Tigray-Ethiopia - IMAWESA

FACILITATION AND COMMUNITYENGAGEMENTIn-field Training/Mentoring LearningWorkshop - TIGRAY REGIONHeld at Remhay Hotel,Axum Tigray Region27 th to 31 st May 2013Workshop Facilitation & Documentation: Joe Ramaru & Oliver Gundani withbackstopping support from Jürgen Hagmann & Edward Chuma-- PICOTEAM

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013This report captures the outputs of the In-field Training/Mentoring Learning WorkshopHeld at Held at Remhay Hotel, Axum Tigray Region, 27 th to 31 st May 2013. This report isnot finally synthesized, but tries to capture the workshop outputs in a non-interpretedway.THIS DOCUMENTATION IS MEANT TO BE A REFERENCE DOCUMENT for allparticipants and is intended to provide details of what transpired. Almost all results of theplenary presentation, working groups and plenary sessions are documented with no orminimal modification. It is also meant to serve as a basis for grantees to strengthen theircapacity as they build partnerships and create networks. Content of the report in no wayreflects the position of PICOTEAM but is a compilation of participants’ contributions.II | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Table of Contents1 OPENING AND SETTING OF THE SCENE .................................................................................. 11.1 OPENING REMARKS ................................................................................................................... 11.2 GETTING TO KNOW EACH OTHER ............................................................................................... 11.2.1 Introduction of the facilitation team and their approach .................................................. 11.2.2 Facilitation Principles ...................................................................................................... 21.3 PARTICIPANTS INTRODUCTIONS AND EXPECTATIONS ................................................................... 31.3.1 Participants’ composition ................................................................................................ 31.3.2 Standpoints on controversial statements ........................................................................ 51.4 WORKSHOP EXPECTATIONS ....................................................................................................... 81.5 UNDERSTANDING AGENDA AND PROCESS .................................................................................. 81.5.1 Workshop Outputs........................................................................................................... 81.5.2 Outline of the workshop .................................................................................................. 91.6 CO-MANAGEMENT OF THE WORKSHOP ..................................................................................... 101.6.1 Processing Steering Group ........................................................................................... 101.6.2 Tool Box Committee ...................................................................................................... 101.6.3 Welfare Committee........................................................................................................ 111.6.4 Feedback committee ..................................................................................................... 112 OVERVIEW OF PASSDIP PROGRESS AND IMAWESA LEARNING PROCESS .................... 122.1 OVERVIEW OF THE PASIDP PROJECT ...................................................................................... 122.2 STRENGTHENING OF WUAS IN IFAD SCHEMES ......................................................................... 123 EXPERIENCES OF STRENGTHENING COMMUNITY ORGANISATIONS ............................... 183.1 VISION FOR STRENGTHENING FARMER ORGANISATION ............................................................... 203.2 WHAT PROJECT DID? ............................................................................................................... 213.3 WHAT TOOLS WERE USED? ...................................................................................................... 223.4 WHAT WORKED WELL? ............................................................................................................. 223.5 WHAT DID NOT WORK WELL? .................................................................................................... 233.6 LESSON LEARNT ...................................................................................................................... 244 EMERGING CHALLENGES FROM PROJECT EXPERIENCES ................................................ 255 ALTERNATIVE APPROACHES TO ADDRESS THE CHALLENGES ........................................ 265.1 PARTICIPATORY EXTENSION APPROACHES(PEA) ..................................................................... 275.1.1 Phase I: Initiating change .............................................................................................. 275.1.2 Phase II: Searching for alternative ways for doing things ............................................. 285.1.3 Phase III: Planning to Strengthen Local Organisation Capacity ................................... 285.1.4 Phase IV: Experimentation while implementing action ................................................. 295.1.5 Phase V: Sharing of experiences .................................................................................. 295.1.6 Phase VI: Reflection for learning and sharing ............................................................... 306 INTRODUCTION TO FACILITATION........................................................................................... 316.1 FACILITATION AND REQUIRED QUALITIES ................................................................................... 316.2 FACILITATION TOOLS AND CODES .............................................................................................. 316.2.1 Using Codes as facilitation tools: Example with Bus Code ........................................... 32III | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20136.2.2 The river code: for self-reliance ..................................................................................... 336.2.3 The sticks code: for unity and cooperation ................................................................... 346.2.4 Eleven Characters: for inclusivity and team building .................................................... 346.2.5 Young Old lady: For perception / feedback and planning ............................................. 356.3 THE ART OF QUESTIONING ........................................................................................................ 356.4 VISUALISATION ........................................................................................................................ 367 TOOLS FOR SHARING TECHNICAL INFORMATION WITH FARMERS .................................. 377.1 SOIL FERTILITY MANAGEMENT TOOLS ........................................................................................ 377.1.1 Knowing the soil better .................................................................................................. 377.1.2 Deficiency syndromes of essential elements ................................................................ 387.1.3 Organic matter scale ..................................................................................................... 397.1.4 Nutrient holding capacity ............................................................................................... 397.2 TOOL FOR INTRODUCING SUSTAINABLE AGRICULTURE PRACTICES ............................................. 407.2.1 The rainfall simulator and soil profiles ........................................................................... 407.2.2 Splash erosion demonstration ....................................................................................... 417.2.3 Soil Aggregate Stability ................................................................................................. 428 PREPARATION FOR FIELD WORK............................................................................................ 438.1 BACKGROUND INFORMATION ON THE IRRIGATION SCHEMES TO BE VISITED .................................. 438.1.1 Mai-Tuem Irrigation scheme ......................................................................................... 438.1.2 Seysa Irrigation scheme ................................................................................................ 448.2 PREPARING AND REHEARSING FOR THE FIELD VISIT ................................................................... 458.2.1 Presentation of the report by Mai Tuem group ............................................................. 468.2.2 Presentation of the report by Seysa Group ................................................................... 468.2.3 Presentation of the report by Chuhet Irrigation ............................................................. 478.2.4 Presentation of the report by Mai Siye Group ............................................................... 489 REFLECTION ON THE FIELD VISIT ........................................................................................... 499.1 REPORT BACK: SEYSA ............................................................................................................. 509.2 REPORT BACK: MAI TEUM ........................................................................................................ 5310 CONTEXTUALIZATION OF THE LEARNING INTO ACTION PLANS ................................... 5610.1 ACTION PLAN FOR HINTALO AND ENDERTA ............................................................................... 5610.2 ACTION PLAN FOR ATSIBI AND WUKERO ................................................................................... 5710.3 ACTION PLAN FOR MAY SIYE AND MAY SHAWUSH ..................................................................... 5710.4 ACTION PLAN FOR SEYSA, ADHA AND MAI TEUM ....................................................................... 5810.4.1 Seysa Scheme .............................................................................................................. 5910.4.2 Adha and May-tuem ...................................................................................................... 6011 HOW DO WE ORGANISE OURSELVES TO IMPLEMENT THE ACTION PLANS? .............. 6112 NEXT STEPS ............................................................................................................................ 6413 WORKSHOP EVALUATION .................................................................................................... 6414 CLOSING REMARKS ............................................................................................................... 6515 ANNEXES ................................................................................................................................. 67IV | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201315.1 ANNEX 1: OPEN SPACE DISCUSSION ......................................................................................... 6715.2 ANNEX 2: COMMITTEE REPORTS ............................................................................................... 6915.3 TOOLS USED DURING THE WORKSHOP ...................................................................................... 7115.4 ANNEX 3: LIST OF PARTICIPANTS .............................................................................................. 73V | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Executive SummaryTwo officers from PASIDP – (Tigray Region) project had attended the 2 nd learning workshoporganized by IMAWESA (held in Zanzibar during September 2012) to get exposed to thefacilitation skills that they could use to strengthen community and farmer organizations theywork with. After the workshop, these project officers went home to apply/ practice acquiredskills by facilitating processes towards helping communities improve Natural ResourceManagement. To this end, the PASIDP – Tigray project organised community workshopsaccording to the action plan developed during the training workshop and facilitated thestrengthening of community sense of ownership of irrigation schemes to enhance farmers’contribution towards WUA development. By January 2013, eight community workshops werefacilitated at scheme level based on challenges indicated on the action plan. These meetingswere attended by 1357 farmers (1113 males and 244 females).IMAWESA has just organized another follow-up workshop as part of an interactive learningprocess for developing the capacity of the project staff to enhance farmer development andinnovations processes in the communities they work with. The dates were from 27 th to31 st May 2013 and the workshop took place at Remhay Hotel, Axum Tigray Region, Ethiopia.The expected workshop outputs were the following:1. Participants are eager to try out different, more integrated approach to work withcommunities.2. Awareness on how to facilitate communities to understand and own their problemsand opportunities.3. Shared tools and facilitation processes as an example (in practice) to addressproblems and take advantage of the opportunities.4. Concrete plans and activities developed by participants that will utilize the tools andfacilitation processes; self-organization of peer learning groups and otherarrangements to learn together and complement each other across teams; follow-upcoaching.The workshop was officially opened by the PASIDP – Tigray Coordinator, Mr.Hailu BerheTesfay, who welcomed all the government and project staff to the workshop. He believedparticipants would show dedication and commitment during the five days of intensiveworkshop. He also thanked Nicole Lefore, IMAWESA coordinator, for having providedsupport by bringing trainers/ facilitators from PICOTeam. He appreciated the AxumResearch Centre in organizing the hotel accommodation and other related logistical activitiesfor the success of the workshop.Participants got an opportunity to share / reflect on what the projects were doing and whatthe results have been, including the failures. This sharing of experiences was to fulfil thepurpose of getting the participants to have a common understanding of the initiatives anddifferent components of the ministries represented at the workshop much better. The resultsof these discussions were clustered and summarized into the following themes.1. Vision for strengthening farmer organisation: Improved operation and managementfor effective and equitable water use; ownership on the management of theinfrastructure; shared vision and strategic plan for improved management system;VI | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013increased production for improved livelihoods; functional market linkagesestablished; have their capacity to develop their own bylaws and make themeffective; WUA that is gender sensitive; and full documentation system.2. What project did?: Capacity development (social and technical); awareness creationfor shared vision and ownership; develop bylaws that give equal opportunities tobeneficiaries; facilitate improved governance; and facilitated the development ofimplementable strategic plans.3. What tools were used?: Codes; and Participatory Rural Appraisal set of tools4. What worked well?: Efficient and equitable use of irrigation facilities; capacity toaddress their own problems; farmers acquired specialised technical skills;implementation of bylaws and internal regulations; scaling up; fast and smoothcommunication within members and stakeholders because of networking; and gooddocumentation system5. What did not work well? Difficulty in maintain irrigation facility: dependency by WUAmembers; improper implementation of bylaws; weak and self-serving leadership; lowparticipation of women; and poor adoption of technologies due to lack of technicalsupport and commitment.6. Lesson learnt: Farmers have the ability to solve their own problems; need forcommon understanding for development of strategic plans; strong WUA usesresources better for improved production; need for continuous demand drivensupport; and development of concise bylawsBuilding on the experiences shared during the earlier sessions, participants in their tablegroups analysed and unpacked critical challenges they face in strengthening communityorganisation. “Why are we not at the point where we want to go with farmer organisations”.The challenges were discussed and clustered in plenary into the following themes: How to facilitate equitable and efficient use of water How to involve farmers in technology development and adoption How to facilitate development and efficient implementation of bylaws How to facilitate common vision between leaders and members of WUAs How to facilitate inclusive representation How to facilitate and manage conflict management How to facilitate innovative learning platforms How to get or secure management support for logistic support How to facilitate sense of ownership and self-relianceLinked to the challenges, participants were exposed to approaches that could be consideredin addressing the identified challenges and answers to some of the failures by the projects.The following sessions were presented by the facilitators: Participatory Extensionapproaches (PEA) and examples on how it was implemented in Limpopo province of SouthAfrica; facilitation tools and methods, including the use of codes; the art of questioning; andvisualisation. Having been exposed to facilitation skills and tools, participants had anopportunity to prepare codes and show how they would use them in a community to facilitatea situation to address a challenge. Participants were also exposed to tools that they coulduse to facilitation technical information in their work with farmers. The soil fertilitymanagement tools were colour posters for deficiency elements, organic matter scale andVII | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013magnet and pins for exchange capacity. The tools for facilitating sustainable agriculturalpractices were soil trays and soil profile containers, demonstration on splash erosion, andsoil aggregate stability.Equipped with social and technical skills and tools, participants prepared and rehearsed for avisit to the communities. Two irrigation schemes were visited, namely Mai-Tuem (thescheme was established in 2001 EC and currently has 37 members of which 28 are malesand 9 are females) and Seysa (the scheme was established in 2012 EC