Sri Lankan - German Development Cooperation

Performance Improvement Project (PIP)

for development actors in the North and East of Sri Lanka

2009

Annual Report

Trincomalee
January 2010

The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka
and is funded by the German Federal Ministry for Economic Cooperation and Development (BMZ)

Ministry of
Nation Building and
Estate Infrastructure
Development
 Sri Lankan - German Development Cooperation

Performance Improvement Project (PIP)

for development actors in the North and East of Sri Lanka

Annual Report 2009

Trincomalee
January 2010

Ministry of
Nation Building
and Estate
Infrastructure
Development

The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by
the German Federal Ministry for Economic Cooperation and Development (BMZ)
List of abbreviations
ACLG Assistant Commissioner of Local Government NECORD North East Community Restoration and
(also R/ACLG) Development Project

ADB Asian Development Bank NECCDEP North East Coastal Community Development
Project
ADS Assistant Divisional Secretary
NGO Non Government Organisation
BC British Council
NP Northern Province
BMZ German Federal Ministry for Economic
Development NPC Northern Provincial Council

CAM Comité d’Aide Médicale OD Organisational Development

CAP Capacity Building for Implementing Authorities PA Programme Assistant

at Local Level
PDE Provincial Director of Education
CARITAS Catholic agency for overseas aid and
PIDT Public Information Dissemination Training
development
PIN People In Need
CBO Community Based Organisation
PIP Performance Improvement Project
CDO Community Development Officer
PLA Participatory Learning in Action
CIM Centre for International Migration
PPA Provincial Public Administration
CIRM Centre for Information Resource Management
Pre General English for Public Servants
CLG Commissioner of Local Government
STEPS
CS Chief Secretary / Chief Secretariat
PR Public Relations
DS District Secretary / Secretariat, Divisional
PRO Public Relations Officer
Secretary / Secretariat
PS Pradeshiya Sabha
ECCD Early Childhood Care and Development
R/ACLG Regional Assistant Commissioner of Local
EHED Eastern Human Economic Development Centre
Government (see ACLG)
EP Eastern Province
RDO Rural Development Officer
EPC Eastern Provincial Council
RDS Rural Development Society
ESCO Eastern Self-Alliant Community Awakening
SCiSL Save the Children in Sri Lanka
Organisation
SLIDA Sri Lanka Institute for Development
FSCT Food Security and Conflict Transformation
Administration
Project
STEPS Skills Through English for Public Servants
GS Grama Seveka (Grama Niladari)
TO Technical Officer
GTZ German Technical Cooperation
Unicef United Nations Children’s Fund
HRD Human Resource Development
UC Urban Council
IDP Internally Displaced People
WRDS Women’s Rural Development Society
ILDP Integrated Local Development Planning
WSPS Writing Skills for Public Servants
ILO International Labour Organisation
ZDE Zonal Director of Education
INGO International Non Governmental Organisation
ZOE Zonal Office of Education (ZDE)
KNH Kindernothilfe

LA Local Authority
LG Local Government
MA Management Assistant

MC Municipal Council
MDTD Management Development Training Department
(EP)

MDTI Management Development Training Institute

(NP)

M&E Monitoring and Evaluation

Contents

1. Overview ………………………………………………………………………………………………………….…………. 1
1.1 Introduction …………………………………………………………………………..………………………….. 3
1.2 Complimentary publications ……………………………………………………………….………………4
1.3 Executive summary ……………………………………………………………………………………….…… 5
1.4 Progress on Baseline Study recommendations from 2009 ..................................... 6
1.5 Summary of recommendations for 2010 ……………………………………………………….…… 8
1.6 Progress measured by Capacity WORKS Success factor ……..…………….…………………10
1.7 Project summary ……………………………………………………………..…………….………………….. 13
1.8 Project logframe (revised) …………………………………………………………………………………. 15
1.9 Financial summary …………………………………………………………………………………………..... 18

2. Human Resource Development (HRD) …………………………………………………………………………. 19

2.1 HRD Inputs ………………………………………………………………………………………………………… 21
2.2 HRD progress on activities …………………………………………………………………………………. 23
2.3 HRD progress on outputs …………………………………………………………………………………… 26
2.4 HRD details ………………………………………………………………………………………………………… 28
2.4.1 Course details ………………………………………………………………………………………….. 28
2.4.2 The STEPS Institute Jaffna ……………………………………………………………………….. 32
2.4.3 Trainer evaluation and accreditation system …………………………………………... 34
2.5 HRD indications for the next quarter …………………………………………………………………. 35
2.6 HRD issues and recommendations …………………………………………………………………….. 36
2.7 HRD Operational Plan for 2010 ………………………………………………………………………….. 37

3. Local Government ………………………………………………………………………………………………………. 39

3.1 Local Government inputs …………………………………………………………………………..………. 41
3.2 Local Government progress on activities ……………………………………………………………. 43
3.3 Local Government progress on outputs …………………………………………………………….. 46
3.4 Local Government details ………………………………………………………………………………….. 47
3.4.1 Strengthening advisory committees in local government …………..……………. 47
3.4.2 Upgrading the redressal system ……………………………………………………............ 48
3.4.3 Disseminating public information …………………………………..……………………….. 49
3.4.4 Implementing integrated local development planning ……………………………. 50
3.5 Local Government indications for the next quarter ……………………………………………. 52
3.6 Local government issues and recommendations ……………………………………………….. 54
3.7 Local Government Operational Plan for 2010 ……………………………………………………. 57
4. Community Development ………………………………………………………..…………………………………. 59
4.1 Community Development inputs ……………………………………………………………………….. 61
4.2 Community Development progress on activities ……………………………………………….. 62
4.3 Community Development progress on outputs …………………………………………………. 66
4.4 Community Development progress on use of outputs ………………………………………..67
4.5 Community Development details …………………..………………………………………………….. 68
4.6 Community Development indications for next quarter ……………………………………….76
4.7 Community Development issues and recommendations ….……………………………….. 78
4.8 Community Development Operational Plan for 2010 ………………………………………… 81

5. Other Inputs ………………………………………………………………………………………………………………… 83

5.1 Consultants and Contracts …………………………………………………………………………………. 85
5.2 PIP office and staff …………………………………………………………………………………………….. 86
5.3 Equipment …………………………………………………………………………………………………………. 86

6. Appendices …………………………………………………………………………………..…………………………….. 89
Appendix 1: PIP forward calendar January – December 2009
Appendix 2: 2010 STEPS courses and locations draft plan
Appendix 3: Sample trainer’s evaluation form
Appendix 4: Public Information Dissemination Training 2009
Appendix 5: Observation on Committee Systems in 6 Local Authorities
Appendix 6: Gandhinagar WRDS Proposal
Appendix 7: Collaborating on pre-school education leaflet
Appendix 8: ECCD Institutional Framework leaflet
Part One: Overview

1
2
1.1 Introduction
Purpose of the report
The Performance Improvement Project (PIP) Annual Report 2009 has been produced so that colleagues,
partners, stakeholders, and intermediaries can be brought up to date on the project, in terms of
progress towards results. The report has also been written to facilitate annual planning, project
monitoring and evaluation for 2010. In line with GTZ’s annual targets for 2009, the report quantifies
progress as much as possible with facts and figures.

Layout of the report

The report covers the period from 1 January to 31 December 2009 and is divided into five parts. Part
one, Overview, contains a bibliography of complementary reports and papers that support the Annual
Report 2009, an executive summary, progress on recommendations from the PIP Baseline Study Report
2009, a summary of recommendations for 2010 drawn from issues highlighted in the report, progress
measured in terms of Capacity Works success factors (GTZ’s new management approach), the project
summary with revised log frame and a financial summary for 2009. Parts two to four cover the three
main project areas – Human Resource Development, Local Government and Community Development.
Each of these parts is divided into Inputs, Progress on activities, Progress on outputs (and where
relevant Progress on use of outputs), Details, Indications for the next quarter, Issues and
recommendations, and Operational Plan. Inputs are listed as the resources PIP has contributed to make
the reported activities and outputs possible: consultants, contracts, and equipment. Progress on
activities and outputs is set against the project indicators and quantified in terms of quality, quantity
and time. The fifth part, Other Inputs, lists the consultants and contracts that fall outside the three
project results chains, and the staffing and equipment inputs that support all project areas.

Project background
The GTZ Performance Improvement Project (PIP) is implemented by German Technical Cooperation
(GTZ) on behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ). It is
a good governance conflict transformation project which operates in the conflict affected North and
East of Sri Lanka. The project’s mandate is to build capacity for provincial and local government, and
community based organisations so that they can work together towards sustainable development in a
participatory and conflict mitigating way. This includes strengthening integrated English and good
governance training, a system of trainer competencies and accreditation, public grievance redressal and
public information dissemination by local authorities, public participation on local government Advisory
Committees, integrated local level development planning, and small scale community development
projects by women’s groups, including provision of early childhood care and development. The project’s
main stakeholders are the Chief Secretaries, Commissioners and Assistant Commissioners of Local
Government, and selected local authorities of the Northern and Eastern Provincial Councils, selected
Divisional Secretariats, the Ministry of Education Culture and Sport Northern Province, and 30 Women’s
Rural Development Societies in the Eastern Province. The project’s implementing partners at
government level are the Management Development Training Department and the Centre for
Information Resource Management Eastern Province, the Management Development Training Institute
Northern Province, and at international level, British Council Sri Lanka and Czech NGO People In Need.

3
1.2 Complementary publications
The report contains summarised details from a number of other reports and publications, which serve as
stand-alone documentation on PIP 2009 that should be consulted in their own right.

General documents
Baseline Study Report 2009, Performance Improvement Project, August 2009
2009 – 2010 Project Document, Performance Improvement Project, September 2009

HRD
STEPS Phase 4 End-of -Year Report 2009, British Council, January 2010
Report on the Methodology of Training Course, Helen Drinan, August 2009
Report on the Evaluation and Accreditation Scheme for NPC and EPC Trainers, Helen Drinan, November
2009
A Handbook for the Evaluation and Accreditation of Trainers (Draft), Helen Drinan, November 2009
Writing Skills for Public Servants, (Participant’s Workbook and Trainer’s Notes), Kennett and Knight, GTZ
2008
Writing Skills for Public Servants I (Participant’s Workbook and Trainer’s Notes) Draft, Jill Knight, 2009

Local government
Observations on Committee system in 6 local authorities – Best practises and recommendations,
Performance Improvement Project, December 2006
Public Information Dissemination Training, Trainer’s Notes and Participants’ Workbook, Jill Knight, GTZ
2009
Assessing planning capacity of local authorities and divisional secretariats in Jaffna District, Petr Navrat,
July 2009
Preparation of a medium-term integrated local development framework (Four year rolling plan),
Guidelines, Northern Provincial Council, March 2009
Local Government Consultancy 2009 Final report, Petr Navrat, December 2009

Community Development
Proposal writing training for WRDS – an interim assessment report, CIRM, November, 2009
Interventions in public awareness and community development in Batticaloa District, Malcolm Rodgers,
April 2009
Promoting advocacy – an interim report, Malcolm Rodgers and Performance Improvement Project, July
2009
Promoting advocacy – final report, Malcolm Rodgers and Performance Improvement Project, November
2009
Frontline officers joint workshop, Performance Improvement Project, July 2009
Livelihood case studies, Performance Improvement Project, December 2009
Pre-School Collaboration (leaflet), People In Need, August 2009
Collaboration on Pre-school Education Progress Report, PIN, October 2009
Institutional Framework for Early Childhood Care and Development, (Leaflet), People In Need, January
2010
Report on the Institutional Framework for Early Childhood Care and Development (ECCD), People In
Need, 2009
Community Development Resource Book – Concepts, experiences, the way forward, CIRM, Draft, March
2009
People’s Planning Process Support Documents, NECCDEP, B Cattermoul and P Townsley, 2009

4
1.3 Executive summary
PIP had a productive 2009 and the project is generally on track for 2010. Relations with key stakeholders
and implementing partners are strong and figures show results at both intermediary and beneficiary
level. Recommendations for improving approach and implementation are mainly concerned with
government commitment and ownership, and are outlined in section 1.6 below.

The PIP 2009 Baseline Study Report was well received and formed a credible foundation for project
approach and interventions as well as a benchmark by which to measure impact. Progress on Baseline
Study recommendations is summarised in section 1.4 below.

The Skills Through English for Public Servants programme continues to build capacity in English, good
governance, development and conflict transformation skills for a large number of public servants and
their civil society counterparts. In 2009 415 public servants successfully completed STEPS courses; 85%
of whom improved by at least one level in English. The STEPS Institute Jaffna was opened on 19 October
2009 by the Honourable Governor Northern Province and the GTZ Country Director. The Management
Scheme that ensures the Institute’s sustainability was approved on 18 December 2009.

A further 560 public servants successfully completed practical training courses with direct relevance to
the workplace in Public Information Dissemination, Methodology of Training, Integrated Local Level
Development Planning, Effective Communication Skills, Induction to Public Service , and Self Access
Skills. Nearly 50 women from Women’s Rural Development Societies (WRDS) in vulnerable areas
successfully completed training in project proposal writing for their own village development and 54
women began training as pre-school teachers. As a result,

 20 local authorities in the Eastern province designed information campaigns on granting building
approvals, mosquito control, solid waste management , tax assessment and dealing with stray cattle,
which will be implemented in 2010.

 Local Authorities and District Secretariats from three areas in the Jaffna peninsula (Point Pedro UC,
PS and DS, Valikamam West PS and Chankanai DS, and Velanai Island South PS and Velanai DS)
embarked on integrated local development planning after the guidelines were adopted by the
Northern Provincial Council in July 2009. A Support Team, set up in the office of the Regional
Commissioner of Local Government Jaffna, delivered training for phases I and II and planning teams
in each of the three areas were established. The preparation of three development profiles began.

 An advocacy approach to community development by linking 30 WRDS to 6 local authorities and

donors in the Batticaloa District was introduced in cooperation with People In Need (PIN, the Czech
NOGO PIP works with). This included raising the profile of local authorities through the services they
offer at village level and empowering women in the community to ‘learn the donor and the
governance landscape’. 10 WRDS submitted small scale socio-economic proposals to local
authorities for pre-school construction or renovation and to donors for collective business initiatives
in coir, tailoring, and Palmyra production and for a children’s play park.

5
1.4 Progress on Baseline Study recommendations from 2009
HRD
In Not yet
Recommendation Completed Comment
progress started
Training should continue to be delivered based See 2.2 Activities
 and 2.3 Outputs
on previous needs analyses.
Priority to General English (Pre STEPS and See 2.2 Activities

STEPS should be given.
Bridging courses should be developed. Pre STEPS II and

WSPS I
Training courses should be directly related to PIDT, ILDP,
 Methodology
the workplace.
Senior managers should utilise staff’s new HRM workshops to
 be run in 2010
skills in the workplace.
The pool of trainers should be increased and 20 resource persons
 certified
certified with agreed competencies.
More women should be trained at senior Women School
management level.  Principals in Jaffna
recruited for STEPS
Redressal system training materials should be Rewriting in Dec 09
 piloting Apr 2010
updated.

Local Government
In Not yet
Recommendation Completed Comment
progress started
Support for local government reforms should But see 3.7 Issues
be channelled through CLG, ACLG and Local  on Advisory
Authority Chairmen, Councillors, Secretaries. Committees
A feasibility study should be conducted on See 3.4 Details

Advisory Committees.
A balanced composition of committees should The project is
 behind schedule
be ensured.
Quality assurance on the way committees The project is
 behind schedule
function should be provided.
The redressal system should be standardised.  See 3.2 Activities
Redressal system complaints analysis should Planned for 2010

be used to improve LA service delivery.
PIDT should be used to improve LA service See 3.5 Outputs

delivery.
The role of the PRO should be strengthened.  Planned for 2010
Two-way communication between the LA and See 3.7 Issues on
 PIDT
the public should be improved.
Models of good service delivery that benefit See 3.3 and the
 work of PIN
the poor should be duplicated.
Community based advocacy should be See 4.3 Activities on
 Advocacy
encouraged.

6
Community Development
In Not yet
Recommendation Completed Comment
progress started
Women from vulnerable communities should See 4.3 Activities
be supported in establishing relations with  and Advocacy
their local authorities. Consultant’s report
There should be a two way promotion of See 4.3 Activities
 and 4.4. Outputs
services and needs between LAs and WRDS.
WRDS and community centres should work PIP might not
 pursue this.
together.
LAs should find better ways of promoting their See 3.4 Outputs on
 PIDT
services than Citizen’s Charters.
More outreach through sub offices, mobile The project is
services and CDOs should be done by LAs.  behind schedule on
this.
The redressal system could be set up in areas This idea not taken
 up yet.
where the project works with WRDS.
Grama Sevakas could be encouraged to refer This idea not taken
 up yet.
people with grievances to the redressal system
RDOS and SSOs should coordinate their roles See 4.3 CDO-RDO
with CDOs at community level. 3.3 PIDT for Social
 Services Dept. and
2.3 RDO Effective
communication

7
1.5 Summary of recommendations for 2010
HRD
 The Eastern Provincial Council should open up STEPS courses to School Principals, English language
teachers and English medium Maths and Science teachers, just as the NPC did in 2009. Human
Resource Management workshops for senior managers should target this issue.
 Sustaining STEPS in the Eastern Province should be a key discussion point at the EPC Steering
Committee meeting in February 2010.
 The Trainer Evaluation and Accreditation System should be ratified at the next Steering Committee
meeting.

Local Government
 A model for local government advisory committees that addresses both content (committee
functions, rights and responsibilities) and process (committee composition and ways of working)
should be piloted.
 Both EPC and NPC CLGs and the ACLGs should work with PIP to promote the public redressal
system as a means of analysing cumulative complaints for community needs, as well as solving
individual grievances.
 PIDT trainers should get involved in designing and running an information campaign of their
own, including the setting of objectives and the use of indicators to measure impact so that they
can draw on their own experience when delivering training on the same.
 Examples of objectives and indicators should be gathered from the range of information
campaigns that have now taken place because of PIDT and fed back into the training materials.
 ACLG staff should help local authorities evaluate the effectiveness of the information
dissemination they have carried out.
 Local authorities should be encouraged to use more two way communication in their public
information dissemination.
 Senior managers responsible for implementing local government reform in the Northern
Provincial Council should convince the District and Divisional Secretaries in Jaffna of the
importance of ILDP and gain their support for it.
 CLG NP and ACLG Jaffna should work with PIP to draw up formal job descriptions/duty lists for
the ILDP Support Team, encourage the team to be more active and diligent, monitor their work
and ensure regular team meetings take place especially when the PIP consultants are not there,
work with PIP to improve the team’s computer and translation skills, and brief participants at
the start of ILDP workshops (especially senior officers) to support rather than criticise the ILDP
trainers.
 PIP and the senior management of the NPC should decide on the real aim and impact of ILDP,
whether it is a planning intervention that aims to produce socio-economic profiles and 4-year
rolling integrated development plans, or whether it is a capacity development intervention that
aims to produce a sustainable support unit and training courses on ILDP.

8
Community development
 New WRDS project activities should involve both old and new WRDS members in order to
maintain capacity and team work and build leadership skills to compensate for inevitable
attrition of the skills base within the WRDS.
 Relations between RDS and WRDS should be improved by getting them to work together and
share responsibility for village functions and pre-school decisions.
 WRDS members should get training in how to disseminate messages and meeting action points
accurately. At the same time collective meetings which WRDS attend should be facilitated in
such a way that all meeting members understand clearly what has been decided and what has
to be done.
 CLG Eastern Province and ACLG Batticaloa should help PIP find alternatives to village functions,
as well as ways of making village functions apolitical.
 Construction or renovation of pre-school buildings should be used as the focal point for bringing
the WRDS and their local authorities closer together.
 Divisional Secretariat – local authority cooperation should be encouraged at field level through
harmonising the duties of the CDOs, RDOs, SSOs etc. and at steering level through committees
for regulating early childhood care and development.
 NGOs and INGOs working at local level should get a better understanding of, and work more
closely with, local authorities, not just the central line authorities.
 The Eastern Provincial Council, through the CLG and ACLG Batticaloa should find ways of
supporting payments of pre-school teachers in the very poorest communities.

9
1.6 Progress measured by Capacity WORKS Success factors
Strategy
In 2009 PIP supported a number of Sri Lankan government directives for local government reform and
community development. The project’s work with Women’s Rural Development Societies (WRDS)
supported the 2007 – 2010 Eastern Province Development Plan. Work on strengthening public advisory
committees, grievance redressal and improved channels of communication were implemented in
response to Local Government Reforms circulars No. 2, 4 and 10 (2007), the National Policy Declaration
for Local Government (2007) and the Citizens' Charter, emphasising public participation for sustainable,
democratic development (2008). Wadakkil Wasantham (Northern Spring), the three year investment
programme for the Northern Province 2010-2012 from the Department of National Planning, Ministry of
Finance and Planning (July 2009), and Sri Lanka’s declaration that 2009 was the year of English and IT in
education, backed PIP’s strengthening of the STEPS Institute Jaffna, the Organisational Development
(OD) Unit at the office of the ACLG Vavuniya, and the Management Development Training Institute, NP.

The project laid out its gender strategy in the Project Document it published in September 2009, namely,
to strengthen the number of women and the significance of the role they play in provincial council
management and participatory community development. In 2009 this was carried out by ensuring the
1000 plus numbers of men and women on training courses conducted through the project were
balanced according to the purpose of the training. On STEPS courses, a little more than 50% of places
were taken by women. More senior women managers and administrators, with specific reference to
school principals and administration officers, were targeted for placement testing in 2009. As a result,
11 women school principals and In-service Advisors were signed up for STEPS courses in Jaffna District.
Local government invited more women citizens to join public committees in Jaffna District as a direct
result of the PIP Baseline Study which had pointed out the fact that women were underrepresented on
committees. Over 300 women from 21 villages in Batticaloa District began to develop their ‘voice’,
advocacy and community mobilisation skills as a result of PIP, PIN and CIRM inputs while managing to
keep their male Rural Development Society (RDS) counterparts on side. 18 women leaders were
empowered to present their village development proposals to donors and local authorities. In addition,
Initial steps towards pre-school education for girls and boys were taken by promoting positive gender
role models for children in pre-school teacher training for 54 new teachers.

Cooperation
The project continued to strengthen cooperation between local authorities (LAs) and the communities
they serve and increased public participation in local government and community development. This
was done by improving public information dissemination, grievance redressal, and facilitating WRDS-
driven village development projects. Cooperation was also strengthened between the devolved and
central line government structures at local level in order to streamline service delivery at community
level. This was done through improving integrated governance cooperation (devolved and central line
authorities working together) to harmonise inputs to community development through coordinated
roles and responsibilities. Community Development Officers from the provincial government service and
Rural Development Officers managed by the central government service attended coordination
workshops to reduce duplication and gaps at community level. Integrated local level development

10
planning (ILDP) and Divisional Secretariat-Local Authority mutual referral of WRDS proposals, according
to each other’s mandates also increased cooperation. In addition, over 400 staff from a variety of public
service central and provincial government backgrounds, who would normally rarely meet, studied
together on STEPS courses. This built trust, cooperation and informal networks with English as a link
language and tool for conflict transformation.

Steering structure
The PIP Baseline Study 2009 created a benchmark against which operational planning could be
formulated and progress towards impact could be monitored. Regular, consultative bi-lateral meetings
with partners were held as well as more formal steering workshops with key government partners
(March and November 2009) to highlight achievements, adjust operational plans and deal with issues
arising. The project regularly contributed to EPC and NPC Provincial Planning Coordination Meetings,
Ministry of Nation Building quarterly reports and Ministry of Local Government coordination meetings in
Colombo. Planning and reporting progress with WRDS stakeholders was done on a more informal
monthly basis at village level and through weekly field visits. Reports were produced and disseminated
to stakeholders, partners, and donors in an accessible, reader friendly format. Regular financial
monitoring was conducted to ensure adherence to local subsidy contracts with implementing partners
Centre for Information Resource Management (CIRM), Management Development Training Department
(MDTD) EP, Management Development Training Institute (MDTI) NP, OD Unit Vavuniya, STEPS Institute
and ACLG Jaffna. Building contracts with local authorities for pre-schools were awarded according to
strict criteria set down by PIP’s cooperation partner People in Need (PIN).

Processes
Activities and outputs were combined to from discrete initiatives to maximise impact and efficiency.
Synergies between activities were capitalised on wherever possible. For example, the Methodology of
Training course utilised the Effective Communication workshops for its teaching practice in July 2009. As
a result 20 trainers were qualified, 4 senior managers got practice in the evaluation and accreditation of
trainers, and more than 50 Management Assistant participants improved their effective communication
skills. A similar ‘chain’ is planned for local government in 2010. Local government will standardise their
public grievance redressal system (step 1) analyse collective complaints from it (step 2) base Public
Information Dissemination on the analysis (step 3) to advertise improved local government services
(step 4).

Project activities and outputs were implemented in a sustainable manner, by collaborating on the
decision making process with key stakeholders and partners. For the redressal system, integrated local
development planning, local government public committees, public information dissemination, and pre-
school education, this meant channelling implementation from the start through the offices of the
Commissioner and Assistant Commissioner of Local Government, MDTD, MDTI and CIRM, with strong
endorsement by the Chief Secretaries in each case. In addition, sustainability was ensured for the STEPS
Institute Jaffna by ensuring the management scheme was written in a way that allowed for a varied
mandate in the future, including income generation. Approval for the mandate was approved by the
Governor in time to capture a 2010 Northern Provincial Council budget allocation.

