people from their different positions, backgrounds and cultures RUN THE
SCHOOL TOGETHER under the leadership and guidance of the headmaster. The school
uses the Determination of Modern Methods of Learning (DMM) which is a student centered
learning and training process. Under the DMM concept, the students take full responsibility
of their academic life by choosing what to study and at their own time. This makes the school
one of its own kind.

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VISION, MISSION STATEMENT AND OBJECTIVES

VISION
To train key staff in development from projects within Humana People to People , to work in
the Frontline of development and work against the dehumanizing phenomena such as
poverty, hunger, illiteracy, global warming and climate change as well as diseases and
emergencies

MISSION STATEMENT
To implement quality community led projects in order to empower the people knowledge,
skills and tools to improve their well being in five sectors namely community development,
agriculture, health, education and emergencies.

OBJECTIVES
To train key people in project management and development from the projects within
Humana People to People.
To fight against the dehumanizing phenomena such as poverty, hunger, global
warming and climate change, illiteracy, and diseases.
To train people who can be on the Frontline of development, people who are
committed to change the face of rural areas and townships of different countries in
this world.

DAPP FRONTLINES ORGANIZATIONAL STRUCTURE (ORGANOGRAM)

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The Principal

Deputy
Principal
Teachers council

Supporting Staff

Core group teacher

Head of department

Core groups

Managerial
departments

In relation to the DAPP Frontline Institutes organogram above, I am working as a student

teacher/ assistant core group teacher.
PRINCIPAL SERVICES AND CHARACTERITICS
The following are the principal services and characteristics of the placement organization:
To train key staff in project management and development initiatives.
To develop skills in trainees so they can fight shoulder to shoulder with the poor.
To provide a model platform for stakeholders to learn how to fight against poverty,
hunger, global warming and climate change, illiteracy and diseases.
Producing graduates who are willing to work in rural and township parts of different
nations so as to change the world.
Empowering youths and the community at large with practical training skills and a
learning ground to boost production at individual and family level
Equipping students with the knowledge of overcoming obstacles and solving
problems through implementation of community based activities.

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CHAPTER 2

AREA OF WORK
I was assigned with the work of a student teacher. In this case I am an assistant teacher, under
the supervision of the senior teacher. The job requires the student to teach students at the host
organization subjects which are relevant to project management and development work
through both theoretical and practical means, inside and outside the classroom. The student
also is required to help the trainees with planning and carrying out different activities in and
around the school.
DUTIES AND REPONSIBILITIES
Skills teacher
Partnership and sponsorship
Special events leader
Development instructor and consultant
Academic materials programmer
Guidance and counseling

ACTIVITIES CARRIED OUT BY THE STUDENT DURING THE

PERIOND UNDER REVIEW.

4+1 actions (big actions) upgrading the school in common

Climate centre actions
Open Sunday-teaching communities about the goodness of organic farming
Special events-graduation ceremony
Installation of solar geysers
Tree planting
Workshops with communities on youth and women empowerment
World Aids Day commemorations
Managing functional departments
Improving Income Generating Projects
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4+1 ACTIONS (COMMON ACTIONS) BIG ACTIONS TO RENOVATE

THE SCHOOL

Frontline Institute is a learning ground for all aspects of development work. I have managed
to acquire a lot of theoretical and practical skills useful to development work. During the
period under review I participated in actions that were done at the host organization. These
include the establishment of new structures (building), cleaning weekends, dormitory
renovations and cleaning as well as fighting for production through taking part in the school
maize farm project. The art of collectiveness in doing these tasks has taught me that
development in its multidimensional nature need different minds from different angles for it
to be created. I have also learnt and appreciated the philosophy of making use of the locally
available resources.

Frontline Institute believes in self sustenance, this means that all its projects aim to sustain
the beneficiaries for longer periods. Providing manual labor during these 4+1 actions has
transformed my art of thinking from an office activist to a more radical and revolutionary
being who values tangible results. The pictures below show some of the actions which I
facilitated and took part in.

Collection and application of organic and green manure to improve production at

subsistence level, minimizing the cost of farming to rural farmers.

