DESIGNING PROJECTS IN A RAPIDLY CHANGING WORLD

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all RAPTA components and activities. The project governance structure should also embrace and promote the Learning component and support the role of the team member responsible for Learning, throughout the project. Ideally, the project will stimulate a learning culture and establish processes that continue after the project is complete. 3.7.4 What this component will produce By the end of this step of RAPTA it is expected that the user will be able to: • Identify the objectives for a Learning plan which should be linked to the Theory of Change and impact pathways • Design a plan for collating information, knowledge management and communication • Select the tools and approaches that best support the Learning plan in the local context • Fully resource the Learning component throughout the RAPTA pass. 3.7.5 Resource links http://km.contentthatmoves.com/ http://fao.org/fileadmin/user_upload/knowledge/ docs/ABC_of_KM.pdf https://ccafs.cgiar.org/research-highlight/making-it-real-social-learning-practice#.Vl2j0aO4bX5 http://www.ukcip.org.uk/wp-content/PDFs/SEA- Change-UKCIP-MandE-review-2nd-edition.pdf https://netmap.wordpress.com/tag/internationaldevelopment-2/ BOX Q Learning for and by smallholder stakeholders Self-evaluation and Holistic Assessment of climate Resilience of farmers and Pastoralists (SHARP) Contributed by the Food and Agriculture Organization of the United Nations (FAO) Background The SHARP tool was developed to address the needs of smallholder farmers and pastoralists to assess their climate resilience at the level of individual households and communities. The tool has a strong scientific grounding. It was designed following a thorough assessment of existing literature on climate resilience and through significant consultation with experts in many fields of study. SHARP assesses the resilience of agro-ecosystems on the basis of 13 indicators developed by Cabell and Oelofse (2012). At the same time, a key feature of SHARP is that it allows one to capture the needs and views of those most affected by the impacts of climate change – smallholder farmers and pastoralists themselves. The type of assessment SHARP offers is extremely flexible and can be adapted to different project needs and objectives. It is undertaken through an interactive, participatory survey administered through a dedicated tablet application. The survey is composed of 54 questions that span five aspects of agro-ecosystems that directly affect climate resilience – agricultural practices, governance, environmental, social and economic aspects. It combines a self-assessment with a more quantitative assessment of resilience. SHARP records information, is highly flexible and provides immediate results: several people can be interviewed at the same time and in a participatory manner – individually or in group settings – and data collected can be easily shared. In addition, the application automatically generates a final report containing a preliminary analysis of data collected (offline) – and offers the possibility to compare in real time the scoring and highlight the best or worst components of the farming or pastoral system in terms of climate resilience in order to engender discussions while in the field. The final aim is 80 RAPTA guidelines for project design
Figure 18 Sample SHARP survey results from Tonji, South Sudan, showing average resilience disaggregated by agricultural practices. The red, yellow and gree shaded rings represent low, moderate and high levels of resilience to provide communities with a toolbox of options for improving their resilience to climate change. Rather than a top down imposition of practices to adopt, this method will allow individuals and communities to discuss in a participatory way and pick the practices that best suit their needs. Agro-ecosystem indicators framework: Cabell, J. F., and M. Oelofse. 2012. An indicator framework for assessing agroecosystem resilience. Ecology and Society 17(1): 18. http:// dx.doi.org/10.5751/ES-04666-170118 SHARP has been tested and implemented in several countries within the framework of GEF-funded Climate Change Adaptation (CCA) projects in sub-Saharan Africa. Contacts and resources: Email: SHARP@FAO.org Web: www.fao.org/in-action/sharp Background document: www.fao.org/3/a-i4495e.pdf Android tablet application: https://play.google.com/store/apps/details?id= org.fao.sharp Stakeholders using the SHARP tool. RAPTA guidelines for project design 81
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DESIGNING PROJECTS IN A RAPIDLY CHA
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DESIGNING PROJECTS IN A RAPIDLY CHA
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CONTENTS FOREWORD..................
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LIST OF FIGURES AND TABLES FIGURES
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ABSTRACT RAPTA is a unique tool to
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RAPTA COMPONENTS 1. Scoping: a stan
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HOW TO USE THIS REPORT RAPTA was de
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INTRODUCTION TO RAPTA AND ITS APPLI
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1.2 KEY CONCEPTS: RESILIENCE, ADAPT
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BOX B Seven principles of resilienc
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BOX C Intervention options and adap
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gaps. In short, it is a flexible, a
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OVERVIEW OF THE RAPTA PROCESS 2 If
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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
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Page 42 and 43: RAPTA GUIDELINES FOR PROJECT IDENTI
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 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
Page 100 and 101: 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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