and has a total of130 beneficiaries of which 30 are females and the rest are males). Back at the workshop,participants reflected on how they used the facilitation skills and tools and how they wouldhave done it differently. They also discussed and recommended a process to improve asituation of the farmer organisation/ water user association.Reflecting on the vision they developed for a strong and effective communityorganisation/WUA, the challenges hindering them from achieving their vision, and theexperiences from the field visit, participant were given a task to develop their action plans. Inorder to operationalize the action plans, they later established peer – learning teamscompose of officers working in the neighbouring irrigation schemes. Lastly, participantsagreed on the next steps (not in terms of priority) that covered the aspect of workshopreport, next infield training workshop, and sharing of workshop materials and sources.VIII | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Foreword by the workshop organizersIMAWESA’s main goal is to enhance the development and poverty-reduction impacts ofpublic and private investments in smallholder agricultural water management and naturalresource management. To ensure that the network is responding to actual needs andencouraging innovation on projects, IMAWESA brought IFAD-supported projects togetherfrom 11 countries in Eastern and Southern Africa to identify a common learning agenda inSeptember 2011. The IFAD-supported project in Ethiopia, along with IFAD-supportedprojects from other countries, agreed that a major challenge was how to improveengagement with communities and how to strengthen farmer-based organizations, such aswater users associations.As part of the learning alliance coordination, IMAWESA has organised two learningworkshops 1 that exposed officers from IFAD-supported water and natural resourcemanagement projects to the facilitation skills that they could use to address challenges theyfaced in improving the performance of their projects. After each of the learning workshops,project officers went home to apply/ practice acquired skills by facilitating processes towardsthe strengthening of the community-based organizations, whether water users associationsor similar farmer and community-based organizations for natural resource management.IMAWESA supported this follow-up workshop as part of the interactive learning process ofdeveloping the capacity of the project staff to enhance farmer development and innovationsprocesses in the communities they work with.We appreciate the time and effort invested in participating in this workshop by theparticipants and the facilitators. IMAWESA will continue with this support and will organizefor further mentoring and documentation of the field-level interventions made by the peerlearning teams. We look forward to learning from and alongside project implementers, as wecontinue to collaborate and share experiences of community engagement toward greaterand more sustained impact.Nicole Lefore, Coordinator IMAWESA1 The 1 st Learning Workshop was held in Embu, Kenya during January 2012 and the 2 nd in Zanzibar inSeptember 2012.IX | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Forward by the facilitatorsThe IMAWESA supported Tigray Infield training and mentoring learning workshop wasindeed a challenging but also interesting one to facilitate. For PICOTEAM, we took thisworkshop as a learning process. The workshop also enlightened us as we broadened ourknowledge on issues and challenges related to local organisational development faced byofficers and farmers working in the irrigation schemes.We would like to thank all the participants for their active participation and dedicationthroughout the workshop. It was really interesting to note that despite the time limitation, keyissues necessary for the strengthening of farmer organisations were shared, discussed andpracticed both during the workshop and field visit. Our special thanks goes to the processsteering group, which spent some time reflecting with us on the daily proceedings as well asjointly planning with us the next day’s process. Without their ‘steering and ideas’ it wouldhave been difficult for us to navigate through the process and make the ‘loose ends meet’.The good planning contributed to the smooth running of the workshop and generation ofmany ideas from participants. For that, our special thanks go to the PASIDP coordinator andteam in Tigray for the excellent logistical work done over the five days of the workshops anddays prior to the workshop.We wish participants the best in the implementation of their developed action plans and theirinteraction with farmers and other stakeholders.Joe Ramaru and Oliver GundaniX | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013AcronymsBASED BROADENING AGRICULTURAL SERVICES AND EXTENSIONDELIVERYFOGTZIFADIMAWESALDANGOFARMER ORGANIZATIONGERMAN DEVELOPMENT CORPORATIONINTERNATIONAL FUND FOR AGRICULTURAL DEVELOPMENTIMPROVED MANAGEMENT OF AGRICULTURAL WATER IN EASTERNAND SOUTH AFRICALIMPOPO DEVELOPMENT OF AGRICULTURENON GOVERNMENT ORGANIZATIONPASIDP PARTICIPATORY SMALLSCALE IRRIGATION DEVELOPMENTPROJECTPEAPARTICIPATORY EXTENSION APPROACHPICOTEAM INSTITUTE FOR PEOPLE INNOVATION AND CHANGE INORGANIZATIONSPRAWUAPARTICIPATORY RURAL APPRAISALWATER USERS ASSOCIATIONSXI | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20131 OPENING AND SETTING OF THE SCENE1.1 Opening RemarksThe Workshop started as planned, promptly at 09h00 hours. Hailu Berhe Tesfay, ProjectCoordinator for PASIDP in Tigray, opened the workshop by reading a prepared speech asfollows:“Dear participants; It is my pleasure to speak on behalf of PASIDP/ IMAWESA andparticipants from Tigray. This workshop represented a step forward for WUAs, as a networkthat responds to projects and supports their efforts to improve implementation. In thisworkshop, the emphasis may give on strengthening natural resource management of thecommunity user associations. Projects and Government staff are involved, at various stages,in establishing and mobilizing community organizations (WUA). As projects and governmentstaff have highlighted, effective facilitation throughout this process is critical for ensuring thatWater Users’ Associations, and related community-based organizations, are successful inmanaging natural resources. This workshop provided the opportunity to specify a successfulWUA. Characteristics identified for success include: inclusiveness, accountable in managingsupply and demand for Irrigation water, clear roles and responsibilities for WUA members,among others. Identifying the challenges to achieve this vision enabled participants to furtheridentify the tools and methods to develop plans toward more effective WUAs. Participantslearned and practiced some of the skills and knowledge that strengthen the WUA operations.They provided peer support, shared experiences from their respective WUA (Woreda) anddiscussed how they would implement their plans. Once again, I would like to thank to theworkshop organizersI believe you will show us dedication and commitment across the coming five days ofintensive workshop. I also thank to Nicole Lefore IMAWESA coordinator, she providedexcellent support in bringing trainers from PICO Team. And last but not least I appreciate theAxum Research centre in organizing the hotel accommodation and other related activities tothis success of the workshop. Thank you.”Hailu Berhe Tesfay (Ethiopia)1.2 Getting to Know Each Other1.2.1 Introduction of the facilitation team and their approachJoe Ramaru introduced himself and PICOTEAM, the organization within which he operates.He also introduced to the participants a fellow PICOTEAM Southern Africa member, OliverGundani (from Zimbabwe). He also introduced Michael from Makelle University who was theinterpreter for the workshop. He invited participants who felt more comfortable tocommunicate in the local language to make full use of the interpreter as his services wouldbe available throughout the workshop. He then introduced PICOTEAM in full.PICOTEAM is about facilitation, coaching, and research for change. The full meaning ofPICOTEAM is “Institute for People Innovation and Change in Organizations”. The focus is on1 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013people because a lot of development interventions have tended to leave out the peopleinvolved and for that reason have not been having the desired impact. Innovation becausewe have not been having an impact using mechanisms and ways we have been doingthings. Change because we believe that it is possible to have positive change. Lastly, webelieves in Organisations, because we have learnt that If you want to move fast move alonebut if you want to go far move with others. Others also say that one man cannot surround ananthill.1.2.2 Facilitation PrinciplesJoe introduced to the participants some core values and key facilitation principles that wouldensure a workshop atmosphere that allow free interaction by the participants and thefacilitators. These principles comprise the core values and some rules for table interactionThe core values include:Understanding and acceptingreality. Instead of moaningabout the situations and thechallenging situations we mayfind ourselves in, for examplelack of resource, let us acceptthe reality and do the best withwhat we have.Dialogue and multilogue: Theworkshop has no chairman, sothere will be no one way communication during the discussions. Free participation and opendiscussions are encouraged for all participants. The sitting arrangement reinforces thisprinciple.Inclusiveness: the workshop is for us all. Always encourage the quiet ones to participateand give their personal perspective.No Jargon: Joe encouraged the use of simple terms and language that can be understoodby all. There is no need to show off with technical jargon.Flexibility: Although there will be a need to be flexible in relation to time management,participants have to realise that the outcome of the workshop is important.Openness and Transparency: Joe indicated that there should be no hidden agendas, sohe urged the participants to open up and bring everything on the table- it is about openengagement. It is important to get the best out of all the participants.Informality with discipline: It means doing away with formal hierarchies. If we want aproductive but relaxed informal meeting, we should first agree to call each other by firstname. Informality also means that we are free to stand up when we feel tired.No defensiveness: Joe encouraged participants to avoid being defensive for the sake ofbeing defensive. If we want to learn from each other, we should be honest that some of thethings we have done have not worked.Creativity and thinking outside the box: Joe reminded the participants that if they wantthis workshop to be a success, we should be more creative and do things differently.2 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Honesty and political incorrectness: If it is a No, let it be a No. Let us not go by the wind.Let us dare to disagree. People tend to be politically correct, especially when real sensitiveissues are discussed. This often makes them to put the real issues under the carpet. Joethen encouraged the participants to be ‘politically incorrect’ and bring out things on the table,without hiding the real issues.Joe said the same principles can be applied when working with communities.Rules for interaction at tablesListen much more than we talk: It is by design that a human being is created with onemouth and two ears.No speeches: Let us be straight to the point. Where necessary let us use the local languageif it makes it easier to communicate.Think first individually then discuss as a group: This will encourage productivediscussion and allow the capturing of all group members views.Sit at a new table with different people every half a day: This allows participants to knowas much about as many participants as possible. Meeting new people gives participants tocreate new networks.No computers during sessions: Attending to emails during discussions will makeparticipants lose out during the process.1.3 Participants Introductions and ExpectationsTo create aninteractive atmosphereParticipant’s introductionit was necessary that 1. Please make sure you sit at a table with people whom you do not know wellparticipants knew each 2. Find out from each other :other on first name a) Who they are and their rootsbasis and beyond.b) What they are proud of in their personal and professional livesParticipants were c) What excites them most with regards to community or farmer organisationsrequested to sit at a 3. Agree together (3 cards per question)table with people they a) What should happen in this workshop (expectations)?did not know very well b) What should not happen in this workshop (fears)?and do that task c) What should we take home from this workshop (outputs)?according to the task given The in the group box. work was to take a maximum of 15 minutes1.3.1 Participants’ compositionTo get a feel of who is represented in this meeting and how this may have implications onthe workshop, Oliver asked the participants to move and stand at a large open space in theroom. They were then asked to group themselves according to different categoriesa) Gender:The group was made up of 4 female participants versus 30 male participants. It wasindicated that 51% of the Population in Ethiopia are female while the remaining 49 % aremen. Communal Agriculture activity is dominated by women. The participants observed that:3 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013There is gender inequality in terms of the number of female versus male participants.The scenario is not representative of the reality on the ground.In the professional world there are fewer women than men due to cultural challengesthat are faced by women in relation to access to education.There is need for women to be empowered in the professional fieldsThe few women participants observed they have to be more proactive when it comesto raising awareness on specific issues that affect women in general and womenfarmers in particular.Key message: One does not need to be a woman in order to articulate issues of gender. Atcommunity level we have to rise to the challenge of raising awareness but at the same timebe able to take into consideration the gender dynamics.b) Experience in Facilitation, Community Engagement Processes:1 to 2 years; 2 participants, 2 to 5 years; 11 participants, above five years; 25 participants.The majority had more than 5 years’ experience. This group said that: They felt they still need more facilitation skills. From the group, they are working indifferent sectors so they have an opportunity to learn and share more practicalexperiences. There is need for the relatively inexperienced participants to also be critical for it isnot about how long one has been facilitating, but more importantly, how and what arethe results and impacts (learning from our successes and failures).Key message: The relatively inexperienced have at times seen something, observedsomething from the veterans and should be able to question them because they are stillfresh and are more likely to be objective. It is assumed that they are starting on a new slate.“Catch them young and keep them until they retire”. Having less experience does not meanthat one knows nothing.c) Organisations or Departments represented in this workshop:Water - 4 participants, Agriculture extension -7, Cooperatives - 13, PASIDP – 3.Participants shared that: There is imbalanced representation, but it shows that there is a multi-disciplinaryapproach being implemented as they are at least three other stakeholdersrepresented apart from the project members. It was noted that Gender Affairs was not represented, but most critically Oliverobserved that the famers were not represented. Working with farmers does not meanthat we can represent them. The farmer is the focal person that brings all the stakeholders together yet they arenot represented. “It is the one who is wearing the shoe who knows where it pinchesmost”. It is only the farmer who knows her situation better and therefore thechallenge is “how can we be able to put ourselves in the farmer’s shoes” to ensurethat what we are discussing during the workshop is relevant and can beimplemented.Key message: Having the different stakeholders allows us to explore on how we canimprove on our team work so that we can service the needs of the farmers more effectively4 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013d) Level of implementation or work;The Kebele level had a representation of 7 participants; the Woreda level had arepresentation of 20 participants; the Zones had a representation of 7 participants; theRegion was represented by 8 participants. There is a very low representation at the Kebele level were the action is. We have very few officers who are closely working with the farmers and thus there isa further constraint on getting the real issues. Being closer to the farmers should give the two officers that they know more aboutthe farmers state than the higher levels. Woreda level representation was observed to be good.Key message: For this workshop, what we are going to learn is going to be practical andthere is a need for the higher levels to be prepared to “get their hands dirty” as they get afeel of what it means to use the tools at the lower levels. The lower levels also need the backup support for their plans to be implementable.e) Zonal representation;The Central Zone was represented by 20 participants; the Eastern Zone was represented by6 participants; the South Eastern Zone was also represented by 6 participants; and for thisexercise the Region had 5 representatives. It was reported that invitations were sent out to all the zones. It was observed that all the zones were represented so the product of the workshopwill not have any Zone complaining that it was not part of the process. The workshop presents an opportunity for the Zones to share experiencesKey message: For sharing to be possible, there is need for the participants to be able tolisten more to other people than they would talk.f) Representation by Irrigation Schemes:Mai-teum and Seysa had 6 representatives; old schemes had 9; new schemes had 15representatives. Some participants work with more than one scheme depending on their level.Key messages: The different stages of implementation gives us an opportunity to have a richdiscussion as we look at the different