11
Learning and innovation
Building on lessons learnt, the project accommodated the fact that in a generalised public service,
human resources are constantly eroded and such attrition should be factored in, not fought against. This
meant planning and implementing interventions that did not rely overmuch on the personality or skills
of specific managers in government or WRDS women leaders in the community. The incidence of key
project partners moving on or being transferred was found to be high. Out of 60 women leaders
targeted by the GTZ supported FSCT project in 2008, PIP found 14 still available for training in 2009; out
of 35 trained Programme Assistant trainers trained in 2007, 7 remained in key training departments. In
addition, PIP has worked with 5 different Commissioners of Local Government in the Eastern Province
since 2005. Dealing with attrition on this scale requires the stamina to ‘start anew’ with each replaced
manager or leader, but it is essential for sustainability. To this end, inputs, activities and outputs were
channelled through a variety of key stakeholders and intermediaries, for damage limitation, and on-
going training was factored in. 20 resource persons from a variety of departments in the Northern and
Eastern Provincial Councils were trained as trainers through the Methodology of Training course to
replenish the pool, and new WRDS leaders were selected for proposal writing courses.

In addition, new systems and training materials were clearly documented and disseminated in the form
of guidelines (Integrated Local Development Planning, Redressal and Committee guidelines), handbooks
(The Community Development Resource Manual), and trainer’s notes and participants’ workbooks
(Writing Skills for Public Servants 1, the Methodology of Training, Public Information Dissemination
Training). All these materials were made sustainable through extensive piloting and redrafting,
standardised formats, agreed writing conventions and templated layouts to arrive at quality products,
with publishing rights, electronic formats and hard copies given to the Northern and Eastern Provincial
Councils.

Task based, learner centred, participatory training standards were encapsulated in the syllabus and the
training materials to drive the methodology and the content even when the trained trainers have gone.
In addition, a stake-holder driven trainer competency and accreditation system was established through
MDTD, MDTI and CIRM so that the pool of resource persons can be augmented and accredited on a
regular basis in future.

12
1.7 Project summary
Name GTZ Performance Improvement Project (PIP)

Donor German Federal Ministry for Economic Cooperation and Development (BMZ)

Objectives 1. Provincial and local government staff and counterparts in the Northern and
Eastern Provinces use new skills to improve the way they work as service
providers, within their organisations and with the public (Human Resource
Development).

2. Local government in the Northern and Eastern Provinces uses improved

mechanisms of communication and planning for better service delivery and
conflict mitigation (Local Government).

3. WRDS in Batticaloa District work with local authorities and donors to

implement small scale socio-economic plans for improved facilities, services
and livelihoods in their villages (Community Development).

Scope Trincomalee, Batticaloa, Ampara, Vavuniya, Mannar and Jaffna Districts

Duration January 2009 – December 2010 (currently working on an extension to 2013)

Beneficiaries The conflict and tsunami affected population of the Northern and Eastern
Provinces with particular reference to vulnerable low income groups of all ethnic
groups, the public the local authorities serve, and women’s organisations.

Intermediaries The management and technical staff of approximately 70 organisations from the
provincial and local authorities and the central line authorities at local level, their
civil society counterparts, women’s groups and community based organisations.

Executing agency The Ministry of Nation Building and Estate Infrastructure Development

Implementing The Northern and Eastern Provincial Councils

agency

Key stakeholders The Offices of the Chief Secretaries (CSO), Eastern Province (EP) and Northern
Province (NP)
The Commissioners and Regional Assistant Commissioners of Local Government,
(CLG and R/ACLG) EP and NP; 49 local authorities, EP and NP
The Centre for Information Resource Management (CIRM) EP
The Management Development Training Department (MDTD) EP
The Management Development Training Institute ( MDTI) NP
The Ministry of Education, Culture and Sports, NP
30 Women’s Rural Development Societies (WRDS), EP

13
Cumulative Value Cumulative, overall project duration: 9 years 4 months from 09/2001 to 12/2010
Cumulative total budget of €10,881,000

Previous phases Date Phase Value Description

09/2001 preliminary € 956,000 rehabilitation, training and

to phase with ADB community development trust
08/2003 building measures with NECORD

09/2003 second phase € 4,000,000 organisational development, human

to with DFID with resource development, planning and
12/2008 €2,100,000 information management and good
co- governance, for the NEPC, then EPC
financing and NPC, through CSO, PPS, CIRM,
from DFID MDTD and CLG; interlinked to the
Capacity Building for Implementing
Authorities at Local Level Project
(CAP), 08/2005 to 10/2008

Current phase Date Phase Value Description

01/2009 current phase; €3,825,000 human resource development, local

to extension of the government reform and community
12/2010 second phase development.

Reporting period January – December 2009

14
1.8 Project log frame (revised)
Development impact
Equitable distribution of resources and greater public participation - through good governance, promotion of democracy at decentralised level, and balanced socio-
economic development - contribute to peace building in Sri Lanka.
Indirect impact
Social equity is improved by conflict sensitive, participatory public services which benefit the vulnerable and the poor.
Outcome
Management tasks and service delivery for socio-economic development are carried out in a coordinated, participatory and conflict sensitive way at provincial and local
level.
Outcome indicator 1 Outcome indicator 2
650 people working at provincial and local government Conflict sensitive, participatory mechanisms
level apply what they have learnt about good governance (committees, redressal systems) are established
and conflict transformation in the work place. (Means of and used in at least two local authorities. (Means
verification: gender sensitive survey) of verification: minutes, publications and
agreements)
Use of output 1 Use of output 2
Provincial and local government staff and counterparts Local government uses improved mechanisms of
improve the way they work as service providers, within communication and planning for better service
their organisations and with the public. delivery and conflict mitigation.
Output 1 Output 2
Training courses, trainers and materials for key Public committees, redressal systems, information
competencies in planning, management, communication, dissemination and local development planning
good governance and conflict transformation are become more equitable, responsive and efficient.
increased and made sustainable.
Activities 1 Activities 2
 Bridging courses for Skills Through English for Public  Public committees are improved in terms of
Servants (STEPS) are developed and STEPS courses composition, ways of working and what they
are run in different locations. discuss.
 STEPS Institute in Jaffna is set up under the NPC.  Public redressal staff and systems are
 Good Governance and conflict transformation are standardised, upgraded and expanded.
taught through a variety of courses: STEPS, public  Local authorities receive Public Information
information dissemination training (PIDT), effective Dissemination Training (PIDT).
communication, self access skills, induction to public  Integrated local development planning is
service, report writing. introduced in new areas.
 The training capacity of the Provincial Councils is  Information management for development
strengthened and a trainer evaluation and profiles is supported.
accreditation system is established.
15
Outcome indicator 3
Plans and proposals from women’s/ community
based groups are reflected in at least 10 current,
small scale socio-economic projects. (Means of
verification: agreements and local development
plans)
Use of output 3
WRDS work on realistic projects for their village
development in terms of improved facilities, services
and livelihoods.
Output 3
WRDS have the confidence and skills to access the
services of local authorities and other donors for
community development.
Activities 3
 WRDS leadership is strengthened for
community development purposes.
 Advocacy events are organised to bring the
Local Authorities and communities closer
together.
 Livelihood development is strengthened and
new livelihood ventures explored.
 Pre-school education, facilities, staff and
systems are strengthened.
 Use of output 1 Use of output 2 Use of output 3
Provincial and local government staff and counterparts Local government uses improved mechanisms of WRDS work on realistic projects for their village
improve the way they work as service providers, communication and planning for better service delivery development in terms of improved facilities,
within their organisations and with the public. and conflict mitigation. services and livelihoods.

Use of output 1 indicators Use of output 2 indicators Use of output 3 indicators

 600 public servants and 70% of senior managers
affirm the use of English as a result of STEPS has
improved management, administration and/or
conflict transformation at work. (Means of
verification: end of course results and
questionnaire)
 250 participants who work in community
development, education, local planning, grievance
redressal and public information dissemination
affirm that they have improved the way they work
with the public as a result of PIP training. (Means
of verification: survey)
 The STEPS Institute in Jaffna becomes sustainable
under the NPC and provides quality assured
courses on a regular basis for public servants and
teachers. (Means of verification: Management
scheme, budget allocation, course enrolment)
 Provincial council training organisations (CIRM,
MDTD, MDTI) accredit trainers and use them to
deliver needs based training programmes. (Means
of verification: trainer competency evaluations)
 Advisory Committees contribute to successful service
delivery in 2 local authority areas.
(Means of verification: committee minutes, reports,
notices)
 Public Relations Officers successfully resolve conflicts
through the redressal system in 10 local authority
areas.
(Means of verification: complaints register and
database)
 Complaints analysis improves service delivery in 2
local authority areas.
(Means of verification: local authority and public
survey)
 5 Local authorities successfully disseminate key
messages through public information campaigns.
(Means of verification: campaign records, materials
and public survey)
 Local authorities use development profiles and
integrated local development plans for participatory
planning and service delivery in 2 areas. (Means of
verification: plans and minutes)
 10 WRDS submit realistic, needs based
proposals for community development and
/or collective business initiatives/livelihoods
to local authorities and other donors.
(Means of verification: documents, LA
records, correspondence)
 (20) WRDS managed pre-schools provide
quality pre-school education for (X)
children.
(Means of verification: classroom
observation records and teacher/material
evaluations)
 (5) WRDS get local authorities and/or the
Ministry of Education to provide on-going
quality assurance and support for (10) pre-
schools.
(Means of verification: records of visits,
meeting minutes, survey.)

Note: The public redressal system, PIDT, WRDS advocacy/proposal writing, WRDS Pre-School, and STEPS for English language/English medium teachers impact at
beneficiary level. STEPS for non teachers, Effective Communication and the Methodology of Training impact at intermediary level. ILDP and strengthening
advisory committees also impact at intermediary level instead of the envisaged beneficiary level because the time it will take for these two initiatives to produce
results in the community goes beyond the life of the project.

16
 Output 1
Training courses, trainers and materials for key
competencies in planning, management,
communication, good governance and conflict
transformation are expanded and institutionalised.
Output 1 indicators
 STEPS is successfully expanded to five levels.
 900 participants successfully complete STEPS
courses and 70% of them are able to apply
improved English skills in the workplace.
 400 participants are able to apply new skills in
good governance and conflict transformation.
 The STEPS Institute in Jaffna becomes operational
under NPC management.
 25 Provincial council trainers meet agreed
competency standards and deliver quality training
programmes in a variety of subjects.
Activities 1
 Bridging courses for Skills Through English for
Public Servants (STEPS) are developed and STEPS
courses are run in different locations.
 The STEPS Institute in Jaffna is set up under the
NPC.
 Good Governance and conflict transformation are
taught through a variety of courses.
 The training capacity of the Provincial Councils is
strengthened and a trainer evaluation and
accreditation system is established.
Output 2
Public committees, redressal systems, information
dissemination and local development planning become
more equitable, responsive and efficient.
Output 2 indicators
 5 advisory committees are established and pilot new
ways of working with the public.
 Local authorities implement upgraded complaints
systems and analysis through 10 existing and 5 new
public redressal systems.
 20 local authorities design effective public information
campaigns on different issues.
 Integrated local development profiles and plans are
designed for 3 areas.
Activities 2
 Public Committees are improved in terms of
composition, ways of working and what they discuss.
 The public redressal system is standardised, upgraded
and expanded.
 Local authorities receive public information
dissemination training (PIDT).
 Integrated local development planning is introduced
in new areas.
 Information management for development profiles is
supported.
17
Output 3
WRDS have the confidence and skills to access
the services of local authorities and other
donors for community development.
Output 3 indicators
 15 WRDS establish working relations with
their local authorities and other
development actors.
 15 WRDS produce realistic, needs based
proposals for community development or
collective business initiatives/livelihoods.
 6 successful village open days enable 500
people to get to know their local authorities
better.
Activities 3
 WRDS leadership is strengthened for
community development purposes.
 Advocacy events are organised to bring the
Local Authorities and communities closer
together.
 Livelihood development is strengthened
and new livelihood ventures explored.
 Pre-school education, facilities, staff and
systems are strengthened.
1.9 Financial Summary 2009

All figures are in Euros.

Consultants
Human Resource Development 94,695
Local Government 54,366
Community Development 43,050
Other 8,892
Sub total 201,003
Contracts
Human Resource Development 265,172
Local Government 54,030
Community Development 130,122
Other 51,575
Sub total 500,899
Other Inputs
Procurement 54,545
Training (Accommodation, Meals, Venue Hire, Transportation) 62,291
Sub total 116,836
GTZ inputs
National and International Staff 490,300
Office running costs (Trincomalee, Jaffna, Batticaloa, Colombo) 177,200
Management costs 199,900
Sub total 867,400
Ministry of Nation Building and Estate Infrastructure Development Tax and Duty - 21,300
reimbursement
Total 1,664,838

18
Part two: Human Resource Development

19
20
2.1 HRD Inputs
Consultants

Name: Jill Knight, Materials Design Consultant

Contract dates: 23 February – 6 November 2009
Consultancy aims: Design, develop, pilot and evaluate training courses for local authorities on
disseminating public information (PIDT) and writing skills for administrative
purposes (WSPS 1).

Name: Helen Drinan, Methodology Consultant

Contract dates: 9 June – 25 November 2009
Consultancy aims: Design and pilot a sustainable trainer evaluation system for the Northern
and Eastern Provincial Councils and get senior management to endorse it. Make
the Methodology Course more sustainable and increase the pool of trainers.

Name: Lynda Gill, English Language Teaching Consultant

Contract dates: 24 Jul 09 – 15 Sept 09
Consultancy aims: Pilot the Writing skills for Administration (WSPS I) course and give feedback for
the second draft.

Name: S Surendran, HRD Database Consultant

Contract dates: 5 June – 30 September 2009
Consultancy aims: Develop a database in Access for PIP HRD that can keep records on all PIP
course participants and print a variety of monthly reports by course type,
location, job category, gender, ethnicity, achievement etc. for monitoring and
evaluation and to support human resource management in the Provincial
Councils.

Contracts

Implementing partner: British Council Sri Lanka

Contract name: Skills Through English for Public Servants Phase 4 (STEPS 4)
Contract dates: 1 March 2009 – 26 November 20 10
Contract aims: Provide 4 week intensive content and language integrated programmes
so that 920 Provincial Council staff (400 PreSTEPS I and II; 360 STEPS; 160 WSPS I
and II) are able to use enhanced critical thinking, good governance, conflict
transformation, planning, management and English skills in the workplace.

21
Implementing partner: Management Development Training Department
Contract name: Training Programme for 350 Public Servants
Contract dates: 1 May – 30 November 2009
Contract aims: To provide Training programme for 350 public servants in Induction to Public
Service, Effective Communication skills, Computer Hardware training, New
Public Financial Management and Public Accountability, Human Resource
Management, Personality Development and Positive Attitudes.

Implementing partner: Chief Secretary’s Office, Northern Provincial Council

Contract name: Extension to Common Hall for Capacity Building at NPC
Contract dates: 1 April – 15 October 2009
Contract aims: Provide a suitable training and learning space for professional development
of Northern Provincial Council staff conducted by the Management
Development Training Institute (MDTI,NP) and others.

Implementing partner: Ministry of Education Culture and Sports, NP

Contract name: Modification of STEPS Institute Building, Jaffna
Contract dates: 19 August -10 October 2009
Contract aims: Complete the renovation of the STEPS Institute Jaffna and make it operational
for the start of the STEPS Programme Set F, November 2009.

22
2.2 HRD progress on activities

 Plans to accommodate 900 public servants (550 from NP and 350 from EP) on
Participants and
STEPS courses between Mar 2009 to Nov 2010 were agreed through a fourth
courses are in
contract signed with British Council, 20 February 2009.
place for an
 The PIP Baseline Study with 473 senior and middle managers, field officers, and
expanded STEPS
clerical staff from 65 organizations in the NPC and EPC analysed public servants’
programme
ability in English language, good governance and conflict transformation skills,
February – May 2009.
 1251 staff from 82 NPC, EPC organisations and Central ministries sat the
placement test and 1052 qualified for STEPS courses at 5 levels: Pre STEPS I,
Pre STEPS II, STEPS, WSPS I, and WSPS II. Placement Tests were conducted:
District Dates No. people
Batticaloa 10 – 12 February 2009 36
Jaffna 24 – 26 February 2009 233
Vavuniya 26 – 27 March 2009 85
Trincomalee 11 – 12 May 2009 119
Ampara 19 – 21 May 2009 54
Colombo 20 – 21 August 2009 52
Jaffna 8 – 10 December 2009 540
 Materials for a second General English for Public Servants course (Pre STEPS II)
Bridging courses
for Skills Through at pre intermediate level, for Pre STEPS I graduates who attained 4/3 final
English for Public scores and for those who scored high Band 2 on recent Placement Tests, were
Servants (STEPS) developed by British Council, March – May 2009.
are developed  Pre STEPS II was piloted by the British Council 15 June – 10 July 2007 and
became part of the STEPS suite for regular use after the second pilot in Jaffna,
21 September - 16 October.
 Materials for a second Writing Skills for Public Servants course (WSPS I), dealing
with letters and minutes at intermediate level for STEPS graduates who
attained 4/3 final scores and for administrators who scored Band 4 on recent
Placement Tests, were developed by PIP Materials Development Consultant,
July – October 2009.
 WSPS 1 draft 1 was piloted by PIP English Language Teaching consultant, 3 – 28
August 2009 and draft 2 by British Council 9 November – 4 December 2009.
 STEPS Courses were run on a regular basis in Jaffna from April 2009 onwards.
STEPS courses are
run in different Courses were run in Batticaloa and Colombo for staff who could not be
locations. residential in Trincomalee.
Place Set A Set B Set C Set D Set E Set F
13/03 – 10/04 24/04 – 22/05 12/06 – 10/07 24/07 – 21/08 18/09 – 16/10 6/11 – 4/12

Trinco      
Jaffna     
Batticaloa  
Colombo 7 wks

23
  A building was designated by the CSO and the Ministry of Education NP at
The STEPS
Canagaratnam MMV (Stanly College) Jaffna for the STEPS Institute and initial
Institute in Jaffna
refurbishment by NECORD of Rs2.8m carried out, May- August 2009. Ministry
is set up under the
of Education NP and PIP completed the refurbishment with contributions of
NPC.
Rs800,000 and Rs700,000 respectively, August - October 2009. The STEPS
Institute was officially opened by Hon. Governor NP and Country Director GTZ,
19 October 2009. STEPS courses delivered by British Council started 4
December 2009.
 1 PA, NPC Trincomalee and 1 PA, Regional Commissioner’s Office, Jaffna, were
assigned to PIP for on-the-job training in STEPS course administration in
preparation for permanent appointment to the STEPS Institute, from February
2009.
 8 Jaffna based staff from the Ministry of Education NP - 6 ISAs and 2 MAs -
were trained to administer Placement Tests the STEPS Institute, 8 December
2009.

Good Governance  Materials for a four-plus-one day Public Information and Dissemination
and conflict Training (PIDT) were developed by PIP Materials Development Consultant, and
transformation are piloted with the Social Services Department, EP, 16 - 19 March 2009 and PIDT
taught through a training of trainers, 26 - 29 May 2009. The first pilot for local authorities was
variety of courses. conducted in Batticaloa District for 19 PROs and CDOs from 9 local authorities,
29 June – 2 July 2009 with follow up 23 Sep2009. PIDT materials were produced
in Tamil and Sinhala in August and September 2009 respectively.
 3 more PIDT courses, for local authorities in Trincomalee and Ampara and 3
follow up days for local authorities in Batticaloa, Trincomalee and Ampara were
conducted August – December 2009 – see Local Government activities for
details.
 Courses for 1029 public servants either specifically (*) or indirectly addressing
good governance/conflict transformation were conducted March – Dec 2009.
No. and Course No. Duration Practical No.
courses component in participants
the workplace
Pre STEPS I 7 4 weeks 130
Pre STEPS II 2 4 weeks 31
STEPS* 9 4 weeks 176
WSPS 1* 2 4 weeks 18
WSPS II* 5 4 weeks 60
Effective Communication 6 4 days 128
Self Access Skills 3 4 days 30
Induction to Public Service* 6 5 days 106
Methodology of Training 1 17 days  20
PIDT* 5 4+1 days  66
Proposal Writing for WRDS* 3 4 days  47
Introduction to ILDP* 5 1 day  108
ILDP Phase I (Stages 1 – 3)* 3 1 day  56
ILDP Phase II (Stages 4 – 6) * 3 2 days  53
Total 1029

24
The training  The construction and refurbishment MDTI’s training hall at the NPC was
capacity of the successfully completed, 15 September 2009 and the building was opened by
Provincial Councils the Hon. Governor, NPC and Chief Secretary NPC, 25 September 2009.
is strengthened
and a trainer  78 potential/actual resource persons with experience in specific technical
evaluation and fields from the Northern and Eastern Provincial Councils were nominated by
accreditation MDTD, CIRM, and PPS EPC, and MDTI and PPA NPC to be trained as learner
system is centred, task-based trainers, June 2009.
established.  A three-week intensive Methodology of Training Course for 21 resource
persons (12 from the EP and 9 from the NP) selected from 78 nominees (see
above), was conducted by PIP Methodology Consultant, including training of
trainers for 5 methodology trainers from MDTD and CIRM, EPC with specific
reference to their observation and feedback skills and development of
materials (participants worksheets) in Tamil, 13 -31 July 2009.

 Trainer competencies and observation criteria for trainer certification were

developed by PIP Methodology Consultant and modified during a three day
Certification training /Observation Standardisation workshop with the Directors
CIRM, MDTD and MDTI and Assistant Secretary PPA, 23 – 28 October and
decisions were recorded in the Handbook for Evaluation and Accreditation of
Trainers, December 2009.
 Four 3-day teaching practice workshops in effective communication skills, good
governance, teambuilding and leadership were planned, organised and
delivered by 20 resource persons (trainee trainers - see above) to over 50
Management Assistants as the teaching practice component of the
Methodology of Training. Resource persons were observed and certified by
Directors CIRM, MDTD and MDTI and Assistant Secretary PPA:
Place Date No. Certified by
trainees
NPC 29 – 321 Oct 2009 5 Dir MDTI, Asst Sec Min PPA
Jaffna 4 – 5 Nov 2009 4 Dir MDTI, Asst Sec Min PPA
EPC 9 – 11 Nov 2009 6 Dir CIRM
Batticaloa 16 – 18 Nov 2009 6 Dir MDTD

 Training for 35 trainers was conducted and trained trainers went on to deliver
13 courses, May to December 2009.
Course Dates Medium of No trainers No. courses run by
delivery trained trainers thereafter
Methodology of 13 – 31 July Tamil 5 (Feb 2010)
Training
Effective 27 – 31 July Tamil 20 4
Communication
PIDT 26 – 29 May Tamil and 7 3
Sinhala
ILDP October - Tamil 4 6
November
Total 36 13

25
2.3 HRD progress on outputs
Training courses, trainers and materials for key competencies in planning, management, communication,
good governance and conflict transformation are expanded and institutionalised.

Indicators
 PreSTEPS II materials, assessment and certification are finalised and
STEPS is systematised for regular use as part of the STEPS suite, December 2009.
successfully  WSPS 1 draft 3 is completed and handed over to the British Council for further
expanded to five piloting, December 2009.
levels.  Systems for placing participants at 5 different levels are refined and in use for
2010 courses.

900 participants  415 public servants from the Northern and Eastern Provinces and Colombo
successfully Ministries successfully completed STEPS courses through Sets A – F, 13 March
complete STEPS – 4 December 2009:
courses and 70% of Course Total Men Women
them are able to Pre STEPS I 130 51 (40%) 79 (60%)
apply improved Pre STEPS II 31 15 (48%) 16 (52%)
English skills in the STEPS 176 87 (49%) 89 (51%)
workplace. WSPS I 18 8 (45%) 10 (55%)
WSPS II 60 32 (53%) 28 (47%)
Total 415 46.5% 53.5%

District Number 270 came from the Northern

Jaffna 172 Province, 118 from the Eastern
Trincomalee 117 (inc.NPC HQ) Province, and 22 from the Ministry
Batticaloa 48
of Nation Building and Estate
Infrastructure Development and
Vavuniya 25
the Ministry of Constitutional
Ampara 18 Affairs and National Integration,
Mannar 8 Colombo.
Of these 80% were Provincial Council staff, and 20% District and Divisional
Secretariat staff. The remaining 5 came from NGOs.
Designation Number
Management Assistants 141 (34%)
Programme Assistants and Development Assistants 127 (31%)
Community Development Officers and Field Officers 89 (22%)
Teachers 23 (5%)
Senior Managers 35 (8%)

 After the course, 85% of Pre STEPS I and II and STEPS participants were able to
demonstrate improved English language skills for the workplace by at least
one level. 100% of WSPS I and II participants were able to demonstrate
improved writing skills for administration and project management purposes
by at least one level.

