Annex 1 - Terms of reference
Annex 2 - Mission schedule
Annex 3 - List of persons met
Annex 4 - Guidelines: "Communication assessment and planning"
Annex 5 - Questionnaire: Skills and tasks assessment
Annex 6 - Equipment available in the project
Annex 7 - Guidelines: 1. Production of an information video programme about project activities
Annex 8 - Guidelines: 2. Production of a video programme on seed production techniques
Annex 9 - References
Annex 10 - Maps
Communication Consultant
1. Assessment and evaluation of the communication needs of the project geared to nomadic livestock operators of both literate and illiterate audiences and targeting different groups involved in the utilisation and management of rangeland (women, men children, etc.)
2. Prepare a communication strategy and workplan for the project until its NTE.
3. In collaboration with the extension staff, the Consultant will help in identifying the most appropriate type of visual aids for modules to be produced for Bedouin women.
4. With the assistance of the Wildlife expert and the National Extension Consultant, the Communication Consultant will help designing or recommending simple techniques for producing materials for environmental conservation education and particularly for different target groups including school children.
5. Identify media production facilities or resource persons available in Syria who could produce the required communication materials.
6. Recommend guidelines for the preparation of Video Series with emphasis on Talila Reserve and Seed Production techniques.
7. Prepare in the field and present to RNER, according to reporting schedule and FAO reporting instructions, three copies and a diskette compatible with FAO reporting software (Word), a concise report detailing practical recommendations. The report must be cleared by FAO Field Operation Service before circulation.
Duration:
Three weeks
Duty Station:
Palmyra, Syria
Qualification:
High degree in communication with at least ten years of field experience.
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16/12/97 |
Travel from Rome to Damascus |
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17/12/97 |
Briefing with FAO Rep., Programme Officer and Admin. Officer |
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Meeting staff project GCP/INT/589/ITA |
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Meeting with Mr. L. Galanti, Italian Embassy |
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Travel from Damascus to Palmyra |
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18/12/97 |
Briefing with Mr. M. Mirreh, CTA, and staff of project GCP/SYR/003/ITA |
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19/12/97 |
Presentation of the objectives and methodology of the mission |
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from 20 to 29/12/97 |
Palmyra, in-project activities for the extension/communication assessment and strategy development; 22/12 Field day with camel herders for the establishment of a local grazing committee |
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29/12/97 |
Travel from Palmyra to Damascus |
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30/12/97 |
Visa procedures |
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Meeting with Director and staff of the Directorate of Extension, Ministry of Agriculture and Agrarian Reform; de-briefing at FAO office with Mr. D. Burgeon |
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from 31/12/97 to 2/1/98 |
Drafting strategy proposal and preparation of final presentation |
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3/01/98 |
Meeting with CTA and project staff for presentation of main findings and conclusions. |
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Travel from Palmyra to Damascus |
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4/01/98 |
Travel from Damascus to Rome |
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5/01/98 |
Report writing and de-briefing at FAO HQs (AGCP and SDRs) |
FAO
Mr. M. Sinaceur, FAO Representative
Mr. D. Borgueon, Programme Officer
Dr. M. Mirreh, CTA GCP/SYR/003/ITA
Mr. B. Cavalcaselle, CTA GCP/INT/539/ITA
Mr. P. Del Lungo, Integrated Forest Management Expert, GCP/INT/539/ITA
Mr. T. Ettle, Extension specialist GCP/INT/539/ITA
Ms. C. Batello, Technical Focal Officer, AGCP, FAO Rome
Mr. S. Baas, SDAR, FAO Rome
Mr. P. Van der Stickhele, SDRS, FAO Rome
Project Staff
Mr. H. Fahad, National Project Director
Dr. T. Razzouk, National Extension Consultant
Mr. I. Mohammed, Chief Extension Unit
Ms. F. Daas, Agricultural Engineer
Ms. N. El Fargiani, Agricultural Observer
Mr. A. Al Jundi, Rengeland Counterpart
Mr. K. Al Jani, Agricultural Engineer
Ms. R. Gritli, JPO, Gender Analysis Specialist
Mr. A. Zaruk, JPO, Animal Nutrition Specialist
Government agencies
Mr. A. Al-Ahmad, Deputy Director of Al-Badia
