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MODULE 1:
CREATING LOCAL ECONOMIC
DEVELOPMENT (LED) CHAMPIONS
Local Economic Development for
Local Government Units (LED4LGUs)
A Curriculum Guide
MODULE 1:
CREATING LOCAL ECONOMIC
DEVELOPMENT (LED) CHAMPIONS
Local Economic Development for Local Government Units (LED4LGUs)
A Curriculum Guide
MODULE 1 CREATING LOCAL ECONOMIC DEVELOPMENT (LED) CHAMPIONS
Published by:
www.lga.gov.ph
The LED4LGUs Curriculum is developed with support from the Local Governance
blish
Angelina T. Layugan
Sally S. Jumalon
Francis Gentoral
Katrina Abella
:
MESSAGE
Good governance is good economics. This is our advocacy in line with our strong
eorts to improve business enabling environment of local governments, encourage
more vibrant business economy, create jobs for locals and eventually contribute to the
governments goal for inclusive economic growth across the country by 2016.
In a rapid pace, the government has established its economic niche through
rigorous policy reforms, regulatory simplications of business processes and strong
relationships with the private sectors here and abroad. The Philippine Development
Plan (PDP) 2011-2016 clearly described the countrys economic targets create jobs
to help improve the quality of life of the people across dierent social classications
and mainstream economic and social reforms to help reduce poverty.
In this regard, the Department is proud to have started initiatives to streamline Business
Permit and Licensing Systems (BPLS) and promote competitiveness in the country. This
eort produced positive results that helped the Philippines receive good investment
grade/ratings from international credit rms. This shows investors increasing
condence in the country as we underpin strong macroeconomic fundamentals and
transparent system reforms in the government.
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I salute the initiatives of our partners in coming up with these modules. We hope that
this initiative will be useful to LGUs as they engage the private sector and civil society in
developing and implementing economic reforms in their respective localities. I encourage
LGUs to maximize these modules to enhance their capacity in pursuit of inclusive growth.
MAR ROXAS
Secretary
Department of the Interior and Local Government
MESSAGE
The LED4LGUs curriculum addresses an existing gap in LGU capacities for local
economic development. Local governments play an important role in promoting
business and economic growth at the local level by formulating policies and
implementing programs that reduce the cost of doing business, support existing
businesses, and encourage the growth of new businesses. The Curriculum seeks
to enhance LGU capacities in carrying out this enabling role for LED and in pursuing
economic development initiatives that create jobs and promote pro-poor growth.
As LGUs are becoming increasingly aware of the importance of their role in promoting
local economic development, there is also a growing need to enhance their capacities
for LED. In recognition of this need, the Department is actively pursuing a capacity
building program on LED for LGUs. The LED4LGUs Curriculum plays an important part
in this program as it provides a ready set of modules that the Department can use in
capacitating LGUs on LED and assisting them in developing their LED strategies.
We enjoin other organizations in both government and the private sector that provide
capacity building assistance to LGUs to use the Curriculum in their programs.
We express our appreciation to the Government of Canada for their support in the
AUSTERE A. PANADERO
Undersecretary for Local Government
Department of the Interior and Local Government
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MESSAGE
The LED4LGUs Curriculum features a set of courses that can be used by DILG
through the LGRRCs, national government agencies, government and private training
institutions, academic institutions and other organizations or individuals in undertaking
capacity building programs on LED for LGUs. The Curriculum is accompanied by a
Guide that provides guidance to LED trainers and facilitators on how to organize the
delivery of the modules. The Guide contains a set of suggested learning tools and
materials that LED trainers and facilitators can adopt in delivering the sessions.
The Curriculum drew from the experience of LED training programs implemented by
the Academy and the LGSP-LED. The design of the sessions, including the suggested
learning materials and tools, have been eld tested and validated by a group of
trainers from DILG and partner Local Resource Institutions. Nonetheless, we welcome
any feedback and suggestions on how the Curriculum and the Guide can be further
enhanced.
We encourage all organizations and individuals involved in LED capacity building to use
the Curriculum and the Guide and adapt it to t the condition and needs of the LGUs.
Finally, we thank the Local Government Support Program for Local Economic
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Preface________________________________________ ix
About The Guide ______________________________ xi
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PREFACE
The Curriculum oers a capacity development framework for LED that can guide the
design and implementation of LED capability building programs for LGUs. It seeks to
address current gaps in capacity building for LED by providing the entry point by which
national government agencies and other institutions can coordinate and harmonize
the delivery of their LED training programs to LGUs. In this regard, the Curriculum
serves as one of the instruments to achieve the desired LED outcomes identied in
the LED Support Framework that was jointly developed by the DILG and selected
national government agencies. These LED outcomes are: LED Champions in the LGU
and Community; Business-Friendly and Competitive LGUs and Communities; Dynamic
Local Enterprises and Increased Decent Employment.
