GUIDELINES FOR PARTICIPATORY ACTION

PLANNING AND TARGETING

Facilitators guide for Community-based Participatory

Planning and Targeting

for the

Sustainable Food Systems Programme (SFSP)

(2018 - 2023)

August 2018
PART A: INTRODUCTION
WFP Kenya’s five-year (2018 to 2023) Country Strategic Plan (CSP) is a strategic shift that endears
to deliver sustainable huger solutions based on a food systems approach. The food systems
approach, which provides the basis for achievement of Outcome 2 of the CSP, combines all aspects
from food production, food transformation (market linkage and supply chain activities such as
processing, value addition, transport, etc), food consumption, including governance, economics of
food production, sustainability and agroecosystem resilience. This Outcome builds on the lessons
learnt in resilient livelihoods programming, leverages on the opportunities in market linkage and
supply chain support, combined with strengthening government and community institutions to
ensure equitable participation and optimization of the benefits along the food system.

These guidelines have been developed to improve the practice and use of participatory approaches
for engaging with rural communities and local stakeholders in defining their collective visions and
committing to action to improve their livelihoods in a sustainable manner. These guidelines provide
a rich source of methodologies, tools, approaches and skills that enable the facilitators to stimulate
positive change and guide rural communities to develop realistic action plans based on their
collective visions of desired future conditions.

Although the guidelines are designed for Sustainable Food Systems Programme (SFSP), they
are relevant to integrated rural development programmes. These guidelines will guide the facilitator
and the communities to: (i) Better plan and implement sustainable food systems activities; (ii)
Strengthen community capacity and empower rural communities to value the best of what they
have and see the most out of it; (iii) Establish dialogue with rural communities and stimulate self-
awareness and collective learning and analysis of livelihood assets, opportunities, strategies and
outcomes; (iv) Facilitate the development of realistic community action plans; (v) Create
opportunities for partnerships and linkage to other rural service providers; (vi) Systematize
reporting, analysis and documentation of community activities.

The guidelines are divided into three parts:

Part A: Introduction

Part B: Participatory Disaster Risk Assessment & Community Action Planning (Geographical
targeting; Community entry; Community engagement process; Understanding socio-economic
status in the community; Community attitudinal change; Community situational analysis;
Community-based participatory planning)

Part C: Household targeting (Targeting Criteria & Selection of eligible households; Election and
training of project committees)

These guidelines have been prepared to aid facilitators during community-based participatory
planning and household targeting and are not meant to be prescriptive.

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PART B: PARTICIPATORY DISASTER RISK ASSESSMENT &
COMMUNITY ACTION PLANNING

2.1 GEOGRAPHICAL TARGETING

The Sustainable Food Systems Programme (SFSP), is designed with the overriding Outcome to
ensure that food insecure households in the targeted areas benefit from improved food systems and
nutrition to enable them to adapt and be resilient to climate shocks by 2023.

Ideally geographical targeting at national level would be done through an Integrated Context
Analysis (ICA). This will incorporate analysis to determine the severity and scale of food insecurity
levels to target and prioritize counties and sub-counties, this will be done through:

 IPC reanalysis and layering for the period 2007 up to date by season and overall for both
the SRA and LRA overtime to identify geographical areas that are in IPC 3 and above.
 Review of shocks and hazards looking at number of drought/flood events including analysis
of SPI1 combined with NDVI to determine frequency of droughts.
 Trend analysis on prevalence of food insecurity to calculate and determine areas with
recurring food insecure vs acute caseloads based on drought and non-drought years.

Through long and short rains assessments at the county level, CSGs identifies areas and the size of
the population that requires food assistance. This is done through set down procedures and standard
criteria as per the guidelines of the assessments. Once the CSGs have identified and approved areas
and the size of the population to be targeted, the County resilience working group starts the process
of community engagements in the areas.

To effectively implement SFSP, a mix of geographic, community-based participatory planning and

market/value chain-based targeting will be used to select eligible households, value chain players
and prioritise investments in agriculture-related value chains. Appropriate participatory approaches
and tools will be used in the targeting to ensure inclusivity, representation and adherence to
democratic ideals. Geographic areas will be targeted based on food security needs and aligned to
county integrated development plans (CIDPs).

Participatory approaches such as “wealth ranking” and “Take-a-step” will be used to select eligible
households and prioritise the support models needed. In addition, Common Interest Groups (CIGs),
individuals or MSMEs who can play a role in stimulating opportunities for income generation,
employment and livelihood transformation along agriculture-related value chains will be selected.

An important point to note for the facilitators:

1. Where there is an existing community action plan (CAP) in the selected wards, the CAP
should be validated to establish their relatedness and applicability to SFSP.
2. Where the CAPs are unrelated to SFSP (e.g for purely conflict resolution) or where none
exists, the entire community engagement process will be conducted.
3. Where existing CAPs relate well to SFSP priorities and are not more than 5 years old, the
facilitators will validate and update the action plans.

In either case, the facilitator shall cascade the action plans to the village level as described in sub-
section1.7.4.

1 Standard Precipitation Index

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2.1.1 Designing and implementing geographic targeting

In each county, the County Steering Group (CSG) will constitute a multi-sectoral/multi-actor
County Technical Team (CTT) to spearhead the design and implementation of community-based
planning participatory and household targeting exercises.

The CTT will be composed of representatives from administrative and technical units from the sub-
county and ward levels, representatives of national government (Sub-county administrators, ACCs,
etc), WFP, NDMA, Cooperating Partner NGOs, technical/extension officers representing the
selected sub-counties and wards. Where applicable, the CTT can co-opt other partners or
programmes such as KCSAP2, KCEP-CRALW3, PREG4, BDBA5, CBOs, FBOs, etc).

The CTT will develop the criteria that will be used for geographic targeted at the Sub-County,
Ward and Village levels. The proposed list, including justification for selection, will be presented
by the chair6 of the CTT to the CSG for discussion and ratification. During the selection of
administrative wards to be prioritized for the SFSP, the CTT should consider the following factors:

Food insecurity: Determined using food insecurity assessment findings

 SFSP & DRR activities clearly aligned and articulated in the CIDP;
 County mobilises the expertise to support SFSP design and
Interest of the
implementation;
county
 Annual budget allocation for this activity by the county and NDMA,
government and
and communicated to WFP in writing;
communities for
RLP:  Villages and communities that are interested or have on-going SFSP
activities that have potential for scaling up and/or livelihood
transformation.
SFSP activities will be prioritized in counties where:
 Strategic partners provide greater opportunities for synergy with
related resilience building and food security interventions and linkage
to private sector. In the arid counties this will be linked to USAID
Opportunities
funded Partnership for Resilience and Economic Growth (PREG) and
for partnerships:
in the semi-arid counties the partnership includes KCEP-CRALW,
BDBA, and emerging partnerships like KCSAP, etc
 Counties enhance geographical concentration to maximize impact;
 Opportunities for alignment with priorities in the CIDP exist.
WFP have made heavy investments in some counties through various
programmes with potential for synergy and linkage to WFP supported
Current WFP
projects such as AMAL (Tana River & Tharaka Nithi Counties),
investments:
Kalobeyei settlement (Turkana County), Refugee programme, Insurance
for Assets (R4), Youth and Nutritional Sensitive initiatives, BDBA.
Insecurity: SFSP will not be implemented in insecure areas of the country/county

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Kenya Climate Smart Agriculture Project
3
Kenya Cereal Enhancement Programme - Climate Resilient Agricultural Livelihood Window
4
USAID supported Partnership for Resilience and Economic Growth
5
Billion Dollar Business Alliance
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The Chair of the CTT should be the lead department appointed by the county government to coordinate the
implementation of the programme

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2.1.2 Selection and Training of Facilitators (ToFS)

Selection and Training of Facilitators (ToFs)

Once approved, NDMA, WFP and resource persons on participatory planning methodologies in
the county, will be selected and a 5-days training of Facilitators (ToFs) conducted. Depending on
the geographic targeting, all county government officers in targeted wards will be trained as ToFs,
in addition to some officials at the sub-county and county levels, since they will play a key role in
facilitating community engagements. The ToFs will further split into teams of 4 people each to
conduct community engagements. Each shall comprise of a representative from the ward,
representative from sub-county, NDMA, CP and WFP. Each team will facilitate community
engagement in 2 wards. Each community engagement process per ward will take 5 days.