Mr. Z. Darwish, Director of Agricultural Extension
Mr. N. Mahaini, Extension Directorate, Consultant, Executive Producer
Others
Mr. L. Galanti, Counsellor for Economic Affairs, Italian Embassy, Damascus
Mr. A. Masri, Director, Consultant, Rangeland Management Specialist
Step I: Learning from within: participatory assessment of the extension/communication component
I. Objectives and tentative programme
The purpose of our meeting today is to start a learning process in which we share our ideas regarding extension and communication and we exchange knowledge and information already available in the project regarding this specific issue. The meeting will have two moments: a brief presentation and open discussions on general ideas regarding communication for rangeland and wildlife management; and an assessment of our daily work, the needs and constraints that we face, as well as the information gathered until now and the way how to use it to assess communication needs and to orient the definition of a communication/extension strategy and workplan. To this end a questionnaire has been distributed to assess tasks and skills within the extension unit and to express ideas regarding the needs to better undertake our work.
I would like to stress that, I have an excellent impression of the work that you have done until now and that most of the elements required to reach our objectives (communication need assessment and strategy formulation and planning) are already available within the project. For this reason I propose myself to be a facilitator, together with Dr. Talal, of an assessment process which has the following general objectives:
- To assess main target audiences related to project objectives and activities;- To identify and prioritise communication, information and training needs for rangeland and wildlife management;
- To select appropriate extension/communication media, channels, activities and materials;
- To provide elements for the development of a coherent communication strategy and workplan and its implementation.
The assessment, planning and implementation process will be developed in several phases according to the following steps:
Step 1.a. Development of a common framework which will unable defining the type of communication we are looking for and for what;
b. Participatory evaluation of the mandate, tasks, activities, constraints and results achieved by the extension/communication unit until now and proposals for improvement;
c. Assessment of the communication/extension objectives explicit and implicit for the unit;
d. Evaluation of the information gathered until now and the process of data collection, analysis and use;
e. Assessment of target audiences and principle communication needs (information, awareness building, training and people's participation) identified until now.
f. To select best suitable media and channels according to experiences already developed, communication objectives, needs and opportunities identified.
g. Development of a tentative strategy and workplan
Step 2.
a. Assessment of main findings of step 1 at field level
b. Assessment of communication strategy and workplan
c. Monitoring and evaluation system design
d. Production and field testing of communication materialsStep 3.
a. Assessment of main findings of step 2 and adjustment of the workplan
b. Implementation of the workplan
c. Monitoring
d. Evaluation
This is the process we will undertake until the end of the project. This time we concentrate on step 1. To this end, lets now share some ideas regarding development communication and its implication for participatory management of natural resources.
II. Communication as a process for natural resource management
Communication is a social process that contributes to decision making in natural resources management while, at the same time, stimulates action for development, facilitating the achievement of common goals through information sharing and action. It is a mean for different actors to gain shared understanding and to start group learning.
In general terms, communication links different actors in a process of joint action which requires:
- an understanding of common objectives- a common "language" how each actor perceive the reality
- an agreement on the boundaries of the reality and/or the environment on which it is intended to intervene.
PRA activities help very much in creating the "participate environment" and are the basis for two way communication process. At the same time communication methods and tools can link different viewpoints and creating a common language between different stakeholders2. In a participate environment this process serve as a medium of communication between individuals (e.g. Co-operatives, Ministry of Agriculture, Bedouins, the project and others), as they seek to understand and then build on each others' view of the relationship between the environment and the management.