challenges that are likely to be faced at the differentstages and how some scheme have been managing them.1.3.2 Standpoints on controversial statementsFirst statement: Realistically it is very difficult for the different stakeholders to worktogether; they have different agendas anyway.Fully agree: 1 We may have the same agenda or vision, but in reality it is difficult to work together.5 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013We have different departments and in some instances the research guys may havetheir own approach and sometimes agenda, and others also want to put their ownflag on the final product.Agree a bit: 20 Organisations are not supporting each other fullyCompletely disagree: 6 For us to be able to tackle problems that our communities are facing we need multidisciplinaryteams for it is difficult for a single discipline to effectively solve theproblem. Even though we may have different agendas we have some commonalities that areall there to give a service to the community.Indifferent: 2 Some organisations are completely different from others in terms of their functions.These stakeholders should not however use this as an excuse but they shouldinteract with others where it is necessary.Disagree a bit: 10 In reality we are already working as stakeholders and we are cooperating. We areworking together although it is evident that we have some challenges in regards tocooperating. In the office and on paper we agree that we should work together but in reality it isnot that easy to work together. Whatever the differences lets accept the reality that we need each other and have towork together, we seem to agree that we need multi-disciplinary teams.Second statement: As long as our farmers are illiterate, there is no way that adoptionof improved technologies will increase.Disagree a bit: Twenty four participants were in this group We can still have adoption of technologies by the farmers. Farmers have the experience they have gained from the different experts. Most of our technologies we are promoting are being adopted by farmers but its truesome are not adopting because they cannot read and write. Farmers try to some extent but they cannot adopt them perfectly.Disagree completely: Sixteen participants were in this cluster Our farmers are as good as researchers; we have been working together with themfor the past six years. Farmers have indigenous knowledge; the challenge is how to improve it. There are some illiterate farmers who are very innovative. The use of fertilisers has started some thirty years ago yet the farmers are still notusing it correctly.6 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Third statement: Water User Associations are like a vehicle without fuel, theirmanagement or leadership will not improve as long as members elect leaders firstand then think of their functions later.Agree a bit: 1 There are some schemes that are doing well without WUAs. Though we need some organisation, there are some schemes that are operatingsmoothly without leaders. Farmers are operating their schemes without any defined leadership or organisation. The farmers may have some form of rules but they are not written but known. In some cases the resources are plentiful and there is no conflictAgree Completely: With no organisation, farmers cannot operate their schemes efficiently.Disagree completely: During land allocation each household is allocated land, the farmers agree on weeklyand monthly allocation. The allocation depends on the size of the household.Fourth statement: This thing that bylaws should be applied to control illegal water useis unfair because water is a God given resource and should be freely accessible.Disagree completely: There must be bylaws for farmers to be able to use water properly and wisely. Communities should be in agreement as how they want to use water. The question is how we will facilitate that these bylaws are developed in consultationwith the intended beneficiaries.Disagree a bit: WUAs can improve their operations through the use of bylaws. Many farmers get what they want from the resources, but there are not using themsustainably because they are not technically aware. The role of facilitators is to ensure these bylaws are generated with the views of allthe concerned being taken into consideration. We need skills to ensure that theinterests of the marginalised are also taken care of. We therefore need to have toolsfor social differentiation.7 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20131.4 Workshop expectationsAt their tables, participants discussed the workshop expectations and noted on cards. Theythen presented the points discussed in plenary.Table group presentations on ExpectationsWhat should happen What should not happen Workshop outputs Participation of everyparticipant Hot participation Active participation Clear and brief No boring Practical demonstration Noise Interruption No side talk Knowledge Knowledge transferring Know tools for effectiveWUAs Knowledge on team work Technical skills Skills and knowledge inirrigations and cooperatives Respecting time Punctuality No speeches Avoid repetition Networking Sharing of experiences Irresponsiveness Creating full potential Transparency How to organise farmersinto cooperatives How to change theattitude and skills offarmers and experts Optimism for change Well organised WUAs inour projects. Practice Experience sharing1.5 Understanding Agenda and ProcessDuring this session, the anticipated outputs of the workshop and the program overview werepresented, discussed and agreed upon by participants.1.5.1 Workshop OutputsJoe presented the anticipated outputs for the workshop as:1. Participants are eager to try out a different more integrated approach to work withcommunities.2. Awareness on how make communities understand and own their problems andopportunities is created.3. Tools and facilitation process as examples (in practice) to address communityproblems and take advantage of opportunities.4. Concrete plans or activities to out and follow up coaching and peer learning groupsplus arrangements to work together.8 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Comments and deliberationsJoe emphasised that there was a need for communication and flexibility in terms of thetraining program. The output of the workshop should be owned by the participants and theyshould therefore actively participate if the workshop was to be a success.One of the participants wanted to know how the workshop was going to address issues ofirrigation and cooperatives. Joe’s response was that some of the tools to be shared duringthe workshop will talk about technical issues while some will be focussing on social issuesand can be adapted to different situations. If possible we can have a session specifically oncooperatives during one of the open session slots. From his experience the issues is moreabout how to form inclusive and responsive cooperatives. There is need for clarity on thevision between the leadership as well as the membership. We will discuss how we canfacilitate our cooperatives or farmer groups towards having a shared vision.1.5.2 Outline of the workshopLinked to the workshop outputs, Joe presented the programme overview. He likened it toslicing the loaf of bread. He emphasized on the fact that the programme is flexible andparticipants should be free to say out how best the long workshop would progress.Session Monday 27MayTuesday 28MayWednesday29MayThursday 30MayFriday 31 st May08h30/SettingtheAlternativeAddressingPreparation forReflection on the10h30sceneApproachChallengesField Visitfield visit11h00/What projectsAlternativeAddressingPreparation forReflection cont.13h 00are doing plusresultsApproachChallengesField VisitLearning andDocumentation14 h 00What projectsAddressingActionPlansField VisitFine tune Action/14h30are doing plusresultsChallengesPreparation forfield visitPlans16 h00IdentifyingAddressingPreparation forField VisitNext Step/challengesChallengesfield visitWorkshop17h 30EvaluationClosureEvening Open session OpensessionOpen sessionOpen sessionAbout the field trip:Joe emphasised that participants are not going to the filed visit to understand the problemsthat the farmers are facing but rather to empower the farmers to understand the problemsbetter and take action about their situation. We go to the field to build on what is already9 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013established. We are going to the field to support farmers to better address their own issues,identify challenges and opportunities. One key element of facilitation is self-reflection; thefield visit gives us an opportunity to reflect on our performances.1.6 Co-Management of the WorkshopTo help the participants have the opportunity to be part of the workshop process andmanagement for their ownership, the following core committees were formed compromisingmainly of the participants: Process steering committee Feedback committees Welfare committee Tool – box committee1.6.1 Processing Steering GroupJoe introduced the process steering group. He indicated that the group is composed ofworkshop participants and its main purpose is to co-manage the workshop in collaborationwith the facilitators. The group will also be used to provide inputs and feedback betweenparticipants and facilitators. The group will meet at the end of the day to review the progressof the workshop and plan for the next day. Joe introduced some of the Process SteeringGroup members and asked a few other participants who were interested to freely join thegroup. He reminded participants to give feedback to any of the steering group membersabout issues that they would like to see discussed.It was agreed that the committee should reflect the composition of the participants.The following were the additional Members: Gushe (Research) Haile Meleke (Cooperatives) G Hiwot (Water)1.6.2 Tool Box CommitteeTasks:1. To describe and comment on all learning tools used during the workshop for exampleGames, Role Plays, Energizers, Exercises and any methods used during theworkshop.2. To document them in the given box in the following wayTool How used CommentsMembers: Teblets Firzg TostavJoe informed the participants that one of the end products of the workshop will be adocumentation of tools. Learning how to document tools will make one better able to use the10 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013same tools in future. Participants should contribute with the various tools and also thedocumentation process.1.6.3 Welfare CommitteeTasks:1. To report to the responsible facilitators any concern regarding participants welfare,food, accommodation, health etc.2. To organise social events like TV, video sessions, social gatherings, braai or barbeque.Farewell party etc.Members: Girmachew Adye Haileselasie1.6.4 Feedback committeeThis process monitoring committee critically observes what is happening and creativelyreports every start of day to the plenary the committee’s assessment of opinions andfeelings about the content, process, participants, and the group dynamics representing atriangular relationship between the facilitators, participants and the workshop content.Tasks:1. To give an oral summary of the previous day’s events2. To visualise a daily assessment of sessions or topics in a creative way3. By consulting other participants during the day, share any area of concern thatdeserve the attention of facilitators or participantsMembers: Yemane Belanesh Yemane (Extension)Working in the various committees gives the volunteers an opportunity to learn more aboutworking in teams. Joe emphasised that facilitation is about change. Change starts within theindividual and then it transcends to the community. We therefore need to have ourselveschanged first if we need others to also change.Presenting on behalf of the different committees is an added advantage for the volunteers asthey get to practice facilitation and receive feedback from fellow participants and facilitators.11 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20132 OVERVIEW OF PASIDP PROGRESS ANDIMAWESA LEARNING PROCESSTo further bring all participants on the same page with regards to the PASSDIP project andthe link to Improved Management of Agricultural Water in Eastern and South Africa (IMAWESA),Hailu gave an overview presentation on PASSDIP Progress to Date. His report touched onthe following:2.1 Overview of the PASIDP projectProject woredas in 2005/2013Target Group and Project Area Target Group‣ Poor food insecure rural households‣ Most of who are barely subsisting on a per capita income of less than USD 0.30 aday. Project Area‣ focus on drought prone,‣ food insecure and high density woredas of the SNNPR,‣ area characterized by complex highland plateau that are very susceptible toerosion Major Project Components‣ Institutional development‣ Small-scale irrigation development‣ Agricultural development2.2 Strengthening of WUAs in IFAD schemesHailu also presented the work they have been doing with some selected WUAs after theyhad received training on Strengthening WUAs during the Kenya and Zanzibar Trainings. Thereport was informative and managed to generate some discussions thereby brining all theparticipants on board with the PASIDP, IMAWESA and PICOTEAM relationship.PASIDP has provided significant support to strengthen the grassroots institutions at irrigationscheme level, namely WUAs. WUAs have valuable role starting from: scheme design improve water distribution O&M activities minimize conflictsHowever, in spite of this substantial support, most WUAs did not achieve considerableresults in building up of sense ownership. One of the problems, which hinders in achieving dramatic change on communitysense of ownership of irrigation schemes, is the conventional approach that followsdiscussions led by experts or external bodies instead of farmer-led discussions. This approach put farmers on the back seat rather than on the driver seat in issues oftheir own development.12 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Mostly, this approach does not motivate farmers to openly discuss on their issues orchallenges of their development.Recently we have started proper community facilitation activities to extract thepotential problems and solutions of WUA development through the help of effectivefacilitation skills we have acquired it from IMAWESA.Now, there are some indications of changes on attitude and practical actions as theresult of improved community facilitation.Therefore, we hope that breakthrough progress may come to sight in the near future.Accordingly, in the last few months we have conducted WUA workshops at scheme level indifferent IFAD supported schemes. The workshops aimed at: Developing clear understanding on the concept and role of WUAs, which arecharacterized by high responsibility and sense of ownership with active role; Preparation of operation and maintenance plans; Establishing water regulations within the command area; Maintaining records and managing conflict resolution; Proposing changes in schemes during planning and construction; Preparing and executing irrigation management plans, etc.; Workshops have been conducted in participatory extension approach in which therole of the external is only facilitation; This approach is important to be able WUAs to deal with self-motivated challengesand solutions in development in a self-reliant way.WUA workshops facilitated in the project areasAccording to the action plan, the WUA workshops were facilitated: to strengthen the community sense of ownership of irrigation schemes, and to enhance farmers’ contribution towards WUA development. Therefore, in the past few months we have been arranging and facilitating WUAworkshops at scheme-level based on challenges stated on the action plan.Main themes of the workshops lack of common understanding shared vision, non-effective by-laws, poor sense of ownership, lack of reliable and equitable irrigation water supply, inadequate WUA financial resources, functionally weak WUA committees, exclusiveness of WUA committees, unsatisfactory stockholder involvement and poor agronomic practices and marketlinkage etc.13 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Se.No.Number of WUA members and schemes involved in workshopsSchemenameWorkshop participantWoreda Venue and date Trainingcostin birrMale Female Total1 Adiha Kola-temben Kola-temben 2-4/03/20052 Chuhot AtsibiwenbertaHaiki-meshal28/11/-08/12/2004321 89 410 36,680.00103 3 106 47,980.003 Gereb-hidaro ‘’ Haiki-meshal 11-13/2/20054 Atsbi dugwells‘’ Haiki-meshal2/5/20055 Laely-agulae Wukro Wukro 9-15 &21-27/01/20056 Mai-siye Axum Deroka30/12/2004-5/13/20047 Mai-siye ‘’ Deroka 11-14/01/20058 Ruba-assem Adwa Mai-tuem 7-9/05/200592 6 98 32,760.00127 10 137 59,960.0081 11 92 44,016.00156 26 182 32,025.0057 10 67 7,791.00261 51 312 65,240.009 Hiwane H/wajerat 7-9/05/2005 261 51 312 68,940.0010 Seysa Adwa 21-23/07/2005 100 30 130 23,244.00Total 1559 287 1846 418,636.00Accordingly, the challenges were relevant to all WUAs and provoked all members to discusstheir problems openly without hesitation. Discussions were helpful to assess the WUA current status and to draw possiblesolutions for further support. Facilitation tools from IMAWESA trainings were used.Facilitation tools used to enhance workshops outcome: In all workshops, all facilitation tools were used to increase the outcome of thediscussions. These tools were helpful to conduct lively and fruitful discussions. Especially, codes like bus code and river code were appropriate tools to transfermessages easily and also they had very provocative role to the participantsSe.No. Tools Function Comments1 Historical time line To dig out information Provide more information2 Scheme visit Opportunity to learn Good for exchange of idea3 Observation Opportunity to learn andMore understandingAvoid bias or preconception14 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20134 Open questions To get more information orTo probe moregive more information5 Photo, video Visualization Good for sharingexperiences anddocumentation6 Bus code Indicate the importance ofcommon understandingand shared visionHelpful for consensus withregard to commonproperties and benefits7 River code Self-reliance Create sense of ownership8 Discussion Better understanding More issues emerged9 Energizer Motivation Encourage participationMain issues or challenges marked during the workshops: Lack of common understanding Inadequately structured and soft by laws and/or failure in implementing thebylaws. Command areas are