CLIMATE CENTRE ACTIONS

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Frontline Institute strives to become a climate centre in the near future. The Institute is at the
forefront of leading the fight against global warming and climate change. In this regard FIZ is
engaged into various activities related to the reduction of the effects of global warming and
climate change. These activities include the establishment of a weir dam at the school,
installation of solar water heaters, bamboo irrigation system installation in communities
around, tree nurseries, model gardens, water re-use system as well as construction and use of
vegetable driers. I cherish the idea of the Institution in engaging itself in the fight against the
dehumanizing phenomenon in our societies. This goes a long way in also educating and
sensitizing communities on the negative effects of such phenomena and how the people can
liberate themselves from such negative forces. Through participating in the climate centre
activities named above, I have come to appreciate that non-renewable resources are depleting
at a much faster rate due to increased consumption and demand. This calls for action from all
members of the global community and as such Frontline Institute has helped me view some
of these issues from a more serious angle. The pictures below show some of the climate
centre actions established at the school and in the community.

Establishing a water recycling plant in the garden serves as a better water conservation
technique. It collects water from the kitchen and laundry and the water is used to water
plants in the garden.

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The use of organic means to produce organic food is a major stride in the fight against GW
& CC, strategies which anyone can adopt to avert hunger.

The institute has also turned to solar energy for both heating water and generating power in a
bid to mitigate the effects of GW & CC

Solar energy is renewable source which can be used over and over again. Its use retards
deforestation and other related man made problems to the environment.

SPECIAL EVENTS- GRADUATION CEREMONY

The period under review was packed with mammoth tasks hence full of learning and
experiences. The participants (team 5) under the Basic Project Management Course
completed their studies January 2015 and their graduation was on the 22nd of January 2015. I
was therefore assigned with the task of decorating the graduation venue as well as organizing
entertainment for the special event. This task demanded a lot of planning, organizing,
mobilizing, delegation and action thus it expanded my horizon in terms of facilitating and
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managing such events. Thus I appreciate being attached at FIZ as its programs are relevant to
development studies and practical skills enhancement (capacity building). Graduating a team
which I also took time to mould and train also makes me feel proud of the work which I am
doing at the host organization. Pictures below narrate the graduation event.

Being part of a panel of executive guests also strengthens my capacity and confidence in
undertaking development work.

Key staff in development work up in arms ready to fight shoulder to shoulder with the poor
anywhere in the world-after completing six months of training.

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OPEN SUNDAYS AND WORKSHOPS EDUCATING COMMUNITIES ON

ORGANIC FARMING

During the time under study I engaged myself with the communities within and around
Shamva and Bindura educating people over the goodness of organic farming. After acquiring
immense knowledge about organic farming at FIZ, I also took the opportunity to share the
experiences with resettled rural farmers who are thriving to produce at both subsistence and
commercial levels. Together with my core group, we mobilized communities to refrain from
the use of chemical fertilizers which not only strain family budgets but also destroy soil
composition and structure as well as destroying peoples health systems. The pictures below
show some of the sessions with rural farmers.

Organic farming sustains our soils and the environment by reducing the level and rate of
destruction by chemical fertilizers; it is very affordable to the poor. Going organic is going
healthy.

I also attended and participated in an Open Sunday (sports gala) which was organized by the
Murgwi Community Centre (MCC) in Shamva. The idea of gathering people was to meet the
community and teach the basics of agriculture to rural farmers. The exposure helps many to
acquire new skills and information on how to improve their current methods of production. I
salute the concept of Open Sundays being used by DAPP to give information to the people.
Participating in the event also extended my skills of addressing large gatherings and public
speaking. Together with my group from FIZ we also won some prize vouchers after excelling
in the sporting events. The pictures below show myself and the group with the prizes won.

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Sharing development ideas through sport can also be a good strategy. A better way of
enhancing lives of people in the community.

PAMPHLETS AND CLIMATE CENTRE ACTION MANUALS

As FIZ is working towards becoming a climate centre as well as climate centre compliant, its
major responsibility is to innovate, experience, share and teach the communities better
methods of taking care of the environment. In this regard, I was assigned with the task of
marketing the climate centre activities taking place at the institution. During the period under
review I managed to produce eight (8) pamphlets and manuals for the following projects;
bamboo irrigation, solar water heating system, vegetable driers, nutritious gardens, weir dam,
tree nurseries, water recycling system as well as rope and washer pumps. I cherished the idea
of distributing knowledge and information through various methods. Through producing
these pamphlets I have learnt how to use Microsoft publisher and related software better.

THE DEBATE CLUB WITH BUSE

After I had successfully setup a debate club at FIZ, I also managed to organize two debate
sessions between FIZ and Bindura University of Science Education. The major aim of the
setting up the debating team and organizing debate session was to expose the FIZ participants
to another kind of learning through sharing with higher institutions of learning. The first and
second debates were themed Globalization and Economic Empowerment respectively.
Both debate sessions were a success story as the participants managed to learn many new
things concerning global development work. The pictures below show the debate underway
at FIZ.
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Deliberating on issues affecting humanity and finding solutions is also necessary to the
society

INSTALLATION OF SOLAR GEYSERS

In an endeavor to become a climate centre, FIZ has embarked on a process of installing solar
geysers for heating water so as to reduce the burden of paying electricity bills. This system is
also environmental friendly in the sense that it is renewable and can sustain households for
longer periods. The institute is also using this system as a learning ground for people from
other areas.