2 Stakeholders: all people involved in a social and/or development process.
Because environmental care activities have long term results, our focus is on learning and communicating as a permanent process. In synthesis we propose 3 main roles which communication can play in a natural resources management:
A. Making things visible: explaining biophysical information (increasingly with the aim of creating new perspectives rather then transferring pre-packaged solutions). In this case we are referring mainly to communication for training.B. Fostering policy acceptance: promoting awareness through information among all actors involved in the development process and promoting interactive policy making by creating the climate for decision making rather then using persuasive advertising approaches.
C. Facilitating platforms processes: giving a voice to different stakeholders to engage platforms where negotiation among different parties can take place with regard to natural resources. This allow participatory decision making and what we call communication for people's participation.
By taking into account what we have just mentioned lets now try to set up our general framework for assessing communication activities for rangeland and wildlife management in the Syrian Steppe. This framework has to be clear (not implicit) so we can discuss and modify it, evaluate and share with other the model we try implement for our communication activities.
To this end we will use the term communication for collaborative natural resource management to describe the kind of communication which should be fostered by the project.
Collaborative management is a term used to describe a situation in which some or all of the relevant actors in a protected area are involved in a substantial way in management activities. The focus of their collaboration is on joint management, either at local, regional or national level. Communication for collaborative natural resources management implies to establish linkages among all stockholders involved, a common understanding, language, channels for two way communication flow, as well as respond to information and training needs to achieve sustainability.
III. Common framework for communication activities
Now we will see how to face communication planning and implementation. The main elements of communication planning are:
1) Situation analysis and communication research: at the very beginning we carry out a communication needs assessment. We will start identifying different audiences (even if this word is not correct en we prefer to use the word interlocutor). This will arise from a general participatory appraisal such as a PRA where people themselves will express their views about development and wealth. They will inscribe in some socio-economic, cultural or interest group with specific objectives and needs especially regarding information, education, training and participation.2) The institutional framework: It requires careful consideration. Development communication acts very much as intermediary activity across several activities, disciplines and social groups. Communication activities should be flexible and adaptable to the institutional framework. There is not a fix solution but it will depend of the institutional framework of each country and the general socio economical and political situation. Communication bridges the gap between policy makers, research centres, extension workers and people. We should search sustainability of such activities, looking for an institutional setting which allows participation and continuity.
The creation of a so called communication or extension service is an important task and it should be done in a proper way. Sometimes it can be done within a Ministry, a local development agency, an NGO or a farmer organisation. Nowadays in many countries the trend is to start private and market oriented extensions services which will sustain themselves by selling their services. In the case of a subsidised extension/communication service, at list the 8-15 % of the total budget should be allocated for this kind of activities.
In the case of projects which start communication activities and or units they have to search the inclusion and sustainability of these within the institutional framework their are working, taking into consideration the existing opportunities and constraints.
3) Inventory of communication resources. Before to start with communication activities an assessment of already existing communication resources has to be done. We intend for communication resources: institutions, organisations and NGOs already involved in information, education, training and communication for development activities. They not always share the same view regarding the use of communication (e.g. commercial communication vs. development communication) therefore it has to be clarified the aim of communication activities. A very important aspect is also the identification of human resources and communication training needs. Human capital is the key element for the success of communication activities. Another fundamental element is the involvement and compromise of extension and communication specialist with the ultimate beneficiaries. Communication training needs should be clearly identified and a training programme should be set up. The communication inventory also involves identification of equipment available, materials produced and physical and logistical facilities.
4) Communication channels and media selection: We consider as communication resources also media and channels already existing within a country and project area. We classify them in:
- mass media
- group media
- traditional media and channelsAccording to our target audience and communication objectives we can select one or more communication channels and media. Their selection will also depend from physical constraints, costs and feasibility of being incorporated in regular activities.
