DESIGNING PROJECTS IN A RAPIDLY CHANGING WORLD

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RAPTA GUIDELINES FOR PROJECT IDENTIFICATION AND DESIGN PHASES OF PROJECT CYCLE 3 This Chapter is addressed directly to project designers. We assume that you have read Chapter 2 which provides an overview of the RAPTA process. This chapter contains detailed guidelines for each component of RAPTA, listing some of the “whys” and “hows” of each, and provides examples mainly drawn from food security projects. However, this chapter may also be of use to those designing projects focused on other topics, including outside the GEF. Chapter 4 provides an outline of how to use RAPTA to deliver the GEF requirements for project development and documentation. We know that it would be helpful to provide some worked examples that illustrate each element of the whole process for one example project, but as these guidelines have not yet been piloted, it is not possible to do so. Thus we have drawn, initially, on hypothetical examples. 38 RAPTA guidelines for project design
We provide examples of tools used by some organizations involved in the GEF Food Security IAP to assess resilience: The United Nations Development Program provided a contribution describing its resilience tool (COBRA), focused at the household and community level, and how the RAPTA complements it through a systems analysis. The Food and Agriculture Organization of the United Nations (FAO) provided a description of its Self evaluation and Holistic Assessment of climate Resilience of farmers and Pastoralists (SHARP) tool, which assesses the resilience needs of farmers and pastoralists at the household and community level. SwedBio, at the Stockholm Resilience Centre, provided an example demonstrating the value of multi-stakeholder dialogues in defining comprehensive solutions that are inclusive of the opportunities and challenges defined by the multiple actors. If you are not actually designing a project, we suggest you focus mainly on Part I of this report. 3.1 SCOPING RAPTA PROCESS 1. Scoping 4. System Description 2. Engagement & Governance 3. Theory of Change 6. Options & Pathways 5. System Assessment SCOPING Step 1 Explore context, problems, and aspirations of the stakeholders and define project goal Step 2 Define provisional scope, scale and location of the project Step 3 Review relevant past work and consider how the project will build from this Step 4 Identify stakeholders and governance structures relevant to the phase of the project cycle Step 5 Review how resources are to be allocated to the different RAPTA components in the current phase of the project cycle Step 6 Revisit and revise Scoping to reflect learning from other RAPTA components 7. Learning Figure 6 Steps of the Scoping component 3.1.1 Purpose of Scoping The purpose of Scoping is primarily for the proponents of a project to understand more about the problem and opportunities to address it, and to secure political support and/or funding to conduct a project or program in the targeted countries/regions. A project is usually initiated by a subset of the stakeholders – such as governments, donors, NGOs and other key agencies. The project initiators/owners generally have a broadly defined purpose or goal related to the source of the funding, or to the missions and goals of the agencies involved. In the case of the Food Security IAP, it is the country governments and GEF agencies who identify a challenge or opportunity that needs GEF funding. They already have a strong baseline (existing investments in this issue) but they need incremental funding to build resilience into their existing food security programs. RAPTA guidelines for project design 39
Page 1 and 2: DESIGNING PROJECTS IN A RAPIDLY CHA
Page 3: DESIGNING PROJECTS IN A RAPIDLY CHA
Page 6 and 7: CONTENTS FOREWORD..................
Page 8 and 9: LIST OF FIGURES AND TABLES FIGURES
Page 10 and 11: 6
Page 12 and 13: ABSTRACT RAPTA is a unique tool to
Page 14 and 15: RAPTA COMPONENTS 1. Scoping: a stan
Page 16 and 17: HOW TO USE THIS REPORT RAPTA was de
Page 18 and 19: 14
Page 20 and 21: INTRODUCTION TO RAPTA AND ITS APPLI
Page 22 and 23: 1.2 KEY CONCEPTS: RESILIENCE, ADAPT
Page 24 and 25: BOX B Seven principles of resilienc
Page 26 and 27: BOX C Intervention options and adap
Page 28 and 29: gaps. In short, it is a flexible, a
Page 30 and 31: OVERVIEW OF THE RAPTA PROCESS 2 If
Page 32 and 33: The “systems view” encouraged b
Page 34 and 35: description is available. The Syste
Page 36 and 37: are not intended to replace current
Page 38 and 39: and requirements that RAPTA could b
Page 40 and 41: 36
Page 44 and 45: Scoping is a standard component of
Page 46 and 47: Step 5 Review how resources are to
Page 48 and 49: 3.2.3 Steps to Multi-Stakeholder En
Page 50 and 51: • How should the identified stake
Page 52 and 53: BOX G Example of engagement process
Page 54 and 55: • How do you make this RAPTA comp
Page 56 and 57: 3.3 THEORY OF CHANGE RAPTA PROCESS
Page 58 and 59: BOX I Use of term ‘Pathways’ in
Page 60 and 61: 3.4 SYSTEM DESCRIPTION RAPTA PROCES
Page 62 and 63: assess the difficulty or not of cha
Page 64 and 65: Step 4 Describe key social-ecologic
Page 66 and 67: shared and used to inform adaptive
Page 68 and 69: BOX L Example: different domains in
Page 70 and 71: BOX N The RESILIENCE ATLAS and Vita
Page 72 and 73: 3.5.4 What this component will prod
Page 74 and 75: 3.6.3 Steps to take Step 1 Draw on
Page 76 and 77: Table 1 Characterizing and prioriti
Page 78 and 79: long-term role of the Theory of Cha
Page 80 and 81: decision points, implementation tri
Page 82 and 83: Learning serves four objectives:
Page 84 and 85: all RAPTA components and activities
Page 86 and 87: BOX R An approach to learning for p
Page 88 and 89: HOW TO USE RAPTA IN THE GEF PROJECT
Page 90 and 91: input of different knowledge types,
Page 92 and 93:
Table 3 The RAPTA components, activ
Page 94 and 95:
System Assessment Options and Pathw
Page 96 and 97:
APPENDICES 5 92 Appendices
Page 98 and 99:
APPENDIX B GLOSSARY AND KEY CONCEPT
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Multi-stakeholder Engagement Projec
Page 102 and 103:
B.3 STABILITY DOMAINS The term “d
Page 104 and 105:
APPENDIX C SUPPLEMENT TO SECTION 3.
Page 106 and 107:
FACTORS THAT MAY HINDER IMPLEMENTAT
Page 108 and 109:
APPENDIX D LEARNING EXAMPLES Table
Page 110:
106 Appendices
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DESIGNING PROJECTS IN A RAPIDLY CHANGING WORLD

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