not protected from livestock. Unfair irrigation water distribution. . Lack of ownership feeling of irrigation schemes due to inequitable water usesystems and failure in implementing of by-laws. In some WUAs, all beneficiaries in the command area are not organized underthe associations, Absence of strong and committed WUA leadership Inadequate membership contribution and poor financial resource of WUAs. High dependency attitude and absence of full self-reliance High expectation of support from external organizations for all simple andcomplicated maintenance of schemes. Poor stakeholder involvement. Low irrigation water use efficiency Inadequate use of agri. inputs, poor agronomic practices. Lack of strong market linkage produce and Absence of post-harvest shed for temporary storage of agricultural products. WUA are not legally recognized Some workshop pictures15 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Workshop pictures: WUA discussion at region level and scheme levelIFAD supervision mission team discussing with water users association at Kola-Tembenworeda Adiha river diversion.Workshop outcomes: All WUAs are preparing comprehensive strategic plan Members are developing common vision and prospect on the development of WUAs WUAs already set new by-laws that address real problems encountered at schemelevel like challenges related to:o Financial contribution for scheme operation and maintenance;o Security of command area specially from destructive intrusion of livestockand people;o Responsibility and accountability of WUA leaders and members;o Irrigation water management and water use efficiency;o Exclusiveness of WUA committee in terms of gender and village WUAs members have agreed to enhance their financial contribution for schemeoperation and maintenance. And also some schemes are totally protected fromLivestock. WUAs are enhancing integration with important stakeholders; WUAs have been encouraged to enhance their livelihood through developing theirrigation agriculture; Therefore, a significant number of members are using inputs and implementingimproved practices to boost agricultural production; Members are developing sense of ownership of schemes and self-reliance; Some WUAs already re-elected leaders considering gender and village inclusivenessto build more effective and trustworthy WUA committees;16 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Now, committee leaders and members have increased commitments andparticipation in WUA activities;Generally, there is observable change in responsibility sharing after the workshopsand trainings; nevertheless it demands further back up for enhanced outcomes orachievements.Comments and deliberationsJoe commented that it was clear from the report that an action learning process has beenembarked on. Action learning involves being trained in a workshop environment, developinga plan that you get implemented to ensure that their WUAs are strengthened. This isconducted in a systemic and iterative kind of training unlike the modular training. The skillsthat Hailu and other PASIDP officers received from the learning workshop in Kenya andZanzibar were now being applied in the communities and benefiting farmers in the irrigationschemes.Participants asked the following Questions: Are we focusing only on construction or functionality of the structures? There aredesign defects that have made the farmers unable to make efficient use of thescheme. What is the difference between WUA and Cooperative approach? Are the bylaws written or oral? How are the groups managed?Hailu’s Responses to the questions: The design for the different schemes was conducted by Engineers from the WaterBureau who have their own capacity limitations. We have tried to outsource and bringin consultancies to bridge the skills gap, but still, the construction has beenconducted through the Government. The main challenge with canals has been seepage. The construction is supervised by the Water Bureau and sometimes we are outsourcingthe supervision. WUAs have to have by laws for them to function better and we are only starting onthe process. Ten WUAs now have by laws that are not only written, but are alsobeing implemented. We have conducted workshops at scheme level in conjunction with cooperatives,though it may not be able to have all the farmers participating.17 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20133 EXPERIENCES OF STRENGTHENINGCOMMUNITY ORGANISATIONSParticipants got an opportunity to share / reflect on what has been done, what the projectswere doing and what the results have been, including the failures. Joe presented a task thatwas meant to enable participants to bring together their learning experiences from thedifferent projects. The sharing of experiences was to fulfil the purpose of getting theparticipants to have an improved, common understanding of the projects represented at theworkshop.Group taskReflect on your own experiences and what you have observed regarding strengtheningCommunity organisations.1. What did you/ they want to achieve? What did a strong community organisation mean orlook like?2. What was involved? What did you/ they do?3. What tools did you use and why?4. What worked well and why?5. What did not work well and why?6. What did you learn?Visualise on three to five cards using one idea per card and writing clearly to allow easierdocumentation.Choose: a) A facilitatorb) Scriber to provide a detailed summary of the group discussion.Participants were divided into the following four groups: Region South Eastern Zone Central Zone 1 Central Zone 2Comments on the group presentations:Region: When we are talking about lessons, we are saying if presented an opportunity theseare things that I would do differently or reinforce what you have to do the same.Eastern and South Eastern: The presenter said there was a hot discussion in the group during the group work. How does fair distribution of water become a lesson? (We meant to say that if youform a strong WUA you will have fair water distribution). The question what worked well and why does not seem to be answered with reality inmind (efficiency of water use in Tigray is below 45%). Joe reminded the participants not only to comment on the content, but also thepresentation style and reflect on the process.18 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Central zone 2 On what worked well, they said that specialisation has worked well and theymentioned mango. The group has managed to resolve market linkages problem Is it that the production is low and the demand is high, or the market is wellestablished? There are market problems with other crops, e.g. tomato. The whole procedure does not reflect lessons being learnt from past experience. Thegroup seems to be focusing on the future plans rather than reflecting on what theyhave already done. But, it could be the way the group has articulated their ideas.Central Zone 1 Why is technology transfer poor when there is smooth communication? In schemeswhere the farmers are better organised communication is not an issue. Adoption islow because it is not only communication that makes farmers adopt technology. Remember during differentiation it came out that our schemes are at different levelsand it is good to indicate and share at which stages we are having the differentchallenges. Market issues do not seem to be coming out from most of the groups. Gender considerations did not come out strongly, but it is a real issue. In most caseswe are working more with male-headed households. Organic farming agenda - farmers have their own social issues that they wanted tobe addressed first (it is about prioritisation). General comments on visualisation: There is a need to ensure that what we write isvisible, teams need to support the presenter when they seem to be stuck work, finallywhat did the participants feel when they were presenting?Joe and Oliver helped the participants to cluster the cards and the following products werethe result of the group work:19 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20133.2 What project did?Capacity development (social and technical):‣ Training‣ Exposure visits‣ Provide training and technical support‣ Workshops‣ Farmers trainedAwareness creation for shared vision and ownership:‣ Develop sense of ownership in WUAs‣ Having common vision‣ Shared responsibility‣ Awareness creation‣ Needs based grouping‣ Awareness creationDevelop bylaws that give equal opportunities to beneficiaries:‣ Setting strong bylaws and internal regulations‣ Giving equal opportunities to all beneficiaries‣ Enforce bylawsFacilitate improved Governance:‣ Select their leaders, implement activities and form sub-committees‣ Create strong and organisationFacilitated the development of implementable strategic plans:‣ Preparing strategic plans‣ Proposal development‣ Implementation21 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20133.3 What tools were used?Codes‣ Demonstration (bus code and river code0‣ Demonstration‣ Experience sharingParticipatory Rural Appraisal set of tools‣ PRA Tools‣ Participatory problem identification planning, implementation and evaluation‣ Participatory approach is mandatory because farmers are implementers andbeneficiaries‣ Meetings‣ Discussion3.4 What worked well?22 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Efficient and equitable use of irrigation facilities:‣ Efficient use of water resource‣ Equitable water utilisation and canal maintenance‣ Reasonable water distributionCapacity to address their own problems:‣ Sense of ownership‣ Address some prevailing problemsFarmers acquired specialised technical skills:‣ Technology dissemination‣ Farmers skills improved‣ Introduction of integrated irrigation practice‣ SpecialisationImplementation of bylaws and internal regulations:‣ Using bylaws‣ Strong bylaws and internal regulationsScaling up.Fast and smooth communication within members and stakeholders because ofnetworking.Good documentation system.3.5 What did not work well?Difficulty in maintain irrigation facility:‣ Lack of skilled manpower in maintenance‣ Untimely canal maintenance because of lack of awareness‣ Poor maintenance23 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Dependency by WUA members:‣ Lack of infrastructure‣ Dependency‣ Low contributions in the form of financeImproper implementation of bylaws:‣ Problem on implementing bylaws‣ Inefficient use of bylawsWeak and self-serving leadership:‣ Weakness in leadership‣ Self interestLow participation of women.Poor adoption of technologies due to lack of technical support and commitment.3.6 Lessons learntFarmers have the ability to solve their own problems:‣ Develop modern way of solving conflict‣ Solving market problemNeed for common understanding for development of strategic plans:‣ Lack of a strategic plan‣ There was no common understandingStrong WUA uses resources better for improved production:‣ Fair distribution of water because of strong WUA‣ There is increased production due to appropriate use of agriculture inputs.‣ Farmer organisation improves water utilisation‣ Also important in socio economic developmentNeed for continuous demand driven support:24 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013‣ It is important to create awareness and train‣ Intensive capacity building of the whole system‣ Strong follow up and monitoringDevelopment of concise bylaws.4 EMERGING CHALLENGES FROM PROJECTEXPERIENCESChallenges to facilitate Community OrganizationsLooking at the results of experiences regarding facilitation of strongsuccessful community organizations of WUAs and your experience, what arethe three to five most critical challenges in facilitating the strengthening ofFO/WUAs(Max 20 minutes)Formulate as “How to….”Building on the experiences shared during earlier sessions, the groups of participantsunpacked critical challenges faced in strengthening community organisation. Participantswrote their ideas on cards, which were presented in plenary and clustered as below:How to facilitate equitable and efficient use of water:‣ How to achieve effective use of water‣ How to make effective use of water‣ How to establish fair water distributionHow to involve farmers in technology development and adoption:‣ How to improve technology adoption25 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013How to facilitate development and efficient implantation of bylaws:‣ How to implement rules and regulations‣ How to implement the bylaws effectivelyHow to facilitate common vision between leaders and members of WUAs:‣ How to create common vision among users‣ How to improve the commitment of leadershipHow to facilitate inclusive representation:‣ How to improve participation of womenHow to facilitate and manage conflict management:‣ How to manage conflict‣ How to manage conflict among usersHow to facilitate innovative learning platforms:‣ How to integrate stakeholders‣ How to improve integrationHow to get or secure management support for logistic support:‣ How to equip with logistics and techniqueHow to facilitate sense of ownership and self-reliance:‣ How to create sense of ownership‣ How to create self-reliance‣ How to create financial strength5 ALTERNATIVE APPROACHES TO ADDRESS THECHALLENGESJoe advised participants not to take the alternative approaches that were going to bepresented as a religious gospel. They needed to apply it taking into consideration theprevailing local environment and dynamics.He indicated that since the first democratic elections in 1994, the South African Governmenthas been in the process of transforming institutional systems to redress the unequal andexclusive socio-economic development of the apartheid era. At the time, Governmentdevelopmental programmes were largely supply-driven and lacked beneficiaries’ ownership.Since 1998, Limpopo Department of Agriculture (LDA) through the broadening agriculturalservices and extension delivery (BASED) 2 program started a re-orientation process ofservices for the mobilisation and self-organisation of rural communities aimed at betterarticulating service demands and managing the institutional responses of public serviceorganisations.The BASED program was mandated to develop participatory extension approaches (PEA)that would ensure that communities address some of their issues such as; how to get therural people organized and articulate their demand, how to make farmers innovate andexplore options for change and how to coordinate provision of services at community level.2 The BASED program was implemented within the service delivery systems of LDA through thetechnical support of the German Development Co-operation (GTZ).26 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20135.1 Participatory Extension Approaches (PEA)Defining PEA-Participatory Extension Approaches A learning approach for the strengthening of the individual and organisationalcapacities of rural people and their livelihoods to be able to deal with the dynamicchallenges and changes in development in a self-reliant way It facilitates a process of self-organisation of rural communities to enable people tobetter articulate their needs for agricultural and social services and representthemselves vis-à-vis service providers and authoritiesAs part of the project design, the development of PEA approach was integrated with otherstrategies that were focused on capacity building, case study development, and innovationsystem development and mainstreaming. Joe took the participants through the differentphases of the Participatory Extension Approach learning cycle. He shared that facilitatingPEA is about initiating change, reorientation, innovation, reflection and learning from theexperiences and re-planning for future actions.5.1.1 Phase I: Initiating changeThis stage is about building a trustful relationship with communities where previouspositive and negative experiences come into play. This stage is about starting on a cleanslate. The main components include Identification of local Organisations, Identification oflocal innovations and innovators, reflection and sharing. Important considerations in thisphase are:27 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Facilitation skills – learnt from the workshopHousehold interviewsFocus group discussionsRole pays/ Codes – (e.g. Bus code)Participatory Rural Appraisal tools – (e.g. timelines)5.1.2 Phase II: Searching for alternative ways for doing thingsThis involves creating local ownership for problems and challenges, identifying andlearning about service providers, identifying and exploring solutions to learn aboutchange processes, external sources of innovation, and experiences of local innovatorsand closing the loop with reflection and sharing with communities. It is important toconsider the following for this phase: Facilitation skills (peer learning) Problem tree Ranking Role plays – e.g. river code Story telling Farmer to farmer sharing Exposure visits5.1.3 Phase III: Planning to Strengthen Local Organisation CapacityThis phase is about facilitating the development of plans with local organisations,developing strategies for Local Organisations Transformation, linking organisations withidentified sources of innovation. At this stage, Joe gave the example of an umbrella.For an umbrella to function properly the ribs have to be strong so the same goes for localorganisations. For the local organisations to be strong there is a need to ensure that theindividual groups (ribs) are functioning well.Joe also shared how a strong umbrella organisation can organise inputs on behalf thecommunity as shown below.Type offertilizerNo. farmers No. bags (50kg) Money contributed byfarmers (rand)99/00 00/01 01/02 99/00 00/01 01/02 99/00 00/01 01/0228 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20132:3:2 290 242 1,183 628 441 2,557 46,434 34,504 242,147LAN 204 84 1,014 259 178 1,218 11,833 14,722 106,074Super 0 7 14 0 5 43 0 296 2,537Totals 887 624 3,878 58,267 49,522 350,758No. villages 3 4 26 3 4 26 3 4 26Function of the Umbrella Organisations Vary in different communities, but they were mainly established to:‣ Link with service provider and bargain for better services‣ Organise core experiments/activities‣ Coordinate activities for sharing of the experience‣ Support planning and monitoring of activities in all groups‣ Solve conflicts with minimum external support5.1.4 Phase IV: Experimentation while implementing actionWhen farmers have an opportunity and space they can try out new things and togetherwe learn from the experiences generated from their actions. This stage is thereforeabout, enhancing creativity for experimentation and trying out of new ideas. Joe sharedphotos below where one farmer was putting lime on a small portion of her land to try itout. Other farmers were putting maize stover as options to reduce soil erosion.Very important in this phase are: Objective and concept of farmer experimentation Criteria for farmer experimentation Criteria for competition (reward best innovation)5.1.5 Phase V: Sharing of experiencesThis stage involves assessing innovations with the wider community through functionslike mid-season evaluations and village to village sharing of innovations.Below, a farmer shares her experiments where she had applied lime on sweet potatoeswith the researchers from University of Venda. The right hand photo show farmers fromother villages coming to see innovation implemented by farmer who have beensupported through the use of PEA.29 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Some means through which farmers could share include: Farmer to farmers sharing Mid – season evaluation Awarding best innovation)5.1.6 Phase VI: Reflection for learning and sharingThis stage is about reviewing progress in Organisational Capacities and Innovations anddeveloping plans for the next cycle.Overall comments and deliberationsJoe reminded the participants that it is possible for them to come out with a more homebasedapproach without necessarily having to re-invent the wheel. Farmers appreciate morewhen they see that development advisors or facilitators are eager and demonstrate aninterest to learn together with them. If we want results we should engage farmers as equalpartners and desist from the habit of having to tell them for the farmers will always practicewhat suits their condition best. Farmers do not need to be educated in order to articulatetheir own situations.