We hope that the Curriculum will be a useful guide to the local resource institutions,
The Guide to the LED4LGUs Curriculum was developed to assist trainers and
facilitators in delivering the training modules of the curriculum. The curriculum
objective is to enhance the knowledge of LGUs on the fundamentals of local economic
development and equip them with the skills to develop LED strategies that will foster an
enabling environment that retains and attracts business and investment, stimulates
economic growth and generates employment.
This Guide is intended for trainers and facilitators in both the public and private
sector who are involved in implementing LED training programs for LGUs. For DILG
which has overall responsibility for the curriculum, these will include LED focal points
at the central and eld levels, LGA sta and selected MLGOOs, the LGRRC and their
partner local resource institutions. Other potential users of the Guide may include
representatives from national government agencies and private organizations who
have interest in LED and strategic planning, such as business groups, non-government
organizations, and training and academic institutions.
The Guide provides LED trainers and facilitators with useful information in the
planning and delivery of the course modules. It contains suggestions and guidance
on the steps, tools and instruments that trainers may use in organizing the delivery of
the courses. It provides information on learning approaches, the use and application
of training materials, and in managing the learning process.
A key feature of the Guide is the adoption of adult learning approach which
emphasizes self-directed learning and recognizes the wealth of experience
participants bring in to the course. Thus, sessions are designed to take o from
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The Curriculum consists of six modules that are delivered separately or can be
combined depending on the need and preference of the LGUs. The six modules are
as follows:
Part I provides a general description of the course. It presents the course objectives,
target participants, content outline, methodology, indicative training plan and course
assessment. It also contains the session guides for each topic. The session guide is
the more detailed description of how the course topic may be delivered. Each session
consists of the following sections:
Session Title
Description
Learning Outcomes
Duration
Process
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Below is a more detailed description of the session structure and content.
Learning Outcomes. These pertain to the knowledge and skills that participants are
expected to learn at the end of the session.
Duration. This refers to the total time with approximate time needed to run the
session, including time for exercises. It provides the trainer with an estimate and
guideline for pacing the delivery of the session.
Resources Needed. This refers to the materials that the trainer will need for the
session. These include oce supplies, equipment, forms and other learning aids.
Process. The sessions learning process is patterned after the adult learning cycle
which is an iterative cycle involving four distinct stages: activity (or experience),
analysis (or reection), abstraction (or integration) and application (or practical
synthesis). To the extent possible, each session is preceded by an activity that seeks
to elicit participants experiences and initial insights on the topic. Through the conduct
of learning activities such a structured learning exercises, case or video presentations,
games or short exercises, sessions are made more fun and active engagement of
participants in the learning process is encouraged. Each session ends with an exercise
that allows participant to apply the theory and concepts to their own situation, or a
session summary that prompts them to reect on their learning or insights and how
they will use this information.
Part II contains learning materials and tools that maybe used in delivering the sessions.
Except for the powerpoint slides, the materials are in electronic format and included
in the CD that accompanies this manual. Part II consists of the following:
Powerpoint Presentation. The powerpoint slides for each of the presentations are
attached at the end of the session guide. Trainers may freely modify the slides as
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Structured Learning Exercise (SLEs). SLEs are fun and creative ways of introducing the
session. SLEs contain a) the time allotted for completing the exercise; b) resources
needed; c) learning objectives; d) instructions to participants; e) guide for the trainer
in managing and processing the activity; f) templates that participants may use in
the exercise, if necessary. The SLEs contained in the Guide are suggested activities.
Trainers are encouraged to create and use their own SLEs that are appropriate to the
topic and the situation of the participants.
Case Studies and Video Presentations. The module also makes use of LGU case
studies and best practices to illustrate real life examples of LGU LED initiatives that
have worked. The LGU cases are presented either thru LGU sharing, case presentation
or video presentations. Snapshots of case studies that are suggested to be used in the
sessions are provided. A list of other LGU cases that may be used in specic sessions
is also provided. A list of the video presentations that are suggested to be used is also
appended.
A compact disk (CD) has been attached to this Guide and contains all sections of the
module, including the learning materials and full copies of the selected supplementary
readings indicated in the session guides.