26
  A comprehensive baseline study was published, setting out clear targets for
improving and applying new skills in good governance and conflict
transformation and closing the gap between staff’s stated and proven
knowledge, August 2009.
400 participants
are able to apply  Over 700 public service professional staff are able to apply new skills in good
new skills in good governance and conflict transformation:
governance and
176 STEPS graduates are able to use good governance and conflict resolution
conflict
transformation. skills for the workplace.
78 WSPS graduates are able to increase efficiency, effectiveness and
transparency of written communication in public service.
128 Effective Communication graduates – 22 AOs and 106 RDOs, PAs and
CMAs – are able to use nekw communication strategies for work.
30 Self Access Skills graduates are able to use the internet for their on-going
professional development.
106 Induction to Public Service graduates (43 Sinhala and 63 Tamil speaking
newly recruited MAs) are able to describe their roles and responsibilities in
good governance terms.
20 Methodology of Training resource person graduates are able to use more
participatory, democratic methods in the classroom for improving
effectiveness in teaching their subject.
66 PIDT graduates (12 SSOs, 54 PROs and CDOs) are able to draft leaflets and
posters for information campaigns on services for people with disabilities,
building approvals and public health awareness.
47 Proposal Writing Skills women graduates are able, with support, to
represent their WRDS needs and draft proposals for small scale community
development projects for their villages.
56 ILDP graduates (11 ACLG and 45 LA staff) are able to implement the
Institutional Set Up phase, planning stages 1 – 3.
53 ILDP graduates (10 ACLG staff and 43 LA staff) are able to implement the
Profile Preparation phase for planning stages 4 – 6.

The STEPS Institute

 The Management Scheme mandating the structure, staffing and functions of
in Jaffna becomes
the STEPS Institute Jaffna as a permanent organisation of the Northern
operational under
Provincial Council was formally approved by the Hon. Governor, Northern
NPC management.
Province, and NPC budget was allocated for the Institute’s running costs for
2010 onwards through the Ministry of Education, Culture and Sport NP, 18
December 2009.
 Course administration for STEPS suite courses running at the STEPS Institute
was handed over to the PA, Regional Commissioner’s Office from 6 November
2009.

27
  540 placement tests were successfully conducted by 6 ISAs and 2 MAs
appointed by the Ministry of Education NP to be responsible for this work in
the future.
25 Provincial
council trainers  Materials for the 3 week Methodology of Training course were finalised with
meet agreed Trainer’s Notes in English and Participants’ Worksheets in Tamil, November
competency 2009.
standards and  21 (11 from EP and 10 from NP) resource persons successfully completed the
deliver quality Methodology of Training course, 31 July 2009.
training  4 EPC and NPC senior managers - Directors CIRM and MDTD, EPC, Director
programmes in a MDTI NPC and Assistant Secretary PPA NP - are able to use the tools in the
variety of subjects. trainer evaluation and accreditation system to certify trainers, from November
2009.
 20 resource persons were certified as trainers under the new trainer
competencies criteria - 10 certified as ‘competent with support’ and 10
certified as ‘competent’ to deliver learner –centred, task based training on
effective communication skills and teambuilding, December 2009.

2.4 HRD details

2.4.1 Course details

The STEPS Suite

Skills Through English for Public Servants – STEPS – is
designed for provincial and local government staff and
their civil society counterparts working with
disadvantaged communities in the North and East of Sri
Lanka. STEPS is a content-and-language-integrated
learning programme. It provides teachers, public
servants and NGO workers with a unique opportunity to
develop their skills in good governance, effective
communication, critical thinking and management – all
through English. STEPS is a suite of courses pitched at
five different levels of English from elementary to lower
advanced. There are two levels of General English for
Public Servants, then the eponymous Skills Through
English for Public Servants followed by two levels of
Writing Skills for Public Servants. Participants from
Sinhala and Tamil speaking communities, central and provincial government structures, rural and urban
backgrounds, are integrated in the same class through the common denominator of their English
language needs. They are encouraged to share ideas and form new bonds and networks for the future.

28
A 2008 STEPS impact assessment of 114 public servant participants and their line managers from five
different districts verified that STEPS has had a positive impact on a large number of public servants and
that its influence extends beyond the classroom. 60% reported increased knowledge in Good
Governance and Conflict Transformation. 55% felt more empowered to deal with conflicts resulting
from rank, ethnicity or gender. 36% reported utilising informal networks between central and devolved
government structures to the benefit of their departments. 85% of senior managers clearly agreed that
STEPS met the good governance and capacity development needs of the Provincial Councils.

General English for Public Servants (Pre STEPS I and II)

The General English for Public Servants - Pre STEPS I and II – are both four week courses designed to give
staff who tested in at an elementary level enough English and study skills to follow other content
relevant courses in English in the future, including the STEPS course. The courses therefore focus on
boosting participants’ grammar and vocabulary as well as their competency in using the four skills in
English – listening, speaking,
reading and writing. It is a
communicative, learner centred
course based around the
international publications,
Language In Use, Elementary and
Pre-Intermediate. In the first
week there is a series of learner
training sessions to encourage
participants to develop an effective set of study skills. In addition recycling of language is systematically
built into the four weeks through a Consolidation hour at the end of each day, a series of Study Page
sessions and a weekly recycling session.

Skills Through English for Public Servants

STEPS is a lower intermediate, four week
intensive course for managers and
administrators working in development.
It is divided into four one-week units. Unit
one is on the Economy and looks at topics
from globalisation to microfinance. Unit
two is on Conflict Transformation and
moves from learning to deal with conflicts
at home and in the workplace to
analysing community conflicts and using
conflict resolution skills. Unit three is on
Society and Development and covers
education and health and gender equity. Unit four is on the Environment and looks at disaster
management, environmental protection and eco tourism. Participants also improve their critical thinking
skills by learning how to organise information, analyse, prioritise, evaluate, problem solve, and make

29
decisions. They develop their communication, presentation, team work and interpersonal skills. In terms
of English language learning, they improve their reading, writing, listening, speaking, vocabulary, and
grammar skills to intermediate level.

Writing Skills for Public Servants I

WSPS I is an intermediate course designed for public service administrators who need to improve their
correspondence skills and become effective writers of letters, memos and minutes. The four week
course is divided into two parts. Morning sessions cover specific writing skills for administrative
purposes. Participants develop a style of writing that is appropriate to their work in the Provincial
Councils and by the end are able to produce a range of standard letters and memos (of request,
information, thanks, complaint, and apology) and minutes for meetings and workshops. Afternoon
sessions are designed to improve participants’ accuracy in written English in terms of grammar,
sentence structure, vocabulary and cohesive devices. The combination of the two strands not only
empowers participants to write with clarity ad confidence but also improves the accuracy and credibility
with which they write.

Writing Skills for Public Servants II

WSPS is an upper intermediate level writing course for government and non-government staff who work
in project management and need report writing skills. It helps participants develop their critical thinking
and written communication skills in English for public service and development including progress
reports, information leaflets, project proposals and evaluations. The course
addresses four major aspects of writing: content, structure,
language and editing. Content develops skills for utilising
relevant details from development work - energy, education,
coastal resources, micro-credit, local government, information
management, and social services – to substantiate arguments
in writing. Structure develops skills for organising information
through descriptive, discursive and persuasive text types to
achieve specific purposes in writing. Language develops skills
for using appropriate discourse, grammar and vocabulary to
produce clear messages in writing. Editing develops skills for
considering the reader and using dictionaries, models, criteria, error analysis and second drafts to
ensure efficiency and effectiveness in writing.

Self Access Skills

This two day workshop is usually run at weekends during STEPS suite courses - in 2009, 30 STEPS
participants successfully completed Self Access Skills course, during Sets A, B and F, March-April, May
and October 2009. It also works as a stand alone course for public servants who wish to utilise the
internet more effectively for their on-going professional development in specific technical subjects and
English. Over the two days, participants use critical thinking skills to evaluate websites and web
materials. They learn to conduct and refine an internet search by using search engines efficiently, set up
a filing system for downloading material from the internet, communicate with a tutor or study group for

30
distance education courses on the internet, and use the internet to develop English language skills.
There is also an ‘internet and email ‘clinic’ to help participants troubleshoot specific problems.

Methodology of Training
The three week intensive Methodology of Training course with a two to five day add-on teaching
practice component in the work place is designed for provincial council resource persons and new
trainers. This unique course helps participants
increase their repertoire of practical techniques for
conducting presentations and interactive lectures,
managing task based learning and facilitating
participant output. Trainee trainers learn to focus
on learning rather than teaching by building skills in
classroom management, session planning and
applying knowledge of different learner styles to
the development of training materials. The course
incorporates a lot of peer practice, observation and
feedback before requiring participants to deliver a
real course or workshop such as Induction to Public
Service or Effective Communication during their teaching practice. Certification is based on the
effectiveness of their delivery during the teaching practice and how much it evidences agreed trainer
competencies and what they have learnt on the course in terms of planning, delivery, achieving session
objectives, staging, techniques and interpersonal skills.

Cumulative figures for PIP supported courses

The following table shows that 3,031staff working in development in the Northern and Eastern
Provinces successfully completed PIP supported courses since they were first introduced.

2006 2007 2008 2009 Sub Total Total

Course NP EP NP EP NP EP NP EP NP EP
Pre STEPS I 108 130 55 75 97 33 260 238 498
Pre STEPS II 24 7 24 7 31
STEPS 27 18 98 96 110 114 98 54 333 282 615
WSPS I 7 11 7 11 18
WSPS II 12 6 40 50 44 13 96 69 165
Induction to Public Service 91 102 200 302 25 64 106 316 574 890
Self Access Skills 40 55 14 16 54 71 125
Effective Communication 25 64 152 25 216 241
Methodology of Training 7 17 24 9 12 16 54 70
PIDT 1 65 1 65 66
Proposal writing for WRDS 47 47 47
Spatial Planning 68 144 68 144 212
ILDP (Stages 1 – 6) 53 53 53
Cumulative totals 1253 1778 3031

31
About 100 more public servants from the NPC than the EPC have followed STEPS courses because of the
STEPS Institute Jaffna, while more courses overall (in other subjects) have been run for the EPC. This is
because since the de-merger courses run in MDTD are for the Eastern Province alone and MDTI has, as
yet, no in-house trainers to do the same job for the Northern Province. In addition, local government
PIDT and WRDS proposal writing courses were piloted only in the East in 2009. These balances will be
redressed in 2010.

2.4.2 The STEPS Institute Jaffna

In May 2009 the North East Community Restoration and Development project (NECORD) provided funds
for converting a derelict building in the grounds of Canagaratnam MMV into the STEPS Institute Jaffna
and in October 2009 PIP
and the Ministry of
Education, Culture and
Sports, Northern
Province finished off the
building and refurbishing
work. This included
putting in an entire new
floor to prevent termite damage, as well as commissioning custom built educational furniture that
enables participatory group work learning. The STEPS Institute Jaffna, opened on 19 October 2009 by
Major General Chandrasiri, Honourable Governor Northern Province and Jutta Zinnel, Country Director

The renovation process, STEPS Institute Jaffna: May to October 2009

GTZ, now gives STEPS a permanent home in the North. The STEPS Institute Jaffna is part of the Northern
Provincial Council’s vision to create a quality centre for the on-going professional development for
public servants. It targets key managers and administrators as well as teachers of English and English
medium Maths and Science. The Institute has a trainer’s room, an auditorium that can be divided into
two classrooms, and two other spacious classrooms that accommodate up to 80 participants at any one
time – around 600 participants a year - on task-based, learner centred STEPS courses.

Managed by the Chief Secretary and administered by the Ministry of Education Culture and Sports,
Northern Province, the STEPS Institute is becoming sustainable with its own management scheme and
annual budget as of 18 December 2009 and the permanent appointment of staff in 2010.

32
The Hon. Governor NP and Country Director GTZ cut The Regional Commissioner Jaffna lights the lamp.
the ribbon to open the STEPS Institute, 19 October
2009

Opening speeches by Secretary Ministry of Education NP, Secretary to the Hon, Governor NP and Country
Director British Council

Former STEPS participants present what they have studied to the visitors (left) and Country Director GTZ (right)

33
2.4.3 Trainer evaluation and accreditation system
The Trainer Evaluation and Accreditation system, still in a draft form, seeks to promote a pool of trained
resource persons in the Northern and Eastern Provincial Councils who can run participatory, learner-
centred, task-base workshops and courses that deal with the real learning needs of public servants in
specific, specialised or technical subject areas. As well as providing a structure for professional
development of trainers, the accreditation part of the
system will help departments choose the right trainer for
the HRD input they require.

The system was designed in close consultation with the four

senior managers most involved in the HRD, Mr S
Krishnananthan, Director MDTI NP, Mr P Vageeshan,
Assistant Secretary PPA NP, Mr V.D. Sharma, Director MDTD
EPand Ms Rohini Singarayar, Director CIRM EP, who will be
the main users and ensure its future
implementation, quality and
sustainability.

These four now have a shared

understanding of the system’s
purpose and use, including
agreement on trainer selection
criteria, competency levels to be
achieved, standards for trainer
certification, and the evaluation tools
to be used.

In short, trainer evaluation and

certification is based on the trainer’s
ability to

 plan and prepare training inputs with achievable, learner-centred objectives

 use task-based, participatory, Input-Task- Output style methodology to ensure real learning takes
place during the training session
 convey the subject matter efficiently and effectively
 use a range of classroom management skills to facilitate teaching the learning
 display appropriate manner, interpersonal skills and self awareness
 give and receive constructive feedback for on-going professional development.

(See Appendix 3 for a sample trainer evaluation form that expounds the above evaluation criteria.)

34
2.5 HRD indications for the next quarter
STEPS
STEPS Placement testing will be conducted in Vavuniya, Mannar, Batticaloa, and Trincomalee for 600
public servants. 504 places will be made available for NP and EP public servants on STEPS suite courses
Sets G to M in 2010 (See HRD Appendix 2 for details) and 9 courses targeting 150 public servants in
Trincomalee, Jaffna and Colombo will be conducted January – March 2010. An HRD database for all PIP
trainings since 2006 will be completed and versions provided for the Northern and Eastern Provincial
Councils respectively – one to be held at MDTD and one at the STEPS Institute, Jaffna.

STEPS Institute Jaffna

The Management Scheme for the STEPS Institute Jaffna will be implemented, with a first STEPS
Management Committee meeting in February 2010 to begin the process of appointing NPC staff on a
permanent basis to run and manage the Institute. Meanwhile, at the STEPS Institute Jaffna, PIP will
continue on-the-job training for the PA Course Administrator from the Regional Commissioner’s Office
and the gradual hand-over of responsibilities to the NP. Refurbishment work, including installation of a
generator, air conditioners and classroom equipment, and negotiations with NECORD on the
establishment of hostel facilities for residential participants from other NP districts will also begin.

Methodology of Training
20 resource persons with an emphasis on trainers for local government will be selected for, and attend
the Methodology of Training courses which will run for four weeks starting 8 February 2010.
Nominations of resource persons from the Northern and Eastern Provincial Councils for this course will
be based on the selection criteria agreed under the Trainer Evaluation and Accreditation system. The
course will be supervised by PIP’s Methodology Consultant. New methodology trainers will be trained in
the process, and existing methodology trainers will get further support. The Trainer Evaluation and
Accreditation system will be presented to the Northern and Eastern Provincial Council key stakeholders
in February 2010 at the Steering Committee meetings for discussion and ratification. The system will be
implemented from April onwards starting with the certification of trainers who attended the
Methodology of Training course February-March 2010.

Public Information Dissemination Training (PIDT)

PIDT will be integrated in the Methodology of Training course as the new teaching practice component,
replacing Effective Communication. In this way, PIDT trainers for the Northern and Eastern Provinces can
be trained as PIDT trainers at the same time as increasing the general pool of trainers. PIDT can then be
run in Jaffna by April 2010 and the trainers certified in the process.

Human Resource Management Seminars

A series of one day workshops in Human Resource Management will be designed and piloted with the
senior managers of the NPC, February-March 2010 and thereafter in the EPC. This will be combined with
a training needs analysis and will help senior managers to get a better understanding of PIP supported
training inputs and encourage them to make their staff use the skills and knowledge they have accrued
on PIP supported training courses once they return to the work place.

35
2.6 HRD issues and recommendations

Participants for STEPS courses from the Eastern Province

The project experienced difficulties in getting participants for STEPS courses from Ampara and Batticaloa
districts in 2009 even when they were nominated by their heads of departments. With many of the
invitees not turning up at the last moment, particularly from Ampara, 21 places went without filling,
which affected PIP annual targets from the Eastern Province, made the courses less cost-effective and
imbalanced ethnic diversity. It is recommended that the Eastern Provincial Council opens up STEPS
courses to School Principals, English language teachers and English medium Maths and Science teachers,
just as the NPC did in 2009. In addition, the Human Resource Management workshops planned for
February should target this issue in the East.

Recruitment of course administration staff for the STEPS Institute Jaffna

The STEPS Institute is in urgent need of permanent administrative and support staff who can ensure
participants are selected, invited, looked after properly while studying and certified after their courses
finish. At present, the Programme Assistant assigned to the task is alone and over worked. The following
positions need to be filled, in the first place through transfers from the Ministry of Education and
thereafter with permanent appointments, and clear duty lists for them drawn up: 2 Programme
Assistants, 1Chief Management Assistant, 1 Office Essential Services and 1 Sanitary Labour. At the same
time, a new member of staff from the Northern Provincial Council at Kanniya needs to be appointed to
support participant selection, and the Programme Assistant who used to do the job, now promoted and
stationed in Jaffna, needs to be released to continue to support the STEPS Institute in Jaffna, as agreed
at the NPC meeting 22 December 2009. More problematically, the whole question of a sustainable
mechanism for STEPS in the Eastern Province, whether through MDTD or some other training
institution, needs to be addressed. It is recommended that sustaining STEPS in the Eastern Province
should be a key discussion point at the EPC Steering Committee meeting in February 2010.

Institutionalising the trainer evaluation and accreditation system for the EPC and NPC
The EPC and NPC need to ensure commitment from senior managers in Jaffna and Batticaloa,
a) in the application of training standards in departments where training is taking place and
b)in getting them to join the pool of senior manager evaluators along with Directors MDTD, MDTI and
CIRM. This will involve training them to use the trainer evaluation tools and standardising their
observation skills. The pool of senior manger evaluators can then become the ‘Accreditation Board’, but
to make it happen, the EPC and NPC need to develop the system and outline how an accreditation board
might operate, in terms of members’ roles and responsibilities. In addition the concept of a ‘Trainers’
Association’ needs further discussion. An informal association of trainers could be established quite
easily. Initially links with other provinces could be made. The long term goal could be to have
international links with training associations. In terms of certifying trainers through this system, it is
important to establish that certification is fluid so that those certified with low grades have
opportunities to professionally develop and be re examined at a later date. It is recommended that the
ratification of the Trainer Evaluation and Accreditation System is done and the related decisions
described above are made during the Steering Committee meetings in February 2010.

36
2.7 HRD Operational Plan for 2010

37
 Operational Plan 2010 - Human Resource Development
ID Task Name
'09 Jan '10 Feb '10 Mar '10 Apr '10 May '10 Jun '10 Jul '10 Aug '10 Sep '10 Oct '10 Nov '10 Dec '10 Ja
1
Skills Through English for Public Servants
(STEPS)
2
PLACEMENT TESTS
3
Placement test Mannar
4
Placement test Vavuniya
5
Placement test Trincomalee EPC, NPC and DS
6
Placement test Ampara
7
Placement test Batticaloa
8
TRAININGS by Set
9
STEPS Set G (Trinco, STEPS Institute)
10
STEPS Set H (Trinco, STEPS Institute, Colombo)
11
STEPS Set I (Trinco, STEPS Institute)
12
STEPS Set J (Trinco, STEPS Institute)
13
STEPS Set K (Trinco, STEPS Institute, Vavuniya, Colombo
14
STEPS Set L (Trinco, STEPS Institute, Vavuniya
15
STEPS Set M (Trinco, STEPS Institute)
16
Writing Skills for Public Servants 1 - piloting and materials
editing

22
STEPS Institute Jaffna
23
Supply equipment (photocopy machine, computer, AC)
24
Activate and make the Management Committee function

25
Ensure staffing and Job description "Appoint Director,
Director studies, 2 PA and etc"

26
Finalise STEPS Admin handbook
27
Train and coach staff
136
Coach senior managers in fundraising and contracting
service providers

137
Hostel facilities
138
Preparation of plan and estimate

Task Progress Milestone Summary Rolled Up Task Rolled Up Milestone Rolled Up Progress Split External Tasks Project Summary Group By Summary Deadline
 Operational Plan 2010 - Human Resource Development
ID Task Name
'09 Jan '10 Feb '10 Mar '10 Apr '10 May '10 Jun '10 Jul '10 Aug '10 Sep '10 Oct '10 Nov '10 Dec '10 Ja
139
Renovation
140
Furnishing
141
Handover
142
HRD Data Base
143
Finalise design
144
Transfer all records into the system
145
Handover to STEPS Institute
146
Maintain data base
147
Handover to EPC and NPC (STEPS Institute)
148

149
Sustainability of STEPS in the EPC
150
Nominate staff and coach in STEPS admin
151

152
Methodology
153
Methodology Training
154
Finalise Methodology Trainer's notes & Participant's
workbook

155
Implement trainer accreditation system
156
Prepare material for ELT teacher training
157
Deliver ELT teacher training and teaching practice
158

159
HRD Impact and sustainability
160
Develop and deliver Human Resource Management
workshops (1-day)

161
Impact monitoring
162
STEPS impact monitoring 1
163
STEPS impact monitoring 2

Task Progress Milestone Summary Rolled Up Task Rolled Up Milestone Rolled Up Progress Split External Tasks Project Summary Group By Summary Deadline
38
Part three: Local Government

39
40
3.1 Local government inputs
Consultants
Name: Petr Navrat, Local Government Consultant
Contract dates: 02 February – 31 December 2009
Consultancy aims: Design and implement the 16 stages of the Integrated Local
Development Planning (ILDP)for three areas in Jaffna district: developing
materials and ToT for ILDP guidelines and stages; establishing a Support Team in
R/ACLG Office, Jaffna; providing on-the-job coaching in stages 1 – 6.

Name: T Kumanaraj, Local Development Planning Consultant

Contract dates: 13 August – 18 December 2009
Consultancy aims: Work with Local Government Consultant to implement an operational plan for
the 16 stages of Integrated Local Development Planning; support the planning
teams and production of three development profiles.

Name: Jill Knight, Materials Development Consultant

Contract dates: 14 November 2009 – 30 January 2010
Consultancy aims: Upgrade the Public Redressal System training materials in the light of the
findings of the 2009 PIP Baseline Study: revised guidelines, user’s
and trainer’s manuals for the system, and grievance analysis training for
Community Development Officers and Public Relations Officers; awareness
raising for Local Authority staff and councillors.

Contracts
Implementing partner: People In Need (PIN)
Contract name: Feasibility study in Capacity Building for Local Authorities in the Eastern
Province
Contract dates: 1 February – 31 March 2009
Contract aims: Follow-up the redressal system and other forms of local government interaction
with the public in Ampara; identify and describe local government needs for the
PIP Baseline Study; conduct a feasibility study for extending lessons learnt from
PIP and CAP in 2 local government areas.

Implementing partner: Regional Assistant Commissioner of Local Government, Vavuniya

Contract name: Renovation of the Organisational Development Unit at the R/ACLG office,
Vavuniya
Contract dates: 1 May – 30 September 2009
Contract aims: Renovate and extend the existing R/ACLG office so that it can house a self-
standing OD Unit which will serve Local Authority needs in the Northern
Province in terms of OD (organisational structure and systems) and HRD
(training).

41
Implementing partner: Regional Assistant Commissioner of Local Government, Jaffna
Contract name: ILDP training and meeting support, R/ACLG Jaffna
Contract dates: 07 September – 31 December 2009
Contract aims: Provide refreshments, stationary and handouts for ILDP training days,
meetings and on the job support for the officers of the four local authorities
involved in ILDP in the Jaffna District.

42
3.2 Local Government progress on activities

 A baseline study surveyed 67 staff and 95 citizens from 16 local authorities in

Public committees Ampara, Batticaloa, Trincomalee and Jaffna Districts, and analysed standing
are improved in and advisory committees, and channels of local government communication
terms of with the public, March 2009
composition, ways of
 4 Pradeshiya Sabhas and 2 Municipal Councils (Wariyapola PS, Chilaw PS,
working and what
Baddegama PS, Bathadumbara PS, Nuwara Eliya MC and Martara MC) were
they discuss.
researched in more detail to assess types of committees, their functions,
composition, processes and good practices (see Appendix 5), June- July 2009.
 A one-day awareness raising workshop on the committee system in local
authorities was developed and materials for a manual on ‘Strengthening the
local government committee system’ were drafted, October 2009.
 3 local authorities in Trincomalee District - Trincomalee UC, Trincomalee
Town and Gravets PS, and Morawewa PS, and 3 local authorities in Jaffna
District - Nallur PS, Chavachcherie and Karravati PS - were selected for further
support in the establishment of advisory committees, October 2009.
 2 one-day awareness raising workshops on the committee system were
conducted for secretaries from 16 local authorities in Jaffna District, 21
October 2009, and for chairmen, secretaries and councillors from3 selected
local authorities in Trincomalee District, 26 November 2009.

