DESIGNING PROJECTS IN A RAPIDLY CHANGING WORLD

through to those applicable at the organisational level
(e.g. GEF), or national level. Furthermore, the Theory
of Change matures through RAPTA iterations, emphasizing
the testing of initial hypotheses, improvement
through learning, and responsive management.
Theory of Change is a key activity in the project identification
phase and early in the project design phase.
It is also an important input into the implementation
phase of a project and underpins monitoring and
assessment, and project evaluation.
Theory of Change comprises:
• Step 1 Assemble the key stakeholders for constructing
the Theory of Change.
• Step 2 Explore the magnitude of change needed to
reach the project goal.
• Step 3 Develop impact pathways to reach the project
goal.
• Step 4 Describe how Theory of Change interacts
with other components of RAPTA.
• Step 5 Adjust Theory of Change to capture learning
from other RAPTA components.
2.4 SYSTEM DESCRIPTION
There is an art to finding the appropriate balance
between overly simplistic and unnecessarily complicated
system descriptions. The Theory of Change and
Scoping help to put appropriate boundaries on the
system being described, so it is not unwieldy. RAPTA
emphasizes iteration, starting with simple workable
descriptions that are revisited and revised throughout
the project. The System Description produces
a record of the current understanding of the system
and the assumptions and evidence underpinning this
understanding. This serves as a fundamental base
for assessing the system’s resilience and the need for
adaptation, as well as for devising interventions.
The System Description component is minimal when
using RAPTA in the project conceptualisation phase
(project Identification, in GEF terminology); it may
be inferred from a preliminary literature review or
from the existing knowledge of the stakeholders. In
the project design phase, the System Description is
essential for underpinning the System Assessment
and Options and Pathways components, and it interacts
strongly with all other RAPTA components. In
the project implementation phase there should be a
means to modify the System Description in response
to new knowledge (the Learning component).
Stakeholders invariably bring different knowledge,
experience and perspectives to a project. The
System Description component is where these come
together to develop a mutual understanding of the
many perspectives held among the stakeholders.
System Description comprises:
• Step 1 Explore stakeholders’ views of the system,
including what they value and why, and what stresses
they anticipate. (Also known as Resilience “of
what, to what”.)
• Step 2 Describe the social and economic aspects,
including institutions and governance of the system.
• Step 3 Describe the biophysical aspects, focusing
on key determinants of structure and function of
the system.
• Step 4 Describe key social-ecological relationships
of system function.
• Step 5 Identify interactions with the scales above
and below the scale targeted by the project.
• Step 6 Synthesize conceptual models, supported
by evidence, from Steps 1 to 5.
2.5 SYSTEM ASSESSMENT
The System Assessment component draws heavily
on the resilience concepts and tools that are central
to RAPTA. It can build on other assessment methods
such as vulnerability, risk or triple bottom line assessments,
if these have been undertaken or are required
of the project.
The System Assessment identifies potential risks,
points of no return and key controlling influences
(controlling variables) associated with anticipated
future shocks or changes, as well as opportunities for
adaptation or transformation.
This component is used differently in various phases
of the project cycle. System assessments made in the
early project conceptualisation phase are likely to rely
on the judgement of a small subset of stakeholders
and may need revision once a well-developed system
Overview of RAPTA process 29