Community and Management Skills Training

Community & Management Skills Training
Human Resource Development Unit
Prepared by: Asadullah Akramyar, Kerry Jane Wilson

October 2005
Danish Committee for Aid to Afghan Refugees

Paikob-e-Naswar, Wazirabad, PO Box 208, Kabul, Afghanistan
Phone: (+93)(020) 220 17 50 Mobile (+93)(0)70 28 82 32
E-mail: dacaar@dacaar.org Website: www.dacaar.org
TABLE OF CONTENTS
1.
COURSE OBJECTIVES ...................................................................................................4
2.
SUMMARY OF TRAINING SESSIONS............................................................................5
DAY I........................................................................................................................................6
3.
OPENING SESSION.........................................................................................................8
3.1
3.2
3.3
3.4
INAUGURATION OF THE WORKSHOP ..............................................................................8

INTRODUCTION ............................................................................................................8
FEARS AND EXPECTATIONS ..........................................................................................8
RULES SETTING ...........................................................................................................8
4.
INTRODUCTION TO DACAAR ........................................................................................9
5.
SUSTAINABILITY ..........................................................................................................11
5.1
THE BRIDGE ..............................................................................................................12
5.2
THE KIND NGO .........................................................................................................13
5.3
HELPING PEOPLE TO HELP THEMSELVES .....................................................................15
5.4
RIVER CODE ..............................................................................................................17
5.5
QUESTIONS ABOUT THE RIVER CODE .........................................................................18
5.6
SUSTAINABILITY OF DACAAR PROJECTS ...................................................................18
5.7
PRIORITY INTERVENTION PROJECTS (PIPS)................................................................19
5.7.1 Agriculture ............................................................................................................19
5.7.2 Soil Conservation & Forestry................................................................................19
5.7.3 Irrigation ...............................................................................................................19
DAY II.....................................................................................................................................20
6.
THE VILLAGE ORGANISATION (VO)...........................................................................21

6.1
CO-OPERATIVE SQUARES ...........................................................................................22
6.1.1 Procedures ...........................................................................................................22
6.1.2 Instructions ...........................................................................................................22
6.1.3 Rules ....................................................................................................................22
6.2
DISCUSSION QUESTIONS ............................................................................................23
6.3
THE WOLF .................................................................................................................24
6.4
THE CANDLE CODE .....................................................................................................25
6.5
PARTICIPATION IN DECISION-MAKING ..........................................................................27
6.6
OWNERSHIP OF THE VILLAGE ORGANISATION .............................................................27
6.7
EVALUATION OF THE VILLAGE ORGANISATION .............................................................28
6.7.1 Encouraging factors: ............................................................................................28
6.7.2 Discouraging factors:............................................................................................28
6.8
ROLE OF VILLAGE ORGANISATION ..............................................................................28
DAY III....................................................................................................................................30
7.
MANAGEMENT OF A VILLAGE PROJECT..................................................................31
8.
MANAGEMENT OF VILLAGE ORGANIZATION MEETINGS .......................................33

8.1
PROCEDURES FOR HOLDING MEETINGS ......................................................................34
8.2
RESPONSIBILITIES OF THE OFFICE BEARERS ...............................................................37
8.2.1 Responsibilities of the Chairperson:.....................................................................37
8.2.2 Responsibilities of the secretary...........................................................................37
8.2.3 Responsibilities of treasurer .................................................................................38
9.
COURSE EVALUATION ................................................................................................40