The teams will oversee the entire community-based participatory planning and household targeting
exercise in each ward allocated.

Each county will have a roving team for quality control and to ensure standardization of community
engagement. The roving team will be composed of: NDMA project coordinator; WFP focal point;
and representative from the key department.

The CTT will be responsible for, among others:

a) Designing and overseeing the implementation of the community-based planning

participatory and household targeting and exercises.
b) Developing criteria and rationale for selecting administrative wards and value chains to be
supported by SFSP
c) Facilitating formation of Ward and Village level teams that will facilitate community-
based participatory planning and household targeting at the ward and village/community
level.
d) Training Ward and Village targeting teams on community-based participatory planning
and household targeting using recommended participatory methodology and tools
e) Providing overall oversight of the entire community-based participatory planning and
household targeting exercise
f) Consolidating Community action plans and prepare the County Project Proposal
Document
g) Briefing the CSG in the progress of the community engagements
h) Developing the community-based participatory planning and household targeting report
i) Providing feedback and/or clarification whenever called upon.

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2.2 WARD LEVEL COMMUNITY ENGAGEMENT PROCESS

Community engagements at the ward level will be guided by the following four phases:

a) Community entry phase

b) Initiation Phase (community attitudinal changes: The River Code; The secret in the box)
c) Community problem analysis phase (Community resource, land use and Hazard Mapping;
problem force tree; Venn Diagram 1; Seasonal calendar; and 24-hour schedule)
d) Community planning phase (Visioning matrix; Venn Diagram 2; Venn Diagram II
(External Institutions); Community Action Planning; Community Future map; Village-
level Action plans.

2.2.1 Community Entry

Once the administrative wards and villages are approved by the CSG, the CTT will commence
community engagement by initiating community entry. The CTT will develop a schedule for
conducting community engagements at the sub-county and ward levels and split into teams of at
least 4 people each. This team will facilitate community-based planning and HH targeting. Each
team will lead the trainings in 2 wards. The team will organize meetings with local leaders at the
sub-county and ward levels with the aim of planning how to mobilise the communities in the
selected wards.

The local leaders include Deputy County Commissioners, Sub-county administrators, MCAs,
Ward administrators, ACCs, Technical Officers at the ward level, Chiefs/Assistant Chiefs, opinion
leaders, religious leaders, and other special interest groups (women, youth, PLWD, etc).

2.2.2 Sensitization meeting with local leaders and other interest groups
During this initial meeting with local leaders, the CTT will:
 Sensitize on the objectives of Kenya Resilient Livelihoods Enhancement Programme;
 Explain the Participatory Rural Appraisal (PRA) methodologies and tools to be employed
during community-based participatory planning and household targeting;
 Develop criteria for selecting village representatives who will participate in the ward-level
community meetings or barazas, and
 Agree on the schedule for conducting ward-level community meetings/barazas.

Example
The CTT can be guided by the following:
 Where the Deputy County Commissioner / Sub-County Administrators did not participate in a
CSG, the first point of community entry is paying courtesy call and briefing them on the purpose
of the visit.
 Meet the Sub-county commissioner, ward administrator, chief, village administrator, sub-chief,
sub area head man etc for a courtesy call and state Purpose of the visit.
 A meeting with village elders, representatives of various committees in the village, CBOs and
special interest groups to give the reason for the visit.
 Hold an all-inclusive Village Public baraza where; men, women, children, youth, disabled attend.

2.2.3 Community Mobilisation

Community mobilization process should involve other key stakeholders in the community e.g.
opinion leaders - religious leaders, clan leaders, teachers, group leaders etc. Once recognized, these
people will take up the mobilization of the communities under their area of influence.

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Approximately 100 – 120 representatives from each selected village in the ward will participate in
the community engagement process. In situations where the wards are to vast, the CTT can consider
splitting the community engagements in to two sessions. In selecting village representatives, the
CTT should ensure that the composition is as representative as possible, including women, youth,
PLWD, farmers, traders, herders, etc).

2.2.3 Selection of community members to participate in community-based planning and

targeting

In consultation with local leaders, the CTTs will facilitate the development of criteria for selection
of village members who will participate in the Community-Based Participatory Planning (CBPP) /
Participatory Disaster Risk Analysis (PDRA) training process for 5 days.

The participants selected must include representatives from special interest groups - youth, men,
women, elderly, disabled, opinion leaders, administrators etc. The criteria for selecting the
participants will be discussed with the County technical teams during regional ToT workshops.)

The entry point for these trainings will be at the ward level. Participants will be drawn from the
selected participants from villages during the community entry process and it is expected that after
the training, they will go back and share with the villagers for validation or customization
During the training, the ToFs will sensitize community members on the objectives of SFSP; the
participatory methodologies and tools to be used for community-based participatory planning and
selection of eligible households. As communities can interpret criteria differently, leading to
differences/biases in selection, community members will be sensitized thoroughly, to understand
the SFSP objectives.

2.3 UNDERSTANDING SOCIO-ECONOMIC STATUS IN THE COMMUNITY

To guide the process, the facilitator(s) will administer relevant PRA tools to elicit active discussions
and participation of the community members.

Tools:
To facilitate the discussions, the following tools shall be used:

2.3.1 Take a Step

Aim of the role play

This purpose of this role playing is to identify various groups of people living in the village based
on their capacities and vulnerabilities and determine actions to be taken so that no one is left behind.

Procedure:

Step 1: The facilitator asks for some volunteers to assume and act the following roles to mimic
different categories of people in the community as per their socio-economic status.

1. A businessman with one wife and 6 children owning a wholesale in the local town (Name the
local town or county headquarters).
2. A widow with 6 children living in a tiny grass-thatch hut in 2 acres of land which is not fully
utilized and has refused to be inherited (applicable more in semi-arid areas).

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3. A primary school teacher whose husband is not working and has 6 children.
4. A chief with 3 wives and 8 children, owning 200 cows and 500 goats (in a big well-developed
farm – Applicable in semi-arid lands).
5. A retired senior civil servant living with 3 grandchildren, owning 15 rental houses in the local
town (Name the local town or county headquarters) and earns a pension.
6. A couple who are educated up to class 2, has 6 children and 2 acres of land.
7. An 18-year-old orphan school dropout boy taking care of his 3 siblings in a family house on 2
acres land that is not being cultivated
8. An old and sick man living alone in a tiny grass thatched hut, owning 5 chickens and 2 goats
9. A middle age herder with 4 wives and 10 children owning 20 cows and 100 goats on a denuded
communally own land.

Step 2: The facilitator(s) then reads o read the statements below and the volunteers are to take a
step forward if the mentioned statement was suitable to the roles they took as described above. The
rest of the participants who were not participating in the role-play to watch and make sure steps are
taken as expected.