5) Type of communication required: Communication activities can have multiple uses. They main categories we will consider here are: communication for training; communication for awareness building and people's participation. The following steps will be undertaken to implement communication activities:
a. Once development actions have been decided upon through PRA, specific target groups will be identified. They have to be considered as interlocutors since the beginning, establishing with them horizontal and two way communication;b. Audience analysis should be carried out identifying people literacy rate, traditional decision making process and communication channels
c. According to target audiences development and communication needs and characteristics, specific communication objectives have to be traced and shared both at grass root and institutional level for further participatory monitoring and evaluation;
d. Specific communication planing should be formulated according specific communication objectives and specific target audiences;
e. Media and channels selection should be also determined according to general communication strategy and communication resources available;
f. Message design should be carried on the basis of audience research, by involving people (each target audience) from the beginning. It should be taken into consideration appropriate ways of presenting the messages;
g. Production of materials and pre-testing at field level. Materials have to be produced always in a draft form and tested with target audiences, in small group of people representing such target audience. The pre-testing allows modification of the materials before the final version is produced;
h. Training of extension workers, field agents and community workers in the use of materials produced;
i. Implementation of the detailed communication workplan to production and use of the materials, with special attention to implementation of communication methodology at field level;
l. Ongoing monitoring and evaluation: a M&E system has to be set up from the beginning to understand which are the real effects of communication activities and to correct them;
m. Information fed back: messages and materials produced are revised to reflect the needs indicated by the M&E activities (formative evaluation);
n. Final summative evaluation: it is normally referred to the impact communication activities have reached at different level (policy, institutional, field, organisational, learning process etc.). It have to be carried out referring to each communication activities, so that lessons learned can be incorporated into the next activity.
The above communication process is resumed by the following scheme:
IV. From theory to practice
Now we have to see at what stage of our communication strategy development and planning we are. There are many questions but we already have the answers in our hands. The work done until now has been impressive and very good. Now we have to put in order our information, knowledge and experience and to prioritise our activities.
A possible criteria to be taken into consideration is that each activity to be carried out from now on must be useful, it should became an input for implementing actions which will support project objectives and respond to people's needs.
Now we have to start our communication assessment and planning based on what we already now, defining what, why, how, when and with whom communication activities have to be implemented. If we get lost we consult each others and the people we work with. Our role is to be facilitators of a learning process through which people will share knowledge and information. Communication tools will help us in this difficult task.
References:
FAO, 1989 Guidelines on Communication for Rural Development. A brief for development planners and project formulators. Development Support Communication Branch, FAO, Rome, Italy (also available in Arabic).
Ramirez, R. 1997 Participatory learning and communication approaches for managing pluralism: Implications for sustainable forestry, agriculture and rural development. Communication presented at the Working Group on Pluralism and Sustainable Forestry and Rural Development, FAO, Rome 9-12 December 1997.
Name:
Age:
Education:
Languages:
Computer skills:
What are your tasks within the project (list in order of importance)?
What are the activities you usually carry out (list in order of importance)?
Do you have an individual workplan?
Since when are you working in the field of extension?
Did you received any formal training in extension and/or communication?
When? ____ By whom? ____ For how long? ____
With what kind of people do you work mainly (Bedouin men/women, children, settlers, others)?
What are the most important communication tools for extensions to work with Bedouin men and women? (e.g. interpersonal communication, visual aids, radio, television, others)?
Have you ever produced any communication material?
If yes, please describe the process you have undertaken (e.g. design, field testing, production, use).
What have been the main difficulties in the production and use of communication materials?
What are the main advantages of using such materials?
What kind of communication material do you think will be useful for your work and why?
What kind of training in communication planning and production would you like to have and why?
Please list any other kind of training you feel that is necessary for your work (e.g. language courses) and indicate why.