9.1
EVALUATION QUESTIONNAIRE ....................................................................................41
DACAAR Manual
1.
COURSE OBJECTIVES
By the end of the training course the trainees should have gained an understanding of the
following:
The Background and purpose of DACAAR.
Sustainable development.
Empowerment
The role of the Village Organisation in sustainable development and empowerment.
Management of village meetings
Village Organisation management.
DACAAR Manual
2.
SUMMARY OF TRAINING SESSIONS
Day - I
Opening Session
1 Hour and 30 Minutes
Introduction to DACAAR
30 Minutes
Sustainability
1 Hour and 30 Minutes
Helping people to help themselves
2 Hours
Total
5 Hours 30 Minutes
Day - II
The Village Organization
3 Hour 30 Minutes
Roles & Responsibilities of Village Organisation
1 Hour
Management of Village Project
1 Hour
Total
5 Hours 30 Minutes
Day - III
Management of VO meetings
Hour 30 Minutes
Responsibilities of the office bearers
3 Hours
Evaluation of training
1 Hour
Total
5 Hours 30 Minutes
Lunch break will be at 12:30- 02:00 pm. Tea break will be at 10:00 am and 03:00 pm for 30
minutes
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DAY I
DACAAR Manual
Training Methodology
The training will be participant centred; participants will be motivated to participate and to be
involved in the training. Different techniques such as group discussion, brainstorming,
question and answers, role-play and codes will be used during sessions. The participants will
be encouraged to share their ideas, observations and experiences with each other.
To maintain continuity during the training a review of the previous days training will be done
every morning and the points, which need elaboration, will be explained to the participants.
DACAAR Manual
3.
OPENING SESSION
3.1
Inauguration of the workshop
Recitation of verses from the holy Quran
3.2
Introduction
Participants will be asked to pair off and be introduced to each other and then they are asked
to appear before the trainees and in turn introduce (name, designation and village) each
other to the audience.
3.3
Fears and Expectations
After his partner has introduced an individual he steps forward and expresses his Fears and
Expectations from the training course. The facilitator records this information on a flip chart.
At the end, the facilitator will compare the expectations with the stated objectives of the
workshop and explain to the trainees that some of these points not discussed in sufficient
details will be covered in future training courses.
3.4
Rules Setting
Ask the participants to suggest rules for the smooth running of the training in a disciplined
environment. Get consensus on the suggestions made and write them up on a chart to be
followed by all.
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4.
INTRODUCTION TO DACAAR
Objectives
By the end of this session the trainees will have understood:
The origins and purpose of DACAAR
The policy and philosophy of DACAAR
DACAAR Manual
Introduction to DACAAR
Let me have a word with you about the history of DACAAR.
DACAAR (Danish Committee for Aid to Afghan Refugees) is a development nongovernmental organization which works towards sustainable livelihoods for rural Afghans
including the lasting return of refugees and internally displaced people.
DACAAR works at village level in close cooperation with the local population in order to
enable them to meet basic needs and secure improved livelihoods. At the national level,
DACAAR is also actively involved in nation building with the Government of Afghanistan.
DACAAR was established in 1984 specifically to provide support and relief to Afghan
refugees in Pakistan. Since 1989, DACAAR has furthermore worked in Afghanistan,
concentrating on rehabilitation and development work.
Explain to the participants that DACAAR is owned by three organisations in Denmark and its
money comes from different European governments. Ordinary people in Europe, who want to
help people in poorer countries, give their money to the three organisations that own
DACAAR.
DACAARs work with the people of Afghanistan is based on certain principles and beliefs.
These principles and beliefs are:
That development should be sustainable
That helping communities should make them independent not dependent
Let us discuss these two ideas.
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5.
SUSTAINABILITY
Objectives
By the end of this session the participants will have understood:
What does sustainability mean in development?

Why development work needs to be sustainable?
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Sustainability
Read the first story about the bridge.
5.1
The Bridge
Chairperson was once a poor village in Afghanistan. The village was situated on one side of
a deep and narrow river and the road to the main town was on the other side. The villagers
had built a bridge to cross the river made of rocks and wood but they were always having to
work together as a community to repair the bridge and it took a lot of labour and a lot of trees
to keep it fixed.
Then one day an NGO stopped their big white vehicle on the other side of the river. They
came to the village and told the villagers we are going to build you a bridge. The villagers
were very happy. After a long time, so long the villagers had almost given up hope, the big
white vehicle came back, and the engineers destroyed the old bridge and soon work started
on the new bridge.
The villagers worked on the project and the NGO paid them well so they were happy. They
didnt know what the bridge would look like when it was finished because no one asked them
for their opinion but they didnt mind because they were getting a bridge.
When the bridge was finished some of the villagers were a little worried because a small
stream usually came down from the mountainside in spring just where the support on one
side of the bridge was situated. The villagers were afraid that the stream would damage the
foundation of the bridge in the spring. But they did not say anything. Soon the bridge was
finished and the engineers left, the NGO left and the villagers were very happy.
In the spring there was a flood and the usual water came down from the mountain and
started under-cutting the foundation of the bridge. People discussed it but no one did
anything because they thought that maybe the NGO would come back. After three years the
undercutting of the foundation was so bad that the support fell down then the whole bridge
fell down. The villagers had no bridge at all and although they had been able to mend their
old bridge no one in the village was skilled enough to build a new bridge in the old style of
rocks and wood.
Ask the questions
1.
2.
3.
4.
5.
6.
7.
Were the people better off before the NGO came or after?
What mistakes did the NGO make?
Was it a good idea for the people to say nothing?
Was the project sustainable?
What should the NGO do in future to make their projects more sustainable?
Would it have been better if the NGO had used only local resources.
What are local resources?
Local resources are:

Materials (sand, stone, work etc)
Skills (well- diggers, craftsmen etc)
Knowledge (culture experience, knowledge of local conditions)
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5.2
The Kind NGO
Chairperson once was a poor village called Yakshera. The village was in such a remote
area of Afghanistan that it was very difficult to buy fertiliser and anyway the farmers were too
poor to purchase it because the price was so high. Instead they used traditional fertiliser.
Also they had only local varieties of wheat to grow. This local wheat was strong and healthy
but had a low yield.
One day an NGO came to the village and said to the villagers that they wanted to help them
with their agriculture. The NGO staff talked to the villagers for a long time and found out
what were their agriculture problems. Then after that they set up an agriculture programme
that made the villagers very happy.
First they brought in improved seed and best quality Pakistan fertiliser and after that every
year at planting time they brought in enough seed and fertiliser to supply the whole village.
They sold the seed and fertiliser to the villagers at subsidised price. The villagers were very
happy and soon they did not bother to keep very much seed wheat themselves because the
NGO was supplying it. Soon also there was very little local variety of wheat being grown in
the village. The NGO also brought in good quality chemical sprays against wheat pests and
different diseases, which they brought from Pakistan, Iran and even from Europe. They sold
it at subsidised prices to the villagers. Soon the villagers were getting huge crops and they
were living better and getting enough to eat.
After four years, the NGO started having money problems. They tried not to let the villagers
know because they did not want to worry them. So when one day the NGO told the villagers
that they would not be working with them any more the villagers were shocked. The NGO
disappeared just before planting time in the fourth year. When the planting time came the
villagers did not have enough seed to plant because they had expected the NGO to sell them
seed wheat as usual. In addition the only wheat the villagers had was improved wheat and
without fertiliser the yield of the improved wheat was very poor.
The villagers did not know what to do and for two years they faced worse problems than they
faced before the NGO came because they had poor harvest from the improved varieties
without fertiliser. Eventually they went back to growing the local variety of wheat that did not
need fertiliser.
Ask the questions
1.
2.
3.
4.
5.
Were the people better off before the NGO came or after?
What mistakes did the NGO make?
What mistakes did the community make?
Was the project sustainable?
What should the NGO do in future to make their projects more sustainable?
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Ask the participants to explain:
What does sustainability mean?

Why does DACAAR want all its projects to be sustainable?
Sustainable projects are:
Projects which can be continued by the people themselves after the NGO leaves.
DACAAR does only sustainable projects because:
DACAAR wants beneficiaries to be better off if DACAAR leaves a project area, not worse
off.
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5.3
Helping people to help themselves
When we were discussing DACAARs policy and philosophy we said that DACAARs second
policy after sustainability was to create independence not dependence. Now we will discuss
this,
Display this chart on the board
Feed a man a fish and you feed him for a day

Teach him how to fish and you feed him for life
Ask one of the participants to explain what is in the drawing
The man has been given a fish to eat
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Ask the trainees what is the difference between giving a man a fish every day and teaching
him how to fish?
The difference is dependence and independence.
Return to the story of The Bridge and The Kind NGO. Did they create dependence or
independence?
They created dependence so the projects were not sustainable.
Tell the participants that you are going to show them a small play
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5.4
River Code
Explain the River Code using the drawing on the chart.

Place string in two lines to represent the banks of the river. Pieces of paper/cloth are used to
represent stepping stones in the river and an island (a piece of bigger paper/cloth) is put in the
middle of the river.
Two men come to the river and look for a place to cross. The current is very strong and they are
both afraid to cross-stepping stones.
A third man comes along and sees their difficulty. He leads them up the river and shows them
the stepping stones. He encourages them to step on stones but both are afraid, so he agrees to
take one man on his back. By the time he gets to the middle of the river, the man on his back
seems very heavy. He has become very tired, so he puts him on the little island.
The third man goes back to fetch the second, who also wants to climb on his back. But the third
man refuses. Instead he takes his hand and encourages him to step on the stones himself.
Halfway across, the second man starts to manage alone. They both cross the river.
When they get to the other side, they are extremely pleased with themselves and they walked
off together completely forgetting about the first man, sitting alone on the island. He tries to get
their attention, but they do not notice his frantic gestures for help.
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5.5
Questions about the River Code
After playing the River Code ask the following questions:

Q.
What did you see happening in the play?
Q.
What different approaches were used to help the two men across?
Q.
Who could each person represent in real life?
Q.
What does each side of the river represent?
A.
Not developed and developed
Q.
Why are some people left in the middle of the river?
A.
Because of dependence
Q.
In what ways can development projects build a sense of dependence?
A.
If the development aid does not build the capacity of the people
Q.
What must we do to ensure that those we work with develop a sense of independence?
A.
Building their capacity and involving them in projects.
What is the connection between independence and sustainability?
A.
Development projects which, create dependence, are not sustainable
5.6
Sustainability of DACAAR Projects
Ask the trainees to describe how, before DACAAR came to the village, they used to organise to
help themselves.
Note to the trainer:
Make sure that you get the full picture of community based co-operative work, for example:
Conflict resolution
Informal credit
Co-operative work e.g. on intakes.
Broad-based agreements on water rights
Enforcing of water rights through Merab etc.
Ask the trainees in what ways are the DACAAR projects sustainable and how do they create
independence? Are there any ways in which the projects are not sustainable?
Form groups and ask the groups to discuss the different projects of DACAAR
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5.7
Priority Intervention Projects (PIPs)