The public redressal  The effectiveness of the grievance redressal system and the successful
system is resolution of public complaints were analysed through interviews with 98
standardised, staff from 30 local authorities and 57 citizens from 18 local authorities, as
upgraded and part of the PIP Baseline Study, February – March 2009.
expanded.  10 local authorities in the Eastern Province were assessed in regard to their
current practices in using the public redressal system:
Local Authority Date of visit
Manmunai South Eruvilpattu [Kaluthawalai] PS, 21 October 2009
Koralaipattu West [Oddamavady] PS and Koralaipattu
[Valaichchenai] PS,
Kalmunai MC, Sammanthurai PS and Ninthavur PS 22 October 2009
Trincomalee Town and Gravets PS 11 December 2009
Muthur PS 14 December 2009
Kinniya PS and Kinniya UC 29 December 2009

Analysis included the number of staff facilitating the system, which bits of the
system were being used/neglected and how other PIP products such as PIDT
could be incorporated in the redressal system to strengthen it. The
assessment formed an addendum to the PIP Baseline Study and has
identified the starting point for further project interventions in strengthening
the redressal system in EPC local authorities, November - December 2009.
 Materials development for introducing a standardised and improved
redressal system in 36 local authorities [5 in Trincomalee, 9 in Batticaloa, 9 in
Ampara, 10 in Jaffna and 3 in Vavuniya] began, November 2009. Of these 36
LAs, 20 were established under the CAP project 2007-2008 and 16 are new.

43
 Of the 20 CAP LAs, 16 have functioning redressal systems and 4 need support
to re-establish their systems. Materials cover new guidelines, CDO and PRO
training for the upgraded system, grievance analysis training and awareness
raising for LA staff and councillors.

Local authorities  54 staff from 27 local authorities (15 Tamil speaking, 12 Sinhala speaking)
receive Public successfully completed the 4-day Public Information Dissemination Training
Information (PIDT) for Local Government between August and November 2009.
Dissemination District Date No. LAs Topic
Training (PIDT) Batticaloa 29 June 2009 - 2 July 2009 9 Building approvals
Trincomalee 24 - 27 August 2009 6 Building approvals
Trincomalee 3 - 7 November 2009 5 Mosquito control; solid
waste management
Ampara 7 - 10 September 2009 7 LA Service provision
See Appendix 4.

 42 staff from 20 local authorities presented designs for their own public
information campaigns at a series of one-day PIDT follow up workshops,
October – December 2009: Batticaloa, follow up for 9 LAs: 2 and 23 Sept,
20 October and 19 November 2009; Trincomalee, follow up for 11 LAs:
Group 1: 18 November and 10 December; Group 2: 26 November 2009.

Integrated local  Meetings to finalise the Kinniya four-year rolling plan were held with the
development Kinniya Planning Task Force and final revisions completed by May 2009.
planning is  Clear guidelines for integrated local development planning (ILDP) described in
introduced in new four phases and 16 stages, based on lessons learnt from the 2007-8 Kinniya
areas. pilot were approved by the Chief Secretary and adopted by the NPC at the
Provincial Planning Committee meeting, 21 May 2009.
 An ILDP Support Team of 4 trainers, 3 field officers and 1 administrator was
formed in the R/ACLG Office Jaffna to help introduce ILDP to Jaffna District,
by delivering training for local planning officers, monitoring the planning
process, and supporting planning teams on-the-job, August 2009.
 Locations for ILDP interventions in Jaffna District were assessed in terms of
DS-LA planning and HR capacity, and three areas were selected: Point Pedro
(UC & PS & DS), Valikamam West (PS and Chankanai DS) and Velanai (Island
South PS and Velanai DS), July 2009.
 Training material for a 1-day Introduction to ILDP was developed in English
and Tamil and 4 ILDP Support Team staff trained to deliver it, June – August
2009. It was piloted with 9 staff from NPC Department of LG and Provincial
Planning Secretariat, 19 June 2009.
 Introduction to ILDP was conducted for 99 planning staff as follows:
- 22 NPC secretaries and heads of departments, 16 September 2009
- 17 R/ACLG Office Jaffna and 60 LA and DS staff involved in planning from all
3 ILDP designated areas, 25 August - 1 September 2009.
 Training materials for ILDP phases I and II were developed in English and
Tamil, and 4 ILDP Support Team trainers trained to deliver them, September
– October 2009.

44
  ILDP Phases I and II training was conducted for over 50 DS-LA involved in
planning from the 3 designated areas and from the R/ACLG Office Jaffna:

Area ILDP Part One No. ILDP Part Two No.

(Stages 1-3) participants (Stages 4-6) participants
One day training Two-day training
Velanai 1 October 2009 14 12 and 13 11
PS and DS November 2009
Chulipuram 2 October 2009 10 22 to 23 October 14
PS and 2009
Chankanai DS
Point Pedro 5 October 2009 21 26 to 27 October 18
UC, PS and DS 2009

Information  ACLG Trincomalee and the Centre for Information Resource Management
management for (CIRM) agreed on 7 main topics for the Trincomalee District database for
development local government: services, assets, office staff, administration, revenue
profiles is sources, CBOs, and general information, April 2009.
supported.  The 7 main topics were analysed and sub-categories were identified, August
2009.
 A first draft of the database for 2 sub-categories – thoroughfares and public
health - was developed by CIRM, August 2009.
 Required reports for the sub-categories were identified, 31 August 2009.

Other activities The OD Unit, ACLG Vavuniya was successfully renovated and extended, and the
building began operating as a training venue and meeting hall for local
government, December 2009.

45
3.3 Local Government progress on outputs
Public committees, redressal systems, information dissemination and local development planning become
more equitable, responsive and efficient.
Indicators
5 advisory committees
are established and pilot
new ways of working
with the public.
Local authorities
implement upgraded
complaints systems and
analysis through 10
existing and 5 new public
redressal systems.
20 local authorities
design effective public
information campaigns
on different issues.
Integrated local
development profiles
and plans are designed
for 3 areas.
 26 chairmen, councillors and secretaries and 11 staff from 19 local
authorities in Jaffna and Trincomalee districts know about the
suggested reforms for local government committee systems, and
understand the activities needed to implement such a system in their
own local authority.
 Clear recommendations for using the public redressal system for
improving services to the community were published in the PIP
Baseline Study Report, including the need for standardising and
expanding the redressal system, analysing complaints for needs
analysis, strengthening the role of the Public Relations Officer (PRO),
and using the system to improve two way communication with the
public; August 2009.
 42 CDOs, PROs and PHIs from 20 local authorities in Batticaloa, and
Trincomalee Districts use skills gained from Public Information
Dissemination Training (PIDT) to produce first draft leaflets and posters
for information campaigns on granting building approvals, mosquito
control, solid waste management and local authority services and
responsibilities, September – December 2009.
 Public information materials on granting building approvals from 9 local
authorities in Batticaloa District were piloted, redesigned and ready for
dissemination, 19 November 2009.
 108 government staff (including 22 senior managers) involved in
planning in the NPC and in Jaffna District have an overview of the
integrated local development planning process and understand what is
required of them to make it happen.
 56 government staff involved in planning (11 from R/ACLG Office Jaffna
and 45 from LA-DS offices in the 3 areas) understand and are able, with
support, to implement the institutional set-up phase of the planning
process. Planning teams in Point Pedro (UC & PS & DS), Valikamam
West (PS and Chankanai DS) and Velanai (Island South PS and Velanai
DS) were successfully set up, October-November 2009.
 53 government staff involved in planning (10 from R/ACLG Office Jaffna
and 43 from LA-DS offices in the 3 areas understand and are able, with
support, to implement the profile preparation phase of the planning
process.
46
3.4 Local government details

3.4.1 Strengthening advisory committees in local government

Public advisory committees are a mechanism recommended
by recent local government reforms to get people involved
in the planning and implementation of development
activities with their local authorities. The rationale is to
make local authorities more democratic and accountable to
the people they serve. Advisory committees have three main
functions: (1) to help local authorities decide on
development policy and needs-based distribution of
resources; (2) to provide a means of communication
between the local authority and the public and (3) to advise
councillors on the discharge of certain duties.

In order to learn how the committee system had been

established in other provinces, the PIP Senior Governance
Advisor and the Local Government Coordinator visited six
local authorities in Central, Southern and North Western
Province in June and July 2009. These were local authorities
Committee meeting at Bathadumbara PS, 9 July 2009
that had been recommended as good models by the
National Local Government Coordinating Committee,
Colombo. The CLG in the respective provinces facilitated the visits. Interviews were conducted with
mayors, chairmen, councillors and staff to gather more information about committee functions,
composition, nomination of members, and ways of working. Committee sittings in each local authority
were also observed to see first hand how meetings were conducted and managed.

Best practices were limited due to the fact that

none of the six local authorities had a committee
system that met the full requirements of the
local government reforms. The required
participation of citizens as described in the
reforms had not been established in either the
‘non-political’ advisory committees or the
standing committees. No clear models were
found for committee functions or composition
even though the local government reforms stress
composition. However, models for how to set
the agenda, manage the proceedings, and take
the minutes did exist and could be replicated.
The PS Information Counter at Baddegama PS

47
In 2010, PIP will therefore not only work with
representatives of the public, local authorities
and the Department of Local Government on
the composition of committees, nomination
procedures for committee members and ways
of working, but also on how to identify and
agree core advisory committee functions that
promote people's participation in community
development and strengthen accountability.
Agreement will be sought on the extent to
which new committees can and will
Standing Committee, Chilaw PS, 30 July 2007

 decide on development policies

 monitor the distribution of resources
 assist with community needs analysis and
mobilisation
 monitor local government implementation
and keep them accountable.

See sections 3.5, 3.6 and 3.7 for further details.

Committee meeting at Wariyapola PS, 31 July 2009

3.4.2 Upgrading the redressal system

The grievance redressal system was designed by local authorities participating in the BMZ funded, GTZ
implemented Capacity Building for Local Authorities
project (CAP) in 2008 and was carried through to PIP
as part of the 2009-10 project extension.
The redressal system consists of an information
counter which provides information on local
authority services and navigates citizens to
respective departments, a suggestions box, a system
for registering and dealing with complaints, a
collectively formulated and displayed citizen’s
charter, a trained public relations officer (PRO) and a
monitoring and evaluation system which uses the
registered complaints to analyse public needs and
A member of the public registering a complaint with her LA
improve service delivery. Registering and dealing
with complaints, the core of the redressal system, consists of five steps: receiving, registering, analysing,
and acting on complaints, and recording outcomes for the action taken.

48
In the third quarter of 2009 plans were made for standardising and improving these five steps. The aim
is to build credibility into the grievance redressal
system so more members of the public use it and
through the tracking and analysis of complaints
create a positive wash-back effect at community
level in terms of better service delivery and conflict
transformation. Opportunities for incorporating
other PIP products such as Public Information
Dissemination Training and proposal writing for
CBOs for community development were also
investigated in 10 local authorities October 2009.
November 2009 saw the start of the development
of a new redressal system operating manual and PIP staff and Public Relations Officers analyse complaints
training materials for Public Relations Officers
(PROs) and Community Development Officers (CDOs). These materials will streamline the grievance
redressal system as a whole, and build capacity for PROs and CDOs in registering, dealing with, and
analysing complaints. New guidelines and awareness raising modules for local authority staff and
councillors are also being developed.

3.4.3 Disseminating public information

The PIP Baseline Study 2009 showed a need for local authorities to disseminate information in a more
participatory way that allowed for more two-way
communication, could reach the public more efficiently and
promoted key messages about service provision more
effectively. As a result, Public Information Dissemination Training
(PIDT) was developed as a four day course with a series of one-
day follow-ups in which local authorities present their ideas and
get feedback from the rest of the group prior to piloting their
campaigns. The course promotes the principle of effective
communication and this is implemented through the five stages
of the ‘P’ process. Sessions include analysing the target group,
setting objectives for the information dissemination, choosing
the right media, pre-testing materials, and developing an action
plan.

The course was developed in March 2009 using the Eastern

Provincial Department of Social Services’ campaign to
The ‘P’ process for designing public disseminate information on the Department’s allowances,
information campaigns services and referral systems as the first pilot. PIDT was piloted a
second time with 9 local authorities in Batticaloa District, training materials developed in Tamil and
Sinhala and a group of 6 PIDT trainers trained. A further 17 local authorities in Trincomalee and Ampara
received PIDT training and follow up, May – December 2009.

49
 Through this, 26 local authorities in the
Eastern Province designed information
campaigns for granting building approvals,
preventing the spread of malaria, solid
waste management and local authority
services and responsibilities. These
campaigns are currently being refined and
will be run in 2010 small grant assistance
from PIP, administered through the
Commissioner of Local Government,
Eastern Province.
PROs piloting a brochure with the public after
developing it on a PIDT course, Batticaloa

3.4.4 Implementing integrated local development planning

Integrated Local Development Planning (ILDP) transforms the traditional, top-down, planning- in-
isolation approach that District Secretariats and Local Authorities currently follow, into a horizontal
planning process where central and local government, departments and ministries all work together to
produce an integrated plan for a common geographical area. The joint plan prioritises needs, maximises
resources, strengthens coordination and presents a
clear, professional, unified approach that appeals to
donors and expedites development projects in the
locale that fit into a bigger picture. This approach is
endorsed by the National Policy Declaration of Local
Government (2007) and Local Government Reforms
Circular no. 4.

In the 2009-2010 extension, ILDP builds on lessons

learnt from the Kinniya model (Sri Lanka’s first
integrated local development plan agreed by a
Divisional Secretariat, an Urban Council and a
Pradeshiya Sabha in a common area). The milestones in
the process are:

 getting the provincial council to approve the ILDP

approach set out in agreed guidelines,
 raising awareness amongst key stakeholders,
 producing a manual and a series of training courses ILDP guidelines introducto ry training
material
on the 16 stages of ILDP implementation,
 selecting geographical areas where Divisional Secretariats and Local Authorities will work together,
 forming a planning support unit at ACLG level and thereafter planning teams within each ILDP area,
 training planning staff how to plan in an integrated way,

50
 producing a socio-economic development profile,
 designing, negotiating and agreeing a four year rolling plan,
 developing annual implementation plans and budgets from that and
 disseminating the plans and the process.

As a result of the Kinniya pilot,

the Preparation of Medium Term
Integrated Local Development
Framework was adopted as the
NPC official ILDP guidelines. The
Northern Provincial Council
mandated PIP to support the
introduction of ILDP in three
areas of Jaffna district: Velanai,
Point Pedro and Valikamam
West. A Jaffna ILDP Support
Team was formed at the office of
Jaffna Regional Assistant
Commissioner of Local
Government (R/ACLG), made up
ILDP Awareness raising workshop, R/CLG Office Jaffna, August 2009 of four trainers, three field
officers and one administrator.
The team’s mandate was to train planning officers from local authorities and divisional secretariats in
the three pilot areas, coach planning teams on-the-job, and monitor their progress. One-day awareness
raising training to introduce ILDP to the senior management of the NPC, the Divisional Secretariats and
Local Authorities and the staff of the R/ACLG made participants familiar with the idea that local
government was taking up a new role in planning. An ILDP Manual in English and Tamil was produced,
covering the first six stages of the planning process in detail for planning officers. Sustainable training
materials with participants’ worksheets and trainer’s notes for the first two phases of ILDP workshops
were developed and delivered along with sessions in general planning skills based on the Spatial
Planning course, 2008.

51
3. 5 Local Government indications for the next quarter
Local government advisory committees in Trincomalee
A manual on ‘Strengthening the local government committee system’ will be compiled in collaboration
with key local government stakeholders and disseminated to the local authorities taking part in the
pilot. This manual will incorporate guidelines for advisory committee on their
 functions – how the committee should advise on development interventions and be responsible for
community liaison
 composition – who should sit on the committee and how they should be selected
 ways of working – how meetings should be advertised, conducted, recorded and followed up.
Based on these guidelines, the setting up of advisory committees in the three selected local authorities
in Trincomalee District - Trincomalee UC, Trincomalee Town and Gravets PS and Morawewa PS - will be
agreed with CLG EP, ACLG Trincomalee, the three chairmen and their respective secretaries and
councillors.

Public Redressal System

Revised guidelines and an operating manual for the redressal system will be completed, translated into
Tamil and sent to four local authorities in the Eastern Province as a first draft for comment in March
2010. Training materials for a three day grievance analysis workshop for CDOs and PROs will be
developed. 6 CDO trainers from ACLG offices (two from Batticaloa, and one each from Ampara,
Trincomalee, Jaffna and Vavuniya) and 6 PROs from local authorities in the Eastern Province which have
CAP initiated, functioning redressal systems, will be selected for the pilot workshop in April 2010. They
will then carry out a real complaint analysis in the PRO’s local authorities, based on the functioning
complaints registers in these locations.

Public Information Dissemination

Training of Northern Provincial Council trainers for PIDT will be conducted through the one-week
teaching practice component of the Methodology of Training course at the end of February 2010, at
MDTD, EPC, Trincomalee. As a result, 7 of the 34 local authorities in the Northern Province will get PIDT
training from these newly trained trainers in April 2010.
In the Eastern Province, the dissemination of information campaigns planned and piloted in 2009 will be
carried out as follows:
 Trincomalee District: 6 local authorities will disseminate their information on ‘Granting Building
Approvals’ and 5 local authorities will pilot and finalise their information on 'Public Health
Awareness'
 Batticaloa District: 9 local authorities will disseminate their information on 'Granting Building
Approvals' and Batticaloa MC and Kattankudi UC test will finalise their info on ‘Assessment Tax’
 Ampara District: 6 local authorities will draft and pilot their information on 'Local authorities'
services and responsibilities'.
Thereafter, 8 of the 16 remaining local authorities in the Eastern Province will complete 4-day PIDT.

52
Integrated local development planning
Training material for ILDP phases I & II (ILDP stages 1-6) will be translated into Tamil and edited while
Training material for stages 7-12 of ILDP phase III (‘plan preparation’) will be developed and piloted. Plan
Formulation Committees in all three areas will be formed and coaching will be provided to ensure they
operate on a regular basis. This will lead to the drafting of three socio-economic profiles, one for each
area, by the end of the quarter.

53
3.6 Local Government issues and recommendations

Local government committee system

The project is behind schedule with its interventions on strengthening the local government committee
system. This is because, despite extensive research, there are no concrete, duplicable models to build on
when it comes to the functions and the role the advisory committee should actually play. There are
examples of good practice in terms of process –how committee meetings should be conducted and
minuted. However, if the project embarks on strengthening advisory committee processes of this nature
without paying equal attention to the purpose and content of what is negotiated and acted on, PIP’s
intervention will be reduced to a bureaucratic one. Process alone will not ultimately enhance local
government service delivery or people’s participation in, and monitoring of, matters that really affect
them at community level.
More awareness raising and consultation need to be done from the perspective of the general public.
The public in the selected areas should be interviewed and their opinion sought before committee
functions are finalised. Likewise information dissemination on the benefits of public participation in
committees needs to be carried out in order to persuade people to participate.
It is recommended that PIP works with citizens, local authorities and the Department of Local
Government to come up with a model for how advisory committee functions can strengthen good
governance and ensure local government accountability in the way they plan, implement and evaluate
community development. This model should then be presented to CLG EP and the public, and their
support assured for piloting model committees that improve both content (committee functions, rights
and responsibilities) and process (committee composition and ways of working).

Public redressal system

Strategically, within the local government strand of the project, the decision was made to focus on local
government committees, PIDT and local authority interaction with WRDS in 2009, mainly because of
availability of professional staff. Improving and standardising the redressal system was left to 2010
because it involved an overhaul of the existing training material and the support of the material
development consultant who was working on WSPS 1 and PIDT in 2009. However, strengthening the
public redressal system in local government remains a key PIP intervention because of its direct link to
improved service delivery and potential impact at beneficiary level for quite a large number of people.
As well as improving the way local authorities resolve complaints on a case by case basis, work in 2010
will focus on getting Public Relations Officers (PROs) to analyse complaints collectively, just as the PIP
Baseline Study did. This can then be used as a needs analysis, to inform public awareness campaigns,
and to improve services and conflict resolution (land disputes, street lamps, waste disposal, etc.).
It is recommended that both EPC and NPC CLGs and the ACLGs work with the PIP team to promote this
dual role of redressal and strengthen the position of PROs within the local authorities in order to make it
happen on a day to day basis (see the PIP Baseline Study recommendations about the role of the PRO).

54
Public information dissemination
Public information dissemination training has been successful in that the materials were developed,
translated into Sinhala and Tamil, PIDT trainers were trained and courses delivered to 27 local
authorities from all three districts of the Eastern Province – all within a relatively short period of time.
Two local authorities adapted what they had learnt from designing information dissemination for
Granting Building Approvals to raise public awareness about their own specific issues and this can be
recorded as a ‘use of output’. Batticaloa Municipal Council went on to design a campaign for Assessment
Tax and Kuchchaveli PS for Dealing with stray cattle.
What is now needed is for local authorities to learn how to measure the effectiveness of such campaigns
and this has to be done by having a clear objective and a set of indicators expressed in terms of
increased public awareness on the issue. For this to happen the PIDT trainers need to be more
experienced themselves so that they can teach local authority participants how to set achievable
objectives and indicators for information dissemination.
It is recommended that PIDT trainers get involved in designing and running an information campaign of
their own, including the setting of objectives and the use of indicators to measure impact. They should
then be called on to draw on their own experience when they deliver training sessions on setting
objectives and indicators. In addition, now that several campaigns have been designed, examples of
objectives and indicators should be gathered from a range of campaigns and added to the training
materials. These campaigns include Granting building approvals, Preventing the spread of mosquitoes,
Local authority roles and responsibilities, Solid waste management, Social services allowances and
benefits, Assessment Tax, and Dealing with stray cattle.
It is recommended that ACLG staff should help local authorities evaluate the effectiveness of the
information dissemination they have carried out.
In addition, too many campaigns were based on printed materials - leaflets and posters – with little two
way communication with the public. It is recommended that local authorities use more two way
communication in their public information dissemination. Two way communication can include face to
face encounters at a local authority’s information desk, at public gatherings such as temple events and
village functions or through mobile services. Street theatre followed by public discussion is also a
possibility. During these encounters PROs should know how to introduce the new information materials
and deal with the public’s questions on the topic. It is recommended that PIDT is now adapted as a
training course to include these possibilities and trainers are trained to promote more two-way
communication campaigns.
Integrated local development planning
Many of the local authority staff who PIP is working with see ILDP as an opportunity to develop their
capacity in planning and steering at local level. However some senior managers from the Divisional
Secretariats and departments argue that they are already fully engaged in other development planning
activities and this attitude filters down to their planning unit staff. For example, Divisional Secretaries
didn’t nominate experienced planning officers to joint planning teams and were reluctant to formulate
work plans for the new ILDP planning teams, implying that their officers had more important work to do.

55
It is recommended that the senior managers responsible for implementing local government reform in
the Northern Provincial Council convince the District and Divisional Secretaries in Jaffna of the
importance of the ILDP and gain their support.

The skills, status and motivation of the ILDP Support Team in the ACLG Jaffna office also need improving
if the role of the support team is to become viable and sustainable.
It is recommended that the CLG and the ACLG Jaffna do this by

 working with PIP to draw up formal job descriptions/duty lists for the ILDP Support Team
 encouraging the team to participate fully in a results-oriented way that may, at times, be hard work
 monitoring the work of the team and ensuring regular team meetings take place especially when the
PIP consultants are not there
 working with PIP to improve the team’s computer skills, especially for word processing and Excel,
and their translation skills so that they can assist the PIP team in Tamil translations for ILDP training
materials
 briefing participants at the start of ILDP workshops (especially senior officers) to encourage rather
than ‘catch out’ the Support Team trainers because they are more junior in status.

It is also recommended that PIP will help upgrade some of the facilities at the ACLG office to support the
team in exchange for the ACLG implementing the management recommendations above.

Political interest in ILDP should be regarded as a positive rather than a negative unexpected outcome of
the intervention. However, political interest should not hold up the real work of the planning meetings
or trainings, which should fit the agreed operational plan, not the VIP’s visiting schedule. It is
recommended that senior manager stakeholders in ILDP agree a way of working so that PIP, the Support
Team and ACLG Jaffna can continue working and visitors can visit on a more informal, low profile basis.

Finally, in terms of steering, PIP and the NPC need to be realistic about what really can be achieved in
the limited time available for ILDP in Jaffna. PIP needs to agree with the NPC whether the main impact
of ILDP is to be reported in the local government results chain (i.e. through profiles, 4-year rolling plans,
allocated budgets and annual implementation plans) or in the HRD results chain (i.e. through ILDP
training materials, trained trainers and participants on ILDP workshops).

It is recommended that discussion takes place on the real aim and impact of ILDP and pragmatic
decisions made about whether it is

 a planning intervention that aims to produce three socio-economic profiles and three 4-year rolling
integrated development plans with budgets and annual implementation plans that support it or
 a capacity development intervention that aims to produce a sustainable support team, trainings and
manuals for scaling up ILDP in the future or
 both of the above.