Questions for Arid Counties:

1. A businessman with one wife and 6 children owning a wholesale in the local town.
2. A widow with 6 children living in a tiny grass-thatch hut owning 2 goats and 5 chicken
and has refused to be inherited (applicable more in Arid areas).
3. A primary school teacher whose husband is not working and has 6 children.
4. A chief with 3 wives and 8 children, owning 200 cows and 500 goats
5. A retired senior civil servant living with 3 grandchildren, owning 15 rental houses in the
local town (Name the local town or county headquarters) and earns a pension.
6. A middle-aged couple who are educated up to class 2, has 6 children with 15 goats and
10 chicken.
7. An 18-year-old orphan school dropout boy taking care of his 3 siblings and depend on
casual work.
8. An old and sick man living alone in a tiny grass thatched hut, owning 5 chickens and 2
goats
9. A middle age herder with 4 wives and 10 children owning 20 cows and 100 goats on a
denuded communally own land.

Questions for Semi-Arid Counties:

1. A businessman with one wife and 6 children owning a wholesale in the local town.
2. A widow with 6 children living in a tiny grass-thatch hut owning 2 goats and 5 chicken
and has refused to be inherited (applicable more in Arid areas).
3. A primary school teacher whose husband is not working and has 6 children.
4. A chief with 2 wives and 10 children, owning 20 cows and 50 goats
5. A retired senior civil servant living with 3 grandchildren, owning 15 rental houses in the
local town and earns a pension.
6. A middle-aged couple who are educated up to class 2, has 6 children with 15 goats and
10 chicken.
7. An 18-year-old orphan school dropout boy taking care of his 3 siblings and depend on
casual work.
8. An old and sick man living alone in a tiny grass thatched hut, owning 5 chickens and 2
goats
9. A middle age casual labourer with 2 wives and 8 children owning 10 goats and 5 sheep
on a denuded own farm.

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Step 3: The facilitators records where each of the role-play volunteers stands relative to the others
at the end of the role-play to be shown as follows: (see example below)

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 STEPS
No step 1 2 3 4 5 6 7 8 9 10 11
Business man * * * * * * *
Widow *
Teacher * * * *
Chief * * * * * *
Retired civil servant * * * * * * * * *
Couple with 2 yrs. Edu. * *
Orphan boy *
Old and sick man *
Herder * * *

Step 4: Discuss and Evaluate the various roles played.

The facilitator to ask questions about the role play as follows:

Q 1: Why do we have people in the village that cannot take a step?

Q2: If there was an assistance to the community, who among the people above would you have given
first priority?

Q3: What kind of sustainable assistance would recommend for such people to enable them take a step?

Expected Outcome:
When community members are presented with a role-played situation, they will know what they
can do to resolve the issue without having to get external assistance first. Role playing is designed
to nurture: (i) examination of personal values and behavior; (ii) development of strategies for
solving interpersonal and personal problems; (iii) development of empathy towards others; and (iv)
acquisition of information about social problem and, values, and ease in expressing one’s opinion.

2.3.2 Wealth Ranking

Aim:
The purpose of facilitating using this tool is to understand the economic status of various groups
living within the village. This tool aids the facilitator and the community to paint a picture of the
economic status of the village. Usually in a community based participatory development where the
community members are required to contribute for their development projects, this tool is used to
determine what each community member can afford to contribute based on their individual
economic status. The tool can be used in various aspects to extract information of the economic
status of different groups within a village or community for purposes of targeting.

Materials: Manilla papers, flip charts, market pens, stones/sticks

Procedure:
Step 1: The facilitator(s), asks the community members to identify different categories of people
living in the village base on their economic status e.g Rich, Middle, Poor and Very Poor classes.

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Step 2: After they have given the categories, they are asked to identify a criterion for describing
each category e.g. based on the houses, ownership of domestic animals, eating habits, education of
the children, mode of transport, employment and position held, etc.

Step 3: Using proportional piling, guide the community to estimate percentage of the population
under each category and the information captured as follows

Category Characteristics according to the No./% of village

community standards population
Rich
Middle
Poor
Very Poor
Based on the percentage population of each category, represent the information using a pyramid as
follows;

Rich

Middle

Poor

Very Poor

Step 4: Discuss and Evaluate what was done in Step 2 and 3.

The facilitator asks the participants the following Questions:

Q1: Why is it that we have very many poor people in the village

Q2: If there was an assistance to the community, which category of people would have given
first priority?

Q3: If these people have to be assisted to move out of their present position, what kind of
sustainable assistance is required?

Q4: Using the characteristics/attributes of the RICH category, what do you think the other
categories need to do move up the wealth ladder?

2.4 INITIATION PHASE – COMMUNITY ATTITUDINAL CHANGE

This phase addresses attitude issues and enables the community members to discuss and understand
what development is and why they must participate in their own development. The initiation phase
aims at changing the community members’ attitudes towards development. They should be able to
understand that any meaningful and sustainable development must be driven by the community

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themselves and not by outsider. The role of outsiders or development partners is only to lend a
hand in areas where their capacity is low and where a gap exists.

To facilitate the discussions, the following tools are recommended to be used:

2.4.1 The River Code

Aim:
The River Code is a role-play exercise designed to help participants think about sustainable
development as a process. It also emphasises the importance of being active, and having an open-
minded, inquisitive attitude towards development.

Scenario:
In the role-play, two men and a woman are on their way to attend a ceremony in a nearby village.
They come across a flooded river and cannot cross it. Along the river is a farmer who is busy
working on his farm. He sees the 3 people approach and hesitate near the river. He asks them what
their problem is and if he can be of assistance. They tell him where they are heading and their
frustration of not been able to cross the river. They ask him if he could assist them cross the river.
He agrees and proceeds to carry the two men on his back across the river. When he comes back for
the woman and bends for her to get on his back to be carried, she refuses and asks him to instead
hold her hand and lead her across the river showing her where to step. He holds her hand and leads
her across the river. The three travellers proceed on with their journey.

Before the ceremony end, the woman decided to go back early to her home to take care for her
domestic chores, but the men chose to continue with the ceremony. On reaching the river, she found
the river still flowing at the level she left. She identified the stones she used to cross the river and
with the acquired skills, she crosses the river and went home. After the ceremony, the two men
came and found the river still flowing. They were not able to cross and so they went back and spent
the night in the home where the ceremony was being held. This tool requires the participants to be
very observant

Procedure:

Step 1: The facilitator explains the scenario to the participants, making sure that the different roles
are clearly understood.

Step 2: Identify the following to act the roles: 2 men, 1 woman, a farmer

Step 3: Facilitate the community to imagine and visualise the scenario on the group by creating a
situation that resembles the description in the scenario. The visualization should indicate the
following: a road, a flooded river, a farm, etc

Step 4: Discuss and evaluate the role-play by asking the following questions:

Questions:
Q1: What did you see?
Q2: What did you hear?
Q3: Of the two men who were carried across the river and the woman who was led across,
whom do you prefer and why?
Q4: What advice do you give the carrier, the 2 men who were carried and the woman who was
led across the river? Record response in the table below:

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 The carrier The 2 men who were carried across the The woman who was led
river across

Q5: Who do we compare the carrier, the 2 men who were carried and the woman who was led
to in our development activities?

Carrier Carried Woman who was River Stones

led

Q6: Have you seen projects where people have been carried or led in the communities you
work in? If yes, give examples.