DACAAR tries to make the village participate as much as possible in selection, design,
implementation, monitoring/evaluation and maintenance.
5.7.1
Agriculture
DACAAR makes the villagers themselves decide on which improved seeds they want
through trials and sets up contract seed growers who can continue to produce quality seed
without the help of DACAAR.
DACAAR encourages farmers to test suggestions for new agriculture practices through On
Farm Trials and to decide for themselves whether to adopt the new practices themselves.
DACAAR does not give things to farmers which they will not be able to get for themselves if
DACAAR leaves
5.7.2
Soil Conservation & Forestry
DACAAR is showing farmers activities, which they can do themselves such as check dams.
DACAAR is setting up farmers as tree growers so that, villager are not dependent on
DACAAR for trees.
5.7.3
Irrigation
DACAAR is introducing technology (PCPLs,* nuccas*) which, in time, the farmers should be
able to make themselves or buy locally.
When we talk about creating independence as opposed to dependence we usually call it

empowerment. DACAAR is working to empower the village to be able to improve their situation
themselves.
The most important way that DACAAR tries to do this is through the Village Organisation.
*
*
PCPL : Pre-cast Concrete Parabolic Lining

Nuccas are in fact division boxes used for distribution of irrigation water
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DAY II
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6.
THE VILLAGE ORGANISATION (VO)
Objective
What is the purpose of a Village Organisation (VO)

What are the characteristics of a strong Village Organisation (VO)
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Village Organisation
In the previous sessions we discussed whether DACAAR projects were sustainable or they
created dependence and we finished by saying that the Village Organisation is the key to the
whole process. So let us now look at the Village Organisation.
First we will discuss the purpose of the VO.
Form groups and give each group a set of envelopes containing co-operative squares
Ask the members to form squares out of the different pieces available within groups.
6.1
Co-operative squares
6.1.1
Procedures
1. The animator begins by explaining that we want to look at what is essential to successful
group co-operation.
2. Ask the participants to form groups of five and to sit around a table. ( It is possible to has
one extra person to observe each group).
3. The animator then reads the instructions to the whole group
6.1.2
Instructions
Each of you will have an envelope, which has pieces of cardboard for forming squares.
When the animator gets the signal to begin. The task of your group is to form five squares of
equal size. The task will not be completed until each has before him or Chairperson has a
perfect square of the same size as those in front of the other group members.
6.1.3
Rules
I. No member may speak. The task must be done in silence.

II. You may not take or ask for a piece from any other person but you can give pieces to
others.
4. Ask if there are any question and answer them.
5. Give each group of five a set of squares in the five envelopes.
6. Ask the groups to begin work. The animator watches the tables during the exercise to
enforce the rules.
7. When the task is completed, ask each group to discuss the following question.
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6.2
Discussion questions
In what way do you think each of you helped or hindered the group in completing its
task?
How did members feel when someone holding a key piece did not see the solution?
How did members feel when someone completed a square incorrectly and then sat back
without helping the group further?
What feelings did they think that person had.
How did members feel about the person who could not see the solution as quickly as
others?
How are some of the things you learnt from this game true of real life and problems you
have in your own situation.
After these questions are discussed in small groups, call the whole group together for a
discussion on question f. Add a final question for the whole group.
What have we learnt about co-operation?
This question can be discussed in groups of 3s and then shared; points can be put up on
newsprint.
Summary
Some points that may arise from the group can be summarised by the animator as follows:
1) Each person should understand the total problem.
2) Each person needs to understand how to contribute towards solving the problem.
3) Each person needs to be aware of the potential contributions of other members in a
group
4) When working co-operatively in groups, we need to recognise the problems of
5) the people in order to help them make their maximum contribution.
6) Groups whose members pay attention to helping each other work well are likely to be
more effective than groups whose members ignore each other.
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6.3
The wolf
While displaying the pictures ask the trainees the following questions:
What do you see happening in the first pictures?

What do you see happening in the second picture?
What messages do you think the pictures carry?
What can they mean in your community and family life
This series of pictures demonstrate that if individuals act independently they are often more
vulnerable than if they act in a group.
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The facilitator gives an example

Mahafiz Aziz, forest keeper of Pingram village was appointed by his community to look after
the village forest. Two men from the village of Garmaba were frequently harassing him.
Twice Aziz caught the men cutting trees in the forest. Aziz while confiscating the wood from
the men cautioned them to stop cutting and stealing the trees.
The men threatened him and told him that they would make him suffer. One day the forest
keeper noticed that his tomato plants had been uprooted. He said nothing to anybody.
When Aziz caught the men again in the forest with loads of freshly cut wood on their backs
he again warned them and took the wood away from them. One of the men said you did not
learn your lesson from your tomato plants. This time we will tie you to a tree and set you on
fire along with the forest.
Aziz then became afraid and reported the matter to the elders of the village. The elders
discussed the matter with the elders of Garmaba village. As a result not only were the men
stopped from stealing trees they were also made to apologise and pay for the tomatoes they
had uprooted.
6.4
The candle code
While displaying the picture ask the trainees the following questions:
What do you see in the picture