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Item |
Serial No. |
Made |
Model |
Total item |
|
Computer |
6646308 |
UK |
IBM/6542-103 |
1 |
|
Colour TV. |
1030462 |
Japan |
Sony/kv G25M1 |
1 |
|
Video |
B5kk01377 |
Japan |
Panasonic/NV-SD25AM |
1 |
|
Video camera |
D5HB00673 |
Japan |
M3000/Panasonic |
1 |
|
Stand |
- |
Japan |
88M/4046/Slik |
1 |
|
Battery |
080295, 130195, 100295 |
Japan |
Panasonic/VW - VBF2E |
3 |
|
Battery charger |
C516263YD |
Japan |
VW-AM105/Panasonic |
1 |
|
Slide projector |
6914107/D-4000/Typ 369 |
Germany |
Liesegang/3600AF/Selectiv |
1 |
|
Overhead |
D4000/Typ 625 |
Germany |
Liesegang favorit |
1 |
|
Flip chart |
- |
- |
- |
1 |
|
Screen |
- |
- |
- |
1 |
|
scanner |
- |
- |
- |
1 |
|
colour printer |
- |
- |
- |
1 |
|
photo cameras |
- |
- |
- |
2 |
|
GPS |
- |
- |
- |
1 |
|
Digital photo camera |
- |
- |
- |
1 |
- Vehicles and machinery:
2 taxis
2 pick ups
1 mini bus
6 motorcycles
2 tractors
1 pitter seder
1 chisel seder
Title: Talila
Target: Sheep and camel nomadic herders
Duration: 20 minutes
Subject: presentation of project background, objectives and activities.
Objectives: to raise awareness of Beduins about the importance of the project
Format: VHS
The production of a video programme presenting the project to the target groups has been initiated several months ago. At the moment a video script and almost all the footage are already available within the project. These materials were analized with the national extension consultant and the following suggestions were made:
1. The video programme should be finalized as soon as possible in order to have the possibility of having a presentation of the project to be used in the field with different target groups. To this end an agreement should be reached with the Extension Directorate in order to have access to facilities for video editing (VHS format). Should the negotiation be unsuccessful, alternatives should be found with the private sector.2. The script, according, to the oral translation given by the national extension consultant, seems to include all relevant elements the project wants to address. Nevertheless an English version should be sent to SDRE for final revision. The script should present the following resumed structure:
- original situation of Al-Badia and its environmental balance
- problems as they are felt by Bedouins (environmental degradation, lack of pastures etc)
- reasons which have generated the problem
- ways how the project is facing the problem
- alternatives for re-establishing the balance and return to the great Al-Badia.
Furthermore, the following criteria should be taken into consideration for producing the video:
- The duration of the video programme should not be longer than 30 minutes;- The speaker should be a Bedouin or somebody presenting the problems and solutions under the Bedouins point of view. He should read the text in a very natural way and slowly in order to ensure comprehension of the contents. The problems should be expressed according to the way the people see them. The quantity of information should not be to much and too technical.
- There should be a clear reference to the participatory work the project is undertaking, especially the collaborative actions which have been identified and the way these have been agreed upon. Furthermore, special attention should be given to different rangeland and wildlife conservation measures the project is proposing in order to restablish the environmental balance.
The script and the images already available constitute a good start for the production of the video to be used at Bedouin level. Guidelines for the use of the video with the Bedouins should be written in order to facilitate discussion and understanding.
Title: Seed Production Techniques
Target: technicians
Duration: 20 minutes
Subject: presentation of seed
Objectives: to inform about different seed production techniques
Format: VHS
The video programme is intended to serve as a base to inform technicians about different techniques and steps for seed production. Also in this case the script and most of the video footage is already available. Relevant images of seed collection have been missed but they could be replaced by photographs.
It is urgent that the project finalize the production of the video in order to facilitate the spreading of the information regarding this important aspect. Another agreement could be reached with the Extension Directorate in order to have access to editing facilities.
The programme should concentrate on technical recommendations for seed production the project is dealing with at the moment. These have to be presented in detail and with an easy presentation.
Different techniques should be described in specific modules of the same video, each of which separated by titles. Also in this case the speaker, who should be a technician, should speak clearly and slowly. The images should be edited in a didactic way, synthesizing production requirements and procedures. A comparison between different seed production techniques in order to select the most appropriate is also recommended to be presented as a resume at the end of the programme.