Outcome/Conclusion:
There is need for community participation in needs assessment, prioritisation, planning and
implementation of their own development for ownership and sustainability and in the long run for
reduced dependency.

2.4.2 The Secret in the Box

Aim:
The objective of the role-play is to set off discussions on participatory project planning.

Materials: Carton box, assorted contents,

Procedure:

Step 1: In the role-play, participants are asked to pick on three people from amongst themselves
who fit the following descriptions.

a) The first person had to be the most exposed and travelled of the three i.e. travelled out of
Africa.
b) The second person had to be very knowledgeable of the Horn of Africa region having
visited most parts of the country and possibly a few neighbouring ones - fairly travelled.
c) The third person was one who had not travelled much outside his/her County – the local
person.

Step 2: The three are to tell contents of a box under different circumstances.

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  The first person shakes the box while closed, listens to the contents and tells the contents
of the box.
 The second person has his/her eyes blindfolded. The box is opened and feels the contents
in the box using his/her hand, then tells the participants what he/she has felt in the box.
 The third person has his/her eyes open. The box is open he/she sees, touches and smells the
contents of the box, and tells the participants the contents in the box.

Step 3: As they described the contents in the box under the different circumstances, they are listed
on a flip chart. Using the third person’s answers as the marking sheet, all the three people’s answers
are marked. The results are display as follows:

a) The well exposed and most travelled

b) The person who knows the Horn of Africa
c) The person who knows the province well

Questions:

Q1: Why did the person who has travelled the most get - X?

Q2: Why did the fairly travelled person get - Y?

Q3: Why did the local person get - Z

Q4: Who do you compare these people to in development work?

The most traveled The fairly traveled The local person

(Those who only hear) (Those who feel and smell) (Those who use all their senses)

Q5: Who usually does community development planning?

Q6: Who is better placed to plan for the community?

Conclusion:
In reality, community members know what they have and should plan around this. The
development workers’ role should be a facilitating one whereby they facilitate the community to
do what they would like to do with the resources they have.

2.5 COMMUNITY SITUATIONAL ANALYSIS PHASE

After appreciating their role in development, the community members have to analyse their current
situation and visualize the future they would like to have. The community members are facilitated
to identify their key resources, challenges, opportunities, strengths and measures they will put in
place to achieve sustainable livelihoods and development and zero hunger.

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To facilitate the discussions, the following tools are recommended to be used:
i. Community resource, land use map and hazard map
ii. Problem tree (to bring out problem, causes and effects)/ Hazard Source Force Tree
iii. Solution tree (to bring opportunities to address the problem)
iv. Seasonal calendar
v. 24 hr hour schedule (Gender analysis)

2.5.1 Community resources, land use and hazard map

Aim:
The aim of this tool is to enable the community brainstorm and identify resources they have and
hazards they experience in the community and further analyse the situation to identify main causes
of the hazards they experience and identify mitigation measures.

The mapping tool is used to get a physical picture of the community, the surrounding landscape
and its boundaries. It shows the physical, biological and livelihood resources and environmental
issues such as soil erosion, infrastructure, houses, water sources, schools, churches, crops, hills and
other important aspects that can be mapped in a community as well as hazard prone areas.

Using the information generated from Resources and hazard bags, the facilitator asks the
community to draw a sketch map of their area and show where the resources and hazards are found.
They should draw it on the ground using different materials then transfer it to a flip chart. All the
community members should participate in drawing and placing the resources and hazards in their
right places.

Materials: Manilla paper, 1 box of felt pens, wooden stick, markers, note books, phone camera

Procedure:
The facilitator to ask the community to draw three large bags, each representing community
resource, strengths and hazards in the community then asks them to fill them respectively with as
many resources, strengths and hazards found in the community as they can think of. The resources
and hazards can be categorized into natural and man-made.

Step 1: Select Local Analysts. Identify the groups of people to talk to about their perceptions of
resources and risks/hazards. Separate gender groups might be useful to obtain different perspectives
regarding the types and importance of various risks. Separate groups of five to ten local analysts
should reflect any relevant and important social divisions.

Step 2: Introductions and Explanations. When working with each group, the facilitator and
observer/note-taker should begin by introducing themselves and explaining carefully and clearly
the objectives of the discussion. Check that the local analysts understand and feel comfortable with
what will be discussed.

Step 3: Ask the participants to identify the resources, land uses and hazards in the community,
placing them in a bag. This will be done by homogenous and heterogenous (women, men, youth)

Step 4: The facilitator should ask probing questions regarding the placement of the resources, their
utilization and their effects, conflict issues, environmental issues and gaps existing within the
community on the various aspects of life amongst other general community development
discussion issues.

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Step 5: Produce a Resource and Land Use Map. With the help of local analysts, select a suitable
place and medium, which could be on the ground using stones, seeds, sticks and colored powder;
on the floor using chalk; or directly onto a large sheet of paper, using pencils and pens. First, outline
the map of the ward on the medium chosen, then produce a community resource map. If a
community resource map has already been produced by local analysts, then it could be used as the
basis for the risk mapping. In some instances, you may need to decide what type of area the map
will show or any limitations, that is, a village, an indigenous ancestral domain, a watershed, and so
on.

Ask the local analysts to start by preparing the outline or boundary of the map. It might be helpful
for them start by placing a rock or leaf to represent a central and important landmark. Although it
might take some time to get going, the process should not be rushed. Ask the analysts to draw other
things on the map that are important to them. The goal should be to get useful information about local
perceptions of resources. Local analysts should develop the content of the map according to what is
important to them, which might include infrastructure and services (such as roads, houses, bridges,
schools, health clinics); water sites and sources; agricultural lands, forest lands, grazing areas; soils,
slopes, elevations; shops, markets; churches; and special places (such as sacred sites, cemeteries, bus
stops).

Example of a Resource and Hazard bag

Resource Bag Hazard bag

1) Fertile soil
2) Livestock
3) Beautiful sceneries  Drought
4) Solar energy  Floods
5) Human resource  Insecurity
6) Rivers  Invasive plants species
7) Schools  Pests and diseases
8) Water pan  Environmental degradation
9) Skilful persons
10) Community institutions
11) Social networks
12) Local value systems
13) Local leaders

Step 5: Produce a Hazard/Risk Map. Once the map is underway, sit back and watch; only interrupt
when absolutely necessary or if the analysts stop drawing. Once a map with important key features has
been produced, ask the analysts to consider the different risks and hazards that might face the area. A
discussion of previous events that have occurred with negative impacts might be helpful. It might be
also useful to ask them to discuss their perceptions of what “risks” are and then arrive at a consensus
that they feel comfortable with first.

Ask the analysts to shade in areas, buildings, or homes using colors and symbols to indicate different
types and levels of risk. For example, red could be used for high-risk areas, yellow for medium-risk
areas, and green for relatively risk-free areas.

15
If the map is being drawn on the ground, ask the local analysts to start making a copy on to paper
(indicating which direction is north) once the broad outline has been established. This process is
important because extra information and corrections can often arise as a result. Once the local analysts
stop, ask whether there is anything else of importance that should be added. When the map is completed,
facilitators should ask the analysts to describe it. Ask questions about anything that is unclear. Also
ensure that a copy or permanent record of the map is available to them if they want it.

Step 6: Analyze a Resource and Hazard/Risk Map. Once the map has been completed, use it as
a basis for conducting semi-structured interviews on topics of interest (such as, which community
areas, infrastructure or settlements, and groups would be most at risk to particular events? Why?)
and for enabling local analysts to conduct their own discussions and analysis. These discussions
should be noted or recorded.