It is important to note that trainers may adapt the course as training needs and
conditions of target participants vary. The dierent learning activities suggested in the
course may need to be recast to t dierent audiences and their levels of knowledge
and familiarity with LED. Trainers may also add supplementary information and
DEVELOPMENT (LED) CHAMPIONS
examples, as well as determine specic module topics that may need more emphasis
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PART I : COURSE DESIGN
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INTRODUCTION
Local government leaders play an important role in driving local economic growth.
Local government executives can be harnessed as sparkplugs of local economic
development in their locality. They can ignite the dierent players involved in
improving productivity and competitiveness, and steer them in the same direction as
they pursue their various interests. In leading the economic reform of their LGUs, it
is important for local ocials to adopt an entrepreneurial mindset. This means that
LGU executives and ocials need to take on a more client-focused, results-oriented
and innovative approach to local economic development. They need to be open
to trying out new ideas to address old needs or problems, willing to take carefully
managed risk to design and implement strategic yet unique or unconventional
options, and able to take advantage of opportunities and deal with threats given
limited resources and capacity.
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OBJECTIVES
The module aims to orient participants on the LED process and to equip them with
an entrepreneurial mindset as they lead the economic transformation of their LGUs.
Specically, the module will:
TARGET PARTICIPANTS
The module is intended primarily for Local Chief Executives, the LGU LED Teams, and
the LEIPOs or other LGU sta designated to lead the LED process. Recognizing that
shared leadership is key to a successful LED initiative, the program may be oered
to representatives from the local chamber of commerce, the academe and non-
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CONTENT
Session 1.
Overview of Sustainable Local Economic Development
This session introduces the concept, process and models of sustainable LED. It
presents the current state of LED in the country, and the national enabling policies and
strategies on LED. It introduces a strategic planning process that LGUs may adopt in
their LED eorts. The session will showcase LGUs that have successfully implemented
LED initiatives in partnership with key stakeholders in the local community.
Session 2.
Entrepreneurial Leadership
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Session 3.
Building the Local Economic Development Team
The complex nature and broad scope of LED necessitate a dedicated, multi-disciplinary
LGU LED Team that is able to work with the private sector, community organizations,
other LGU departments, national government agencies, NGOs, the academe and other
local stakeholders. Strengthening the capacity of the LED team to communicate and
manage relationships with NGOs and the business sector is essential.
This session will discuss the roles and functions of the LED Team and the LEIPO, in
particular. It also describes the critical steps in organizing the LED eort in the LGU
and the likely challenges accompanying this initial rst step of the LED process.
Session 4.
Action Planning
This session aims to provide participants with the opportunity to apply their learning
from the course. They will be asked to prepare a set of actions that they will pursue
in organizing the LED eort in their LGU. An LGU LED Readiness Assessment Tool will
be introduced as a means to gauge LGUs readiness for LED. Results of the readiness
assessment will be a useful input in preparing the LGU LED action plan.
Session 5.
Course Synthesis and Closing
This session provides a summary of the major points discussed during training. The
session also elicits feedback from the participants on the course in order to check
whether the learning objectives set at the start of the training have been met.
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COURSE EVALUATION
Evaluation of the course will be undertaken at the end of the module. This will be
done through plenary sharing of participants learning and/or insights from the
course and written assessment using standard evaluation form.
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TRAINING PLAN
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Materials and
Session Title Objectives Topics Methods and Tools Hours
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References
Introduction to the Clarify the module Expectation Setting Group Activity 30
Module objectives vis--vis Module Objectives
expectations of partici- Plenary presentation mins.
pants Session Topics
Methodology
Present the ow of
topics/sessions
Session 1- Overview Enhance 1. Concept and Process of Video Presentation: 1.5
of Sustainable understanding of LED Sustainable LED
Local Economic concept, theories, The Farmer Entrepre- UN Habitats
Development principles and process - LED Denition neurship Program, Strategic Planning
- LED Principles San Jose City, Nueva for Local Economic
Enhance knowledge Ecija Development
of current LED trends, - LED Approaches
issues and challenges - LED Strategic Workshop Reection Leaky Barrel
Planning Process on the Farmer Case
Enhance Entrepreneurship
understanding of the Program Strategic Local
national enabling Economic
policies and strategies Lecture-Discussion or Development: A
for LED LGU Sharing Guide for Local
Government,
Enhance awareness Q&A LGSPA, 2009
of the importance of
engaging stakeholders
in LED 2. State of LED in the Philip- Interactive-Lecture 1 Report on State
pines Discussion of LED in the
Philippines
- LED Issues and Chal- Presentation of DILG and
lenges National Government Doing Business IFC
- Legal Provisions on Strategies on LED Report 2013
LGU Mandates for
Q&A
LED, including PPP
- National LED Policies
and Strategies
Materials and
Session Title Objectives Topics Methods and Tools Hours
References
- Philippine PCRRP
Performance Competitiveness
in Global Interim Report
Competitiveness 2009
- Collaboration Inter-agency
Framework for LED Collaboration
Framework for LED
(LGSP-LED)
Bohol Provincial
Government
Investment
Promotion Center
Iloilo Business Club,
Inc.