What message do the candles give
What do they represent in real life
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Referring to the plates of candles we see that a single candle provides less light two candles
provide more but candles as in plate 3 provides enough light to brightening all the
surroundings.
This resembles a gathering of people in a forum where they discuss issues. More peoples
contribution to the discussion sheds more light on the matter thus bringing the details of the
issue more clearly in focus. In other words it makes it possible for all participants to have a
wider scope and clearer vision.
Now we have discussed the benefits of:
Co-operation to solve problems

Being in a group to give security
Exchanging ideas and discussing to get better solutions and more vision.
Ask the trainees if they know such a forum which gave them all of the above? (co-operation,
group security and vision)?
Get them to say the VO. Then ask them if they had such a thing before. Get them to say
that they had Chairperson and Jergas before. Then ask them about the differences between
VO and the Chairperson.
Then say to the trainees that of course in fact they have always had a Chairperson. So what
is the difference between Chairperson and a VO ?
The VO may be different from the Chairperson in that the VO requires more:
Transparency.
Accountability from its leaders
Participation by all its members in decision making.
Let us start with transparency. What do we mean by this

Transparency is like a stream of karez water when it comes straight from the mountains.
Everything that is lying in the bottom of the stream can be seen by anybody that looks in the
stream because the water is so clear. In the same way discussion, plans, actions etc of VO
leaders and of the VO should be clear to the members and to the whole village.
Here is an example of what might happen:
Chairperson was once a chairman of a VO who agreed at a meeting with his VO that he
would talk to the local education department about setting up a school in the village. Because
the neighbouring village had a new school but would not let their children attend it. When he
reached the local
education department they told him that they had already planned to build a school in his
village after two years. They also said that they could force the next village to allow two or
three children to attend their school in the mean time.
The chairman went back to his village and told the VO that they would get a school after two
years. The VO was very happy and pleased with the chairman. However he did not tell them
about the offer that several children could go to the school in the next Village. Instead he
sent this own children. When the VO members found out they were very angry not that the
chairman had sent his children, although they did not respect him for this, but because he hid
the information from them.
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Accountability is the status where every member of the VO can ask for explanation about
reasons, consequences or justification of any decision made by an individual or a group on
behalf of the VO. Here is a story about it
Chairperson was one a VO who decided to buy a thresher that would belong to the VO. The
Chairman and the secretary agreed to take the collected money and go and check and buy
the thresher on behalf of all the VO members.
When the harvesting season came it was found that the new thresher was of poor quality
they could not use it. The chairman and secretary told the VO that they were very sorry and
since they had selected the bad thresher they would pay back the money to the members.
The last point regarding Village Organisations is that all members should be involved in
decision making.
6.5
Participation in decision-making
Chairperson was once a meeting between an NGO and Chairperson about building a bridge
to the village. The Chairperson agreed that the village would contribute all the unskilled
labour for the bridge and that the work could start the next day. The Chairperson went to the
mosque and told the people what had been decided. The next day the NGO engineers
arrived and a few people came from the village for
Working but not very many. When asked why they had not come to work the young man said
we did not agree to work, nobody asked us whether we wanted to work or not.
Note for the trainer
To overcome problems may not be possible by the people as individuals, but it is much
easier through organised groups. Once they are well organised, the people will easily
distinguish between needs and wishes. They may not be influential but they will certainly
become effective. They will come to know about the paths, which they never knew before,
and these paths, if followed, will lead them to a permanent and sustainable development.
6.6
Ownership of the Village Organisation
Ask the trainees who should own the Village Organisation? The village or DACAAR?
The answer is that the village should own the VO
Ask them whether they think at the moment they own their VO or DACAAR does?
Ask them what proves that they own the Village Organisation.
The answer is:
The VO calls the meeting

The VO decides on the agenda
The VO keeps the documents.
The results of the VO work will belong to them.
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6.7
Evaluation of the Village Organisation
Go round the room and ask the participants to provide responses to questions about each of
the two factors encouraging and discouraging factors existing in their Village Organisations.
Ask them to pay special attention to transparency, accountability, and participation in
decision-making and ownership of the VO.
The facilitator records their statements on the flip chart.
Some of the responses may be as under:
6.7.1
Encouraging factors:
Regular attendance of the staff in routine meetings

Constructive criticism by the members
Accountability
Confident discussion
6.7.2
Discouraging factors:
Poor attendance
Lack of active participation in the discussion.
Partisanship in the meetings.
Ask the participants what are they going to do about the discouraging factors
6.8
Role of Village Organisation
Brainstorm the participants by asking them this question:

What are the responsibilities of a Village Organisation?
Record their answers on the flip chart
The answers may be something like:
To identify, plan and manage village level development projects.