“The biggest stumbling block in development is the change agents themselves. Farmers willnot change until the development workers change themselves first.”30 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20136 Introduction to Facilitation6.1 Facilitation and required qualitiesa) FacilitationWe always try to understand the system,Rather than make the system understand itselfbetter so that it can learn and change. We need facilitation to engage people in change. Assisting people to identify and articulate their challenges or opportunities Mobilizing latent potential of actors to act in addressing their own needs Fostering enthusiasm and motivation around a common causeb) Qualities of a good facilitator Facilitator must be creative and make relevant examples, knowledgeable, good listening skills, articulate, focussed, Has coordination skills, flexible to accommodates others views, provokes participation6.2 Facilitation tools and codesa) Codes:• What is a code? A code is a concrete presentation of a familiar problem A code raises questions and does not provide answers A code can be: Poster - Game - Proverb - Role play - Story Cartoon - Song - Poem A code is an important tool for problem solving Consider the literacy of the people! Be concrete and familiar - raise questionsb) PRA tools:The participants gave the following as examples of PRA tools. Historical time lines, WealthRanking and Social Mapping. Edward reminded the participants that tools should be used fora purpose and not only be for extracting views and answers from communities. PRA toolsshould be used to assist the communities to understand their situation better.c) Participatory Technology Development Tools:These include Research Methods for example on station and on farm trials.Some wisdomIt is very easy to make things complicated, but very difficult to make things simple.31 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Tips:‣ Use appropriate tool depending on the situation.‣ Understand why you have to do it.‣ What challenge are you trying to address.‣ You need to have a range of tools to address the same challenges.‣ You need thorough preparation trying the tools at least two three times before usingwith a group.‣ Be flexible if it does not work out be honest when things do not appear to be working.‣ Use locally available material as much as possible.‣ Just do it.6.2.1 Using Codes as facilitation tools: Example with Bus CodeOliver demonstrated how to role play the bus code and also the decoding process using thebus code and the participants being the community of “Remhay Hotel”.Bus Code Decoding with “Remhay Hotel Community”:1. What can you see happening in the bus? People shouting Everybody talking at the same time and pointing towards different directions Disturbance The bus finally stopped2. Do you think this bus managed to get anywhere? Each passenger wanted the bus to go to his or her own destination or direction Different people wanted to reach different destinations at the same time3. What does this mean in Real life? In communities people have different interests Communities want to have different projects implemented at the same time,roads for transport or canals for improved productivity etc.32 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013There could be external support coming into the community but people mighthave different interests for example men might want water to be used forlivestock while the women want the same water to be used for domesticpurposes.4. What are the Related Problems?At this stage the community is giving you problems that they are alreadyexperiencing as some of the effects of the main issue your facilitation is trying toaddress. For example they will mention: Conflict in the community Conflict in the family No sustainable use of resources No developmentBe careful to get real live examples that relate to them and not other imaginedcommunities.5. What is the Root Cause? At this stage we are helping the community to get a deeper understanding of theunderlying causes. We are peeling the layers of the onion to get to the core. Oliver gave the example of stumping out the tap root of the acacia bushes. Weneed to assist the communities to get to the real underlying causes to avoidwasting attention on only the symptoms of the real issues.3. What do we do?The product of good facilitation should be concrete action plans that are developed andowned by the community themselves. An action plan assists the plan to prioritise: What activities they will carry out When they will carry out which activities What resources are required and who will contribute Who is responsible for each activity What are the indicators for progress6.2.2 The river code: for self-relianceThe river code is a mimic (a play without words) used to demonstrate dependency and theneed for self-reliance. The message in the code is in the carrying. It should demonstrate thatthere is nothing wrong with being helped but do we need to be carried.Preparation: Two lines fairly wide apart are drawn on the floor in chalk to represent banks ofa river. Pieces of paper are used torepresent stepping stones in the riverand an island (a piece of newsprint) isput in the middle of the river.Role play:Two men come to the river and look fora place to cross. The current is very33 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013strong and they are both afraid to cross. A third man comes along and sees their difficulty.He leads them up the river and shows them the stepping stones. He encourages them tostep on them but both are afraid, so he agrees to take one on his back. By the time he getsto the middle of the river, the man on his back seems very heavy and he has become verytired, so he puts him on the little island.The third man goes back to fetch the second, who wants to climb on his back. But the thirdman refuses. Instead he takes his hand and encourages him to step on the stones himself.Halfway across the river, the second man starts to manage on his own. They both cross theriver. When they get to the other side, they are extremely pleased with themselves. The firstman, sitting alone on the island, tries to get their attention for them to come back and fetchhim. They do notice his frantic gestures for help, but want him cross the river in the mannerthe second man did. After waiting for some time, with no attempt for the third man to crossthe river alone, walk off together.6.2.3 The sticks code: for unity and cooperationThe stick code is used to reinforce the issues of unity. Its message is basically that it is easyto discourage one person but not a group. The code clearly demonstrates the importance ofunity. Groups can be formed fordifferent purposes in the valuechain. Farmers can produceindividually but come together andmarket as an entity.Preparation and role playA single stick from a tree is givento any person during a community meeting to break it into pieces. The same person is thengiven a bundle of sticks tied together by a robe (or anything that can bind them together) tobreak them. In most of the cases people struggle to break the sticks when they are in a formof a bundle.6.2.4 Eleven Characters: for inclusivity and team buildingThe eleven characters code shows thatin a community or a project there arepeople with different characters. As afacilitator it is important to criticallyanalyse and know your team. Whileallocating duties and responsibilities,carefully analyse your team members’characters and only allocateresponsibilities according to what one isbest suited for. The code can also beused for team building as it shows thatthe different characters are found in34 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013every team.The facilitator helps the group to: Describe the strengths and weaknesses of each of the characters; the group decideswho should be eliminated from the team to make the team stronger and moreeffective. People are quick to find faults in the characters and have them removed from theteam. Soon, after some suggestions, there are no players left.This leads to the conclusion that, without all eleven players we do not have a team andcannot play at all, so we better use the strengths, and deal with the weaknesses of all theplayers. This is now related to real life situations in the community. This again is an exampleof a code which people will remember and refer back to when real situations come up withintheir communities.6.2.5 Young Old lady: For perception / feedbackand planningThe young old lady is a picture code which can be used todemonstrate the importance of communication where issues ofdifferent perception are concerned. Some people see an oldwoman, others see a young woman. The facilitator asks: 'who iswrong and who is right?' and often a heated debate arises,during which they conclude that different perspectives need tobe accepted and discussed without calling them wrong or right.6.3 The art of questioningQuestions are another facilitation tool that can be used to promote thinking. Why do wequestion things? To get information and feedback. Probing is when we ask more questions to get full information. It arouses theawareness of whom you’re sharing with. So we ask questions... to search for more information to find new ways to solve problems to have new insightsOpen and closed questions: A closed question can only be answered with YES or NO. Open questions have 6 helpers: what why which how where when There is a danger with "why": Why? Why are you doing this? This may not be a good question more especially atan early stage of facilitation. The question with “why” may force the respondent to bedefensive in the answer and may not open up.35 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Good facilitators should use open questions that encourage people to assess their ownsituation without making them feel hopeless. Facilitators should avoid leading questions ifthey want to get the best out of their groups.6.4 VisualisationVisualisation is key as it helps people to have a record and also assists in the sequencing ofideas. Facilitators should however remember that there is need to take into consideration thelevel of literacyWhy:Create transparency about common and differing points of viewCreate an equal balance of participationImproving the creation of a commonly agreed perspective1. Examples with Cards Suitable for “brainstorming” and clustering Use of different shapes of cards increase concentration and comprehensioncapability2. Example flip chart papers Better used where participants are given different tasks Where the same task is given for group work, the facilitator should help insummarising the discussions after the presentations36 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20137 TOOLS FOR SHARING TECHNICALINFORMATION WITH FARMERSTools have been developed that make it easier for farmers to understand technical issuesaround organic matter, soil nutrient deficiency, effect of tillage on runoff, water holdingcapacity. Joe demonstrated to the participants how to go through the process steps forfacilitating the problem of declining soil fertility with farmers.7.1 Soil fertility management tools7.1.1 Knowing the soil betterHave the farmers use the local names they use for identifying and differentiating thesoils and while actually feeling them, for example for texture.Discuss what declining soils fertility means to farmers in their own understanding.They will come up with indicators like declining yields, lost nutrients, presence ofstriga or witch weed and no soil cover.Discuss some of the responses that farmers share during the meeting, for example,Joe indicated that his farmers see by Striga that their soils have poor soil fertility. Hewill then have a detailed discussion with the farmers on Striga. He learnt that farmersknew very well that Striga is a parasite that extracts nutrients and moisture fromcrops rooting system, with the result that the crop becomes stunted.The picture above shows Joe facilitating discussion on declining soil fertilityDiscuss causes for declining soil fertility: Farmers will come upwith a range of causesCreating awareness of the importance of soil analysisthat includes mono Use example of what happens when we take children to hospital.cropping, soil erosionand overgrazing.They get their anthropometric measurements taken, there is somediagnosis then the doctor or nurse prescribes some medicines.The same therefore needs to be done with our soils. Thus soilsampling is introduced and discussed.37 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013During the discussion there is need to elaborate concepts to ensure that all thefarmers and the extension worker are speaking the same language.Find out what farmers have been doing to solve their problem? Explore what the farmers have been practising and the results of such practices.Practices like crop rotation, applying cattle kraal manure, liming and intercropping willnormally come up during the discussion.7.1.2 Deficiency syndromes of essential elementsFarmers know what plants to associate with the different soil nutrient status. The same canbe used to discuss with them symptoms of nutrient deficiency including Nitrogen,phosphorus, potassium and magnesium.Use of still pictures of crops showing signs of deficiency can be shared with farmers. Joereminded that participants that Extension messages are more effective if coming from fellowfarmers.Facilitating the deficiency syndromes of essential elementsN(Nitrogen)For each colour poster, use the following facilitationquestions:P(Phosphorus)What do you see?Which farmers/ groups have this problem?7.1.2.1.1.1.1.1 Kium)(PotassWhat is the extent of the problem in your fields?What do you think is the cause of this?What have you done in the past to solve this problem?Mg(Magnesium)What were the results?38 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Ca(Calcium)In addition to the poster on Phosphorus deficiency, Joe did the same illustration for Nitrogen,Potassium, Magnesium and the effect of liming on acid soils.7.1.3 Organic matter scaleJoe demonstrated the using of the organic matter scale to initiate discussion on the role oforganic matter in relation to water holding capacity. Two samples of cattle manure and ablack clay soil of equal in size were tied into a pair of socks and soaked into water. The twosamples were given some time to absorb as much moisture as possible. The samples wereremoved from the water and a lever scale was used to determine which of the two washeavier.From the observation by the participants, organic matter was slightly heavier that the claysoil- on sand soils there would have been a big difference. Except for the increase in thewater holding capacity in the soils, it was also agreed that organic matter is needed onheavy clay soils to improve the soil structure.7.1.4 Nutrient holding capacityJoe used a magnet and paper clips of different colours to demonstrate how to introduce adiscussion on the role of organic matter in improving the soil’s nutrient holding capacity.When water was poured onto paper with the clips when there was no magnet underneaththe paper the clips were easily washed away. With a magnet underneath the paper the watercould not wash away the paper clips.39 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013In conclusion Joe told reminded the participants that awareness raised using the varioustools will be of no use if not followed up with some concrete action plans to address theproblems.7.2 Tool for Introducing Sustainable Agriculture PracticesOliver followed this with a demonstration on a range of tools that can be used to stimulatediscussion when introducing Sustainable Agriculture concepts with farmers.7.2.1 The rainfall simulator and soil profilesOliver used three trays representing three fields with different land management practices toshow the effect of tillage practices on soil and water loss. Of the three fields, the first onewas cultivated but bare; the second one was mulched while the third had ridges or terraces.On each field were two glasses, the bigger one to collect run off while the smaller one was tocollect water which infiltrates into the soil.40 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013He also demonstrated two simulated soil profiles contained in plastic bottles with an outlet atthe bottom. One profile simulates an eroded soil and has shallow topsoil, while the othersimulates well managed, non-eroded soil.He demonstrated how the tools can bring the farmers to understand abstract concepts of soilerosion to water. Since water is an area of their concern farmers are more likely to starttaking steps to remedy the situation. He stressed on the importance of giving farmersdifferent