Workshop Reection on
LED Stakeholders and
their Roles
Lecture-Discussion
Q&A
Session 2 Instill entrepreneurial Attributes of Entrepreneurial LGU Case Presentation: 1.5 Paths to Prosperity:
Entrepreneurial mindset among the Leaders Promoting
Leadership participants and inspire Video of Former Entrepreneurship
them to engage local Sec. Jesse Robredo in 21st Century,
stakeholders in the LED on Leadership: 2009
process Character Most
Important
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Materials and
Session Title Objectives Topics Methods and Tools
References
Video or LGU Sharing What Sets World Class
of Former Municipal Leaders Apart, Richard
Mayor of Opol (Misamis Martin, 2006
Oriental) Dr. Dixon
Yasay on Entrepreneurial Municipal Enterprises
Leadership Could Be Run in a More
Business-like Manner,
Workshop Reections on Richard Martin, 2010
Qualities of Entrepreneurial
Leader Edward Lowe
Foundation, Building
Interactive Lecture- Entrepreneurial
Discussion Communities, 2000
(www.edwardlowe.org)
Q&A
Session 3 Discuss the roles and Roles and LGU Case Presentation 1.5 DILG Memorandum
functions of the LED functions of the (Video or LGU Sharing): Circular 2010-113 on
Building the Team Local Economic the Designation of
Local Economic Development Team The Job of a LED LEIPO
Development Team Explain the role of Team Municipality of
the LEIPO in the LED Roles and functions Carmona, Cavite UN-Habitats Strategic
process of the LEIPO Planning for Economic
Workshop Reection on the Development
Discuss the process Organizing the LED Role of LED Team
and challenges of Eort
organizing the LED Lecture - discussion
Eort
Q&A
Materials and
Session Title Objectives Topics Methods and Tools
References
Session 4 Action Enable the participants LGU LED Readiness Individual Exercise: 45 Action Planning
Planning to draw up a plan of Assessment Action Planning min. Workshop Templates
action in organizing the Action Planning: UN-Habitat Strategic
LED eort in their LGUs Plenary Sharing of selected
Organizing the LED Action Plans Planning for Economic
Eort in the LGU Development
Session 5 Module Provide a synthesis of all Course/Module Plenary Sharing of Key 15 Evaluation Forms
Synthesis, Closing the sessions, highlight- Synthesis Learning min.
and Evaluation ing key learning points Course Evaluation Presentation of Course
Synthesis
Course Evaluation
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SESSION GUIDES
SESSION TITLE INTRODUCTION TO THE COURSE
DESCRIPTION This session provides an overview of the course. It covers the following
topics:
Expectations setting
Course objectives
Flow of sessions and schedule of activities
Learning Methodologies
DURATION 30 minutes
PROCESS
Activity There are many SLEs that can be used to group participants for this activity.
Regardless of the SLE used, the following steps will be undertaken.
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Analysis/Abstraction 1. In plenary, ask participants to share their answers. Facilitator goes over
the responses for each of the questions.
b. For questions b-e, state that these will form the norms for the
program.
Application 2. Emphasize that these are the norms that they have set and participants
should be faithful in adhering to these norms.
LEARNING OUTCOMES At the end of the session, participants will be able to:
3. Identify legal provisions on LGU mandates for LED, and national en-
abling policies and strategies on LED;
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PROCESS
Introduction 1. Provide a brief introduction by showing the session outline and the
expected learning outcomes. The importance of the session may be
explained by citing the need to have a common understanding of LED
and the role of dierent stakeholders, particularly the LGUs, in the LED
process. Emphasize that LED presents a new development paradigm
that recognizes the need for local stakeholders to work together to chart
the economic future of their localities.
Workshop Mechanics
Who are involved in the program and what are their roles?