To identify needs.
To carry out development activities and assign tasks.
To motivate and interest others in joining the organisation.
To enhance the skills of the members through training.
To relate to governmental and non-governmental organisations to seek their intervention
for alleviating the problems existing in the community.
To respect and value the members equally.
To work for the betterment of all members indiscriminately.
To generate their own funds for helping the VO members
To discuss wider problems with other VOs, government and non-governmental agencies.
Tell the trainees that these are all activities which the VO may become involved in. In
particular we would like to discuss planning and management of activities.
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Note for the Trainer

Identification of village development activities, analysis of resources and problems, planning,
implementation, supervision and control are the tasks which require common deliberation,
recommendations, decision-making and joint efforts. Now the question is how can we put all
these tasks into practice and in which circumstances can we continue with this process
without facing any barriers?
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DAY III
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7.
MANAGEMENT OF A VILLAGE PROJECT
Objectives
The Importance of planning
The importance of documenting decisions and agreements
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Management of a Village Project

Tell the trainees that we are going to consider the importance of planning and management.
Ask the trainees to imagine that they want to hold a farmer field day and ask DACAAR to
provide transportation and the tea. The VO will arrange the whole day DACAAR will simply
give a sum of money to the VO for the tea and transport.
Brainstorm them on what are the steps they need to take in planing.
You can use pictures prepared in advance to demonstrate the steps they need to take. Pin
the pictures in a line on the wall as they are suggested by the trainees.
The suggested steps are:
Holding a meeting to discuss details of the field day.

Identify the farm where the field day is going to be held.
Identify the farmer who does the presentation and the elder (speaker)
Speak to DACAAR about the transport and the tea.
Give details of the number of people to DACAAR in writing.
Sign an agreement with DACAAR and taking the money etc.
Allocation of responsibilities (who prepares the tea, who looks after the guests)
Ask the trainees whether it is always necessary to plan like this. Ask them whether in future if
DACAAR gives them a sum of money against a written plan whether they are ready to
manage the project themselves.
Ask the trainees what are the responsibilities of the VO leaders in this planing and
management process.
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32
8.
MANAGEMENT OF VILLAGE ORGANIZATION MEETINGS
Objectives
Definition and procedures of VO meetings
Responsibilities of Office bearers
Updating the journals and registers.
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33
Management of VO Meetings
Brainstorm the participants by asking them this question:
What is a meeting
List the answers without comments. The answers may be something like:
It is a forum where views are expressed
It is an occasion for deliberating on pros and cons of issues
Display this definition:
It is a gathering of village people to discuss issues, develop consensus, thus
moving from I to We
8.1
Procedures for holding meetings
Before the role playing ask the participants to carefully watch the play. Inform them that they
will be required to critique the play afterwards
Role-play
All members and the office bearers have gathered for the VO monthly meeting.
Secretary:
Says, the time is up and 73 members are present. We can start if
Chairperson: With the name of All Mighty Allah. Shall we begin our meeting? OK
Mr. Secretary! What is the agenda for todays meeting?
Secretary:
Yes Says, the agenda for todays meeting is as follows:
1. Followup of the actions on our decisions in the previous meeting
2. Sofi Abid wants to discuss the collapse of upper section of the Karez.
Let me ask everybody if they have anything else to discuss? Looking at the members, in a
louder voice asks; Any other issues for discussion?
Merab:
The wage of the hand pump mechanic .
Chairperson: Asks the members: Are we ready to discuss the wages other mechanic
today?
Members:
Yes. Say in an uproar. The secretary writes it down as item 3, in the

agenda.
Chairperson: Najibullah Khan, didnt you tell me last week that you wanted some
advice on the insects on your apple trees?
Najibullah:
Yes I did.
Chairperson: Well why dont you make an agenda?. Najibullah looks embarrassed.
DACAAR Manual
34
Chairperson: Do you want to discuss this?

Najibullah:
Yes (in a quiet voice)
Chairperson: Is that alright with every body.

Members:
Yes (collectively).
Secretary:
Includes Najibullahs Insects problem in the agenda and reports loudly

that; Now we have 4 issues to discuss today .
Chairperson: OK. Mr. Secretary proceeds with the Item 1 of the agenda.
Secretary:
Reports: according to our decision in the last meeting, the grazing land was
divided into three parts. And for the time being grazing was allowed only in
part 1 that is near Chishma.
Chairperson: Looking at Haji Alif the Chairperson says If I remember correctly the VO
assigned Haji A to supervise the grazing land!
Haji Alif :
Kaka Gul:
Yes sir, several times this month I monitored the grazing land; Fortunately all
the Herders and the Shepard are respecting the decisions. I saw no animal in
the 2 and 3rd section of the grazing land.
Off course it is our land, our cattle and it is to our benefit, why violate it.
Chairperson: Asks; What is next?