It might be useful to have a list of key questions to guide a discussion about community resources.

Key questions might include the following examples:

 What are the main risks faced by the community? Are they same as in the past?
 How did the people in the community cope with risks in the past?
 Which areas were most at risk in the past? Are they the same areas now? Why (not)?
 Are there seasonal variations in the risks identified?
 Which structures or buildings would be most at risk?
 Which people would be most at risk?
 What would be the impacts if different risks occurred on their lives and livelihoods?
 How can the likelihood of different risks occurring be reduced?
 How can vulnerable people be supported?
 What impact would a particular policy change or implementation have on the risks people faced
and their level of vulnerability to them?

If there are several different groups, ask each group to present its map to the others for their
reactions and comments. Are there serious disagreements? If so, note these and whether a
consensus is reached.

Step 7: Conclude the Activity. Check again that the local analysts know how the information will
be used. Ask the analysts to reflect on the advantages, disadvantages, and the analytical potential
of the tool. Thank the local analysts for their time and effort.

2.4.2 Problem tree (to bring out problem, causes and effects)/ Hazard Source Force Tree

Prioritization and ranking of the hazards

 The facilitator asks the community to prioritize and rank the identified hazards in terms of
their importance, using pairwise ranking.
 After the ranking, the community are asked to pick the first top three identified hazards
through proportional piling to be subjected to further analysis using source force tree
analysis

Problem tree / Hazard Source Force Tree

From the prioritized hazards, use the hazard force tree to analyse the hazard which is the main
cause of some of the community problems.

Materials: Manilla paper, 1 box of felt pens, wooden sticks, markers, note books, phone camera

16
Instructions:

Step 1: The facilitator (s) to ask the participants to draw a huge tree; the trunk symbolizing the
hazard (Problem).

Step 2: Ask the participants the causes of the hazard and write them on the roots of the tree.

Step 3: Ask them to identify the negative effects of a hazard on the community. Write them on the
fruits of the hazard tree.

Step 4: Facilitate the discussion by showing the relationship between the roots (causes of hazard),
trunk (hazard) and fruits (effects of the hazard).
Below is an example of this tool:

Example: Drought

2.4.3 Venn Diagram 1: Local Institutions

Aim:
The tool helps identify community’s own structures, which could be used in the development
process keeping in mind that they are part and parcel of the social fabric of the community.

It shows the importance and relationship of the community local institutions - registered and
unregistered e.g. CBOs, FBOs, youth groups, clan elders group, local women’s group, youth group,
water committee, health committee, grazing management committee, Chief’s office, etc hence
gives the picture of the dividers and connectors in the community that can be used to determine the
community entry point.

17
Instructions:

Step 1: Ask the community to identify, explain and show the linkages and roles of each institution
in community development.

Step 2: Ask the community members to represent them the linkages and roles of each institution
visually in circles of different sizes. The bigger the circle, the bigger the role played by the
institution and vice versa.

Example
Diagram I – Local Institutions of their respective community.

Outcome/Conclusion
 We cannot do without any of the identified local institutions; they are all important for the
development of the community in one way or another.
 The local institutions will play a crucial role in community mobilization and planning.

2.4.4 Seasonal Calendar

A seasonal calendar is a visual method of showing the distribution of seasonally varying

phenomena (e.g seasonal changes, economic activities, resources, production activities,
illness/disease, migration, natural events, etc, in relation to specific months of the year.

A seasonal calendar is important in:

 Understanding seasonal differences during livelihoods analysis and vulnerability analysis

18
  Illustrating dynamic dimensions of well-being, which are often poorly illustrated through
conventional forms of poverty assessment
 Identifying cause-and-effect relationships between seasonally varying phenomena
 Understanding the time of the year when different social groups are more/less vulnerable
 Identifying some of the reducing, mitigating, and coping strategies people use to manage
risk
 Identifying periods when specific groups of people usually suffer particular hardships so
that appropriate “safety nets” can be set in place or other remedial actions taken
 Telling seasonal variations in vulnerability, risk, and access to assets and resources and the
likely impact of proposed policy change on seasonal risk and vulnerability amongst
different households or groups

Materials/tools/Skills: Seasonal resource mapping, good participatory facilitation and social

analytical skills

Key Questions for the facilitator in preparing the seasonal calendar:

1. What are the different seasons in a year?
2. What livelihood and/or socio-economic activities occur during the different seasons?
3. What are the hazards/disasters that occur in the community? When do they happen?
4. When is there scarcity in food supply?
5. What are the common illnesses during rainy season or cold season?

Possible Approach
The following approach is a general example that can be adapted to suit the local context in
developing seasonal calendars for bad year and good year.

Step 1: Select Local Analysts. Start by identifying some knowledgeable people and having a
general discussion about the topic to be explored. This might provide useful information about the
different groups that need to be formed. Groups of 5 to 10 local analysts should reflect any relevant
and important social divisions. For example, groups might be gender specific, of the same wealth
ranking or income, age, livelihood, or social group, etc.

Step 2: Introduction and Explanation. The facilitator and observer/note-taker should begin by
introducing themselves and explaining carefully and clearly the objectives of the activity. Check
that the local analysts understand and feel comfortable with what will be discussed.

Step 3: Develop a Seasonal Calendar for good year and bad year (see attached samples from
Turkana, Kitui, Isiolo and Kilifi Counties). Seasonal calendars should reflect indigenous concepts
of time and seasonal categories. Ask the local analysts what names they use for the main seasons
of the year and write these along the top of a large sheet of paper or on the ground. Symbols can
also be used to indicate the seasons. Where analysts are familiar with the months of the year these
can be written or symbolized below the seasons so that they correspond with the main seasons.

If necessary, refer to local events (such as festivals) or to a familiar cycle (such as food production).
A period of at least a year should be covered so that the full seasonal variations in individual
phenomena can be seen clearly. Ensure that there is enough room on the left side of the paper to
list the changing phenomena that are being investigated or that the local analysts feel are important.

Ask what aspects of or things in people’s lives fluctuate on a seasonal basis and list them. Ask the
local analysts to write, draw a picture, or symbolize each variable or phenomenon on a card (or on
the ground) and display them for all to see. Ask the analysts to put them down the left of the

19
diagram. Check that all analysts understand what has been represented and explain that others can
be added whenever necessary.

Take each variable in turn and ask the local analysts to put stones, sticks, seeds, coins, and other
locally available materials or marks under each month or season to indicate relative amounts or
abundance of each variable. For example, more stones could be used to indicate those months or
seasons with most rain, and fewer stones to indicate drier months or seasons. Local analysts should
be encouraged to build as much of the diagram as possible without interruption and to suggest
anything else that should be recorded.

Step 4: Analyze the Seasonal Calendars for both bad year and good year. When the local
analysts have covered all the variables they feel are important or relevant, ask them to examine any
patterns that can be seen. Cross-check and probe for possible inconsistencies within the diagram.

For example:
 Do the start and end points of crop seasons make sense in terms of the rainfall pattern?
 Do peaks in demand for male labor and high wage months coincide with these periods?
 Do female labor peaks follow the main harvests?
 Do prices go down at harvest time and then start to rise again? If not, why not?

Where possible, cross-check with other data sources. If there are several different groups, ask each
group to present its calendar to the others for their reactions and comments. Are there serious
disagreements? If so, note these and whether a consensus is reached.

Ask the local analysts to indicate when there are high-risk times during the year (this might need a
discussion about what is understood by the term “risk”) and how they plan and respond to any risks
(This information can be transferred to a risk management matrix.)