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Analysis and Abstraction 4. Give a brief lecture on LED concepts and process, constantly referring
to the case elements and workshop outputs to illustrate how the LED
concepts and process have been operationalized in an LGU.
4. Open Forum
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Topic 3: LED Stakeholders and their Roles ( 1 hour)
Workshop Mechanics
Who are the key stakeholders in the LED eort, and what are
their roles?
b. Ask each group to write their answers in meta cards and post
them on the board. When all groups have posted their answers,
ask each group to make quick sharing of their answers.
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POWERPOINT LED Overview: Concepts and Processes
PRESENTATION
State of LED in the Philippines: National and Local Policies on LED and
LED Framework
VIDEO MATERIALS The Farmer Entrepreneurship Program: San Jose City, Nueva Ecija
DESCRIPTION The session aims to instill an entrepreneurial mindset among the participants
and inspire them to build partnerships with local stakeholders in pursuing
LED in their communities. The session showcases local examples of LCEs that
have demonstrated entrepreneurial leadership. It will discuss the attributes
of successful entrepreneurial leaders based on local and international
experiences.
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OUTCOMES
1. Identify the attributes of an entrepreneurial leader;
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PROCESS
Introduction Explain that this session takes o from session 1 by focusing on the
critical role of the LCE or designated LED leader in steering the LED eort.
Emphasize that the new paradigm on LED implies the need for more
entrepreneurial mindset among LCEs and other LGU ocials performing
LED functions. State that this session will describe the qualities of an
entrepreneurial leader based on existing local and international literature
and experiences.
o Video Presentation:
o Panel Discussions
o Go Negosyo Cases
Workshop Mechanics
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a. Ask each group to write their answers in meta cards and post them
on the board. When all groups have posted their answers, ask each
group to present their output.
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SESSION TITLE SESSION 3. BUILDING THE LOCAL ECONOMIC DEVELOPMENT TEAM
PROCESS
Introduction 1. Recall previous sessions discussions. State that session 1 introduced
the need for a team approach to LED while Session 2 highlighted the
attributes of a LED leader. In this session, the role and functions of the
LED Team and the LEIPO will be discussed.
Activity 2. Begin the session with an LGU Case Presentation (Video or Live
Presentation). The case of the Municipality of Carmona, Cavite may be
featured.
What are the roles of the LED Team and the LEIPO in the LGU
LED eort?
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How did the LED Team, and the LEIPO, facilitate the LED eorts
of the LGU?
From the sharing, what skills should LEIPO have to carry out its
functions eectively?
a. Ask each group to write their answers in meta cards and post them
on the board. When all groups have posted their answers, ask each
group to present their output in plenary.
Analysis/ 4. Conduct interactive Lecture Discussion (taking o from workshop outputs
Abstraction and case presentation). Discussion will highlight the following:
DILG MC - LEIPO
This session provides participants with the opportunity to apply the knowledge
DESCRIPTION gained from the sessions in their LGUs LED eorts.
DURATION 45 minutes
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PROCESS
Introduction 1. The three sessions have established the need for a team approach to LED
and the importance of having an entrepreneurial mindset in pursuing
LED. With the knowledge gained from the sessions, participants are
encouraged to jumpstart the LED eort in their LGUs by preparing an
action plan in organizing the LGU LED Team.
Workshop Mechanics
POWERPOINT
PRESENTATIONS Roles and Functions of LED Team
MATERIALS/
Resource Book on Local Economic Development: Stimulating
SUGGESTED
Growth and Improving Quality of Life, LGSP, 2003.
READINGS
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SESSION TITLE SESSION 5. MODULE SYNTHESIS AND EVALUATION
DESCRIPTION This session recaps the highlights of the discussions, and gathers
participants feedback on the attainment of module learning objectives and
suggestions in improving the content and delivery of the module.
OBJECTIVE
Check attainment of learning outcomes
DURATION 15 minutes
PROCESS
1. Give a recap and synthesis of the sessions.
4. Review the module objectives and check whether these have been
attained.
Tip: Facilitator may opt to have a more solemn closing of the program using
rituals or symbolic activity.
POWERPOINT
Module Synthesis
PRESENTATION
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PART II: COURSE MATERIALS
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List of Course Materials
Inter-agency Collaboration
Framework for LED (LGSP-LED)
Oriental (www.edwardlowe.org)
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Powerpoint Presentations DILG Memorandum Circular 2010-
113 on the Designation of LEIPO
Roles and Functions of the LED
UN-Habitats Strategic Planning for
Team Economic Development
Session 3
Templates
Session 4
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