options from which they would chose want is more suitable to their conditions.When we come to which technologies the farmers are to adopt we are starting thediscussion from their perspective.Oliver took the discussion further to demonstrate how the discussion on the effect of soil losson water holding capacity can be facilitated.7.2.2 Splash erosion demonstrationThis tool demonstrating the relationship between soil cover and water loss due to splasherosion:Effect on bare (naked) soil41 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Effect on covered soilOliver demonstrated how splash erosion occurs and described how from the initial splasherosion, sheet erosion develops into rill erosion starts and escalates into gulley if noremedial action is taken. Using these tools farmers will realise that their fields are notbewitched but rather poorly managed.7.2.3 Soil Aggregate StabilityOliver took clods from a poorly managed field and a conserved field and dropped them intodifferent glasses and asked the participants to observe what was happening. Participantscould see that the other soil sample easily collapsed while the other sample remained intact.Participants could see air bubbles from the sample that remained intact. Participants agreedthat the other sample was weak because it did not have organic matter.Participants discussed how organic matter is applied into the soil through manureapplication, and how it is lost from the soil through ploughing and exposing it.42 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013When farmers have understood the principles they are then facilitated towards findingsolutions and are bound to be more interested. In this way minimum tillage becomesdemand drive8 PREPARATION FOR FIELD WORKHaving learnt about facilitation skills and tools for strengthening farmer organisations, it wastime for the participants to prepare themselves of the field visit and use the acquired skills.For the field exercise, participants were divided into three groups according to the irrigationschemes that the work with.8.1 Background information on the irrigation schemes tobe visited8.1.1 Mai-Tuem Irrigation schemeThe scheme is located in Tigray region central zone at a distance of 30 km from the zonalcapital town Axum. But, it is 5 km from the district capital town Adwa. Mai-tuem / Rubaassem water users association was established in 2001 and currently has 37 members ofwhich 28 are males and 9 are females among of these 5 are WUA leaders in which one ofthem is female. However, the actual beneficiaries are 200. The scheme has 180 ha irrigableland and the major crops grown in the field are vegetables and cereals like tomato, pepper,onion, lettuce, cabbage and maize crop etc. and also some fruits and spices like fenugreek.At present, the WUA has 8826.08 birr capital which is too low and now the problem isrealized by WUA committee and members and they agreed to take some measures to lift upthe financial resource of the association to a reasonable level. The WUA has a constitutionand bylaws, though there is limitation in implementing the rule of bylaws in practice. Nowsome beneficiaries have established WUC.Currently, the WUA /WUC have some challenges, including: Water constraints as a result of upstream water users using more than 350 waterpumps, which lead to remarkable reduction of water downstream. There is a significant number of farmers who are not members of WUA that dwell inthe nearby town. Weak WUA leadership. Low market price of agriculture products as a result of bulk of products of the samecrop in one season. Sabotage from brokers, failure in bylaw implementation, poor financial resource etc.However, despite of these challenges farmers have been benefiting substantially from thescheme in the past 11 years, including: The livelihood of many farmers is significantly improved in terms of food access anddiet improvement, income, housing style, asset building and enrolment of theirchildren in schools etc. Above all, beneficiaries are able to have steady life aroundtheir village the whole year.43 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Presently, no one migrates or moves far to sell his labour, which was common whenpeople were dependent on rain fed agriculture before the irrigation scheme.In practice, some civil servants and factory workers left their jobs and engaged inirrigation agriculture, because of the advantages gained from the irrigation scheme.8.1.2 Seysa Irrigation schemeSeysa Irrigation diversion is found in the Central Zone in Adua Wareda in the Laelay LegemtiKebele. The scheme was started in 2012 EC. The scheme has a total of 130 beneficiaries ofwhich 30 are from female headed households. Total irrigable land is 50 hectares of which 35are currently being utilised.The WUA had developed by laws, but had problems with water use. Due to theintervention of the project, water use has improved.The beneficiaries tried to dig a diversion canal 500m long without any externalassistance.The Water User Associations] is different from others because they are contributingmaterial for construction of the canal. That attempt has now made them a good casethat can be shared with other associations.The WUA has a bank account with a balance of 10 500 birr. The funds were raisedthrough member registration and annual affiliation fees.However, there are still some technical problems.44 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20138.2 Preparing and rehearsing for the field visitJoe gave the task for the preparation for the field visit as shown below.Preparation for the field visit1. Objective: To prepare and practice using facilitation skills and tools to address community developmentchallenges (farmer organisations, or water or natural resources management) faced by farmers.2. In your groupsa) Discuss and agree on the key challenge/ issue you would like to address in the community.b) Prepare the session includingi. Objectivesii. Process steps,iii. Facilitation toolsiv. Roles and Role Playersv. All the materials you would use,c) Role play the session in the plenary to showi. The tools/codes as you will be using them in the communityii. How will you decode using questionsiii. How you would facilitate a plan of action to address the issue.Dive yourselves as follows: Group 1 = Seysa Group2 = Mai Teum Group 3 = Chihot Group 4 = Mai SiyeTime= 1 hourWhen the participants returned from the group work Joe asked how the field preparationshad gone in their different groups. One group reported that in their case they took too much time on discussion. Thegroup said the discussion was very hot and everyone was bringing in new ideas. Another group said they discussed a lot of possible ways to approach the exerciseand this helped them to agree on a product they felt was worth the effort. Another group reported that they had different ideas on how to tackle the exercise.The group members had different decoding systems and they debated a lot on all ofthe contributions. The group felt that the process was very helpful. The fourth group reported that they discussed a lot on the preparations and took aconsiderable amount of time to rehearse the role play and took turns to decode. Thegroup was confident their product would meet the requirements.45 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013In the interest of time and also the fact that the field visit was on two sites it was agreed theactual demonstration in plenary will be done by the Seysa and Mai Teum groups.8.2.1 Presentation of the report by Mai Tuem groupThe group had practised a role play to tackle issues of unequal distribution of water betweenthe upper and lower side (conflict). They role played a modification of the eating codewhereby they had two farmers blocking water so that it goes to their individual fields.Comments: Decoding was not clear asthe facilitator was not summarisingand focusing the discussion. The facilitator was notfocusing on key issues and nottaking advantage of responsescoming from the “community”. The facilitator was simplyagreeing to all the responses anddid not ask questions forclarification, neither was he askingfor examples. The facilitator and thegroup member who was visualising the responses were not in sync.It was also clear that the group had already decided on the outcome of the decodingprocess. Group was advised to come together and polish their preparations taking intoconsideration the comments from the other participants.8.2.2 Presentation of the report by Seysa GroupThe group had prepared and practiced decoding the “The life of the bird is in your hands”story code. The code was to be used to facilitate discussions on issues of self-reliance.46 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Comments: The group reported that they had initially thought of using the river code but wereadvised that the river code had at one time been presented to this community. Anaction plan to address the issue of dependency was however not developed whenthe river code was role played to the irrigation community. The group did not have introductions from the cooperative members although theyintroduced themselves. As part of the opening they requested for the cooperative to tell them of the problemsthat they have been facing. The facilitators and other participants discouraged themfrom including a session on “problems” as this was likely to drown them and derailtheir plan. The group was advised also to note that when they invite for “problems” from thecommunity, it is mostly the affluent likely to respond. That type of facilitation will resultin resolving issues for the well-to-do, thereby further marginalising the alreadydisadvantaged in a community. In any community it is most likely that the affluent are already well off.The group was advised to further refine their decoding of the story code and to focus on theissue that had have identified. During the decoding process the other related problems willcome out as it progresses.8.2.3 Presentation of the report by Chuhet IrrigationBackground information about Chuhet Irrigation Scheme1. Located in the Eastern Part of Tigray in Atsibi-Wonberta District, Hayeilomkebele2. Year of Establishment 29 09 2012 EC3. Initial members: Female-4, Male102 total 1064. Current membership: female 29, male, 155 Total 1845. Initial Capital: From members share 10 200.00 birr From members registration fees 8 000.00 birr Total capital collected 18 200.00 birr6. Current capital From member shares 18 400.00 birr From members registration 9 200.00 birr From members other fees 25 000.00 birr Total 52 600.00 birr7. Committees; 5 Executive Committee: To lead the overall movement of the WUA based on theby laws 3 Water controlling Committee; Control efficient effective and equitable waterdistribution. 3 Controlling Committee: They control the overall work movements andStrengthen the WUA. 3 Conflict resolution committee: Conflict management47 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20138. Documentation: the WUA uses the following written documents By laws Bank Book Legal Personality Certificate Internal rules and regulations about water utilisation Ledger and Account Vouchers Membership register9. Meetings: 2 separate day meetings of members and leaders to discuss about theirassociation.2 Separate days General Assembly Meeting for decision and electionsand action planning.The group had planned a role play to facilitate issues of dependency. The group wasadvised to revisit their plan with attention to where the role play fits into the meeting. Thegroup was advised to polish their plan taking into account comments the other groups hadreceived and also what they were going to experience during the field trip the following day.8.2.4 Presentation of the report by Mai Siye GroupThe group agreed to plan on facilitating discussion on how to create awareness onownership. They said they would use a variation of the 11 Characters. Their code wouldhave seven characters.Comments The facilitators advised the group to think through the Eleven Characters code. Thecode would be more ideal for team building and not for creating awareness onownership. The idea is not to adjust the code to suit a situation but rather to developcodes that make it easier to facilitate discussion on the identified issues. Since this is a new project, the group was advised to think of using the bus code. Thebus code would be very beneficial as it will assist the new group in the process ofdeveloping an agreed upon common vision. The group was advised to observe and learn from the other groups in the fieldexercise for the following day. The experiences from the field trip should be used bythe group to further develop and refine their proposal.Hailu, on behalf of the organisers announced that the participants would be divided into twogroups, as it was only possible to visit two sites due to logistical challenges. Joe and Oliverwill be in the two different groups and will be available to give the groups support if theyshould require it in the field. The facilitators advised the groups to revisit the task and ensurethat they collected all the materials they would require for the exercise before departing forthe field.48 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 20139 REFLECTION ON THE FIELD VISITJust when participants returned from the field visit, Joe had presented a task to help themreflect and process the experiences and observations they have made from the field visit.The task illustrated below was used as a basis for the groups to reflect on the field visit andgive a report back to the plenary.Reflection on the field visit1.ObjectiveTo reflect on the facilitation process steps and tools that were used to facilitate a community meeting meant toaddress farmers’ developmental challenges (Related farmer organisation, to Water/Natural ResourceManagement and farmer organisation).2. Prepare a report from your group that summarisesa) What was going to be achieved?b) What was planned?c) What was done and how?d) What went well and why?e) What need to be improved?f) What you learnt ?g) What can you recommend as areas for improvement by the farmer organisation/ WUA ?h) Specifically suggest a facilitation process to improve the situation? (Tools and how youwould use them)3. Prepare a presentation for the plenary.Time: 1 hourJoe invited the group to first share their honest the feelings they had the night before leavingfor the field exercise, during the field exercise and now that they are back. “How did you feelbefore the field visit, during the field visit and now”? One of the group members said the irrigation scheme being a new area to them, theywere not sure what to expect. They were surprised by women’s participation and theylearned a lot during the trip. One group member said they did not expect farmers to talk about solutions, theythought the farmers would only talk about their problems. That was a very importantlearning moment for the group. When the group left for the field they were hesitant that farmers might not understandthe code and the decoding, but all went well and they are now more confident withfacilitation. They did not expect to find the farmers to be at the scheme on time. The groupmanaged to conduct all the discussions in a friendly atmosphere.Joe further asked the key facilitators (those who facilitated community meetings) what theyfelt before and presently.49 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013One reported that before he went to the field, he thought that they will find it difficultto apply practically what was learned in a workshop situation. The group found thatthe farmers were very open. The farmers demonstrated that they have ownknowledge. What could be lacking is just better organisation and with properfacilitation they can do anything.The group will confidently go and facilitate the same process if given another chanceto do it again.Other participants said they were expecting that the farmers might not attend themeeting at all. Others wondered why we had to travel such long distances just topractice, but after practicing with the farmers they felt it was worth the effort andresources were well invested in the trip.Joe remarked that change is about feelings, and only when we feel badly about our situationwill we really feel the need to change.9.1 Report Back: SeysaObjective: To prepare and practice using facilitation skills and tools to address communitychallengesa) What was going to be achieved‣ To identify key challenges in the WUA‣ Exercise how to facilitate and how to decode facilitation to solve communitychallengesb) What was planned‣ Field preparation‣ Go to community introduce withthem‣ Rule setting‣ Base on key challenge preparedtool to facilitate‣ Identification of other problems‣ Identification possible solutions‣ Preparation of action planc) What was done and why‣ Introduce with farmers50 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Pictures: Role play and its decoding processPictures: Key challenges Identified and development of action plan with the WUAPictures: Exchange of giftsd) What went well and why:‣ Game play done well; farmers decode well‣ Way of facilitation was good‣ Participation‣ Gender participation good‣ Key challenges well identified‣ Action plan prepared and reflected by farmers‣ Bunch of sticks rewarded to farmerse) What needs to be improved‣ Time management and planning‣ Rules should practiced‣ Materials could be well preparedf) What you learnt51 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013‣ We have learnt that WUA can identify key challenges and solutions if facilitatedproperly.‣ Though they know problems and solutions, the WUA need facilitation.‣ Using facilitation tools and codes, you can facilitate community involvement inproblem solving.‣ Farmers are eager to solve their problems.g) What can you recommend as areas for improvement by the farmerorganization/WUA‣ WUA should improve their time management.‣ They should implement their bylaws and strengthen them.‣ Avoid dependency‣ Increase their share contribution‣ Should convince other users to join the WUA‣ Accept technical advice given by expertsh) Stakeholders to do‣ Complete construction and correct the canal construction‣ Experience sharing‣ Close technical follow up and supporti) Specifically suggest a facilitation process to improve the situation? (Tools andhow would use them?