Ask the analysts to examine possible linkages or “cause-and-effect” relationships between seasonal
variations of the different variables (for example, between weather and disease patterns, home
workload and school drop-out rates). This examination might also provide an opportunity to discuss
any seasonal impacts on a proposed policy change or implementation, and on any seasonal effects
of a policy change or implementation on different variables.

Step 5: Conclude the Activity. Check again that they know how the information will be used. Ask
the analysts to reflect on the advantages, disadvantages, and the analytical potential of the tool.
Thank the local analysts for their time and effort.

Points to Remember
Good facilitation skills are key. The approach outlined above is a general guide; be flexible and
adapt the tool and approach to local contexts and needs.

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Seasonal Calendar [GOOD YEAR)
Description Jan Feb Mar Apr May Jun July Aug Sept Oct Nov Dec
Local name
Name of season
English name

Seasonal Calendar [BAD YEAR)

Description Jan Feb Mar Apr May Jun July Aug Sept Oct Nov Dec
Local name
Name of season
English name

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2.4.5 24-hour Daily Schedule

Aim:
The tool is used to bring about and show the gender and age differences in terms of workload and
the type of productive activities done in a community within a period of 24 hours (a day). The tool
addresses gender and poverty issues.

Materials: markers, paper

Instructions:

Step 1: The facilitator to ask the participants to develop a daily schedule of activities of an active
person of age 18 years and above - men and women in their community.

Step 2: Ask the participants to identify and list down the kind/types of work done by men, women,
Youth in their village from the time they wake up to the time they sleep and show the time of the
day each is done.

Step 3: Summary of the presentations in terms of hours of work and of rest are captured in the
format below:

Example:

Mlimani Ward
Villages HOURS WORK BY WOMEN, MEN and Youth
Men Women Youth (Female) Youth (Male)
Work Rest Work Rest Work Rest Work Rest
1 8 16 17 7
2
3
4

Questions:

Q1: What observations do you make?

Q2: Why these observations?

Q3: What are the implications?

Q4: What should we do to correct the situation?

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2.6 COMMUNITY-BASED PARTICIPATORY PLANNING PHASE

2.6.1 Visioning and Planning Phase

2.6.1.1 Visioning Matrix

Aim:
This is the “Dream” or “Imagine” stage of the Appreciative Inquiry, or the vision of livelihood
outcomes. The process involves a visioning exercise, i.e. take the community members to the end
of the project and encourage people to think about the kinds of things they would hope to see in
the future if they are successful. The other side of the river represents the future conditions,
improvements in the livelihoods, improvements from the current conditions.

A community vision refers to a picture of the future (the other side of the river) with some explicit
discussion on why people should strive to create that future. In a change process a good vision
serves three important purposes:
 clarifying the general direction of change,
 motivating people to take action in the right direction, and
 helping to coordinate actions of different people in a fast and efficient way.

The following questions can be used in a brainstorming mode.

 What would you like to achieve in the next 5 years?
 What changes would you like to see in the next 5 years?
 What would the other side of the river look like?
 What would be different in this village, group or your households if you are really
successful?

The future time needs to be specified beforehand. Five years? Ten years? However, note that the
longer term you use for the visioning exercise, the more it will become like dreamlike. It is
important to use a realistic timeframe for the dream or vision to be achievable, realistic, within
the reach of the community.

Brainstorm and make sure all participants have expressed their vision, including facilitators and
team members. You need to probe to be as specific as possible to avoid responses such as
improved livelihoods, better living conditions…
Record each response on a flipchart. You will need to use these when drawing a community map
of desired future conditions. This should build on the community resource and land use maps to
indicate changes they would like to see in future.

Procedure:

Step 1: Establish dialogue with communities for stimulating self-awareness for change and valuing
and appreciating the best of what is. Facilitate the community to identify important resource in the
community that when affected by the hazard, it adversely affects their livelihood, food and nutrition
security.

Step 2: Facilitate Community Visioning. Defining the community vision of desired future
conditions, dreaming for intentional change. Also discuss the aspects of life within the community
and guide them vision it through historical timeline

23
Step 3: Collective learning and analysis of livelihood assets uses a range of participatory tools to
analyze community assets and opportunities that can be combine and used towards the achievement
of the vision.

Step 4: Action planning’ set strategic directions, for negotiating change, prioritizing the elements
and creating the structures for the development and implementation of community action plans.

The visioning matrix tool enables the community members develop a vision for their future
preferred state based on the existing trends. Aspects of life/key issues are identified from the
process discussions since community entry to situational analysis phase. Gaps existing in
relationship to food security, nutrition, environmental management, conflict, lack of capacity and
vulnerability are identified.

In using the tool, the facilitating team helps the community members identify important aspects of
life that the community members are able to influence.

Out of several aspects of life identified, the community members are asked to select 5 most
important ones for further analysis in a matrix.

The aspects of life are placed on the left-hand column of a 5-column matrix. The other 4 columns
are made one for past (20 or 40 years ago), present, probable future (10 years) and preferred future
(10 years). Each aspect of life is then examined for how it was in the past, how it is presently, how
it is likely to be in the future if the current trends continue without intervention (probable future)
and how the community would like it to be (preferred future). In examining the aspect of life, both
qualitative and quantitative analysis of the situation is done.

24
Going through the various tools already covered in the process, the facilitator (s) asks the
participants to identify the key issues arising in a plenary brainstorming session:

NB: It is advisable that the facilitating team makes a listing of all the issues arising from each tool
(in agreement with the community) and cross check with those that arise from this brainstorming
session to ensure that none is left out. The community resource map should yield a lot of information
on the gaps existing, which would be followed up with the visioning matrix as part of the
community’s agenda. The role of the facilitator is to probe for these information and realizations to
come up.

Examples:
1. Dependency.
2. Food and nutrition
3. Clean and affordable water
4. Environmental degradation
5. Knowledge and skills

Timing Preferred
Past Probable Future
Aspect of Life and Present Future
(20 yrs) (10 yrs)
symbol (10 yrs)

1. Dependency

2. Lack of initiative

Food security and

nutrition
Livestock health
Human health

2.6.1.2 Venn Diagram 2

Aim:
This is an external fundraising tool that follows the same principles of the Venn Diagram I: Local
Institutions. However, at the planning phase, this tool seeks to identify, show the importance and
the relationship of various external institutions and organizations working in or around the
community. These institutions and organizations would include amongst other NGOs, government
departments and institutions, private organizations etc.
The tool is done by the community who seek to identify other organizations/institutions they can
approach for assistance after exhausting internal community fund raising.

Procedure/Steps:
 The facilitating team asks the community participants to list all the organizations working in
that community and subject them to Venn Diagramming.
 To avoid conflicts or the feeling of other potential organizations that they are not valued by the
community, the sizes of chapatis or circles should be the same but their importance to the
community is shown by closeness to the community.

25
 The closer the organization, the greater the importance and the further away it is, the lesser the
importance.

The above tool can also be use alongside stakeholder analysis tool which gives the same objectives

2.6.1.3 Stakeholder analysis

A stakeholder is a person who has something to gain or lose through the outcomes of a planning
process or project. The stakeholder grid can help identify different players that have a role in the
community’s development process and understand how they interact.

The facilitator(s) to ask the participants to list all stakeholders that they can think of, one
stakeholder per card. Stakeholders can be organisations, groups (especially different groups of
beneficiaries and their social network), departments, structures, networks or individuals. The list
needs to be exhaustive to ensure that nobody is left out. Place the cards on a horizontal surface.