56
3.7 Local Government Operational Plan 2010

57
 Operational Plan 2010 - Local Government
ID Task Name
9 Jan '10 Feb '10 Mar '10 Apr '10 May '10 Jun '10 Jul '10 Aug '10 Sep '10 Oct '10 Nov '10
1
Establishing and strengthening local
government advsiory committees

2
Establishing committees in Trincomalee
3
Discuss with LA representatives possible
functions of advisory committee

7
Get overview on organisation of civil society in
respective LA area and share ideas

11
Meet key stakeholders at provincial level and
share ideas

12
Work out functions with civil society
representatives

16
Work out functions and composition with LA
representatives

20
Discuss with advisory committees in Jaffna on
their functions

21
Meet all actors (ACLG, LA representatives, civil
society representatives)

25
Agree on functions and composition
26
Form first committees in EP
36
Monitor meetings
37
Train committee members
39
Strengthening committees in Jaffna
40

41
Public Information Dissemination (PID)
42
PID Training
98
PID Campaigns / monitoring of campaigns
105
PID Campaigns / evaluation
112

113
Public Redressal System
114
Training for grievances analysis
115
Materials development
116
1st pilot "grievances analysis training" in Eastern
Province [CDOs as observers]

Task Progress Milestone Summary Rolled Up Task Rolled Up Milestone Rolled Up Progress Split External Tasks Project Summary Group By Summary Deadline
 Operational Plan 2010 - Local Government
ID Task Name
9 Jan '10 Feb '10 Mar '10 Apr '10 May '10 Jun '10 Jul '10 Aug '10 Sep '10 Oct '10 Nov '10
117
2nd pilot "grievances analysis training" in
Eastern Province [CDOs as facilitators]

118
3rd pilot "grievances analysis training" in
Eastern Province [CDOs as trainers]

119
Translate worksheets
120
Finalise training materials
121
Follow-up and monitor implementation
122
Training for establishment of system
123
Materials development
124
ToT
125
1st pilot: North
126
2nd pilot: East
127
Translate worksheets
128
Finalise training materials
129
Follow-up and monitor establishment of system
130
Development of and orientation on guidelines
133

134
Integrated Local Development Planning
- Jaffna

135
Training
160
Planning Process
161
Establishment of Plan Formulation Committees
in 3 areas

162
People's participation excercices
163
Preparation of 3 socio-economic profiles
164
Formulation of vision
165
Analysis, Clustering, Prioritisation of issues
166
Formulation of strategies, programme objectives
167
Delegation of programmes / formulation of
projects

168
Amalgamation of programmes and people's
aspirations

169
Production of ILDP

Task Progress Milestone Summary Rolled Up Task Rolled Up Milestone Rolled Up Progress Split External Tasks Project Summary Group By Summary Deadline
58
Part four: Community Development

59
60
4.1 Community Development inputs
Consultants
Name: Malcolm Anthony Rodgers, Public Awareness /Community Development
consultant
Contract dates: 10 March – 31 May 2009; 1 July – 30 November 2009
Consultancy aims: Assess the needs of 29 WRDS in the Batticaloa District, find ways of raising their
profile, and raise their awareness as to their rights and the role of their local
authority.
Help build capacity for 30 WRDS to ensure representation in community matters
and local level development plans and budgets for their area, including
communication with other donors.
Establish working relations between the WRDS and their respective Local
Authorities in preparation for small scale community development in 2010.

Name: Maria Gerstner, Iris Paulus, Community Development Consultants

Contract dates: 01 August 2008 – 31 October 2008 (extended)
Consultancy aims: Work with the Centre for Information and Resource Management (CIRM) to
develop a ‘Community development resource book’ that defines community
development for the Northern and Eastern Provincial Councils and explains
concepts, approaches and methods in community development.

Contracts
Implementing partner: People In Need (PIN)
Contract name: Collaborating on Pre-School Education for strengthening women's
groups and improving their communication with local authorities
Contract dates: 1 July 2009 – 31 October 31 2010
Contract aims: Women’s groups work with their local authorities to meet the needs of pre-
schools in selected areas of Batticaloa District.
Result 1: Women and local government increase their capacity and work
together to provide pre-school education in the community
Result 2: Women work as pre-school teachers using appropriate teaching
methods and approaches
Result 3: New pre-schools are established and functioning with the cooperation
of the local authorities

Implementing partner: Centre for Information Resource Management (CIRM)

Contract name: Project Proposal Writing for Women’s Rural Development Societies (WRDS)
Contract dates: 10 August 2009 – 31 March 2010
Contract aims: Design a training course on Proposal Writing for WRDS and deliver it to 30
WRDS leaders in Batticaloa District so that they can submit effective proposals
to donors, the DS and their local authorities for a variety of small socio-
economic projects at community level.

61
4.2 Community Development progress on activities
WRDS leadership  6 divisional level coordination monthly meetings were successfully
is strengthened for conducted for 51 WRDS members and their 6 RDOs, 24 Jul - 4 Aug 2009.
community
 261 women from 24 WRDS in Batticaloa District participated in needs
development
analysis/ data collection for proposal writing, 10 Jul 2009- 31 Jan 2010.
purposes.
 47 women from 18 WRDS attended 3-day training conducted by CIRM on
how to write project proposals for small scale community development for
their villages, and 32 went on to successfully complete the course,
Batticaloa, 31 August 2009 – 17 January 2010:
Batch Name of WRDS Participants Dates Venue
3-day 1-day
1 1. Vammivadduvan 2 2 31 Aug - Manresa
2. Koravely 3 3 2 Sep 2009 Retreat
3.Thikiliveddai 2 1 House,
4. Gandhinagar 3 2 Follow-up Batticaloa
5. Kiththul 3 2 26 Sep
6. Palaiyadiveddai 3 1 2009
2 7. Navagirinagar 3 3 27 – 29 Sep Manresa
8. Karadiyanuru 2 2 2009 Retreat House
9. Muruthanai 2 0 and ESCO
10. Pendukalchenai 2 1 Follow-up Training
11.Thaddumunai 3 0 27 Oct Centre,
12. Hijranagar 3 3 2009 Batticaloa
3 13. Pavatkodichenai 3 3 27 – 29 Oct ESCO Training
14. Vilanthoddam 3 3 2009 Centre and
15. Illupadichchenai 3 3 Manresa
16. Jeyanthijaya 3 0 Follow-up Retreat
17. Mylanthanai 2 1 17 Jan 2010 House,
18. Paddiyadichchenai 2 2 Batticaloa
 329 WRDS members from 21 villages in Batticaloa District attended 21
advocacy awareness raising meetings for working collectively at village level
Advocacy events to promote the community and link it to the local authorities, 5 July - 17
are organised to Aug 2009.
bring the Local
Village Date Village Date
Authorities and Rethithenna 5 July 2009 Jeyanthijaya 11 July 2009
communities Puthur 6 July 2009 Alankulam 11 July 2009
closer together. Vammivadduvan 6 July 2009 Vepevadduvan 15 July 2009
Mylanthanai 7 July 2009 Soruvamunai 16 July 2009
Hijranagar 7 July 2009 Koravely 17 July 2009
Kiththul 8 July 2009 Pendukalchenai 17 July 2009
Karadiyanaru 8 July 2009 Rugam 23 July 2009
Gandhinagar 9 July 2009 Navagirinagar 24 July 2009
Pavatkodichenai 9 July 2010 Thikiliveddai 31 July 2009
Thaddumunai 10 July 2009 Paddiyadichchenai 17 Aug 2009
Valamakeny 10 July 2009

62
  12 Community Development Officers and 13 Rural Development Officers
attended a one-day workshop at R/ACLG office Batticaloa for front line
officer coordination. The aim was to build relations between CDOs and
RDOs and coordinate their community development work at village level,
13 July 2009.
 93 WRDS members and 46 RDS members attended village cooperation
meetings to prepare for village functions that would bring LAs and donors
to the village, 13 July -14 August 2009.
Village Date of meeting Village Date of meeting
Hijranagar 13 July 2009 Kiththul 3 August 2009
Palaiyadiveddai 14 July 2009 Gandhinagar 6 August 2009

 78 women and 40 men participated in the Gandhinagar Village Function

arranged by Gandhinagar WRDS, and attended by the Chairman, Manmunai
West PS, the Assistant Divisional Secretary and representatives from
UNHCR and UMCOR, 8 October 2009.

Livelihood
 Feasibility study training for small scale community livelihood development
development is
was provided for PIP staff by CIRM at MDTD, 20-21 November 2009
strengthened and
 8 case studies were carried out on livelihood initiatives in Batticaloa District
new livelihood
started by the former FSCT project in order to measure feasibility for re-
ventures explored.
starting or improving them, November-December 2009.
Livelihood initiative Villages
Milk processing centres Gandhinagar and Mylanthanai
Export oriented palmyra mat weaving Vilanthoddam, Soruvamunai and
Illupadichchenai
Mushroom cultivation Hijranagar and Vilanthoddam
Coconut coir and coir based products Pavatkodichenai

Pre-school  The project, ‘Collaborating on Pre-School Education’ for strengthening

education, women's groups and improving their communication with local authorities
facilities, staff and was introduced. 27 PIP supported WRDS villages were selected. The three
systems are villages not selected (Olimadu, Valamankeny, Kannapuram East) was
strengthened. because of their very low number of pre-school children. Discussions were
held with the 27 villages’ respective 6 local authorities (Koralaipattu,
Koralaipattu West, Koralaipattu North, Poratheevupattu, Eravurpattu,
Manmunai West), 7 DS offices (Eravurpattu DS, Koralaipattu DS,
Koralaipattu South DS, Koralaipattu Central DS, Koralaipattu North DS,
Manmunai West DS, Poratheevupattu DS ), GA’s office, 4 Zonal Education
Offices (Batticaloa, Batticaloa Central, Kalkuda, Paddiruppu), and various
NGOs involved in early childhood care and development in Batticaloa
District (Comité d’Aide Médicale – CAM, CARITAS, EHED, ESCO, NECCDEP,
Save the Children, Unicef, Offer), August - October 2009.

63
 Meetings to coordinate pre-school provision and approaches were held
with these stakeholders on a regular basis from September 2009 onwards.

 Awareness raising and stakeholder commitment discussions were held as

follows:
Stakeholder Meeting date
ACLG Batticaloa 7 Sep 2009
Provincial Director Education, EP 15 Sep 2009
Commissioner Local Government, EP 16 , 18 Sep 2009
Early Childhood Development Unit, NP 16 Sep 2009
Chief Secretary EPC 25 Sep 2009
Joint meeting 2 Oct 2009

 82 members and staff (Chairmen, Councillors, Secretaries, CDOs, TOs and

MAs) from the 6 local authorities attended one-day workshops on the
importance of pre-schools and quality assurance for pre-school facilities
and teachers as follows:
Local Authority Workshop dates
Koralaipattu PS 1 Aug 2009
Koralaipattu West PS 13 Aug 2009
Poratheevupattu PS 17 Aug 2009
Koralaipattu North PS 25 Aug 2009
Eravurpattu PS 31 Aug 2009
Manmunai West PS 1 Sep 2009

 6 WRDS submitted Pre-school proposals to their respective LAs at the first

joint meetings between villages and LAs, as follows
Village Meeting dates
Koravely 25 September 2009
Muruthanai 12 October 2009
Navagirinagar 13 October 2009
Thaddumunai 14 October 2009
Pendukalchenai 25 October 2009
Hijranagar 10 November 2009

 11 Pradeshiya Sabha staff (CDOs, TOs, MAs) from 5 LAs (Koralaipattu,

Koralaipattu North, Poratheevupattu, Eravurpattu, Manmunai
West)participated in Project Proposal Writing conducted by CIRM in
Trincomalee 6 – 8 October 2009 and 12 staff from all 6 LAs (including
(Koralaipattu West) in the follow-up in Batticaloa, 19 November 2009. 6
draft proposals from 4 LAs, incorporating the proposals submitted by the
WRDS, were finally submitted:

Name of LA Name of DS Name of WRDS Proposal for

Koralaipattu North Koralaipattu North Thaddumunai Re-construction
Koralaipattu Koralaipattu South Pendukalchenai of existing pre-
Koravely school

64
 Name of LA Name of DS Name of WRDS Proposal for
Koralaipattu Koralaipattu South Muruthanai
Construction of
Poratheevupattu Poratheevupattu Navagirinagar
new pre-school
Koralaipattu West Koralaipattu Central Hijranagar

 A baseline study for Collaborating on Pre-school education was completed

for 6 Pradeshiya Sabhas and 27 villages, which analysed data on pre-school
needs and awareness, links between villages and local authorities and
public awareness of local authority service provision. Focus group
interviewees were parents, community members, pre-school teachers and
Pradeshiya Sabha chairmen, secretaries, council members, CDOs, TOs and
MAs; August – November 2009.

 54 pre-school teachers were selected for a three month teacher training

course in Early Childhood Care and Development, batch 1 started in
Valaichenai, 11 Novemeber 2009, and batch 2 started in Chenkalady, 9
December 2009.

 Extensive research into the institutional framework governing pre-school

education was carried out September – November 2009. A comprehensive
report was produced describing how Early Childhood Development and
Care is regulated and by whom, what minimum standards for teachers,
curriculum, well-being and facilities are required, what guidelines for
management, funding, registration, monitoring and practical resources
exist, and what the shortcomings in the system are.

65
4. 3 Community Development progress on outputs

WRDS have the confidence and skills to access the services of local authorities and other donors for
community development.

Indicators  5 WRDS were able to establish working relations with potential donors:
NECCDEP for Vammivadduvan WRDS; ILO for Kiththul and Thikiliveddai WRDS,
15 WRDS establish Save the Children in Sri Lanka (SCiSL) for Gandhinagar WRDS, and Comité
working relations d’Aide Médicale (CAM) for Muruthanai WRDS, by November 2009 (see Use of
with their local Outputs). Through these working relations,
authorities and  2 WRDS got experience working with government departments concerned
other development with livelihoods: Vammivadduvan WRDS with the Department of Industries
actors. and Thikiliveddai WRDS with the Palmyrah Development Board
 1 WRDS, Gandhinagar, got experience working with its Assistant Divisional
Secretary, Manmunai West DS, who channelled the WRDS proposal for a
children’s play park to SCiSL
 1 WRDS, Muruthanai, got experience in advocacy accompaniment to
approach CAM and get them to visit their village. CAM agreed to help re-
start their tailoring shop cum training centre in Murithanai and Muruthanai
WRDS contributed their existing tailoring resources supplied by the former
GTZ FSCT project: two sewing machines, one steal cupboard, one bicycle.
6 successful village  6 WRDS - Koravely, Hijranagar, Thaddumunai, Muruthanai, Navagirinagar and
open days enable Pendukalchenai - were able to organise, with support from PIN, the first joint
500 people to get to meeting between their village and their Pradeshiya Sabha and were
know their local empowered to present their needs for pre-school education. Links were
authorities better. strengthened between the same six WRDS and their respective Pradeshiya
Sabhas CDOs, while jointly participating in the Proposal Writing Training
15 WRDS produce Follow-up day for establishing pre-schools, 27 October 2009.
realistic, needs
based proposals for  19 women from 9 WRDS are able, with support, to collect data and write
community proposals for small scale community development projects, December 2009.
development or  18 women from 9 WRDS are able, with support, to collect data for collective
collective business business/ livelihoods proposals (but not write business plan type proposals
initiatives/ yet), December 2009.
livelihoods.  4 LAs - Koralaipattu, Koralaipattu North, Koralaipattu West and
Poratheevupattu - are able to use proposal writing skills to apply for donor
funds to support pre-schools,
 18 proposals (9 community development and 9 business) were drafted by
WRDS with the support of CIRM and PIN trainers, July – December 2009. Of
these 10 proposals (7 community and 3 business) were fine tuned with the
technical support of CIRM, PIP and PIN, July – December 2009. This improved
sections on justification, implementation, strategy and budgeting according to
the donor’s mandate. See Use of Outputs.

66
4. 4 Community Development progress on use of outputs

WRDS work on realistic projects for their village development in terms of improved facilities, services and
livelihoods.

Indicators

10 WRDS submit realistic,

needs based proposals for
community development
and/or collective business
initiatives/livelihoods to local
authorities and other donors.
(Means of verification:
documents, Local Authority
records, correspondence)
(5) WRDS submit business
plans for funding / apply for
loans for new livelihood
ventures.
(Means of verification:
correspondence and documents)
 10 WRDS submitted their proposals to 5 donors as follows:
 Vammivadduvan WRDS (located in Koralaipattu North division,
Batticaloa) submitted a business proposal for a coir based
production centre to NECCDEP, 29 Oct 2009.
 Kiththul WRDS (located in Eravurpattu division, Batticaloa)
submitted a business proposal for technical and financial support
for a tailoring shop and training centre to ILO, 15 December 2009.
 Thikiliveddai WRDS (located in Koralaipattu South division,
Batticaloa) submitted a business proposal for a palmyrah based
production centre to ILO, 16 December 2009.
 Gandhinagar WRDS submitted a community development
proposal for a children’s play park through Manmunai West DS
office to SCiSL, 23 December 2009.
 6 WRDS (Koravely, Muruthanai, Navagirinagar, Thaddumunai,
Pendukalchenai and Hijranagar) submitted proposals for pre-
school construction or reconstruction to their local authorities
who in turn refined the proposals and submitted them to PIN for
Jury evaluation, 14 January 2010.

(20) WRDS managed pre-

schools provide quality pre-
school education for (X)
children.

(Means of verification: classroom

observation records and
teacher/material evaluations)

(5) WRDS get local authorities

and/or the Ministry of
Education to provide on-going
quality assurance and support
for pre-schools.
(Means of verification: records of
visits, meeting minutes, survey)

67
4.5 Community development details
The Advocacy approach
PIP’s advocacy approach empowers women in Women’s Rural Development Societies (WRDS) to
become agents of change in the community and act as a link between the local authorities and the
people. Women and women’s groups are encouraged to become aware of, demand and use services
from the local authorities, not just those of the central line authorities.

Group solidarity and team

work is developed at village
level, and WRDS take a pro-
active role in community
mobilisation and coordinating
other CBOs, such as the Rural
Development Societies (RDS).
In this way the advocacy
approach increases the status
and bargaining power of
vulnerable women and
encourages them to be
resourceful about donor
opportunities and government
services in their locale. In
Hijranagar, for example, WRDS Gandhinagar invites the PS Chairman, ADS and donors to their village function,
Muslim women asked their 8 October 2009
male counterparts to approach the local councillors on their behalf. This request was not a gender issue
but capitalised instead on cultural norms to keep the men ‘on-side’ in what was essentially a WRDS-
driven community development initiative.

The advocacy approach promotes ‘learning the donor landscape’. By using information on donors to
their advantage, WRDS begin to step out of the dependency culture. They are also encouraged to share
experience of donors with other WRDS. They research which donors do what, how and when to apply to
them according to the donor’s mandate and funding schedule; the Karadiyanaru WRDS’ proposal for a
tailoring shop and training centre missed UNDP’s proposal submission deadline but as a result Kiththul
WRDS’ business proposal for the same was submitted on time to ILO. They learn to match the right
donor to the right proposal; Palayadiveddai WRDS now know not to ask CARE International to support
their proposal for a library, because CARE only do livelihoods. They also learn to submit their proposals
to a range of donors in order to increase their success rate; Gandhinagar asked their DS to disseminate
their proposal for a children’s play park, knowing the DS had access to several relevant donors - UNICEF,
Terres des Hommes, and Save the Children in Sri Lanka – and would pass it on to them.

68
 The advocacy approach also uses
‘accompaniment’ to support women’s
groups. This means getting
organisations or individuals with more
status than them, to go with them
when they approach the DS, local
authorities, national and international
NGOs. Accompaniment builds the
WRDS members’ self confidence and
presentation skills and helps them
establish a set of cross community
relations which they would not
normally have.
Advocacy roleplay: women from Rithithenna WRDS learn how to approach
their local authorities

Sharing success stories is

another aspect of the
advocacy approach.
Opportunities are provided
for learning and innovation
so that successful WRDS
can motivate and
empower others.
Hijranagar WRDS has
established a successful
income generation project
in hand loom weaving. Its
ex-PLA facilitator is now a
key office bearer in the
WRDS. PIP will help other
WRDS visit Hijranagar to Hijranagar WRDS, 20 September 2009
see the way they work and
the importance of good leadership in the group.

PIP’s advocacy approach is not reserved for WRDS members alone. Getting front line officers – CDOs
and RDOs in particular - to coordinate their work in the field is one example of where the approach has
been used with other actors.

WRDS Project Proposal Writing Training

The project proposal writing training designed and delivered by CIRM as a tailor made course for 30
WRDS supported by PIP in Batticaloa District aims at helping women members to produce their own
project proposals for small scale community development and collective business initiatives. By the end

69
of the course, women members understand what’s needed for producing effective project proposals
that will be taken up by donors and are able to apply a proposal writing format that is proven to work.
They develop skills in order to express, in writing, proposal background, justification, implementation
plan and budget. With the support of PIP and CIRM, they produce real proposals that they then submit
to relevant donors.

Before coming to the training, WRDS

members have to complete a pre-course
needs analysis and donor mapping exercise,
facilitated by PIP field staff, so that they
come prepared with concrete information
and examples to the course. This involves a
one-day participatory workshop with 20 to
30 members of their village, who represent a
balance of gender, age and income groups.
During this data collection day the villagers
prioritise issues, needs and wants. In
addition the WRDS members investigate the
donor landscape – who’s doing what, where
and when. Then, throughout the training the WRDS participants refer to a model proposal for a coir
based production centre run as a collective that was produced for Vammivadduvan WRDS. Many of the
examples and training tasks in the course draw on this model and participants gradually ‘transform’ the
Vammivadduvan proposal into a proposal of their own. This approach is known as ‘transformation’ or
‘guided’ writing and is used to produce very concrete results when participants’ writing capacity is
limited. Course sessions include
- reviewing and prioritising
village needs
- learning the donor landscape
- exploring core issues and
causes , formulating aims and
outcomes
- identifying project location,
beneficiaries, resources, costs
- learning the project format:
title, background, justification,
implementation strategy,
maintenance and
sustainability, and budget
- adapting the format from the
classroom to the stricter WRDS Proposal Writing Training with CIRM, Manresa Retreat House, 1 September
2009
requirements of the donor

70
- practising writing techniques, especially the need organise ideas in a logical way, and draft and redraft,
- presenting the proposal to the donor.

After completing the three

day training course WRDS
have a take-home task: they
must discuss with their
fellow villagers the draft
proposal they have
produced during the course
and adjust it to reflect what
people really want. They
then re-write it in detail and
seek the help of the local
authority Technical Officer
(TO) to get costings on
anything technical, for
example the construction of
a tailoring centre in the
Jeyanthijaya WRDS feasibility discussion, milk toffee business idea, 26 November 2009 Kiththul WRDS proposal or
the children’s play park in
the Gandhinagar WRDS proposal. Having done this, they return for a follow up day with CIRM and PIP to
refine specific sections of their proposals, paying particular attention to the justification section
(because they find expressing a rationale difficult), the implementation strategy (because this makes the
WRDS members realise what role they must play in making the initiative work), and budget estimates
(because they often miss hidden costs, have unrealistic costs or don’t realise their own financial
contribution is required to make the proposal work).

Livelihoods feasibility studies

Eight failing livelihood projects initiated by the former GTZ FSCT project in 2007-8 were analysed to find
out what factors had contributed to their demise and to feed this information back into WRDS proposals
for collective business initiatives. Five feasibility criteria – marketing, technical, financial, organizational
and gender - were used to analyse the projects and all eight failed to meet one or more of these criteria
in some way. As a result, it is doubtful whether PIP will revitalise these FSCT livelihood projects but the
same criteria will be used to measure feasibility of future proposals.

Marketing feasibility refers to exploration of marketing potential before starting the business.
Technical and operational feasibility refers to skills and resources required for operating the business.
Financial feasibility refers to the viability, sustainability and transparency of the financial plan.
Organisational feasibility refers to the human relationships needed to sustain the business.
Gender feasibility refers to the way men and women work together to support the business.

71
 Project Village Marketing Technical and Financial Organisational Gender
feasibility Operational feasibility feasibility feasibility
Feasibility
Mushroom Vilanthoddam - - - - -
growing Hijranagar -  -  
Milk production Mylanthanai - - - - -
Gandhinagar  - - - -
Mat weaving Illuppadichchenai - () - - 
Soruvamunai - () - - 
Karadiyanaru - () - - 
Coir production Pavatkodichenai  - - - -

Collaborating on Pre-School Education

‘Collaborating on Pre-School Education for strengthening women's groups and improving their
communication with local authorities in
Batticaloa District’ is a project within PIP
implemented by the NGO People In Need
(PIN). The project’s overall objective is to
empower women's groups in Batticaloa
District and their respective local
authorities, using the issue of pre-school
education to improve their interaction and
collaboration. Through this collaboration,
women acquire skills to specify, formulate
and voice their requirements as citizens,
and local authorities become more
responsive and provide better services for
Pre-school village meeting, Navagirinagar, 22 October 2009 pre-school education with the support of
the other relevant stakeholders. The
project works in synergy with PIP’s other inputs to WRDS. Key activities include
 construction and reconstruction of six pre-schools, based on entente established between the
respective WRDS and their local authorities and the joint proposals they produce;
 awareness raising of the importance of early childhood care and development (pre-school
education) with parents and communities;
 selection of pre-school teachers and 3-month Ministry of Education certified teacher training
courses for them;
 establishment of practical mechanisms within the ECCD institutional framework (see below) for the
monitoring of pre-school facilities, records, teaching and learning;
 capacity development for local authorities to coordinate with Zonal Education Offices (ZEOs) on the
one hand, and with WRDS and DS on the other;
 capacity development for WRDS to initiate and maintain pre-school education in their villages.