‣ Group discussion: by selecting key informants and discuss with them‣ Farmer to farmer discussion‣ Umbrella code‣ River code and bird game or similar‣ Stick codeComments It was pointed out that the recommendations the group came up with focused only onthe farmers and not on the group members themselves. The group mentioned that they were not well prepared and did not have enoughmaterials, but they accepted the feedback. The group learned that although they had identified one challenge initially with use ofbackground information, through facilitation they managed to identify other relatedchallenges. They have learned that it is also important to hear from the farmers’ point of view. The initial challenge of dependency came out, but also two additional challengesregarding the construction or completion of the canal and awareness issues ontechnical information. The group was reminded of the bus code; it is important to pick out one specificchallenge (e.g. how to create awareness for self-reliance), but at the same time notforget the other related issues. As a follow up exercise with the irrigation scheme, the group said they would have tohave to search for other similar codes.Additional comments from Oliver who went to the field with the group.52 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Oliver commended the group for being flexible. They modified their code from initiallystory code to a role play after they realised there could be challenges due to differentdialects, although the language was the same.The group could improve on clarity on roles of facilitators and note takers.They could have done more in terms of preparation materials. For example, thegroup did not take a flip chart stand to the field even though it was clear they wouldneed to use it.The group needs to learn facilitation is not about lecturing, but rather askingquestions that stimulate discussion.The group could have improved on the seating arrangement. The seatingarrangement was such that the farmers were on one side and the facilitators in theirequally large group on the other. As a result, farmers were talking to the facilitatorsand not amongst themselves.9.2 Report Back: Mai TeumWhen they left for the field, the group was eager to see how the association was doing andcompare to the background information. The group discovered that the challenge they hadidentified initially was no longer relevant. The farmers reported leadership was now theproblem. The group reported that they had learned a lot during the field trip and are nowconfident to facilitate in future. One of the group members was afraid farmers would not turn up for the meetingsince it was a working day. The field visit went on very well and was enjoyable. There was a lot of hot discussionas farmers expressed their challenges, but at the same time, they also contributed todiscussion about the solutions. One of the group members summed it all by saying “seeing is believing, we saw whatfacilitation can do”. One immediate output of the discussion was that the farmers said they are going tocontribute 500 birr per farmer towards the construction of their shed.a. Planned: Went to achieve the identification of challenges of the WUAb. Process steps: First we assigned a writer and facilitator The facilitator described our objective to them and invited the leader of WUA Then the leader presented the situation of WUA Questions and comments were raised among the different participants Finally the beneficiaries raised their challenges Thus - inefficient utilization of irrigation water‣ poor practicing of the by-laws‣ lack of coordination/uniting in their activities Pulling tool system (drama) was shown to the WUA for the case of: inefficientutilization of irrigation water Different issues were asked for the beneficiaries/WUA53 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013c. Result: Our plan was achieved in a good way The drama was easily understandable Selected tool was goodd. Went well: Dig out the challenges of the WUA Because: the drama/tool was practical and accepted Challenge exactly fit with their current situatione. To be improved: Facilitator was trying to get the challenges from the community Disorder of ideas during facilitating Drama was very short Sound of actors was too low/quiet (drama )f. Lessons learnt: Teaching practically initiates discussion of problems and solve themselves Message/s can transfer easily using drama/tool system Practical is better than theoretical Two-way communication style is easily understandable Discussion can bring cost sharingg. Recommendations: By-laws should be functional and modified Leaders should be improve their leading system Members should be participate during meetings All beneficiaries should be member of the WUA Conflicts should be solved using negotiation WUAs should be organized to have strong linkages, especially for market Irrigation schemes should be kept by themselves Market-oriented crops should be grown Water-saver technologies should be used e.g. drip Dependency by the WUA should be avoidedh. Facilitation process for future: We observe that the main challenge is applying by-laws in practice WUA needs to reshape and refresh their mind Awareness creation of the WUA is mandatory Using 11 character tools may be functional for the by-laws and awareness ofthe leaders of the WUA WUA came in to an agreement that by the end of this month total brain washis mandatoryi. Further issues that rose during the discussion: Water pollution from ALTEX54 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Canal problem, especially in lower catchmentIrrigation scheme hand-overStoreMarket linkage problemsComments Joe said that the group was lucky because Hailu was there and he managed to savethe day. While preparing for the field visit participants were advised against going tothe farmers and asking them about challenges that they were facing. The group didexactly that and had to force their own code onto to the farmers. One participant observed that the art of facilitation is new to them and during theexercise it was difficult for them, because farmers could easily change the directionof the discussion if they had not been more careful. The facilitator in the group was encouraging farmers to bring a barrage of challenges,yet the group went there already clear about the challenge they wanted to address. Joe observed that what farmers said was the real issue (weak leadership) was notcoming out of their report. The farmers clearly demonstrated that the issue of notfollowing by-laws is only a symptom of the weak leadership. On the ground we went assuming there was conflict and when we showed the roleplay they said that was once the problem but it has now been solved. Now there areother issues, e.g. losing a lot through middlemen, land owners are in the town andhave rented out the land to other users who cannot join the WUA. Leadership is still acritical issue because with good leadership, farmers can solve the market problems. If the bus has to move where does it go to? The first stop is leadership. All the otherissues will start falling into place. The facilitation exercise has made the farmers realise that with improved leadershipthey can market together as an association and not as single farmers. There is a need to facilitate a process that selects genuine leadership. The first thing you do is to start with the functions of the committee. Agree on thequalities of the leadership to fulfil the above functions since by saying they haveweak leadership they already have a yard stick for measuring leadershipperformance. Some of the criteria that you will need are for example gender andsection representation. Use a role play that will create a shared vision between the committee and themembers (e.g. bus code).Additional comments from Joe who went to the field with the group. Joe noted that the group did not present to farmers what they we were visualising(good work with different colours). When you are decoding, it is always important tosummarise using the visualised responses before you move on with the discussion. There is a need to share sessions between facilitators to enable a fresh person tointegrate and work on the mistakes of the previous facilitator. The action planning, even if is done in plenary, has to be visualised and presented. Take a copy or picture of the plan and leave the original action plan with theWUA/community to create a sense of ownership of what was discussed and agreedupon.55 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201310 CONTEXTUALIZATION OF THE LEARNING INTOACTION PLANSThe participants have gone to the field to practice the facilitation skills and tools and gainedsome experience they could use to facilitate the strengthening of the farmer organisationsand water users associations they are working with. Implementing the proposed plans will bevery helpful for a fruitful follow-up workshop as the proposed follow-up will be more practicaland should be responsive to the experiences generated during implementation.Developing action plansReflect on the vision we developed for a strong and effective community organisation/WUA, the challengeshindering them from achieving their vision, and the experiences from the field visit and develop your ActionPlans as follows:a) What do you want to achieve in the next 3 to 4 months?b) What activities will be carries out?c) When will it happen?d) What method or tools will be used?e) Who will lead the process and who else will be involved?f) What resources do you require?g) What external support will you require?WhatachievetoActivitiesWhen tohappenMethods Who isresponsibleResourcesExternalsupportVisualise your work on the flip chartGroup work 1 hourPresentation: 15 minutes10.1 Action Plan for Hintalo and EndertaWhat toachieveActivities When Method Who Resources ExternalsupportEstablishnew WUAsMobilisation June Trainings,discussions,Awareness Junestick codecreationCooperatives,Extension,Budget,stationeryandreferencemanualBudgetCapacitybuildingEstablishWUALeadershipRules andregulationsJuly to AugRole playsEating codeCooperatives,Extension,ResearchBudget,stationeryandreferencemanualBudgetCapacitybuildingRegistration56 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Comments: The group reported that the schemes are still new and WUAs are not yet established. The group was advised to be specific on the support that they required. Some participants wondered if it was possible to achieve this in the coming three tofour months, but the group insisted that it was possible.10.2 Action Plan for Atsibi and WukeroWhat toachieveActivities When Method Who ResourcesExternalSupportCreateawareness onthe role ofstrongleadershipCreateawareness oncooperativesLeadershiptrainingJune toAugustGroupdiscussion,stick code,bus code,presentation,video show,on fieldtrainingWoreda,Cooperatives,Extension.WaterResources,KebeleChiefs,IFADStationery, budget,expertsTechnicalandFinancialSupportFill gaps onwaterutilisation,agronomy andtechnicalissuesDemonstrationon soilmanagement,Post harvestingJune toAugustSoil andwaterconservationmethodsHow to storevegetablesCooperatives,ExtensionBudget,ExpertsFinanceExperiencesharing,DocumentationJune toSeptemberField visit,Photos,VideoCooperatives,Extension,Water,IFADTransport,Finance,ElectronicmachinesFinanceComments: The group said Cooperatives would take the overall lead. The group was advised to consider the involvement of Research, as they are animportant stakeholder. They were also reminded that Chihot has established a WUA and have indicated thatthey have marketing problems; that should be included in the plan.10.3 Action Plan for May Siye and May Shawusha) What to achieve: To establish strong and functional WUAsb) Activities to be carried out: Since they are newly established members‣ Training is mandatory‣ To strengthen the WUAs‣ To implement the by laws57 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013‣ To avoid zero grazing‣ All members to be membership (May Siye)‣ Introduction of improved technologies like vegetables and fruit cropsc) When to happen: Training and implementing the by-laws (June, 2005 E.C.) Strengthen the WUAs (June to September) Introduction of fruit trees (June to September)d) Tools needed: Meeting and group discussion Field visit (experience sharing) Umbrella code Stick code Bus code River codee) Who leads and who involved: Lead: Cooperative Involved extension, water resource office and Researchf) Resources required: Budget for trainings and inputsg) External support needed: Financial support Administration bodiesh) Recommendations: Accomplishment and maintenance of the diversion Submission of the scheme to UsersComments The other participants observed that the group did not follow the proposedpresentation format. Joe advised that the Research people should be involved right from the start so thatthey will better understand problems that farmers are facing. Where possible andwhere opportunities arise, researchers also need to learn and practice facilitation. For new schemes, you are going to establish a FREG (Farmer Research Group) andyou have to involve the Coops and Research. Let us move away from the transfer oftechnology approach and move to Innovation Development. How do you introduce new technology at the same time as mobilising members (weare strengthening the WUA).10.4 Action Plans for Seysa, Adha and Mai teumThe team developed separate plans for the schemes as below:58 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201310.4.1 Seysa SchemeWhat toachieveCompletionof theschemeCompletionof theschemeCompletionof theschemeAvoidanimaldamageDiversifycroppingsystemStrengtheningassociationAwarenessimprovementActivitiesGet fittingWire meshterracingCana l andhead workcompletionandmaintenancePopularizingZero grazingIntroducefruit treesMobilizingandpromotingWUAAwarenesscreationprocessesWhen tohappenUp toAugust 30Up toJune 30Up toJune 30July-SeptemberJune 15-September 30June-SepUp toJune 30MethodsClothcommunicationMonitoring andevaluationfacilitatingClothcommunicationMonitoring andevaluationfacilitatingClothcommunicationMonitoring andevaluationfacilitatingPicturesdemonstrationExperiencesharingCodingFacilitationCoding anddecoding(stick codeand similar)Coding anddecodingField visitWho isresponsibleWaterofficeIFADCommunityWaterofficeIFADCommunityWaterofficeIFADCommunityWaterEnterpriseCommunityBoARDCommunityBoARDResearchMembersCooperativesCooperativesBoARDResourcesBudgetBudgetBudgetBudgetDemonstrationmaterialsBudgetBudgetBudgetExternalsupportAdministrativemeasuresAdministrativemeasuresAdministrativemeasuresBudget supportTraining oftrainersBudgetExpert trainingBudgetVehicleCameraLaptopProjectorBicyclesBudgetStationeryElectronicsImprovetechnicaland knowhow abilityAdoption ofimprovedtechnologiesIncreaseagriculturalproductivityExperiencesharingDemonstrationsStrengthening extensionservicesJune-AugustJune 15-September 30June-AugustFacilitationFacilitationCooperativesBoARDCommunityBoARDResearchBoARDResearchBudgetBudgetTransportationmaterialsDocumentationmaterialsBudgetTransportationmaterialsDocumentationmaterialsBudgetBudgetImprovedtechnologiesElectronicdevicesVehicleBicyclesBudgetImprovedtechnologiesElectronicdevicesVehicleBicyclesDecrease Construction Up to Mobilization BoARD Budget Budget59 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013postharvestlossvegetablefield storageSeptember 30FacilitationCooperativesTransportationmaterialsDocumentationmaterials10.4.2 Adha and May-tuemWhat toachieveAvoid animaldamageDiversifycroppingsystemStrengthening associationAwarenessimprovementImprovetechnical andknow howabilityAdoption ofimprovedtechnologiesIncreaseagriculturalproductivityDecreasepost-harvestlossActivitiesPopularizing ZerograzingIntroducefruit treesStrengtheningassociationAwarenessimprovementExperiencesharingDemonstrationsStrengtheningextensionservicesConstruction vegetablefieldstorageWhen tohappenJuly-SeptemberJune 15-September30Up to June30June-AugustJune 15-September30June-AugustUp toSeptember30MethodsPicturesdemonstrationExperiencesharingCodingFacilitationCoding anddecoding(stick codeand similar)Coding anddecodingField visitField visitFacilitationFacilitationMobilizationFacilitationWho isresponsibleCommunityBoARDCommunityBoARDMembersCooperativesCooperativesBoARDCooperativesBoARDCommunityBoARDResearchBoARDResearchBoARDCooperativesResourcesBudgetDemonstrationmaterialsBudgetBudgetBudgetBudgetBudgetTransportationmaterialsDocumentationmaterialsBudgetTransportationmaterialsDocumentationmaterialsBudgetTransportationmaterialsDocumentationmaterialsExternalsupportBudgetsupportTraining oftrainersBudgetExperttrainingBudgetVehicleCameraLaptopProjectorBicyclesBudgetStationeryElectronicsBudgetBudgetImprovedtechnologiesElectronicdevicesVehicleBicyclesBudgetImprovedtechnologiesElectronicdevicesVehicleBicyclesBudgetComments: Hailu commented that the groups had planned a lot of activities, but they have to berealistic as some of these will not be manageable due to their nature. He advised thegroups to focus on software issues.60 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013He advised the groups not to worry too much about construction activities, as these havebeen contracted. The company contracted is not delivering at the required pace.When allocating responsibilities for the activities, Hailu said the groups should considerthe role and responsibility of stakeholder with regard to their core functions.Joe advised the groups to fine-tune their plans, also considering the experiences andplans proposed after their facilitation during the field trip.11 HOW DO WE ORGANISE OURSELVES TOIMPLEMENT THE ACTION PLANS?Hailu proposed the following set-up that was adopted by the other participants of how theywere going to organise themselves to implement the plans. One way would be to use thezonal teams they have established as peer learning teams to support each other during theimplementation of the activities of the plans.Team NameIrrigationSchemeTeam MembersDepartments/OrganisationsAtsbiWukeroandLeyla Agwia Tesfar Gebru Cooperatives CoordinatorMebrhat GihwetCooperatives ExpertTsegas GebruKahsay TarekeHagyo BrhamuIrrigation ExpertWaterExtension ExpertChihot Belaynesh Kebede Cooperative ExpertMearg MehariBirhanuBesta FikroDACooperative ExpertExtension ExpertGerebhidharo Degefom Tikubet CooperativesKiflom AbadiAdhanon KindegaFinance61 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013AlenIrrigationAdwa and KolaTembenSeysa Yemane Kahsay ResearcherAdey Gebre “Mihretab H.selasie “Mamit BerheHagos AsmelashG.slasie GideyDAIrrigation expertirrigation expertAdiha Yemane Birhane Cooperatives ExpertFitsum AbrhaKinfe G.herExtension coordinatorCooperativesMai Teum Adisalem Tadese Coop. DAG.hiwet