Give participants pebbles and pins (or any other available material). Invite each participant to place
zero, one or two pebbles on each card, depending on the “power (measures the influence they have
over the project, and to what degree they can help achieve, or block, the desired change)” of the
stakeholder in the community development programme. When finished, ask them to place, zero,
one or two pins on each card, depending on the “interest (measures to what degree they are likely to
be affected by the project, and to what degree of interest or concern they have in or about it)” of the
stakeholder in the community development programme.

Clear the pebbles and pins, recording with a marker on the card the respective scores. Place the
cards on a matrix like the one below according to their power/interest score.

26
Have a brief discussion on whether they agree that the proposed strategies (i.e. monitor, keep
informed, keep satisfied and engage closely) are the adequate ones.

Note: Stakeholders with high power, and high interest aligned with the project need to be fully
engaged and brought on board. Stakeholders with high interest but low power need to be kept
informed but, if organised, they may form the basis of an interest group or coalition which can
lobby for change. They need to be kept satisfied and ideally brought around as patrons or
supporters of the proposed project.

While conducting this, the facilitator should also undertake Community Constraints analysis for
key sectors (Livestock, crop, water, environmental degradation, markets, nutrition, etc)

2.6.2 Community Action Plan

The CAP is a planning tool that outlays the ideas the community has decided to follow to enable
them to achieve their preferred future (Vision). It captures the main elements of the community’s
plan. A format could be designed for this purpose and it should include as much relevant details as
possible about the community's planned action.

After the community has identify the aspects of life and subjected to visioning matrix, the
community’s preferred future forms the vision they would want to see in their community and that
is what the community will put in their action planning.

For planning purposes, a small number of community members are tasked to prepare the action
plan and after they have completed the CAPs, the larger community is invited once more to confirm
the CAPs agreeing to the activities identified, the time frame, the responsible people and the budget
for their proposed activities. The Format of a CAP is presented in Annex 1

27
2.6.3 Community Future Map
This tool is done after the completion of the community action plan. This will enable the
community to visualize their planned development within a specific time frame. The community
members will illustrate how they would like their community to look like when all that is planned
in the CAP is fully implemented. Anything that can be visualized, natural or man-made, can be
included in the map. After the committee has developed the future map, it should invite the larger
community to come confirm it. The future map will give the community the motivation to work, a
vision on which they will focus and work towards.

2.6.4 Village/Community level Action Plans

After the development of the CAPs at the ward level, the village representatives, led by the village
administrator, will organize community meetings in each village to validate the CAP and customize
it to the context and needs in each village. It is at this stage that the village action plans for
implementation and the project sites will be identified.

2.7 MARKET-BASED /VALUE CHAIN-BASED TARGETING

This will involve mapping the key value chains that are prioritised by the county governments in
the CIDPs or have been prioritized by ASDSP. These value chains must not necessarily be from
the selected administrative wards where community-based targeting has taken place but can be
selected from other areas within the county, so long as they are linked to the prioritised resilience
building activities captured in the CAPs.

This exercise should be able to map opportunities for investment in viable value chains aligned to
activities in the CAPs, market linkages and supply chain support that will transform livelihoods,
create self-employment opportunities for youth and women along the food system and result in
general development of the county.

Targeting of value chains in agro-pastoral and pastoral counties can consider the following:

1. List the existing/ value chains prioritized by county (CIDP) and ASDSP
2. Identify ways of developing or investing in the value chains (by technical department)
3. Conduct geographical mapping of the key value chains and aligned to the selected
geographic areas targeted for ease in resource prioritization and layering
4. Identify and Map Common Interest Groups (CIGs), in line with the mapped value chains.
The CIGs will include organized and registered farmer/producer groups, women groups,
youth groups, Micro, Small and Medium Scale Enterprises (MSMEs), traders,
5. Identify various partners/stakeholders to facilitate the realization of the value chain

At this stage of targeting, a database of 5 important value chains, CIGs and geographic areas of
operation along the food system will be developed. At the onset of SFSP implementation, the CIGs
will be screened, selected and supported along the mapped value chains aligned to the priority areas
of SFSP. Majorly the CTT will facilitate the identification of CIGs using a combination of expert
knowledge and consultations with technical departments. Reference will be made to prioritised
value chains in the CIDPs and value chains where opportunities have been prioritised by other
programmes and where economies of scale improve access to production technologies, markets,
financial services and value addition.

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PART C: HOUSEHOLD TARGETING
3.1 SELECTION OF ELIGIBLE HOUSEHOLDS

On the last day of engagement at the ward level, household targeting will be undertaken. This is
after the CAPs have been developed. This will take 2 days.

After categorizing households into those that will: receive transfer plus technical support; and those
that will receive technical support only, an extensive participatory decision-making process will
guide in targeting eligible households based on criteria developed.

The representatives of each village that participated in the Community-based planning exercise
above and development of CAPs will be guided by the CTT to propose household to be targeted.

For each village, and Interim Household Targeting & Registration Committee (IHTRC) will be
formed from the representatives of each village to facilitate household targeting.

The CTT will sensitize the IHTRC on:

(i) Objectives of SFSP;
(ii) Number of beneficiaries to be targeted;
(iii) Walk the group through the steps in the targeting process.

Using the agreed targeting criteria, each village breaks out to identify households that will be
targeted. Each village discussion is facilitated and supported by the IHTRC member(s). Additional
facilitators can be nominated at this point if necessary. The main role of the facilitators is to explain
the targeting criteria (if more questions come up), and to ensure that overall the beneficiaries
selected are representative of the composition of the village population.

Each village will elect a rapporteur to write down the names of the targeted households. Each
household will be identified and selected depending on the category in which they fall and the
support package they will require from SFSP.

Each village, basing on the allocated number of households, will allocate the proportion that will
be selected under each of the two categories:

Category 1: Households that will receive transfer plus technical support

Category 2: Households that will receive technical support only

The CTTs will only oversee discussions, provide guidance or facilitation where needed.

Once completed, the rapporteur provides the list of households for each village (Head of household
and number of household members) to the CTT to consolidate into a preliminary list of
beneficiaries. The consolidated list is then presented to the community for validation. Once
validated, and ensuring that no obvious inclusion or exclusion errors, the CTT consolidates a master
list of all beneficiaries.

On the second day, the ward administrator invites the entire community to come to a public
meeting. The consolidated list of households will be read out and the community expected to
validate the list by public consent. The CTT supervises the proceedings and ensures that all groups

29
have an adequate opportunity to air their views. Once the community agrees, the consolidated list
of beneficiaries is considered as validated.

At this stage, selected households elect of the Project Implementation Committees (PIC). The rest
of non-targeted households will be released from the meeting.

3.2 ELECTION AND TRAINING OF PROJECT COMMITTEES

3.2.1 Election of project committees

Facilitators from Social services department will facilitate the process of electing the PICs, who
comprise of the Chair person, Vice Chair, Secretary, Treasurer, etc.

The PICs will supervise and coordinate SFSP activities at the village/community level. For
purposes of institutional linkages, synergy and alignment with established county structures,
members of wards or village development committees maybe co-opted to the PIC as ex-official
members.

The PIC will report through and be under the supervision of the ward administrator and extension
officers of the technical departments of the county government. At the ward and village levels, the
ward and village administrator, respectively, will chair all meetings regarding SFSP at the ward
level.

Before the election takes place, the beneficiaries are first familiarised with the terms of reference
of the PC, and requirements for representation (gender balance, diversity-sensitive).