72
Activities Pradeshiya Sabha (LA) Name of the Village
CLOSE COOPERATION: Koralaipattu Koravely
* LA and community meetings and cooperation Koralaipattu Muruthanai
* pre-school and playground construction
Koralaipattu Pendukalchenai
* training of 2 pre-school teachers per pre-school
* training for community members and LA staff Koralaipattu North Thaddumunai
Koralaipattu West Hijranagar
Poratheevupattu Navagirinagar
LOW SCALE COOPERATION: Eravurpattu Illupadichenai
* LA and community meetings and cooperation Eravurpattu Karadiyanaru
* training of 2 pre-school teachers per pre-school
Kiththul
* trainings for community members and LA staff Eravurpattu
Eravurpattu Palarchenai
Eravurpattu Rugam
Eravurpattu Vepevadduvan
Koralaipattu Mylanthanai
Koralaipattu Paddiyadichenai
Koralaipattu Thikiliveddai
Koralaipattu North Alankulam
Koralaipattu North Jayanthijaya
Koralaipattu North Puthur
Koralaipattu North Rithithenna
Koralaipattu North Vammivadduvan
Manmunai West Gandhinagar
Manmunai West Manipuram
Manmunai West Pavatkodichenai
Manmunai West Soruvamunai
Poratheevupattu Kannapuram West
Poratheevupattu Palayadiveddai
Poratheevupattu Vilanthoddam

Institutional Framework on Early Childhood Care and Development

Early childhood care and development (ECCD) is not given high priority in community development or
poverty reduction, even though the key to long term
development is education. ECCD is the first step in the
education process and forms a crucial foundation for
personal development. Lack of, or wrong approaches to,
pre-school education can slow down a child’s learning
process from the outset and can lead to early drop out
from primary school or lack of interest in further
education. This impacts on both individual and
community income generation. For example,
communities with low education find it difficult to
process information such as regulations and administrative processes and as a result fail to access
government services. And there is a knock-on effect. Because the majority of parents in vulnerable,

73
resettled, rural communities in the Eastern Province did not themselves receive quality basic education
they do not ensure their children have access to good quality ECCD services. Low levels of education
combined with lack of awareness about the importance of ECCD, creates a vicious circle. In such cases, it
becomes the duty of the government to take an active role in encouraging a positive change in
community attitude towards pre-school attendance as well as ensuring properly functioning ECCD
infrastructure, teaching and learning, and regulating instruments.

In December 2009 People in Need (PIN) completed

their Early Childhood Care and Development (ECCD)
Institutional Framework Report as part of the activities
within the project. The report consolidates key
documents for the early childhood education and
presents their implications for practical use among
stakeholders in pre-school education (government
bodies, organizations, teachers and parents). The aim
of the report is to encourage these ECCD stakeholders
to start a dialogue on restructuring the institutional
framework so that it supports the running, monitoring
and further development of pre-schools in the Eastern
Province.

Some of the key findings from the report which relate

directly to local authorities are presented here.

The role of local authorities in pre-school education

Practical experience from the PIN project ‘Collaborating on Pre-school Education’ suggests the following
steps to be taken by local authorities in establishing pre-schools at village level. The procedure also
illustrates how local authorities must work in an integrated way with the DS and the Zonal Education
Offices to make this happen.
1. Pradeshiya Sabha representatives (Chairmen and CDOs) discuss pre-school needs and location with
the village community and the CDO supported by community representatives (WRDS and/or RDS)
gets the approval of the village Grama Sevaka. The CDO then gets the written consent of the Zonal
Education Office (ZEO, formerly ZDE) for the establishment of the pre-school.
2. Community representatives (WRDS and/or RDS) select the site (land preferably owned by either the
local authority or a CBO for sustainability) and supported by the CDO apply for approval from the
District Secretariat and Land Registry Office.
3. The Technical Officer (TO) creates pre-school technical drawings according to building standards and
the CDO obtains approval of the building technical drawings from the ZEO..

74
4. Council members approve the utilization of the Pradeshiya Sabha’s own budget or the Chairman
with the support of the TO and the CDO draw up a proposal and apply for donor funding.
5. The TO supervises the construction of the new pre-school in the village. The ZEO approves the newly
constructed pre-school based on a standards checklist and sends final written approval for the
building to the CDO who in turn informs the PS and the DS office.

The role of the CDO in teacher appointment and training

Practical experience from the PIN implemented project ‘Collaborating on Pre-school Education’ suggests
the following process for appointing and training new teachers. The process should be owned by the
village CBO or the community.

 Discussions are held with the village

community about potential pre-school
teachers, and a candidate is selected. The
CDO is informed and the CDO gets approval
from the Assistant Director ECCD, ZEO to
appoint the teacher. A new personal file for
the appointee is created by the AD
(ECCD),ZEO and the CV filed there. In the
case of disqualification, new candidates are
then selected and the process repeated.
 The AD (ECCD) ZEO informs the CDO about
current pre-school teacher training programmes and enrols the new teacher on a training course in
coordination with the CDO. Training information is added to the pre-school teacher’s personal file,
in order to ensure on-going professional development as stipulated by the minimum standards for
pre-school education.
 Based on yearly monitoring visits to the pre-school by the AD (ECCD) ZEO, new training is
recommended by the pre-school teacher, the CDO or the AD (ECCD).

PIN staff explain pre-school importance at a

community meeting, Penukalchenai, 12
October 2009

75
4.6 Community Development indications for the next quarter

WRDS proposal writing training

Training in proposal writing for WRDS’ community development and collective business initiatives will
continue throughout the quarter. This will include
 one-day follow-up training for WRDS from batch 3 so that they can present their draft proposals and
get constructive feedback from both CIRM and PIP professional staff for a final draft;
 three-plus-one-day proposal writing training for new WRDS batches 4 and 5;
 business plan skills training for selected WRDS who have expressed interest in submitting collective
business/livelihoods proposals to donors and who need to know how to research and formulate a
business plan taking into consideration market, financial and technical feasibility. This training will
be done through a new contract with CIRM and workshops will begin in the first quarter and finish in
the second quarter of 2010.

Promoting advocacy
Public Awareness-Community Development consultant Malcolm Rodgers and PIP staff will continue to
work on developing WRDS advocacy skills that empower them as stakeholders in community
development in their villages. This will include

 accompanying WRDS members to local authorities and potential donors and facilitating their ‘voice’
in the presentation of proposals;
 forming better links between WRDS with their local authorities through a-political village functions
and alternatives to village functions;
 working with WRDS to engage their local authorities in village development plans;
 strengthening local authority service provision and outreach to WRDS;
 helping WRDS find donors for proposals that have not yet been funded.

Supporting livelihood activities

Lessons learnt from the follow-up studies conducted in 2009 of the former FSCT livelihoods initiatives
will be incorporated in the new business plan skills training course (see above), emphasising the need to
conduct proper feasibility studies and focus, in particular, on more rigorous market analysis and skills
audits. Decisions will also be made as to whether or not to revitalise livelihood initiatives from the
former project.

Provision of preschool education

Further capacity development for parents and village communities will be carried out to emphasise the
importance of early childhood care and development (ECCD) and how to harness local authorities’
services. The communities will also participate in training on basic construction skills, including safety for

76
construction sites, designed and delivered by local authority Technical Officers (TOs) in collaboration
with PIN engineer.

The ECCD Institutional Framework will be published and its recommendations disseminated at various
educational and local government forums, including at Chief Secretary and central government Ministry
of Education level.

Proposals for six pre-school construction and refurbishment projects will be finalised and submitted to
PIN as the donor. Local authorities will gain experience in complying with the strict legal, budgetary and
accounting regulations of the donor. They will receive training to improve their teamwork skills for more
effective project implementation as well as training for supervising pre-school construction. They will
also develop capacity by applying the findings of the Institutional Framework for ECCD to pre-school
supervision at local level.

The first and second batch of pre-school teachers, who completed the first part of a three month
training course in 2009, will be monitored and mentored by the District Zonal Education Offices during
their teaching practice in pre-schools. The second taught part of the course will then be delivered, and
upon successful completion, the trainee teachers will be certified at an awarding ceremony.

WRDS members will receive training in Community Mobilization so that they have the capacity to
increase the community’s participation and ownership in pre-school initiatives.

77
4.7 Community Development issues and recommendations

WRDS capacity development

In the original design for WRDS project proposal writing training, it was envisaged that all 60 of the
Participatory Learning in Action PLA facilitators previously trained by FSCT would attend. However, only
14 had remained active members of their WRDS. In addition, in Koralaipattu South division the
education level of WRDS members was such that they were not in a position to benefit from this type of
training. In response, PIP and CIRM made the training more accessible so that as many WRDS members
as possible could benefit by

- inviting other active WRDS members to fill the places

- simplifying the input (see Details above)and adjusting the training approach to deal with mixed
ability participants
- dedicating more staff and longer hours to the training, especially for evening writing sessions on
residential courses.

Attrition of the PLA skills base in the WRDS is inevitable. Instead of worrying about this, it is
recommended that all new WRDS project activities, including on the job training for WRDS leaders
during village meetings, involve both old and new WRDS members in order to maintain capacity, team
work and leadership skills.

In some villages, there is also a lack of cooperation or communication between the WRDS and their male
counterparts in the Rural Development Societies (RDS) In some villages RDS are reportedly jealous of
their WRDS counterparts who get PIP support. At the same time some women feel the RDS have little
right to be jealous because they get the lion’s share of the attention and support from the DS. It is
recommended that the village function or its alternative is used as a platform to build entente between
the RDS and the WRDS. This could be done, for example, by sharing responsibilities and credit for
organising the function. In the same way, it is planned for RDS to be involved alongside WRDS in pre-
school initiatives through PIN.

WRDS are active participants in meetings, for example when they attend pre-school coordination
meetings with other organisations. However, in some cases, when they return to their villages they
either do not pass messages on to the concerned parties or they pass on partial information that doesn’t
lead to the right action being taken. It is recommended that WRDS members get training in how to
disseminate messages and action points from meetings accurately, and by so doing take more
ownership and responsibility for their community development. At the same time collective meetings
which WRDS attend should be facilitated in such a way that all meeting members understand clearly
what has been decided and what has to be done as follow up.

Promoting apolitical village functions

Earlier research identified village functions run by WRDS groups as a vehicle for attracting potential
donors. However a village function at Hijiranagar on 6 October 2009 was postponed after a politician

78
insisted on being present to open a new community building. At another village function held at
Gandhinagar on 8 October 2009 a number of politicians attended and made political speeches. It is
increasingly clear that WRDS village functions in the PIP advocacy plan for community development risk
being taken over by politicians for electioneering purposes.

It is recommended that the CLG EP and ACLG Batticaloa help PIP find alternatives to village functions, as
well as ways of making village functions apolitical.

Integrated community development

The community development strand of PIP and its sub project, Collaborating on Pre-school Education,
through PIN, is an integrated area of governance, like PIP supported Integrated Local Development
Planning (ILDP) in Jaffna. Both initiatives cut across central, provincial and local government lines at local
level. Normally, WRDS are seen as a central government CBO, who work more or less exclusively with
the RDOs and the DS Office. At the same time local authorities prefer to work with the Community
Centres and see them as the CBO of choice at local level, not the WRDS, even though the Community
Centres are mainly inactive in the Eastern Province. However, what PIP and PIN are doing in Batticaloa is
getting the WRDS to work with their Local Authorities, and this crosses the line. From a good-
governance local government perspective, it is a logical cross-over and constitutes an important model
that could be scaled up later. But for the DS and RDOs on the one hand and the LAs and CDOs on the
other, there is little to be gained in a tangible way of coordinating and working together; the good
governance mandate alone is not sufficiently compelling for them to cooperate.

To compound the problem, as the ECCD Institutional Framework report produced by PIN clearly
outlines, central, provincial and local government institutions have a joint responsibility to coordinate
the work of all parties in legislating and quality assuring pre-school education , but this responsibility
only exists on paper. Many NGOs who work in ECCD in Batticaloa do so exclusively through the DS,
unwittingly strengthening central government lines at local level, marginalising the local authorities who
should by rights be more involved, and ultimately undermining the guidelines on ECCD. Finally, although
the CLG and local government policy in general are willing to be involved in integrated WRDS and pre-
school activities, there are very few resources, cadre, or integrated duties prescribed in existing
positions to make this happen.

The following recommendations are therefore proposed.

Use the very tangible output of pre-school buildings as a way of bringing the WRDS and their local
authorities closer together. Where necessary get pro-community centre local authorities to shift their
perspective to WRDS.

Encourage Divisional Secretariat – local authority cooperation at field level through harmonising the
duties of the CDOs, RDOs, SSOs and PHIs as recommended in the PIP Baseline Study Report 2009 and at
steering level through committees for regulating early childhood care and development as
recommended in the ECCD Institutional Framework produced by PIN.

79
Get NGOs to have a better understanding of, and work more closely with local authorities, by

- briefing them on how local government works and

- getting them to involve the local authorities in the implementation of ongoing pre-school projects,
not just in the official approval process at the start.

Explore ways the Eastern Provincial Council, through the CLG and ACLG Batticaloa can support pre-
school provision and development despite limited financial and cadre resources.

Parents and village support for early childhood care and development

There is still very little awareness of the value of pre-school education at village level and how quality
early childhood care and development can ultimately impact on livelihoods, gender and conflict
transformation issues. Parents and communities do not understand the wash back effect of pre-
schooling on

- reduced drop out rates at primary and secondary levels,

- long term improvements for village and individual prosperity due to a better educated community
- social benefits in terms of gender equity and conflict transformation, if pre-school education is
based on the principles of early childhood care and development and not seen as a hot-house for
early mastery of literacy and numeracy.

It is therefore recommended that the awareness raising programme for village communities and parents
continues, and right approaches to, and benefits of, early childhood care and development are
emphasised. This should involve getting parental commitment not only to ideas and new buildings but
to on-going finances, standards and curriculum.

In the most vulnerable villages where parents cannot sustain the costs of the pre-school teacher but
ultimately where pre-school could be a key to escaping the poverty trap in future, the provincial council,
through local government should make a commitment to supporting them financially.

A study of the 24 cases in the Eastern Province where local government directly supports pre-schools
through the payment of pre-school teachers (all outside PIP/PIN’s WRDS villages) is recommended and
similar government funding sought for the most vulnerable of the PIP/PIN villages.

80
4.8 Community Development Operational Plan 2010

81
 Operational Plan 2010 - Community Development
ID Task Name

Jan '10 Feb '10 Mar '10 Apr '10 May '10 Jun '10 Jul '10 Aug '10 Sep '10 Oct '10 Nov '10
1
Proposal writing training for WRDS
2
Training - Batch 4
10
Training - Batch 5
18

19
Promoting advocacy
20
Getting WRDSs to raise their profile and present their
proposals

21
PS accompaniment with WRDS proposals

22
Village function 1

23
Village function 2

24
Village function 3

25
Alternatives strategies for village functions

26
Joint workshop for frontline officers

27
Village sharing event 1

28
Village sharing event 2

29
Village sharing event 3

30
Strategies for finding donors

31
Report with recommendations for next visit

32
Follow up for accompaniment and other advocacy strategies

33
Sharing success factors amongst WRDSs
41
Evaluating PIP work with WRDS
43

44
Supporting livelihood
45
Business plan preparation training for WRDS business
groups

46
Identification of business groups
49
Agreement
54
Training materials development by CIRM
60
Training for WRDS business groups (Batch A)
68
Training for WRDS business groups (Batch B)
76
Business plan monitoring training for selected frontline
officers (RDOs + CDOs + Livelihood Officers)

77
Identification of frontline officers
81
Agreement
86
Training materials development

Task Progress Milestone Summary Rolled Up Task Rolled Up Milestone Rolled Up Progress Split External Tasks Project Summary Group By Summary Deadline
 Operational Plan 2010 - Community Development
ID Task Name

Jan '10 Feb '10 Mar '10 Apr '10 May '10 Jun '10 Jul '10 Aug '10 Sep '10 Oct '10 Nov '10
91
Training for selected frontline officers (Batch C)
94
Linking WRDS business proposal with the potential
donors

97
Follow up of former GTZ supported FSCT projects
98

99
Provision of preschool education
100
Capacity development of communities (WRDS)
102
Capacity building of local authorities
103
Finalising pre-school re-/construction proposals by PS-teams
and submitting to donors for approval (Approval jury)

104
Signing Implementation Agreement of Pre-school Project
Proposals between PIN and four PSs

105
Starting pre-school projects implementation (re-/construction
of pre-schools, play grounds; equipment of pre-schools)

106
Training Pradeshiya Sabha staff
107
Early Childhood Care and Development - ECCD
108
Teachers training Batch 1 and 2
109
Parents awareness about pre-school importance and
institutional framework

110
Monitoring of pre-schools improvement after teachers
training by ZDE

111
Pre-school institutional framework - report discussion and
dissemination (EPC, NPC, NGOs, ZDEs etc.)

112
Linking between LAs and community
113
Support of collaboration and linking between PSs and village
communities in joint meetings

114
Pre-school opening ceremony organized by village
communities

115
Children day events organized by village communities
116
Impact study and reporting
117
Impact study of project activities in all 27 villages and 6
Pradeshiya Sabhas

118
Final reporting to involved governmental bodies and donor
GTZ

Task Progress Milestone Summary Rolled Up Task Rolled Up Milestone Rolled Up Progress Split External Tasks Project Summary Group By Summary Deadline
82
Part five: Other Inputs

83
84
5.1 Consultants and Contracts
Consultants
Name: Benjamin Hase Cattermoul,
Contract dates: 1 – 30 June 2009
Consultancy aims: Provide an overview of the People’s Planning Process (PPP); set up training and
monitoring plans, provide guidance for drafting the People’s Vision
Document and hold a final validation workshop for NECCDEP, 25 - 27 June 2009

Name: S Rangarajah, Development Strategy Consultant

Contract dates: 13 August – 13 September 2009
Consultancy aims: Produce a series of position papers and briefings in order to feed
recommendations into the PIP planning process, including suggestions for
sustainable interventions for reconstruction in the North.

Contracts
Implementing partner: Centre for Information Resource Management (CIRM)
Contract name: Eastern Province Database for Vulnerable People
Contract dates: 05 June – 30 August 2009
Contract aims: Create a database for vulnerable people in the Eastern Province which
can be accessed by all government departments and their partners, and be held
by the Department of Social Services.

Implementing partner: Sri Lanka Evaluation Association (SLEvA)

Contract name: Financing contract to support the international conference on evaluation
Contract date: 30 April 2009
Contract aims: Part-finance the International Conference on Evaluation, 22-23 April 2009
and post-conference professional development workshops.

Implementing partner: North East Community Restoration and Development Project (NECORD)
Contract name: NECORD financing contract to support community development
Dates: 13 July – 31 December 2009
Contract aims: Provision for salaries and allowances for 5 NECORD Community Development
Field Officers in Mannar, Vavuniya, Batticaloa, Ampara and Killinochchi; printing
the 2009 Newsletters and 700 Diaries for 2010.

Implementing partner: Kindernothlife (KNH)

Contract name: Supply of emergency aid for General Hospitals Vavuniya, Mannar and Murunkan
Dates: March – April 2009
Contract aims: To support injured IDPs from the Vanni with medical supplies, wheel chairs and
emergency items.

85
5.2 PIP offices and staff
The project took over the former GTZ REPSI regional offices in Jaffna and Batticaloa in order o
implement the 2009 – 2010 project extension phase efficiently, with specific reference to WRDS work in
Batticaloa and the STEPS Institute and ILDP work in Jaffna. The following GTZ staff joined the project:

PIP Office Professional staff Administrative staff Support staff

Trincomalee Technical Officer for Local Government IT Network Administrator Driver
Trainer/HRD Support Officer (part time) Accountant

Batticaloa Livelihoods Adviser Office manager Driver (2)

Community Development Officers (2) Office assistants (2)

Jaffna Training Coordinator/Office Manager Office administrator Driver

Logistics officer
Guesthouse staff (4)
Colombo Liaison Officer, Ministry of Nation Building

5.3 Equipment
Vehicles
7 vehicles from the former GTZ REPSI and FSCT projects were taken over by PIP for project work in
Trincomalee and its two regional offices in Batticaloa and Jaffna: 3 Nissan Patrol, 2 Nissan X-trail and 2
Nissan Double cab.

Supply of office equipment to partners

Partner requests were assessed and finalized in September 2009 and the equipment ordered, paid for
and mostly delivered by December 2009. Late deliveries were received in January and February 2010.

Institution Equipment Qty

Provincial Planning Secretariat, EP Wireless Router 05
Access point 08
Adapter 120
R/ACLG Office, Batticaloa Server 01
5 KVA Online UPS 01
Management Development Training Multimedia Projector 01
Department (MDTD), EP Projection Screen 01
Portable OHP 02
Laptop 01
Laser jet printer – Colour 01
Provincial Guest House training rooms, Trapezoidal tables 20
Ministry PPA, EP Chairs 50
Local government, EP Desktop PC with UPS 10
Laptop 01
R/ACLG Office, Trincomalee Toshiba E-Studio digital Photocopier 01
Department of Social Services, EP Toshiba E-Studio digital Photocopier 01

86
Northern Provincial Council, 2 KVA UPS 01
Varodayanagar Access switches 04
Core Switch 01
Uplink cable 01
Cat 5E cable 01
Toshiba E-Studio digital Photocopier 01
Ministry of Education, Cultural Affairs Toshiba E-Studio digital Photocopier 01
and Sports – NP Destop PC with UPS 04
Laptop 02
Laser jet printer – Colour 01
Local government, NP USB Portable 250 GB Hard drive 02
Desktop PC with UPS 02
Management Development Training Multimedia Projector 01
Institute, NP Projection Screen 01
Desktop PC with UPS 02
Laptop 01
R/ACLG – Jaffna Desktop PC with UPS 02
STEPS Institute Jaffna ADSL Router 01
Printer – Black & white 02
Refrigerator 01
Water Dispenser 03
Air conditioner – 24000 BTU 01
Filing rack 02
Security sensor light 08
MDF Cabinet 02
Office Table 04
OHP stand 02
Pin boards with covers 06
Computer chairs 04

87
88
Appendices

Appendix 1 PIP forward calendar January – December 2009

Appendix 2 2010 STEPS courses and locations draft plan

Appendix 3 Sample trainer’s evaluation form

Appendix 4 Public Information Dissemination Training2009

Appendix 5 Observations on Committee Systems in 6 Local Authorities

Appendix 6 Gandhinagar WRDS Proposal

Appendix 7 Collaborating on pre-school education leaflet

Appendix 8 ECCD Institutional Framework leaflet

89
 Ministry of
Sri Lankan - German
Nation Building
and Estate
Development Cooperation
Infrastructure
Development
Performance Improvement Project (PIP)
for development actors in the North and East of Sri Lanka

Appendix 1

PIP Forward Calendar January - December 2009

January
11 - 14 Visit to Batticaloa; Psyche Kennett, V Kandeepan and FT Croos

12 Meet PLA Groups, Batticaloa District; Psyche Kennett, V Kandeepan and FT Croos

13 Meet DS and/or DRDO, Batticaloa; Psyche Kennett and FT Croos

15 - 25 ProMIS eVAL interviews, Chrishanthi Indrakumar, Colombo and Batticaloa

16 Preliminary discussion about training data base, Psyche Kennett, FT Croos and
T Subakaran

18 - 21 IT and Information Management Training R/ACLG Office Vavuniya, V Kandeepan and

T Subakaran

24 PIP team building day, Nilavelli Beach Hotel. All PIP staff

26 Visit to Venkadacheddikulam DS Office, Psyche Kennet, V Kandeepan and FT Croos

26 - 27 Visit to Vavuniya R/ACLG, UC, PS offices Psyche Kennett, V Kandeepan and FT Croos

27 Visit to Vavuniya DS Office and Vavuniya Campus, Psyche Kennett, V Kandeepan and
FT Croos and return to Trincomalee

30 Management Team Meeting, GTZ Colombo, Psyche Kennett and Walter Keller

February
2–3 Workshop on Structuring File System on the Server in CLG (EP) office, V Kandeepan and T
Subakaran

2 - 18 Baseline data collection, PLA-LA, 29 villages in Batticaloa District, A S Nithiyakala and A

Jeyasuvaniya

5 ICT consulting service to NPC, T Subakaran

5-6 ICT Training to selected two staff in CLG Office, T Subakaran

9 – 12 Network system maintenance, GTZ Batticaloa, T Subakaran

Placement test for STEPS (for 150 public servants) for ACLG, LAs, DS, PLA Partner
Organisations Staff, Batticaloa, FT Croos

Baseline study data collection, PLA-LA, 6 villages in Batticaloa District, V Kandeepan

Baseline Study data collection Batticaloa: Skills in the Workplace, FT Croos

9 – 30 Mar GTZ e-learning Course-Learning ‘Contracts with Experts/ Appraises’, Psyche Kennett and T
Vasanthy
The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s Department for
International Development (DFID)
 10 - 12 GTZ Annual Planning 2009 workshop, Hotel Mount Lavinia, Psyche Kennett and
Walter Keller

Baseline Study data collection Batticaloa: PLA - LA update, A Jeyaratnam and V Kandeepan,
Skills in the Workplace, FT Croos

12 Meeting with R/ACLG and PIN and return to Trincomalee, A Jeyaratnam

13 Network System maintenance, NPC Chief Secretary’s Secretariat, T Subakaran

13 Baseline study data collection, Redressal Ampara District (Kalmuani MC) and case visit, V
Kandeepan (Morning)

District Development Coordination Meeting, R/ ACLG Office Batticaloa, V Kandeepan

(Evening)

16 PIP Administration workshop, MDTD Class Room 3, All PIP Staff

17 Workshop on ICT for OIS Team, NPC Chief Secretary’s Secretariat, T Subakaran

18 - 21 Workshop on PC Hardware Engineering and Networking, MDTD, T Subakaran

21 Stakeholder Planning Workshop, NPC Senior Managers, Hotel Club Oceanic, Trincomalee;
PIP consultants, Professional Staff;