Secretary:
Now we discuss item 2 of the agenda Collapse of the Krez
Sofi Abiz:
Reports that while on his way to the market he noticed that the upper
portion of the Karez had collapsed blocking the flow of water.
Mirza:
Says that ridge around there is very sandy. If the water

swells it may breach and wash the whole ridge. (urgency of action).
Chairperson: Asks; What is the solution

Member B:
Proposes for a free gang labour (Hashar) in turn
Member C:
Rejects, it is not practical, It takes time to gather the workers. People doge
away. He suggests that the village should hire labourers and members should
bear the costs.
Chairperson: Asks the forum What do you think? more voices of approval, saying yes
this is fine with us.
Chairperson: Raise you hands if you want it this way.
Secretary:
Counting the hands. Reports loudly to chairperson; 50 hands
Chairperson: This is our agreement that we employ labourers for the clearing and rebuilding
of the Karez wall and share the cost. The Chairperson instructs the secretary
to record the resolution
DACAAR Manual
35
Secretary:
So far he was taking minutes of the meeting and now starts to record the
resolution in the relevant section of the Register.
Chairperson: Asks the Secretary to announce the next agenda item.

Note: the deliberation continues on the issues in the same manner as on item No.1.
Before the meeting ends the chair person asks the secretary to announce the decisions
(Resolution) of the meeting.
Secretary:
Reads out loud the resolutions of the meeting on all 4 agenda items from the
VO Register.
Chairperson: Signs at the bottom of the resolutions on the register and announces the
meeting to be adjourned.
Members:
Members also sign in the register and disperse.
Ask the participants these questions:
What were the strong points of the play?

What were the weak points of the play?
What do they think is the best way?
Referring to the best way of managing and documenting a meeting, emphasize the following
Points:
Meetings are presided over by Chairman/Deputy Chairman of the organization (in his
absence the secretary, or any other member chosen by the members present in the
meeting.) All or at least 70% all members should be present in the meetings.
First of ll , minutes of the previous meetings should be read out. If any member raises an
objection, it should be explained and written down.
Before the meeting starts, all the members should be asked to give important points
which could be noted by the secretary as an agenda point for the meeting
All members should debate on the points in the agenda.
All decisions taken in the meeting should be recorded in the register and signed by the
office bearers of the organisation as well as by the members.
Resolutions , if any, will be written and read aloud and then signed by the participating
members.
The secretary will write the minutes of the meeting. ( it is details of the deliberations made
on issues)
DACAAR Manual
36
Note : the organisation keeping in view the circumstances, can discuss and decide on one or
some of the following points:
Selection of the office bearers.

Changing office bearers, if needed
Resolving differences, based on the requirement of the social justice.
Resolving differences, based on the requirement of social justices.
Making members ready to act according to the participles of the organisation.
To considers and decide on the pace of members attendance of the meeting and
payments of instalments.
Selection of members for training.
Maintenance arrangement after the completion of the project.
Identifying the deserving loanees.
To work for the betterment of the women.
8.2
Responsibilities of the office bearers
8.2.1
Responsibilities of the Chairperson:
Brainstorm the participants and ask them this question:

What are the duties of VO Chairperson?
Record their responses on a flip chart without comments. At the end display your own chart
containing the duties of the chairperson.
Responsibilities of the chairperson
Chosen from the members of the organisation, the chairman should be a person well
respected by the people. He should be able to have the members take right decisions. He is
greatly responsible for the progress of the organisation. Following are some of his
responsibilities:
To preside over regular and urgent meetings of the organisation.

In collaboration with the secretary, to prepare agenda of the meeting.
Together with the secretary, to sign resolutions prepared by the organisation.
Develop cooperation and coordination between the trained and other members of the
organisation
To link th organisation with other development agencies
To inform the organisation about the development activities and seek their cooperation in
those activities.
To ensure that a democratic and conducive environment prevails over the meeting, thus
the voiceless gets a fair chance to express themselves.
8.2.2
Responsibilities of the secretary

What are the responsibilities of the VO Secretary?
Containing the duties of the secretary.
DACAAR Manual
37
Secretary of organisation
Secretary of the organisation, who is chosen from the members, should be preferably
literate, committed, honest and accepted by the members.
Responsibilities
To introduce the agenda

To record main points of deliberation on issues and develop minutes of the meeting.
To read aloud the actions taken on the decisions of the previous meetings.
To make copies of the decisions and resolutions made in the meeting, verify them and
send them to the concerned agencies.
8.2.3
Responsibilities of treasurer

What are the responsibilities of VO treasures?
Containing the duties of the treasurer
Treasurer
He is an elected member of the VO who is literate, honest and committed member of the
village organisation.
Responsibilities
To maintain and update the savings, micro finance and other financial registers. i.e;
To collect instalments of the repayment and deposit them with the lending agencies
To keep a complete record of the loans and other money matters and report on them to
the VO.
To prepare monthly summary report and fill out the defaults and reschedule report
frommats.
To supervise /monitor the business and performance of the loanee. If not satisfactory, he
may decide to take the money back.
Since treasures and the secretary are the office bearers who rare responsible for
documentation registering of the VO affaires, we better indtroduce various documents
and registers.
Registers/Journal
For a good organisation, keeping a proper and complete record of actions is very important.
A look in the journal shows at what level the organisation is and what is the standard of its
Performance. What development activities have been discussed and undertaken and finally
what are the achievement. A good register book /journal should answer following three
questions:
Where the organisation was

