DESIGNING PROJECTS IN A RAPIDLY CHANGING WORLD

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input of different knowledge types, and therefore the engagement of multiple stakeholders. Hence combining multiple stakeholders’ resources and agency through Learning and collaboration, particularly across different scales of a system, is a key attribute of capacity-building for systemic change. Figure 21 represents this assumption by including a vertical axis indicating capacity for systemic change. Each pass through RAPTA builds this capacity cumulatively, enabling deeper and more comprehensive Learning in the next cycle with a broader range of stakeholders. The cumulative engagement of stakeholders from different scales (global to local) deliberately encourages the formation of social networks and the integration of knowledge and resources across these scales through the activities of each iterative pass of RAPTA. Note, however, that building capacity for systemic change does not mean that the project will prescribe or enforce systemic change. Rather, the project will build capacity for stakeholders to understand the options, and to act on them if they wish to. RAPTA fosters an ability across stakeholders to understand issues, trade-offs, intervention points and routes to impact, and creates innovations and connections. In other words, the project does what it can to develop tools and capacity for systemic change, but does not necessarily execute that option. Using RAPTA across all project phases creates the opportunity to integrate across project scales Figure 21 The RAPTA process in the phases of a GEF project, showing the cumulative capacity for systemic change, the cross-scale engagement of stakeholders (reflected by the length of bars and intensity of shading), outputs, outcomes and impacts 86 RAPTA in the GEF project cycle
(e.g. IAP regional component, individual country projects, local on-ground activities), develop an integrated understanding of the food security system and include new partners who will build options for mainstreaming the results beyond the project’s lifetime. Table 2 Requirements to be provided to GEF, and where they are produced in applying RAPTA GEF requirement Project phase RAPTA components that contribute to this requirement PIF 1 Scoping, Theory of Change are the major focus; other components need preliminary consideration to generate project concept. ProDoc 2 Theory of Change, Options and Pathways Log Frame 2 Theory of Change, Options and Pathways Knowledge Management 3 Learning Theory of Change 4 Theory of Change (with details provided by most other RAPTA components) Requirements for the FSIAP Qu 1: Resilience of what? 2 System description Qu 2: Resilience to what? 2 System description Qu 3: What are the key determinants/characteristics 2 System assessment in the targeted system? Qu 4: How is the project expected to 2 Theory of Change, Options and Pathways influence key determinants? Qu 5: How will key determinants be monitored? 2 Learning 4.2 PHASE 1: PROJECT IDENTIFICATION The project identification phase is the first stage in developing a GEF project and its output is an 8-page Project Identification Form (PIF; Figure 21). This establishes the project background and context, policy and institutional frameworks, goals of the project, relevant stakeholders, gender-specific considerations, risks to the project, and knowledge management. RAPTA can be used to generate these GEF requirements (Table 1) and produce additional outputs helpful for later stages (e.g. clarity on the project governance framework, identification of stakeholders and monitoring and assessment plan for Phase 2). The stakeholders involved in this phase are typically the donor, the implementing agency, some of the proponents of the project from government and other key stakeholders. As indicated previously, in this phase a pass through RAPTA could be simple desktop exercise. A PIF can be developed without using RAPTA, but we suggest that even a quick and simple pass through RAPTA will lead to a more coherent PIF. A key element is establishing an appropriate governance structure and theory of change that can foster open stakeholder collaboration and Learning. Being within the project’s sphere of control, this process will generate new Learning and networks among the few global- to national-scale stakeholders involved, so generating an initial lift in capacity for systemic change (Figure 21). RAPTA in the GEF project cycle 87
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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
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description is available. The Syste
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are not intended to replace current
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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 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 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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