24- 26 Placement Test for STEPS (for 200 public servants), for ACLG, LAs, DS staff and Teachers,
Jaffna, FT Croos, Vino and Thevakiy

Baseline Study data collection: Skills in the Workplace, Jaffna, FT Croos

24- 27 Preparation of questionnaires of baseline studies, GTZ-PIP Office, A Jeyaratnam and V

Kandeepan

25 Workshop on Network System for OIS Team, NPC Chief Secretary’s Secretariat,
T Subakaran

26 Designing PIP file system, GTZ PIP Office, A Jeyaratnam and V Kandeepan

27 Orientation on baseline study data collection on committee and communication mechanism for
PIN, GTZ PIP Trincomalee, A Jeyaratnam, V Kandeepan, G Thangesh, B Azeeza, T Rifas and
PIN Team

28 Pre test-Uppuveli PS, CLG Office EPC, A Jeyaratnam and V Kandeepan and PIN Team

29 – 5 Mar Baseline study data collection: Redressal LG committees and communication mechanism,
Batticaloa District (Batticaloa MC, Kaththankudy UC and Vavunathivu PS and Public) PIN
Team

March
1 STEPS 4 British Council contracts begins

1 - 20 Materials design consultancy in Public Information Campaign training, EPC, Jill Knight

2 – 30 GTZ e-learning ‘Contracts with Experts/Appraisers’ continues, Psyche Kennett and T

Vasanthy

3 Stakeholder Planning Workshop, EPC Senior Managers, Hotel Club Oceanic, Trincomalee;
PIP consultants, Professional Staff;

The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 2
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 6 HRD database design part 2, FT Croos, Subakaran, Nithja and Vino

7 Stakeholder Planning Workshop, EPC Senior Managers, Hotel Club Oceanic, Trincomalee;
PIP consultants, Professional Staff;

9- 12 Preparation for STEPS set A; HRD Team

11-16 Visit to R/ACLG Office, Jaffna MC, Valvettithurai UC, Point Pedro UC and Point Pedro PS
Nallur PS and Public in Jaffna A Jeyaratnam and V Kandeepan

12 - 18 Planning for STEPS coursess for 2009; FT Croos and Nithja

13 Meeting GA Jaffna for Local Government Reforms, Kachcheri Jaffna, A Jeyaratnam and V
Kandeepan

13 – 10 Apr STEPS4 Set A: STEPS for 20 and WSPS for 12, Trincomalee; Pre STEPS for 20, Jaffna,
British Council and HRD team

16 Meet Principal Stanley College with GA Jaffna, Addl. Provincial Director of Education for re-
STEPS Institue, Stanley College Jaffna

16 Debreif R/ACLG Jaffna on Local Government Reform finding, A. Jeyaratnam and V

Kandeepan, R/ACLG Jaffna

16 - 19 Public Information Dissemination Training;SSO,CIRM,ACLG; Sarvodaya Batticaloa, Jill Knight

and FT Croos

18 Baseline study data collection - LG committees and communication mechanism, Kuchchaveli

PS and area, G Thangesh B Azeeza and T Rifas

19 Baseline study data collection - LG committees and communication mechanism, Seruwila PS

and area, G Thangesh B Azeeza and T Rifas

20 Baseline study data collection- Redressal, LG committees and communication mechanism,

Trincomalee UC and area, A Jeyaratnam G Thangesh B Azeeza and T Rifas

23 - 28 PLA-WRDS, R/ACLG and Vavunatheevu PS visit, Batticaloa, V Kandeepan

Instruments for Project Management and Capacity Development, Bangkok, Croos

26 Baseline study data collection- Redressal, Kuchchaveli PS and area, G Thangesh

26 - 27 Placement Test for STEPS (for 100 public servants), for ACLG, LAs, DS staff, Vavuniya, S
Vivekananthan and Baskaran

Baseline Study data collection: Skills in the Workplace Baseline, Vavuniya, S Vivekananthan
and Baskaran

27 Baseline study data collection- Redressal, Trincomalee UC and area, G Thangesh

31 Debrief Chief Secretary NPC, Secretary Local Government NPC and CLG NPC re-visit to
Jaffna, Chief Secretary’s Office, NPC, A Jeyaratnam

31 – 1 April Baseline study data collection: Redressal, LG committees and communication mechanism,
Vavuniya UC, Vavuniya South Tamil and Vavuniya South Sinhala PSS, G Thangesh and T
Rifas

April
1 - 10 Set A of STEPS 4 continues

2-8 STEPS planning and participants allocation for 2009 courses ; FT Croos, Nithja
The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 3
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 3 Coordination meeting on Local Government, Ministry of Local Government and Provincial
Councils, Colombo, A. Jeyaratnam

6 – 8 May Psyche Kennett in Germany for training and GTZ HQ visit

7 Meeting to discuss on Trincomalee LAs Profile with CIRM,CGL,A/CLG Trincomalee ;CLG

Office, Pert Navrat, G Thangeswaran
.
15 – 16 ICT Support, R/ACLG, Trincomalee; T Subakaran

20 - 24 Preparation for STEPS set B; HRD team

21 – 24 ICT Support, R/ACLG, Trincomalee, T Subakaran

22 Workshop on ICT, NPC, Varothayanagar; T Subakaran

24 Meeting to discuss on Trincomalee LAs Profile with CIRM, CLG East, R/ACLG Trincomalee,
R/ACLG Batticaloa, R/ACLG Ampara ; CLG Office, Pert Navrat, G Thangeswaran.

24 – 7 May Packing of Jaffna shipment, GTZ Office, Jaffna, Sarath

24 – 22 May STEPS 4 Set B: Pre STEPS, STEPS and WSPS, Public Servants, Trincomalee and Jaffna,
British Council and HRD team

25 CS NP meeting – action plan for introduction of local development planning in NP, Walter
Keller, Petr Navrat

25 – 1 May STEPS Presentation to the ZDEs and Head of the department and supporting to Jaffna team
in order to organizing STEPS set B courses visit to Jaffna; FT Croos

27 CLG meeting – LAs selection + activities, Mr. Jeyaratnam, Petr Navrat

May
1 Workshop on ICT to ICT Task force EPC; T. Subakaran

1–7 STEPS Shipment continues

1–8 Psyche Kennett in Germany for training and GTZ HQ visit continues

1 – 16 WSPS, MDTD, Kandeepan continues

1 – 22 Set B of STEPS 4 continues

2–5 Training on Effective Communication for RDO’s Batticaloa; F T Croos

4 - 15 Documentation of Baseline study data collection: Skills in the Workplace, FT Croos, Nithja &
S Vivekananthan

5 PIP Local Government Unit / FLICT meeting in Colombo; A Jeyaratnam, Petr Navrat

7 Network support to Department of Social Services, EP; ICT Task Force & T. Subakaran

9 - 28 Consultancy for material writing for Public Information Dissemination Training (Follow up)
and Governance training; Jill Knight

11 Jaffna Shipment, GTZ Office, Jaffna, Sarath

12 Visit to GTZ Office Batticaloa; T. Subakaran

The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 4
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 12 – 13 Placement Test for STEPS (for 100 public servants), for ACLG, LAs and DS staff,
Trincomalee, S Vivekananthan and MDTD trainers

Baseline Study data collection: Skills in the Workplace, Trincomalee, S Vivekananthan and
MDTD Trainers

13 Visit to R/ACLG office Batticaloa; T. Subakaran

18 – 20 Visit to R/ACLG office Trincomalee: T Subakaran

19 - 20 Placement Test for STEPS (for 75 public servants), for ACLG, LAs and DS staff, Ampara, S
Vivekananthan and MDTD trainers

Baseline Study data collection: Skills in the Workplace, Ampara, S Vivekananthan and
MDTD trainers

25 – 26 ICT Support to NPC; OIS Team & T. Subakaran

26 - 27 Placement Test for STEPS (for 75 public servants), for ACLG, LAs and DS staff, Mannar, S
Vivekananthan and PPA NPC

Baseline Study data collection: Skills in the Workplace, Mannar, FT Croos and PPA NPC

June
5 Meeting for Co-ordination of Local Government Affairs, Ministry of Local Government and
Provincial Councils, Colombo; A. Jeyaratnam

8 Finalize English PIDT material, Jill Knight

8 - 12 Governance conference at Katmandu, FT Croos with Psyche, Kandee and Jackob

Preparation for STEPS set C; HRD team

8 - 18 Finalize first draft PIDT Tamil materials, Thevaky and Kanagammah (ACLG Ampara)

9 Re validation workshop on revised management frame work (activity handbook) for NPC
Secretaries , Heads of Departments, NPC Varothayanagar; A Jeyaratnam

12 WSPS I Scheme of Work, Jill Knight

12 – 10 July STEPS 4 Set C: Pre STEPS II, STEPS and WSPS, 64 Public Servants, Trincomalee and
Jaffna, British Council and HRD Team

19 Introduction to ILDP one-day training Pilot for PPS and CLG Officers, NPC; MDTD. Petr
Navrat

19 and 22 Discussion on proposal writing training course for WRDS members, CIRM office; CIRM
trainers and Kandeepan

21 Jaffna Shipment, GTZ Office, Jaffna, Sarath

25 - 27 Validation Work shop for NECCDEP SLA Trainers on the Guidelines for Peoples Planning
Process , MDTD; IMM and A Jeyaratnam

25 - 29 Topozioded tables and Chairs, Provincial Council Guest House, Trincomalee, Sarath

29 – 2 July Pilot I PIDT, Local Government, Batticaloa, (Tamil) ACLG Trainers (Batticaloa and Ampara)

Petr Navrat in Jaffna, assessment of LAs for ILDP pilot, discussion with ACLG Jaffna

30 WSPS I Scheme of work, Jill Knight

The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 5
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 July
1-2 Pilot I PIDT continues

1 - 10 Set C of STEPS 4 continues

1 - 17 Finalize first draft Sinhala material; TA trainers

2 Arrival, Colombo; Malcolm Rodgers consultancy for advocacy interventions

3 Local Government Coordinating Committee Meeting, Ministry of Local Government and

Provincial Council, Colombo; A Jeyaratnam

3 - 17 Promoting advocacy interventions, Batticaloa; Malcolm Rodgers, Karthikeyan, Jeyasuvaniya

and Nithiyakala

3 - 31 Helan Drinan consultancy for methodology

6 - 10 Methodology preparation; Helan Drinan, MDTD and CIRM trainers

7 CIRM presents first draft of LG Profile to CLG and ACLGs; Petr Navrat, G. Thangeswaran

7- 8 Introduction to ILDP for Heads of Departments of the NPC; Pert Navrat, CLG NPC, Deputy
Chief Secretary Planning NPC

9 Visit to study the role and functions of Advisory Committee and learn best practices,
Padadumbara Pradesha Sabha Central Provincial Council, Kandy District; A Jeyaratnam,
Jakob Lindemann, M Dhayaparan CLG EPC, F Johnson CLG NPC

10 Visit to study the role and functions of Standing Committee and learn best practices, Nuwara
Eliya Municipal Council; A Jeyaratnam, Jakob Lindemann, M Dhayaparan CLG EPC,
F Johnson CLG NPC

10 - 11 Proposal writing exercise for selected the Vammivadduvan WRDS members, Vakarai;
S Padmarajah and Kokularajan - CIRM trainers

13 - 31 Methodology training, Senior managers in EPC and NPC, Provincial Council Guest House;
Helan Drinan, MDTD and CIRM trainers

20 - 21 Debriefing of advocacy interventions to PIP, Trincomalee; Malcolm Rodgers, Psyche Kennett

and V Kandeepan

20 - 24 Preparation for STEPS set D; HRD team

WSPS I First draft development; Jill Knight

21 Debriefing of advocacy interventions to PIP, Trincomalee; Malcolm Rodgers and PIP

professional staff

23 - 28 Visit Jaffna for STEPS awareness workshop, STEPS Institute and STEPS set D; Psyche and
Croos

24 Half a day STEPS awareness workshop for School Pricipals and ZDEs and ISIs, APD‘s
Office Nalloor; Psyche,Croos and Jaffna PIP team

24 – 21 Aug STEPS 4 Set D: Pre STEPS I and STEPS, Public Servants, Trincomalee and Jaffna; British
Council, HRD Team

26 – 4 Sep Lynda Gill Consultancy for WSPS I Pilot

27 Visit Battegama Pradeshiya Saba, Galle District; A Jeyaratnam, Jakob Lindemann,

The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 6
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 M Dhayaparan, CLG EPC, F Johnson CLG NPC
Morning: Meet the Chairman and Members; Afternoon: Observe Advisory Committee
Meeting

27 - 31 WSPS I Pilot Preparation; Lynda Gill

28 Visit Matara Municipal Council, Matara District; A Jeyaratnam, Jakob Lindemann,

M Dhayaparan, CLG EPC, F Johnson CLG NPC
Morning: Meet Mayor and Councilors; Afternoon: Observe Standing Committee Meeting

30 Visit Chilaw Pradeshiya Saba, Kurunagle District, North Western Province; A Jeyaratnam,
Jakob Lindemann, M Dhayaparan, CLG EPC, F Johnson CLG NPC
Morning: Meet the Chairman and Members; Afternoon: Observe Advisory Committee
Meeting

31 Visit Wariyapola Pradeshiya Saba, Kurunagle District, North Western Province;

A Jeyaratnam, Jakob Lindemann, M Dhayaparan, CLG EPC, F Johnson CLG NPC
Morning: Meet the Chairman and Members; Afternoon: Observe Advisory Committee
Meeting.

August
1 – 4 Sep Lynda Gill Consultancy continues

1 - 21 Set D of STEPS continues

Continue translation first draft PIDT Sinhala material; TA trainers

1 - 31 Refurbishment Stanly College, Jaffna; Sarath , GTZ Jaffna

3 - 28 WSPS I Pilot, MDTD Trincomalee; Lynda Gill

7 Discussion on Management Scheme of STEPS Institute Jaffna, PIP Office; Psyche, Croos,
Secretary Education NP and Secretary PPA NP

10 – 12 PIP all office coordination meeting, Hotel Lotus Park, Trincomalee; Jaffna, Batticaloa and
Trincomalee staff

10 – 21 On the job training on ILDP, Jaffna; Petr Navrat

17 – 18 Internal control; Diroshan Perera

17 - 28 On the job training on STEPS course administration, PIP Office Trincomalee; Croos, Manju,
Gunaruban, Sanjitha

17 – 9 Sept Jill Knight Consultancy

18 - 20 Placement Test for STEPS (50 public servants), Colombo; S Vivekananthan, Sarath

19 - 20 National Symposiums on Local Government, Colombo; A Jeyaratnam, Jakob Lindemann

20 - 22 Planning and Preparation for Pilot II PIDT (Tamil), Trincomalee Thevakiy and CIRM trainers

24 - 27 PIDT Pilot II (Tamil), Local Government, Trincomalee; Thevakiy and ACLG trainers
(Batticaloa and Ampara)

28 – 3 Sep WSPS I Pilot Feedback; Lynda Gill , Jill Knight

31 – 2 Sep Proposal writing training for WRDS members for batch I, Batticaloa; CIRM trainers,
V Kandeepan, Jeyasuvaniya and Nithiyakala

The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 7
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 September
1 Introduction to ILDP, officers of PS and DS Point Pedro, ACLG Office Jaffna, Petr Navrat

1–3 WSPS I Pilot Feedback continues

1-4 Lynda Gill Consultancy continues

1–5 Planning and Preparation for Pilot III PIDT (Sinhala), Trincomalee; Thevakiy and TA trainers

1-9 Jill Knight Consultancy continues

1 -17 Preparation for STEPS Set E, Trincomalee, Jaffna, Batticaloa; PIP HRD, Jaffna and Batti
team

1 - 30 Refurbishment Stanly College, Jaffna; Sarath , PIP Jaffna Office continues

on - the Job training on STEPS Administration; Croos, Manju, Nithja, Gunaruban and
Sanjitha continues

HRD database for PIP, HRD team continues

1 – 15 Dec Kumanaraj consultancy continues

2 Follow up training (PIDT Pilot II), Batticaloa, Croos and Thangesh, ACLG trainers Batticaloa

5 – 10 External Audit ; Andreas Rueben, PricewaterhouseCoopers

7 ILDP Part I – officers of ACLG office, ACLG Office Jaffna, Petr Navrat

7 -10 Pilot III PIDT (Sinhala), Local Government, Ampara; Thevaky, TA Trainers

16 Introduction to ILDP, NPC Heads of Departments, Varothayanagar Trincomalee, Petr Navrat

17 Bottom up feed back; Germain Wickramasooriya, PIP Natiional staff

18 – 16 Oct STEPS 4 Set E: Pre STEPS I, Pre STEPS II and STEPS 80 Public Servants, Trincomalee,
Jaffna and Batticaloa; British Council, HRD Team
nd
23 2 Follow up training (PIDT Pilot I), Batticaloa, G Thangeshwaran and ACLG trainers
Batticaloa

25 Workshop on Baseline Study Report for NPC Stakeholders, Varothaya Nagar, Walter Keller
and A Jeyaratnam

26 Workshop on Baseline Study Report for EPC Stakeholders, MDTD Trincomalee, Walter
Keller and A Jeyaratnam

Follow up on proposal writing workshop for batch I, Batticaloa; CIRM trainers and
V Kandeepan, Jeyasuvaniya and Nithiyakala

27 – 29 Proposal writing for WRDS members for batch II and II (separately), Batticaloa; CIRM
trainers, V Kandeepan V Kandeepan, Jeyasuvaniya and Nithiyakala

29 Meeting for Coordination of Local Government Affairs, Ministry of Local Government &
Provincial Council, Colombo, A Jeyaratnam

The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 8
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 October
1 ILDP Part I – officers of Velenai PS and DS, ACLG Office Jaffna, Petr Navrat

1 - 11 Preparation for STEPS Colombo PIP HRD Team

1 - 16 Set E of STEPS continues

1 – 18 Promoting advocacy interventions, Batticaloa; Malcolm Rodgers – consultant for advocacy

1 – 20 Refurbishment Stanly College, Jaffna; Sarath , PIP Jaffna Office continues

1 - 30 On – the Job training on the STEPS Administration System; Croos, Manju, Nithja and
Gunaruban continues

1 – 28 Oct Petr Navrat in Jaffna continues

1 – 15 Dec Kumanaraj consultancy continues

2 ILDP Part I – officers of Chankani PS and DS, ACLG Office Jaffna; Petr Navrat

5 ILDP Part I – officers of Point Pedro PS,UC and DS, ACLG Office Jaffna; Petr Navrat

7 Meeting with R/ACLG Trincomalee; S Suthakar, R/ACLG Trincomalee, Sivakaran

10 - 11 Self Access Skills Training, STEPS Participants, MDTD, MDTD trainers

11 – 28 Nov STEPS 20 Public Servants from Ministry of Nation Building and Ministry of National
Integration, Nagarodaya Centre Colombo 8; British Council and HRD Team

14 ICT Consultant service to NPC; S Suthakar

15 – 16 ILDP Part II – officers of R/ACLG Jaffna, ACLG Office Jaffna; Petr Navrt

15 - 20 Jaffna visit for STEPS Institute opening: Psyche and Croos

18 -19 Local Government Symposium 2009 Northern Province , Jaffna Central Premises and
Weerasingham Hall Jaffna, A. Jeyaratnam

19 Opening STEPS Institute, Jaffna, Psyche, HRD Team and Ministry of Education Northern
Province

19 - 23 Malcolm Rodgers in Trincomalee

19 – 5 Nov Preparation for STEPS Set F, Trincomalee, Jaffna; PIP HRD and Jaffna team

20 Meeting with R/ACLG Jaffna, R/ACLG Office Jaffna, A. Jeyaratnam

20 – 22 Network Maintenance GTZ PIP office Batticaloa; S Suthakar

21 Strengthening and reforming Local Authorities Committee System – Kickoff Meeting, Jaffna;
A Jeyaratnam

Workshop on Baseline Study, R/ACLG Office Jaffna, A. Jeyaratnam

22 - 23 ILDP Part II– officers of Chulipuram PS and Chankani DS, ACLG Office Jaffna; Petr Navrat

22 - 25 Nov Helen Drainan Consultancy

24 - 28 Work with Directors DCS Planning EP, Director of CIRM, Director of MDTD, Director of MDTI
The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 9
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 and Assistant Secretary of PPA NP for standardization of the trainer training competencies,
HRD Team and Helen

26 -27 ILDP Part II – officers of Point Pedro PS,UC and DS, Point Pedro; Petr Navrat

27 Follow up on proposal writing workshop for batch II, Batticaloa; CIRM trainers,
A S Jeyasuvaniya, A Nithiyakala, M Karthikeyan and V Kandeepan
27 – 29 Proposal writing for WRDS members for batch III , Batticaloa; CIRM trainers,
A S Jeyasuvaniya, A Nithiyakala, M Karthikeyan and V Kandeepan

29 - 31 Teaching Practice and Certification for July Methodology participants group (NP) with the
Senior Staff; Director MDTI, Assistant Secretary of PPAs NP, CLG NP and Helen

November
1-5 Preparation for STEPS Set F continues

1 - 11 Training on Capacity Works , New Delhi; Croos, Jacob, Psyche

1 - 25 Helen Drinan Consultancy continues

1 - 28 STEPS Colombo continues

1 – 15 Dec Kumanaraj consultancy continues

4 ICT Consultancy service to EPC; S Suthakar

5 Meeting with Kunanathan, R/ACLG Office Trincomalee; A Jeyaratnam

Network configuration, R/ ACLG Office Trincomalee: S Suthakar, Sivakaran

4-5 Teaching Practice and Certification for July Methodology participants group Jaffna; Director
MDTI, Assistant Secretary of PPAs- NP and Helen Drinan

6 – 4 Dec STEPS 4 Set F: STEPS, Pre STEPS and WSPS I 80 Public Servants, Trincomalee and
Jaffna; British Council and HRD Team

7 – 12 System maintenance, PIP Batticaloa; S Suthakar

9 - 11 Teaching Practice and Certification for July Methodology participants group 2 (EP); Director
CIRM, Director MDTD and Helen Drinan

10 PIP project presentation to new German Ambassador; Psyche

First joint meeting between Hijiranagar and LA Koralaipattu West, Batticaloa

10 – 15 Dec Feasibility study for FSCT supported 8 livelihood initiatives, Batticaloa; M Karthikeyan

11 Institutional workshop and Linking between LAs and ZDEs, Batticaloa; PIN staff

16 Opening ceremony and staff of Teachers Training Batch I ; Education Department trainers,
Valaichchenai, PIN staff

16 - 18 Teaching Practice and Certification for July Methodology participants group Batticaloa;
Director CIRM, Director MDTD and Helen Drinan

17 Development Partner Symposium II on streamlining Local Governance Activities in the

Eastern Province, Colombo, A Jeyaratnam and Jakob Lindemann

19 Follow up on Proposal Writing Training for LAs, Batticaloa; PIN staff

20 - 21 Feasibility study workshop for PIP staff, Trincomalee; CIRM trainers, V Kandeepan,
The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 10
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 M Karthikeyan, A S Jeyasuvaniya, A Nithiyakala and P Kirushanthan,

23 Gender workshop; Colombo, V Kandeepan and M Karthikeyan

Meeting for coordination of local government affairs, Minisity of Local Government and
Provincial Councils, Colombo, A Jeyaratnam

23 - 25 Finalise system with EPC, NPC: do presentations for Chief Secretaries and Senior
Managers; Helen Drinan

24 Professional Staff Meeting, Colombo; PIP Professional Staff

26 Strengthening and reforming local authorities committee system – Kickoff Meeting, Eastern
Province; A Jeyaratnam and Jakob Lindemann

PIDT 1st follow-up for local authorities in Trincomalee District (Sinhala Medium), R/ ACLG
Office Trincomalee, Chaminda Abeyasekara and G Thangeshwaran

30 Final proposal from LA to be submitted to PIN, Batticaloa; PIN staff

December
1–4 Set F of STEPS continues

1 – 15 Dec T Kumanaraj consultancy continues

1- 31 Continues feasibility study for FSCT supported 8 livelihood initiatives, Batticaloa; M

Karthikeyan

Feasibility study for WRDS business proposal Batch 3; Batticaloa, A Nithiyakala and A S
Jeyasuvaniya

02 CLG East Router Repair – Suthakar, Rahumuthulla

7–9 Baseline Study Training for GTZ project staff, PIP Colombo office; Psyche Kennett

7 – 11 Plan formulation committee workshops in 3 areas Jaffna District, Velanai, Point

Pedro,Velikamam West, ILDP support unit, R/ACLG Office Jaffna; T Kumanaraj
st
8 PIDT 1 follow-up for local authorities in Ampara District (Sinhala Medium), R/ACLG Office
Ampara; C Abeyasekara and G Thangeshwaran

Backup, Virus removal, Router Trouble Shoot CLG East Office Mathi-ACLG,
Rahumathulla,Suthakar

Install New Monitor, Network Printer Configure – Suthakar, Sivakaran,Guna ACLG

8 – 10 Placement Test for STEPS (540 Public Servants), Jaffna; Gunaruban, ACLG trainers and
HRD Team Jaffna

8 – 12 Walter Keller in Jaffna

8 – 09 Wireless Printer Configuration ACLG Office,Trincomalee ; Suthakar, Sivakaran

9 Opening ceremony of Teachers Training Batch II; Education Department trainers-

Chenkalady, PIN staff

10 Second joint meeting in villages Thaddumunai and Navagirinagar (LA, WRDS, community)
reading and approving proposals, PIN, Batticaloa

PIDT 2nd follow-up for 6 Local Authorities in Trincomalee District (Tamil Medium), R/ACLG
Office Trincomalee, G Thangeshwaran
The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 11
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
 11 Redressal assessment visit to Town & Gravets Pradeshiya Sabah, Trincomalee, G
Thangeshwaran

11-13 Drivers Training for all GTZ project drivers, Colombo; Jerome Domergue- RMA

14 Redressal assessment visit to Muthur Pradeshiya Sabah, G Thangeshwaran

14 – 19 (tbc) System maintenance, PIP Jaffna office; S Suthakar

15 Handing over Kiththul WRDS project proposals to UNILO; Batticaloa, WRDS members,
A Nithiyakala and M Karthikeyan

16 Handing over Thikiliveddai WRDS project proposal to UNILO; Batticaloa, WRDS members
and A S Jeyasuvaniya

19 Walter Keller in Germany

21 – 22 Server configuration ACLG Office, Trincomalee; Suthakar

23 Handing over Gandhinagar WRDS project proposals to Manmunai West ADS; Batticaloa,
WRDS members, A Nithiyakala, M Karthikeyan

24 – 3 Jan PIN office close for holidays

29 Dec Redressal assessment visit to Kinniya Pradeshiya Sabah and Kinniya Urban Council, G
Thangeshwaran

The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded by the 12
German Federal Ministry for Economic Cooperation and Development (BMZ) and the British Government’s
Department for International Development (DFID)
Appendix 2

STEPS 2010 courses and locations – draft plan

Pre course No. of

test / admin Course start Course end Participants Trincomalee Vavuniya Colombo Jaffna
WSPS I WSPS I
15 – 16 Jan 10 18 Jan 10 12 Feb 10 64
Set G Pre STEPS I Pre STEPS I

WSPS I WSPS I
26 – 27 Feb 10 1 Mar 10 26 Mar 10 84 Pre STEPS I
Set H Pre STEPS II STEPS

Pre STEPS II Pre STEPS I

16 – 17 Apr 10 19 Apr 10 14 May 10 80
Set I STEPS Pre STEPS II

STEPS STEPS
21-22 May 10 24 May 10 18 Jun 10 64
Set J WSPS II WSPS II

Pre STEPS II
2-3 Jul 10 5 Jul 10 30 July 2010 92 Pre STEPS II Pre STEPS I WSPS II
Set K STEPS

STEPS
13 – 14 Aug 10 16 Aug 10 10 Sep 10 64 WSPS I STEPS
Set L WSPS I

WSPS I
STEPS
24 – 25 Sep 10 27 Sep 10 22 Oct 10 56 WSPSI/WSPS II/
Set M WSPS I
Pre STEPS II
 Appendix 3

Sample Trainer’s Evaluation Form

Trainer’s name: Observer’s name:

Venue: Date: Time:

No. of participants: Learner Objectives:

Session Title:

Part 1. BEFORE THE TRAINING SESSION

Plan and Prepare Effectively Evidence? Any comment?