(Past)
Where the organisation is
(Present)
Where the organisation is going (future)
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38
The following registers/journals are maintained at VO level:

1. Journal of Meeting (maintained by secretary)
2. Financial Registers (maintained by treasures) and they are:
a.
b.
c.
d.
VO Members Register
VO Savings Register
VO Cash Book
VO Loan Record [Loan Register]
Things to be noted when using the journals
All records should be complete, correct and clear

Details of actions should be orderly, clearly and simply recorded
The least important to the most important decisions taken in the meeting should be
recorded in the register.
Names of the people responsible for implementation the decisions , their responsibilities
and the time of fulfilling those responsibilities should be recorded.
DACAAR Manual
39
9.
COURSE EVALUATION
Objectives
Through the completion of this questionnaire the trainees will have understood the strengths
and weakness of the course and the extent to which trainees have understood the concepts
discussed with them.
To asses the degree of information being assimilated by the participants
To identify the strengths and weakness of the training course
To get an idea about the effectiveness of the facilitator
DACAAR Manual
40
9.1
Evaluation Questionnaire
Questions
No. of Trainees
Percentage
1. Concept of sustainability

Clear
Clear to some extent
Not clear
2. Management of VO ( Meetings)
Before training

Fully aware
Aware up to some extent
Not aware
After training

Fully aware
Aware to some extent
Not aware
3. The role play on management of VO meeting

Useful
Less useful
Not useful
4. The facilitator

Was the facilitator clear and effective

Less clear and effective
Not clear and effective
5. What do you suggest for the improvement of the training course?

This questionnaire is served verbally and the trainees views are recorded.
DACAAR Manual
41
DACAAR (Danish Committee for Aid to Afghan Refugees) is a development nongovernmental organization which works towards sustainable livelihoods for rural Afghans
including the lasting return of refugees and internally displaced people.
DACAAR works at village level in close cooperation with the local population in order to
enable them to meet basic needs and secure improved livelihoods. At the national level,
DACAAR is also actively involved in nation building with the Government of Afghanistan.
DACAAR was established in 1984 specifically to provide support and relief to Afghan
refugees in Pakistan. Since 1989, DACAAR has furthermore worked in Afghanistan,
concentrating on rehabilitation and development work.
More information about DACAAR and its two major programmes the Water and Sanitation
Programme (WSP) and the Rural Development Programme (RDP) is available at
www.dacaar.org
DACAAR Manual
42

Community and Management Skills Training

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Community and Management Skills Training

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Community & Management Skills Training

Human Resource Development Unit

Prepared by: Asadullah Akramyar, Kerry Jane Wilson

Danish Committee for Aid to Afghan Refugees

COURSE OBJECTIVES ...................................................................................................4

SUMMARY OF TRAINING SESSIONS............................................................................5

INAUGURATION OF THE WORKSHOP ..............................................................................8

INTRODUCTION TO DACAAR ........................................................................................9

THE VILLAGE ORGANISATION (VO)...........................................................................21

MANAGEMENT OF A VILLAGE PROJECT..................................................................31

MANAGEMENT OF VILLAGE ORGANIZATION MEETINGS .......................................33

COURSE EVALUATION ................................................................................................40

EVALUATION QUESTIONNAIRE ....................................................................................41

SUMMARY OF TRAINING SESSIONS

1 Hour and 30 Minutes

1 Hour and 30 Minutes

Helping people to help themselves

Roles & Responsibilities of Village Organisation

Management of Village Project

Responsibilities of the office bearers

Inauguration of the workshop

Recitation of verses from the holy Quran

Fears and Expectations

That development should be sustainable

That helping communities should make them independent not dependent

Let us discuss these two ideas.

What does sustainability mean in development?

Local resources are:

The Kind NGO

Ask the participants to explain:

What does sustainability mean?

Sustainable projects are:

DACAAR does only sustainable projects because:

Helping people to help themselves

Feed a man a fish and you feed him for a day

Ask one of the participants to explain what is in the drawing

The man has been given a fish to eat

The difference is dependence and independence.

Explain the River Code using the drawing on the chart.

Questions about the River Code

After playing the River Code ask the following questions:

What did you see happening in the play?

Who could each person represent in real life?

What does each side of the river represent?

Not developed and developed

Why are some people left in the middle of the river?

In what ways can development projects build a sense of dependence?

Building their capacity and involving them in projects.

What is the connection between independence and sustainability?

Development projects which, create dependence, are not sustainable

Sustainability of DACAAR Projects

Priority Intervention Projects (PIPs)

Soil Conservation & Forestry

When we talk about creating independence as opposed to dependence we usually call it

PCPL : Pre-cast Concrete Parabolic Lining

THE VILLAGE ORGANISATION (VO)

What is the purpose of a Village Organisation (VO)

I. No member may speak. The task must be done in silence.

What feelings did they think that person had.

What have we learnt about co-operation?

What do you see happening in the first pictures?

The facilitator gives an example

The candle code