The preparation of a small booklet (mainly based on photographs) accompanying the video is also recommended. The structure of this visual aid should follow the same as that of the video.
Appropriate strategy for the use of this programme should be defined. It might be used for technical meetings but it could also be shown to Bedouin leaders in order to make them aware of project activities and technical recommendations. This element should be carefully considered by the extension staff of the project. It is urgent to finalize the programme as soon as possible.
Abdulla, D. 1997. Rangeland Rehabilitation and Establishment of a Wildlife Reserve in the Syrian Steppe: A assessment study of Bedouin women situations in the project area. GCP/SYR/001/ITA Project. Directorate of Steppe, Ministry of Agriculture and Agrarian Reform. FAO.
Baas, S. 1997. Rangeland Rehabilitation and Establishment of a Wildlife Reserve in the Syrian Steppe: Back to Office Report, Backstopping Mission. SDAR, FAO, Italy.
Chatty, D. 1997. Rangeland Rehabilitation and Establishment of a Wildlife Reserve in the Syrian Steppe: Social Aspects and Community Participation. Report of PRA workshop, 6-16 April, (Palmyra). Queen Elizabeth House, Oxford University, UK
Chatty, D. 1997. Rangeland Rehabilitation and Establishment of a Wildlife Reserve in the Syrian Steppe: Social Aspects and Community Participation II. Report of PRA workshop, 20 - 25 September, (Palmyra). Queen Elizabeth House, Oxford University, UK
FAO, 1997. GCP/SYR/001/ITA Rangeland Rehabilitation and Establishment of a Wildlife Reserve in the Syrian Steppe (main phase), Report of the Tripartite Midterm Evaluation Mission, October 1997, Damascus
FAO, 1995. GCP/SYR/003/ITA Rangeland Rehabilitation and Establishment of a Wildlife Reserve in the Syrian Steppe (main phase), Project document, Directorate of Steppe, Ministry of Agriculture and Agrarian Reform, Syria. FAO, Rome, Italy.
FAO, 1991. Abdhulla Masri. The Tradition of Hema as a Land Tenure Institution in Arid Land Management-Syria. FAO/ESH Working Papers on Pastoral and Agropastoral Societies
FAO, 1989. Guidelines on Communication for Rural Development. A brief for development planners and project formulators. Development Support Communication Branch, FAO, Rome, Italy.
Nagel, U. J.; Bass, S.; Chiyanika, P.; Eckert, S.; Edsen, J.; Geiger, M.; Laue, R.; Lubke, G.; Marbach, H. 1992. Developing A Participatory Extension Approach. A design for Siavonga District, Zambia.
Nesheiwat, K. 1994. Rangeland Rehabilitation and Establishment of a Wildlife Reserve in the Syrian Steppe: Socio-Economic Component. GCP/SYR/001/ITA Project. Directorate of Steppe, Ministry of Agriculture and Agrarian Reform. FAO.
Ramirez, R. 1997. Participatory learning and communication approaches for managing pluralism implications for sustainable forestry, agriculture and rural development. Paper presented at the Working Group on Pluralism and Sustainable Forestry and Rural Development, FAO, Rome 9-12 December 1997
Razzouk, T. 1997. Rangeland Rehabilitation and Establishment of a Wildlife Reserve in the Syrian Steppe: First Agricultural Extension Mission. GCP/SYR/003/ITA Project. Directorate of Steppe, Ministry of Agriculture and Agrarian Reform. FAO.
Razzouk, T. 1997. PRA In Extension. A Special Methodology Design for the Bedouins of the Syrian Steppe (Draft). GCP/SYR/003/ITA Project. Directorate of Steppe, Ministry of Agriculture and Agrarian Reform. FAO
Wattenbach, H. 1996 Rangeland Rehabilitation and Establishment of a Wildlife Reserve in the Syrian Steppe: First Mission. GCP/SYR/003/ITA Project. Directorate of Steppe, Ministry of and Agrarian Reform. FAO.
Map 1: Syria
Map 2: Project area