Elections start by explaining the tasks and the desired composition of the PIC:
 A PIC should have between 7 and 15 members. The complaints committee should have
about 3 - 5 members.
 Committee members should be persons that have the respect of the community, and
known to be honest, open, selfless, and trustworthy.
 Each committee should have a secretary, who is literate.
 Women, men and youth are should be well represented in both the membership and
leadership of PICs.
 The PIC should reflect the diversity of the community – it should thus include members
from all ethnic and religious groups, older persons and persons with disabilities, etc.
 PIC members must not hold elective offices or positions in the government
administration.
 PIC members must be residing within the community.
 The PIC term is for the duration of SFSP. However, the community may replace members
of the PIC if they are deceased or are dissatisfied.
 Registration of beneficiaries

3.2.2 Training of project committees

Once elected, the PC will be trained, specifically on performing their tasks. For this purpose, a
number of training sessions will be provided, including:

30
  Roles and responsibilities of specific members within a project committee;
 Registration procedures to be applied and form to be used;
 How to facilitate community meetings;
 Liaising with extension officers and county administration at ward and village levels, on
project support to the communities;
 Awareness on gender and protection, with a focus on Gender Based Violence (GBV) and
Sexual Exploitation & Abuse (SEA);
 Management of complaints and feedback at the community level;
 Management distributions, where transfers will be made, and maintaining records
(registration books, signing of waybills, etc.), including procedures of receiving transfers,
ensuring site security, Crowd control and protection of vulnerable beneficiaries, procedures
for dealing with absentees and handling of leftover food.

The PICs will also be trained on project planning, implementation and management at the project
site/community level.

3.3 VERIFICATION AND REGISTRATION OF BENEFICIARIES

The CTT, assisted by WFP and elected PICs, will carry out electronic registration of selected
households, capturing the information using standard format. PIC members will ask selected
households to come at a predetermined time to a designated site. The CP will assist in electronic
registration of selected households.

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Annex 1: Community action plan format

Vision Element of Steps/ Pathways Where Resources Responsibilities of partners Start End
vision required Community NGOs CG GOK time time
Adequate food  Water  Feasibility study  Mukutani   Provision of  Trainings    
and nutrition pipes/lined  Surveys and lay out land  Funding
security at canals designs  Comm.
household  Weir  Environmental impact Mobilization
level realized  Available land assessments  Land clearing
through  Fenced scheme  Election of scheme  Excavation of
development of  Crops grown committees canal
micro  Skill  Acquire permit from  Election of
irrigation development WRA committee
schemes  Construction of the
lined canal/pipes laying
 Fencing the scheme
 Training on water
management and GAPs
 Land preparation and
planting
 Farm inputs

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Annex 2: Community Social Contract

COMMUNITY SOCIAL CONTRACT

We, the community of ______________________ village, affirm our commitment to implement all the
activities that will improve our food systems as described in the [______________________] village action
plan for the period [__________] to [__________].

To ensure our commitments stand, we elect a Project Implementation Committee (PIC), which will be
responsible for enforcing the above. The PIC will be composed of 7 persons: 1 chairperson; 1 vice
chairperson; 1 secretary; 1 treasurer; 1 women’s representative, 1 youth representative, and 2 complaints
and feedback representatives.

On behalf of the population of [______________________] village, the PIC elected shall:

 Mobilise selected households for registration;
 Facilitate and maintain community meetings and other collective work to strengthen our social
cohesion, community structures and support systems;
 Liaise with the ward administrator and extension officers on project support to the communities;
 Create awareness on gender and protection, with a focus on Gender Based Violence (GBV) and
Sexual Exploitation & Abuse (SEA);
 Manage complaints and feedback at the community level;
 Manage distributions, where transfers will be made, and maintaining records (registration books,
signing of waybills, etc.), including procedures of receiving transfers, ensuring site security, crowd
control and protection of vulnerable beneficiaries, procedures for dealing with absentees and
handling of leftover food;
 Participate in the implementation of all activities in the village action plan;
 Mobilise resources (labor, tools, expertise, local knowledge, social cohesion/support, materials) and
work together towards implementing the above activities;
 Mobilise and organize the community for the implementation of the project;
 Receive and distribute in-kind transfers, tools and materials;
 Monitor the progress of the project and provide weekly progress reports;
 Maintain and ensure sustainability of the activities undertaken;
 Ensure that selected households attain the targets and milestones for transition and graduation as
per the action plan.

We call on the [_________________] County Government, World Food Programme and National
Drought Management Authority, as the Project Steering Committee (PSC), and all other benefactors to
support us in the following:

 Provide transfers (in-kind/CBT, tools, equipment and materials subject to their availability;
 Provide technical guidance in the implementation of the project;
 Provide advisory support to the project;
 Monitor and evaluate the implementation of the project;
 Provide input to the development of the project, including the evaluation strategy;
 Define and help to achieve the project outcomes;
 Identify potential risks and take remedial and or mitigating measures;
 Monitor the quality of the project as it develops;
 Provide advice about changes to the project as it develops.

These commitments are approved by [______] households living in [______________________] village,

representing all segments of the population.

The agreement will be in force from the date of signature by the three parties until superseded or replaced
by a subsequent agreement or until either party terminates it by giving thirty (30) days written notice. In the
event of termination any entitlements will cease to be transferred.

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______________________________________________________________________________
For Community of [______________________] village

Name:
______________________________________________________________________________
Title: Chairperson of the PIC

Date: ______________________________

______________________________________________________________________________
For County Government (insert name)

Name: ___________________________________
Title: Insert title

Date: ______________________________

______________________________________________________________________________
For National Drought Management Authority

Name: ___________________________________
Title: Chief Executive Officer

Date: ______________________________

______________________________________________________________________________
For World Food Programme

Name: ___________________________________
Title: Country Director and Representative

Date: ______________________________

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Annex 3: Flowchart for Community-Based Participatory Planning and Targeting

PRIORITIZATION
CSP (Prioritization for Resilient Livelihoods Programme)

PARTICIPATORY DISASTER RISK ASSESSMENT &

COMMUNITY ACTION PLANNING
GEOGRAPHICAL TARGETING
 Selection and Training of Facilitators (ToFS)
 Market-Based /Value Chain-Based targeting

WARD-LEVEL COMMUNITY ENGAGEMENT PROCESS

COMMUNITY ENTRY
 Sensitization meeting with local leaders and other interest groups
 Selection of community members to participate in community-based planning

UNDERSTANDING SOCIO-ECONOMIC STATUS AND CATEGORIES

OF PEOPLE IN THE COMMUNITY
Tools: Take a Step (Role Play); Wealth Ranking

INITIATION PHASE – COMMUNITY ATTITUDINAL CHANGE

Tools: The River Code; The Secret in the Box

COMMUNITY SITUATIONAL ANALYSIS PHASE

Tools: Community resource, land use map and hazard map; Problem tree (to bring out
problem, causes and effects)/ Hazard Source Force Tree; Solution tree (opportunities to
address the problem); Seasonal Calendar; 24 hr hour schedule (Gender analysis)

COMMUNITY-BASED PARTICIPATORY PLANNING PHASE

Tools: Visioning and Planning Phase: Visioning Matrix; Venn Diagram 2; Community Action
Plan; Community Future Map; Village/Community level Action Plans; Community Social Contract

HOUSEHOLD TARGETING
Targeting Criteria & Selection of eligible households
 Category 1: HHs that will receive in-kind/CBT + Technical Support
 Category 2: HHs that will receive Technical Support only

Election and training of project committees

 Training of project committees
 Verification and registration of beneficiaries

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