WeluIrrigation expertWereb andLaeylay-MaiChewMai-ShawushMai SiyeHinatalo-wEndertaandArato Tihynamanet Tadelle Irrigation AgronomyDesta BirhaneCooperativesMerbrahtu GihbanosShifaraw TsepareCooperatives (Region)Cooperative (Region)Aynimendedo Almaz Alukulu Cooperatives (Woreda)Embaye KidaneTedfar GidadkanMikael GirhwatResearchResearchWaterJoe shared with the participants the tasks of the peer learning teams as developed from theexperience of implementing PEA in South Africa. Joe took the participants through thefollowing notes: A Peer Learning Team is a small group of 2 – 3 or 3 – 4 officers / facilitatorsworking and learning together in the same village or neighbouring communities.The tasks of the Peer Learning Teams (PLTs) encompass: Holding meetings (at weekly or biweekly intervals). Exchanging experiences Planning and rehearsing for the facilitation farmer meetings together Allocating each other responsibilities Supporting one another (e.g. implementation) Exchanging experiences with other PLTs Reflecting and documenting the change processes62 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Where there is backstopping support, the mentors fulfil the following functions: Provide the PLTs with support and guidance Prepare and plan together with PLTs Assist PLTs in the reflection on the activities Give backstopping in facilitating issues Assist in linkages with service providers and other stakeholders Give regular feedback to the PLTs membersJoe proposed that the teams identify leaders who will drive the implementation of the plans.He emphasised that team leadership is not about positions or hierarchy but rather interest,commitment and ability. He also advised that implementation of proposed plans andparticipation in the PLT be used as an incentives for attending the follow-up workshop.63 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201312 NEXT STEPSWhat When Who1 Workshop report 22 June 2013 PICO2 In field training August-September PICO3 Sharing of workshop material13 WORKSHOP EVALUATIONIn their table groups, Joe asked the participants to evaluate the whole workshop based onthe following questions: What we liked most about the workshop?; What we did not like;Recommendations for Future workshop; and What we take home from this workshop is.What we liked most about the workshop: It was participatory; Participatory (Everybody participated) It was interesting We learnt new experiences The availability of training materials Good based training Flexibility of the facilitators Practical learning approach Attractive facilitation Way of energizing was very attractive Way of presentation Way of teaching guides, Methodology of teaching Way of Refreshment; Lunch was available Punctuality Learning process was very nice Hot group discussion Exceptional tools: Bus code, River codeWhat we did not like: Time management Disturbances by mobile phonesRecommendations for Future workshop: Change of venue and field visit sites Have manual for all of us; Manual should be given to us Improve positives, remove negatives Give out learning materials at the start of the training Experience sharing in other regions Participation of ladies should be hot next time Additional experiences and teaching methods More experience sharing plus manual64 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013What we take home from this workshop is Using exceptional codes to create strong and functional WUAs We now know our gaps from this training and will work further on them. The prepared action plans should be implemented effectively. We will transfer and practice all what we learnt from this training. Facilitating and understanding the community is simpler if we use codes.Joe thanked the participants for the feedback and assured them that PICOTEAM strives toalways do the best and believes in using feedback for improved performance.14 CLOSING REMARKSRemarks by the facilitators On behalf of PICOTEAM, Joe thanked all the participants for attending andparticipating throughout the five days. He thanked Hailu and IFAD/PASIDP fororganising and providing logistical support. He also thanked Michael, the translatorfor ensuring that the language barrier did not limit the understanding and participationof both the participants and the facilitators. Joe reminded them that “the life of the bird was in their hands”. He invited Oliver toalso say goodbye.Oliver narrated the following story.Once upon a time in a city suburb lived a wealth widow whose only son had long left forthe Diaspora. Every morning a mad person would pass near her house begging for food.On getting the food from the wealthy widow the madman would say “Do good and good willcome back to you, do bad and bad will come back to you”. This continued every morningfor a while until the widow was getting annoyed. One night she pondered for a while said toherself “Let me just give this madman some poisoned food so that he will never bother meagain”. However her conscience advised her against doing so. As was the norm the nextmorning the madman came around again begging for food, got some bread from thewidow and again said to her, “do good and good will come back to you, do bad and badwill come back to you”. That evening when she was about to sleep a strange young manknocked on her door dirty and hungry with signs of having lived on the streets for a verylong time. She looked closely at the young man, and alas, the young man was her son whohad been long deported from the Diaspora. After taking a shower and a meal he told hismother that he was almost dying of hunger and only survived after a mad man tossed aloaf of bread into his hands and said “do good and good will come back to you, do bad andbad will come back to you”.Oliver told the participants that in their work with the communities they should alwaysremember the story of the mad man for they will always be rewarded in ways they can neverimagine.65 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Remarks from participant representative:Mehretab Hiselassie the Centre Director of Axum Agricultural Research Centre made thefollowing official closing speech.“Dear trainers from South Africa and Zimbabwe, workshop participants and organisers,ladies and gentlemen,First of all, I would like to congratulate you for successfully completing this in-field trainingworkshop. I am sure you have got an excellent training and experience sharing.This training is vital since our country is giving due attention to Strengthening Irrigation andCooperatives in order to alleviate poverty by increasing production and creating marketsuccess through cooperatives.I would like to thank the Trainers for spending their precious time with us in order to sharetheir Knowledge and Experience in Ethiopia.I also appreciate the organisers of this workshop (IFAD/PASIDP) for facilitating and fundingthis training workshop.I appreciate the participants from all the Woredas for attending this training in a time withtight schedules in your respective woredas.I finally declare that this workshop is officially closed.Thank you”.66 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201315 ANNEXES15.1 Annex 1: Open space discussionDuring the open space sessions, participants shared their experiences providing opportunityfor other participants to be exposed to some practical things that have worked in differentcontexts. The open space, being an opportunity for learning, had one of the researchers atAxum Research station sharing they work they are doing. A summary of the presentation isgiven below.Axum Agricultural Research Center: Crop Research ExperiencesA quick presentation by Crop Research Experiences Yemane Kahsay of the TigrayAgriculture Research Institute was also made.The report focussed on sharing results from the following results from teff variety trials, bread wheat variety trials preliminary results, results on the integrated sorghum project, results from the integrated finger millet project results from the integrated fava bean project results from integrated tomato project1. Crop researches Integrated teff improvement1. Variety trial1.1 early set varieties RIL-295/ሲማዳ / Amarach1.2 late set varieties Quncho Yedega tef (DZ-01-2675)67 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013The Table above is showing the: The effect of planting method depends on the environmental and soil condition Therefore site specific result will give a better recommendation As the result indicated trasplanting of teff at spacing of 20 cm inter row and 15 cminterplant spacing is good recomendation for high yield performance Since the result is one year data the experiment will be repeated in 2012 mainproduction season for better conclusion and recommendationIntegrate finger millet improvement projectTreatments Days to maturity Grain yieldACC#29 FMB/01 WK 94.3 2492.1IKHULULE 93 1310.2KNE#1034 92.7 1945.8KNE#1012 96 1971.9KNE#1149 93 2211.2GULUE 94 1599.3KNE#622 91.3 2582.3KNE#628 96.7 2206.4KNE#689 95.7 1673.3KNE#741 92 2110.3KNE#814 94 2550.8Tadesse (check) 97 1387.5Mean 94.1 2003.4CV 1.6 21.8LSD 2.1 613.468 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Integrated tomato improvement project - Effect of P and N fertilizers on tomato1FertilizerRate (kgP 2O 5/haFertilizerCost(Birr)FertilizerApplication&TransportCost [Birr]TotalVariableCost(TVC)[Birr]Fruityield(Q/ha)TotalRevenue(TR)[Fruityield*600]NetRevenue[TR-TVC]MarginalRate ofReturn(ratio)MarginalRate ofReturn(%)0 0 0 0 190 114000 114000100 1200 25 1225 275 165000 163775150 1800 50 1850 298 179100 177250200 2400 75 2475 349 209400 20692540 400021.5 215047.5 4750FertilizerRate (kgurea/haFertilizerCost(Birr)FertilizerApplication&TransportCost [Birr]TotalVariableCost(TVC)[Birr]Fruityield(Q/ha)TotalRevenue(TR)[Fruityield*600]NetRevenue[TR-TVC]MarginalRate ofReturn(ratio)MarginalRate ofReturn(%)0 0 0 0 223 133800 13380050 1200 25 1225 291 174600 173375100 1800 37 1837 300 180000 178163150 2400 50 2450 309 185400 18295032 32007.8 7807.8 78015.2 Annex 2: Committee reportsDay 2: Tuesday 27th May 2013a) Welfare committee:There were no issues raised from the committee report except that there is a need to havepeople choosing between either tea or coffee and soft drinks during breaks. Joe remindedthe participants that the welfare committee does not only report challenges but also whatsolutions they are coming up with.b) Tool box Committee:Below is the visualised presentation69 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013Tools How used CommentPresentationGroup discussionPlenary discussionRole play (differentiation)To give insight on PASIDPactivities and experiences withWUAsTo see issues in depth. Tocritically reviewTo broaden understanding ofissueTo identify knowledge gapsamong stakeholdersWas especially good for newpeople.Helps for developing furtheractionsHelped in visioning of WUA, Digout challengesPropose solutionsHelped Experience sharingHelped to know each otherbetter for experience sharingEnergizers Body movement, Dynamicclapping and flowers forappreciating contributionsWas used to refresh andencourage participationComments: Participants noted that that the bus code and river code were mentioned in one of thepresentations Projectors and cards are missing from the report. Using cards makes it easy to summarise and cluster ideas. The general comment on visualisation was that there is an improvement but letterscan be bigger to be more legible. The group was commended for using different colours for visualisationc) Process steering:A member of the process steering committee had a brief oral presentation that had thefollowing Positives; Participation, facilitation, presentations cheerful To improve: Time management, Multi-disciplinary participation and DA’sparticipation, volunteering for presentations.d) Feedback committee:The committee presented a visualised summary of the previous day activities. Participants were satisfied with the report. Rain and thunder clap Open session invitationsJoe invited participants to write on a prepared flip chart what they wanted to share withothers and topics they wanted more information on. These will be discussed in the opensessions provided for on the workshop programme.70 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201315.3 Tools used during the workshopDaystrainingofTool used How used CommentsMonday Presentation To insight PSSIDP activities ExperienceGroup discussion To see issues in depth of(cards)critical thinkingGood for new comersSharing for futurePlenaryTo broaden understanding ofHelp in visioning of WUAdiscussionissuesPropose possible measures(ChartsRole play Counting from 1-50 Increase concentration of By rising critical questions on ParticipantsWUA and classify into different Help Critical thinkinggroups Age estimatingvideo Bus code Different views are raised butcreate common understandingEnergizing Body movement Hand clamping FlowersTuesday Presentation Feedback committee Toolbox Steering To refresh mind Encourage participationIncrease understandingGroup discussion(cards)Panel discussion(flip chart) Identify critical challenges Develop critical thinking Knowing problems andchallengesShare among the groups Knowing different challenge indifferent WUA.ExperiencesharingPEA from ZimbabwePromote to our casePresentation learning cycle Helps to empower community tosolve problemWednesday Game River cross Understanding the dependenceNine circle code By connecting the boxes Strengthen cooperativesUmbrella Unity must in group Create unity and strengthencooperativeStick code Unity makes strength Strengthen unity11 characters Creating common understanding onpeople with different idea.Strengthen the groups71 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 2013PicturepracticalPicture of crop with lack of nutrientsunderstanding the realityshowingSoil samples with management andwithout management, organic soiland clay capacity to hold water.Group discussion identifying challenges prepare to facilitate fieldsThursdayPracticalIn my tuem and saysaFacilitating has been takenfacilitationFridayPresenting,By summarizing all processUnderstanding the scheme situationcommentingandhappening in the field.discussionthefieldfacilitatingreport andGroup discussion action plan preparation Well prepared the action planPresentation Action plan report Well understanding what will be donefor the next four monthsOverall comments: Tools should not only be used for raising awareness “creatingdiscomfort” but also to help them to develop action plans to address their challenges. Thereis therefore a need for us to have as many tools as possible at our disposal.“If the only tool that you have is a hummer all your problems will look like nails.”72 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201315.4 Annex 3: List of ParticipantsParticipants of a work shop held at Axum Remhay HotelFrom May 27-31/2013Participant'sSN Name Sex Position Woreda Telephone e-mailV/Co-ordinator &1 Yemane Birhane M Expert Adwa 09147870022 Kinfe G/her MIrrigationCooperative Adwa 0914137263 G/her G/hiwot M Irrigation Expert M/leke 0914781444Co-op. Irrigation.4 Desta Birhane M Expert H/wajirat 09147343255 Almaz Aynekulu F Co-operative Expert Enderta 09140453526 G/hiwot Welu M Irrigation Expert Adwa 0914769669Extension Coordinator7 Fitsum Abreha MAdwa 09147742838 Adey Gebre FSocio-Eco.Researcher Axum 0914002406 adigebre@gmail.com9TesfayG/tsadikanM10 Tiblets G/gergis FIrr. & W. Res.Researcher Mekele 0923022863 dutg2006@yahoo.comSocio-Eco.Researcher Axum ARC 0914034889 tibletsgebregergs@yahoo.com11 H/selase Etay M Irrigation Expert Adigrat 091447589612 Guesh Tekle M Researcher L/maychew 0913743126 gueshtek21@yahoo.com13 Yemane Kahsay MHorticultureResearcher Axum 0914727420 yemi2am@yahoo.com14YemaneMekonen M Agei. Expert L/maychew 091474387373 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201315 Niguse T/michael M Co-operative Expert M/leke 091007703116 Hagos G/Miriam M Co-operative Expert M/leke 091478830217TekleweyniTadesseMWaterAdministration M/leke 0914233314 tekleweynitadesse@yahoo.com18 G/selase Gidey M Irrigation Expert K/temben 091428591519 Hagos Tesfay M Irrigation Expert L/maychew 091339512320G/yohanesG/medhin M Irrigation Engineer L/maychew 092198950421 Mearg Tilahun M Co-operative Expert L/maychew 0914493943Irrigation22 Moges Hagos M Cooperative L/maychew 0914189252Belaynesh23 Kebede F Co-operative Expert A/wenberta 091411727924 Mearg Mehari M Co-operative Agent A/wenberta 091439890425 Embaye Kidanu MSocio-Eco.Researcher Mekele 0914755997 embayehiwot@gmail.com26T/haimanotTadeleMIrrigationAgronomist H/wajirat 091411416027ShiferawTsegaye M Co-operative Expert Mekele 091476181228MebrahtuG/lebanos M Co-operative Expert Mekele 0914091815Abderazik29 A/wahab M RPC of ASSP Mekele 0914701009 abdelrazikaa@gmail.com30H/melekotMebratu M Co-operative Agent S/Ts/Emba 0914537259 hailush.mebre@gmail.com31 Adisalem Tadese M Cooperative Adwa 091359723532 Hagos Asmelash M Irrigation Expert Adwa 091443753033 Berhanu Abraha M Co-operative Expert A/wenberta 091457100974 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201334 Alem Atsbeha M Irrigation Expert A/wenberta 091404281935 Mebrat G/hiwot FIrrigationCooperative K/awlaelo 091437668836 Tsegay Gebru M Irrigation Expert K/awlaelo 0914787630Extension Coordinator37 Haftu Birhane MK/awlaelo 0924293282Extension Coordinator38 Kahsu G/tekle MM/leke 0914787452Irrigation Coordinator39 Kahsay Tareke MK/awlaelo 091478829240 Mamit Berhe F Co-operative Agent K/temben 092330342741 Mulaw G/wahd M Co-op. Co-ordinator L/maychew 091418929342AdhanomKindeya M Irrigation Expert A/wenberta 0924292634Extension Coordinator43 Desta Fikre MA/wenberta 091409891644 Kiflom Abadi M Head, WR Office A/wenberta 091416213645 Teklay Gebru M Economic Advisor Adigrat 0914748887 teklaygeb2@gmail.com46TezeraMengisteab M Co-op. Co-ordinator M/leke 091478717147MihreteabH/selassie M Head, ARC T/maychew 091476952648 Tesfay Gebru M Co-op. Leader K/awlaelo 091473363649 Degefom Tkubea M Co-op. Leader A/wenberta 091472427150 Hailu Berhe M IFAD Co-ordinator Mekele 0932344647 hailu_berhe@yahoo.comGirmachewIFAD Training51 TadeseM Officer Mekele 0914724019 tadessegirmachew@gmail.com52 Firezgi Asgedom M IFAD M&E Mekele 0914708184 frezgi20@gmail.com53 Solomon Kiflom M IFAD Accountant Mekele 0914705845 solomonkiflom2@yahoo.com75 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201354 Joe Ramaru M Facilitator PICOTEAM joe.ramaru@picoteam.org55 Oliver Gundani M Facilitator PICOTEAM oliver.gundani@picoteam.org76 | P a g e

TIGRAY Region In-Field Training & Mentoring Learning Workshop, June 201377 | P a g e