Low cost technologies which are sustainable and environmental friendly are the key to the
fight against global warming and climate change.

Being attached at FIZ has helped see global challenges and factors hindering development
from another angle. By installing solar geysers at the school, I have adopted the idea and
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shared it with many other institutions so they can also migrate from the use of electricity to
solar. I have learnt how to be innovative, creative and transformative when it comes to
development work.

SUMMARY OF GAINED EXPERIENCES

During the period under review, I gained vast experience in both theory and practice. On
academic, professional and social grounds, I have expanded my horizon in terms of
transforming development theories and concepts into tangible and meaningful practical work.
I have discovered that more development activist are needed with ready minds and hands to
change the face of our communities which are ravaged by dehumanizing phenomena such as
poverty, hunger diseases, illiteracy as well as global warming and climate change. I have
managed to put what I have learnt from the university into practice and relate the different
courses which I have undertaken into solving different real life situations.

STRENGTHS OF THE ORGANIZATION

Frontline institute promotes the use of locally available resources to create
development initiatives. This is vital in the sense that even the poorest of the poor can
use these low cost initiatives to earn a living.
The organization focuses not only on academic work but also engages itself with
practical projects to fight against dehumanizing phenomena such as poverty, hunger,
global warming and climate change. This holistic approach is essential to
development work as everyones opinion is taken into consideration.
Frontline Institutes capacity building training period offers permanent life skills
which helps them to change the face of the countries they are coming form at any
time.
The institute is more of a technical college where practical training rather than
theoretical training takes place. This is a double advantage to the people who get
training at this institute as they possess both the capacity to work plus the experience.
The organization is a centre for culture exchange. It does not limit the capacity of
individuals from achieving their goals because of cultural differences but rather

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embraces and promotes different cultural norms and values in relation to development
work.

WEAKNESSES OF THE ORGANIZATION

The student centered criteria of learning used by FIZ promotes laziness to the students
as they lack a force to push them to achieve their goals and objectives.
The model of learning (in-house training) is closed up thus deprives the students of
the exposure to other situations affecting different places across organizations.
No formal and professional computer lessons are offered to the under studies. As a
result they lack basic computer skills upon graduation, rendering them incompetent
activists.

APPLICATION OF THEORATICAL CONCEPTS

The major aim of industrial attachment is to test whether theoretical aspects of the students
honors program can be applied to practical sense and real life circumstances. In the same
context, my degree program (Development Studies) has during the period of training under
review proved to have relevance to practical development work. The operations of FIZ work
hand in glove the courses which I have undertaken at the university. Courses like cultural
systems, development studies, economic principles, HIV/AIDS education, development
economics, environmental hazards and development communication forms the mainstream of
the training process. Courses like agrarian studies and rural livelihoods also are evidenced by
the IGPs and garden faming projects being implemented by the organization to communities
such as Bemberero, Burnside, Shamva, Nyava and Musiwa.
Project management as a course taken at the university is also helping the student to monitor
and evaluate the projects currently running and those which have been already implemented.
In summation, all the courses enshrined in my degree program (development studies) are
relevant to the project management training and development work being undertaken by FIZ.

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RECOMMENDATIONS
I salute the efforts of FIZ in fighting shoulder to shoulder with the poor in limiting the effects
of the dehumanizing phenomena such as poverty, illiteracy, hunger, diseases and global
warming and climate change. I cherished FIZ and DAPP Zimbabwes philosophies of being
innovative and using low cost development strategies to change the face of our societies. FIZ
should continue to work hand in hand with government institutions and through partnerships
to further achieve the goal of development. FIZ is a learning ground and a centre for culture
exchange through transforming ideas into real practical work, thus the organization is so
much relevant to modern day development work and training.
I cherish the bottom-up approach which FIZ uses when creating or fostering development
work as the method is holistic hence accommodates ideas from all angles regardless of
cultures and beliefs. Being attached to FIZ has exposed me to big issues of our time and as
well the solutions to these problems. I gained professional and practical know-how and as
such everyone who passes through the institution. I strongly recommend FIZ to continue
training more development activists who will take key position in fighting shoulder to
shoulder with the poor.

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