The plan is easy to understand and follow

The trainer has included clear, achievable overall and

specific learner objectives

The timing of the activities in the plan is realistic

The plan shows a good understanding of the

methodology

Handouts and task sheets are appropriate and clear

The trainer understands and can explain the plan

Overall level for planning and preparation very competent competent unsatisfactory
competent with
support

Part 2. DURING THE SESSION

2.1 Show knowledge, skills and expertise in the Evidence? Any comment?
methodology and training content

Effective use of task-based, participatory methodology

and input-task-output training cycle

The trainer shows subject knowledge, skills and

expertise

Overall level for knowledge, skills and expertise very competent competent unsatisfactory
competent with
support
2.2 Run the session efficiently and effectively Evidence? Any comment?

The trainer starts the session clearly

The trainer uses the session plan appropriately

The trainer uses training material appropriately

There are clear stages to the session

The trainer is able to link activities

The trainer shows an understanding of the purpose of the

task

The tasks used are successful

The trainer demonstrates tasks and uses role-play when

relevant

The timing of the activities is appropriate

The pace of the session is appropriate

There is a variety of tasks

The trainer uses a variety of resources/ media e.g.

whiteboard, flipcharts, multimedia, other visuals

The trainer uses a variety of questioning strategies

The trainer summarises important points

Learning objectives are achieved

The trainer ends the session clearly

Overall level for running the session very competent competent unsatisfactory
competent with
support
 2.3 Manage the participants and training session Evidence? Any comment?
effectively

Instructions are clear and understood

The trainer positions her/himself well and moves around

the training room

The trainer monitors actively

The trainer pays attention to participants

The trainer elicits from the participants

The trainer listens and responds to participants’ ideas

The trainer provides feedback to participants’ outputs

The trainer uses a variety of work arrangements

The trainer’s voice level and tone is appropriate

The trainer maintains eye contact with the participants

The trainer uses positive body language

Overall level for management and control of very competent competent unsatisfactory
participants competent with
support

2.4 Participant learning and involvement Evidence? Any Comment?

The trainer involves all the participants and keeps them

interested

The participants are able to complete the task given

There is a good balance of trainer talking time and

participant talking time

The quantity and quality of interaction is balanced

The Trainer encourages and motivates

The Trainer considers the feelings of the participants

Overall level for participant learning and very competent competent unsatisfactory
involvement competent with
support
2.5 Trainer’s manner Evidence? Any comment?

The trainer appears confident and relaxed

The trainer has a positive attitude towards the

participants and pays equal attention to them

The trainer establishes a rapport with the participants

The trainer shows an awareness of gender and cultural

issues when necessary

The trainer is flexible/ adaptable

The trainer shows integrity

The trainer is willing to empower others and share

knowledge

Overall level for Trainer’s manner very competent competent unsatisfactory

competent with
support

Part 3: AFTER THE SESSION – Trainer’s self awareness

3.1 Trainer shows an awareness of strengths and Evidence Any comment?

areas for improvement

The trainer is able to reflect and analyse his/ her

strengths and areas for improvement

The trainer is able to accept constructive feedback and is

willing to act on it

Overall level for trainer awareness of strengths and very competent competent unsatisfactory
areas for improvement competent with
support

Final level

Signature of Member of the Trainer Accreditation Board

Please photocopy. Give only this sheet to the potential trainer.

Trainer’s name: Observer’s name:

Venue: Date: Time:

No. of participants: Learner Objectives:

Session Title:

3.2 Trainer’s own assessment of the training session

Strengths Areas for improvement

3.3 Comments from the observer

Strengths Areas for improvement
Appendix 4
Support for Local Authority Public Information Dissemination, EPC 2009

District Local Authorities No. of participants Dates Training stage

Batticaloa
Training Venue
R/ACLG office, Batticaloa
No Participants: 20
Subject of training
Granting building approvals
Batticaloa MC 2 29 Jun- 2 July 2009 Initial 4 days training
Kaththankudy UC 3 2 Sep, 2009 1st follow-up
Manmunai West PS 2 23 Sep, 2009 2nd follow-up
rd
Porathevupattu PS 2 20 Oct, 2009 3 follow-up
th
Koralaipattu PS 3 19 Nov, 2009 4 follow-up
Koralaipattu West PS 3
Eravurpattu PS 2
Koralaipattu North PS 2
Manmuani South, Eruvilpattu PS 2

All local authorities have finalised the brochures and posters and they are ready for printing.
Public information dissemination campaigns will be organised by PIDT trained local authorities in the beginning of February, 2010.
Agreements
Community development officers will work with Rural development officers in the campaigns.
Other strategies to disseminate these prepared materials to public will be agreed on by the mid of the January 2010.

District Local Authorities No.of participants Dates Training stage

Trincomalee Trincomalee UC 2 24 Aug- 27 Aug 2009 Initial 4 days training
Training Venue Trincomalee town and gravets PS 1 18 Nov,2009 1st follow-up
MDTD, Trincomalee Kuchchaveli PS 1 10 Dec,2009 2nd follow-up
No Participants: 7 Muthur PS 2
Subject of training Thampalakamam PS 2
Granting building approvals Verugal PS 1

Materials testing is in progress and all local authorities agreed to finalise the materials by the third week of January.
Agreements Public information dissemination campaigns will be organised by PIDT trained local authorities in the beginning of February, 2010.
Other strategies to disseminate these prepared materials to public will be agreed on by the mid of the January 2010.
District Local Authorities No.Participants Dates Training stage
Trincomalee Seruvila PS 2 3 Nov -7 Nov, 2009 Initial 4 days training
Training Venue Kantale PS 3 26 Nov,2009 1st follow-up
MDTD, Trincomalee Moreweva PS 3
No Participants: 8 Komarankadawela PS 3
Subject of training Padavisiripura PS 3
1. Preventing the spread of
mosquitoes
2. Solid waste management
All local authorities are now working to develop the contents of drafted poster and brochure, by the first week of January, 2010
Agreements materials testing sessions will be held.
Final posters and brochures will be made available for information dissemination by the beginning of February 2010.

District Local Authorities No.Participants Dates Training stage

Ampara Ampara UC 1 7 Sep -10 Sep 2009 Initial 4 days training
Training Venue Dahiyaththakandiya PS 1 8 December 2009 1st follow-up
R/ACLG office, Ampara Mahaoya PS 2
No Participants: 12 Namaloya PS 1
Subject of training Pathiyaththalawa PS 1
Local authority services and Uhana PS 2
responsibilities Damana PS 2

All local authorities are now working on developing the contents.

Agreements
In the second follow-up (7 January, 2010) local authorities will finalise the contents of their drafted poster and brochures.
Appendix 5
Observations on Committee Systems in 6 Local Authorities

A. Baddegama Pradeshiya Saba, Chilaw Pradeshiya Saba, Wariyopola Pradeshiya

Saba, Pathadumbara Pradeshiya Saba
 All four Local Authorities have functioning Committee System.
 Operate all four committees specified in the Pradeshiya Saba Act.
 Two Local Authorities have spelt out the functions of the committees clearly in writing
and available for perusal to anyone including the public. In one committee list of function
is available, but not in detail, only general while in the other no list of functions, but
through oral directions and agreement as an when issues arises.
 In addition when requests, suggestions, complaints and proposals received from the
Public, Council Chairman/Secretary refer them to the appropriate committee for study
and make recommendations.
 In Warriyapola Pradeshiya Saba, recommendations of the committees which have
financial implication are channelled through the Finance and Policy Committee to the
council (This is a good practise, saving time).
 In other councils the committee recommendations are first sent to the council and then
they are referred to the Finance and Policy Committee by the council. (This causes
delay)
 Without exception, the Chairmen of all four councils are the Chairman of the Finance and
Policy committee
 In the Chilaw Pradeshiya Saba , the Council Chairman chairs the committee on technical
services in addition to finance and policy committee.
 All other committees elect the chairman among them selves.
 Committee membership number and composition are not uniform in the four councils.
They differ not only between council to council, but among committees as well.

The detail of members in each council appended below

Local Authorities Total Finance & Housing & Technical Environment
number of Policy Community Service and
Members Development Amenities

Baddegama PS 27 07 07 07 06

Chilaw PS 44 08 13 10 13

Wariyopola PS 44 11 11 11 11

Pathadumbara PS 22 06 06 05 05

Total 137 32 37 33 35

1
The finance and policy committee is entirely composed of elected members in 3 councils
except in Warriyapola where one citizen member is added to the committee. This is new
phenomenon.

Councillor/ Councillor Citizen Men Women Youth

Citizen/Men/Wome
n/Youth
representative on
Committees
Local Authorities

Baddegama PS 27 00 27 00

Chilaw PS 31 13 41 03

Wariyopola PS 33 11 40 04

Pathadumbara PS 22 00 22 00

Total 113 24 130 07

 Of the sixteen committees, women citizen members are found only in two committees,
Housing and Community Development and Environmental Amenities in two Pradeshiya
Sabas, namely Chillaw and Warriyapola.
 In the Pathadumbara Pradeshiya Saba is special category of unofficial citizen members
are found in two committees.
- Any number of unofficial citizens could be invited for the Housing and Community
Development Committee meetings most of the invitees are women
- 9 unofficial members are invited for the Environment and Amenities Committee-
include officials from other institutions CBO/NGO in the areas e.g. Grama Niladari,
Police Officer, Veterinary Surgeon, Preschool Administrator, CBO chairman and
Representatives of NGOO.
 It transpired that in all PSS, the officials dealing with subjects relevant to the committees
are required to attend the meetings and furnish information and clarify issues.
- In Pathadumbara Pradeshiya Saba, the designation of the attending officials is
predetermined, clearly identified in a list. Attending the committee meeting is made
part of their duty and included in their duty list (as part of their duty)
 In all four Councils, Secretary to the council functions as the secretary to the committee
on finance and policy while usually a Management Assistant is assigned to do the work
of secretary to other committees.
 Additional Committee: There is a tender committee, in addition to the Finance and
Policy Committee in Pathadumbara Pradeshiya Saba comprising Chairman Pradeshiya
Saba and Chairmen of Committees, Pradeshiya Saba Secretary, Work Superviser,
Revenue Inspector, Community Development Officer, Plantation Community
Development Officer and Programme Assistant.
2
 There is also Advisory Committee for the whole Pradeshiya Saba consisting fully of
citizen members in the Chilaw Pradeshiya Saba.
 Consist seventeen citizen members selected by Councillors and approved by council.
 Criteria is competency, knowledge, experience

 Meets once in 3 months

 Role: Link between citizens and Pradeshiya Saba collects proposals from
citizens/community and advise the council on the proposals and policies. This committee
comes closer to the recommendation of the Local Government Reform Commission.

 Selection Process: In all four councils members for the committees among the elected
councillors were chosen on consensus basis.

 In the case of citizen members, the council nominate them on the recommendations of
the councillors. The councillors are said to picking up suitable citizens on the basis of
expert knowledge, experience, service mentality, etc. There is room for improvement in
the nomination of the citizen members.

 In Chilaw and Pathadumbara (citizen) committee members are issued with letters of
appointment under the signature of the secretary of Pradeshiya Sabas

 In Pathadumbara, care is taken to ensure , that every Councillor made a member of at

least one committee

 In the Pathadumbara Pradeshiya Saba one of the committee Chairman is from the
opposition party. This is a notable best practice.

Meeting Schedule
 Except in Baddegama, in the other three Pradeshiya Sabas committee meetings
scheduled are prepared in advance at the beginning of the year for the whole year. This
facilitates members to plan their work (Good Practice).

 In Baddegama, the date for the next meeting is agreed at the committee meeting

 In Pathadumbara, the meetings are fixed during the first half of the month, two meetings
per day

 In Chilaw and Warriyapola all four committee meetings are held on same day at different
times, this facilitates members to attend meetings if they are members in more than one
committee and reduces absenteeism (Good Practice)

 In Chilaw, the meetings are scheduled on every last Tuesday on each month to enable
the committee reports reach the council, whose meetings are scheduled for every last
Friday of the month (This appears to be a good arrangement)

 In Warriyapola, Committee meetings are scheduled one week ahead of the council
meeting, to enable the committee reports reach for council deliberation without delay.

3
 Committee meetings are regularly held on monthly basis in all four Local Authorities.

 Invitations to the committee meetings are sent to the members one week in advance
together with the agenda.

 Agenda is prepared by the Committee Secretary in consultation with Committee

Chairman.

Minutes
 Minutes of the meetings are recorded by the Committee Secretary/or a Senior
Management Assistant.

 Minutes are signed by both the Committee Chairman and Committee Secretary.

 In Pathadumbara and Warriyapola, The minutes of the committee meetings could be

accessed by citizen at the council library.

 In Baddegama, Wariyapola and Pathadumbara members of the public are allowed to

observe the committee meetings.

 Prior permission necessary in Warriyapola, but not in Baddegama and Pathadumbara.

B: Nuwara Eliya and Matara Municipal Councils

1. Both councils have functioning Standing Committees.
2. Each council has a committee on finance and policy and two other standing committees
as mandated by the Municipal Council Ordinance.
3. Other two committees bear the same title, viz Health and Sanitation Committee and
Technical Services Committee.
4. Every Standing Committee has six councillors as members according to the stipulations
of the ordinance.
5. Finance and Policy Committee is constituted with the Mayor and 5 elected Councillors.
6. Committee members are elected from among councillors, every year, at the first meeting
of the council by vote.
7. Mayor functions as Chairman of the Finance and Policy Committee as per the law.
8. Other committees elect their chairman at their first meeting.
9. Since, both councils have no elected women councillors all six committee are entirely
composed of men.
10. No citizen members in the committees as there is no provision in the law.
11. Key officials including the Municipal Commissioner and Secretary to the council attend
the meeting of each committee.
12. Committees summon any other council officer to attend the meeting with documents.

4
13. Public has no access to committee meetings in both councils.
14. Secretary to the council is responsible to convene committee meetings in both councils.
Invitation are sent with Agenda.
15. Every councillor is in at least one committee in Matara Municipal Council.
16. Council Secretary is responsible for recording the meeting minutes and he/she is
assisted by a Stenographer/Management Assistant.
17. In the Nuwara Eliya Municipal Council, public has no access to committee reports while
in Matara Municipal Council, Public are allowed to peruse the reports along with council
minutes kept in the library.
18. Annual meetings schedule for all committees are prepared by the council secretary in
Nuwara Eliya.
19. In Nuwara Eliya, list of functions assigned to each committee is available. Where as in
Matara, no list of assigned functions available. Mayor refers issues as and when they
arrise to the appropriate committee.
20. In Nuwara Eliya, all decisions and recommendations of the other two standing
committees are submitted to the council through the finance and policy committee. All
proposals/suggestions recommended by the finance and policy committee automatically
receive sanction of the council without much debate. Mayor claims, by this practice,
informed decisions are taken without spending long time. It is worthwhile to note that the
Finance and Policy Committee is chaired by the Mayor him self
21. In Nuwara Eliya, there are special committees for tourism, library, agriculture and
environmental protection consisting of councillors and citizen. These committees have
no regular meeting schedules. They meet as and when necessity arises. There is
provision in the Municipal Council ordinance under section 27 for special committees.
Municipal Council can appoint these committees from time to time, determine the
number of members and appoint from among council members to inquire into particular
issue. In Nuwara Eliya, citizen members are also appointed to these committees and it is
a welcome feature.
22. In Matara, the Mayor has recently established 15 ward committees, one per each ward.
In addition to the large advisory committee for a Local Authority, a mini Advisory
Committee called Ward Committee, is in the recommendations of the Local Government
Reforms Commission Report. Yet the Ministry of Local Government and Provincial
Councils and has not taken steps to implement this recommendation and no circular is
issued. But Matara Municipal Council has gone ahead and established ward committees.
Each committee comprises of 15 members of whom, 8 are elected by citizens at a
community meeting and 7 are nominated by the Mayor.
- Mayor informs, when making the nominations, he looks into the under
represented sections in the council area; including women youth and vulnerable,
and make a balancing act.
- Mayor further says, that if the community are not satisfied with the performance
of the ward committee, they can recall the citizen members and re elect fresh
members at a meeting, in terms of an agreed constitution.

5
 - There is a constitution prepared with the support of SLILGA and Asia Foundation
and approved by the council.
- The constitution makes provision for the method of formation composition role
etc. for the Ward Committee.
- This constitution is disseminated among ward committees and an agreement is
signed between the Ward Committees and the council.
- Role & Function
a) Create better understanding between the council and the community.
b) Identify community issues and solutions.
c) Assist in the preparation of estimates for the approved items.
d) Decide on the date of commencement of works.
e) Supervise community centres within the ward.
f) Assist the council in changing the attitude of the community.
e.g. Re-garbage disposal, keep the city & garden clean (Conducts Home
Garden Competition)
Mayor says, this system ensures community initiation, monitoring and quality assurance
and transparency.
- Proposals of these ward committees are received by the council through the
Finance & Policy Committee, with its recommendation.
- Ward Committees are supervised by the Community Development Officer of the
Municipal Council.
- Each Committee operates a Bank Account.
- Chairman/ Secretary and Treasurer of the committee are also elected by the
community at a meeting.
Mayor says he has got inspiration from the experiences and systems in foreign countries
especially in South Africa.
This novel experiment is at its infant stage, to be watched closely and attentively.
Deeper analysis at a later stage may be worth while to learn more on the functioning of
the system.

6
Appendix 6

Gandhinagar WRDS Proposal

fUj;jpl;lj;jpd; jiyg;G
fhe;jpefH fpuhkj;jpy; rpWtH tpisahl;Lg;G+q;fhnthd;iw mikj;jy;

fUj;jpl;lj;ij eilKiwg;gLj;Jk; epWtdk;

fhe;jpefH khjh; fpuhk mgptpUj;jpr;rq;f
; k;;

epjp toq;Fk; epWtdj;jpd; ngaUk; KfthpAk;

KfthpAk;
kz;Kid Nkw;F - gpuNjr nrayf gphpT Clhf
rpWth; eyd;fis Nkk;gLj;Jk; epjp toq;Fk; epWtdq;fs; - kl;lf;fsg;G

fUj;jpl;lk; eilKiwg;gLj;jg;gLk; miktplk;

fpuhkq;fs; fhe;jpefh; kw;Wk; ghtw;nfhbr;Nrid
fpuhk NritahsH gphpT fhe;jpefH 148 C

gpuNjr nrayf gphpT kz;Kid Nkw;F

gpuNjrrig kz;Kid Nkw;F

khtl;lk; kl;lf;fsg;G

fUj;jpl;l tpguk;
fUj;jpl;lj;Jf;fhd nkhj;jr;nryT &gha; 200,000

fUj;jpl;lf;fhyk; 1–1–2010 Kjy;; 30–6–2010 tiu

gadhspfs; fhe;jpefh; kw;Wk; ghtw;nfhbr;Nrid

fpuhkq;fspd; rpWth;fs;;

fUj;jpl;l cghak;
fpuhk kf;fs; gq;Fgw;Wjy;
jy;
- tpisahl;Lg;G+q;fh mikf;fg;gltpUf;Fkplj;ij rpukjhdk; %yk; rPuhf;fy;
- epoy; jUk; gokuf;fd;Wfis eLjy;
epjp toq;Fk; epWtdj;jpd; cjtpiag;ngWjy;
gWjy
- tpisahl;L cgfuzq;fisAk; nghUl;fisAk; ngw;Wf;nfhs;Sjy;
- tpisahl;L cgfuzq;fisg;nghUj;jpf;nfhs;Sjy;
guhkhpj;jYk; ghJfhj;jYk;
Yk
- xOq;FKiwapy; guhkhpj;jYk; gOJglhJ ghJfhj;jYk;
fUj;jpl;lg;gpd;
gpd;dzp
fhe;jpefh; fpuhkkhdJ kl;lf;fsg;G efhpypUe;J 18 fpNyhkPww
; u; J}uj;jpYk;
FwpQ;rhKid Clhfr; nry;Yk; cd;dpr;ir tPjpapYk; mike;Js;sJ. ,q;F 75
FLk;gq;fisr; Nrh;ej; 293 Ngh; tho;fpd;wdh;. ,th;fspy; 5 tajpw;Fl;gl;l 18
ngz;gps;isfSk; 15 Mz; gps;isfSk; mj;Jld; 5 - 18 tajpw;fpilg;gl;l 25 ngz;
rpwhh;fSk; 20 Mz; rpwhh;fSk; cs;sdh;.
,f;fpuhk kf;fs; fle;j 2007 Mk; Mz;by; Vw;gl;l ,lg;ngah;tpd; fhuzkhf
mth;fsJ nrhj;Jf;fisAk; clikfisAk; ,oe;J %d;W khjq;fs; efh;gg ; Fjpapy;
tho;ej; dh;. mt;Ntisapy; rpWth;fs; rpWth; G+q;fhTf;Fr; nrd;W tpisahb
kfpo;ej; dh; kPsF
; bNaw;wj;jpd; gpd;dh; mt;thwhd G+q;fh xd;W jq;fsJ fhe;jpefhpYk;
mikf;fg;gl;lhy; ed;whftpUf;Fnkd tpUk;Gfpd;wdh;.
Vnddpd; rpwhh;fs; Nrh;eJ
; tpisahLtjhy; MNuhf;fpakpf;fth;fshfTk;
Raek;gpf;ifkpf;fth;fshfTk; tsh;tjw;F VJthfyhnkd kNdhjj;Jtpashyh;fs;
$Wfpwhh;fs;.
Nkyjpfkhf fUj;jpl;lj;jpid eilKiwg;gLj;Jtjw;F NghJkhd Nkl;Lf;fhzp
cs;sJ. ,jpy; Foha;ff ; pzW xd;Wk; cs;sJ. ,f;Fohaf;fpzw;wpy; mUq;Nfhilfs;
jtpu Vida fhyq;fspy; ePiug; ngwf;$bajhfTk; cs;sJ.
tpisahl;Lg;G+q;fhnthd;W mikf;fg;gl;lhy; mjid guhkhpf;fTk; ghJfhf;fTk; vkJ
khjh; rq;fk; Kd;dpw;Fk;.
MfNtjhd; rpwhh;fs; jq;fSf;F tpisahl;Lg;G+q;fhnthd;W mikf;fg;gl Ntz;Lnkd
vkJ rq;fj;jpd; %yk; ,j;jpl;lj;ij Kd;nkhopfpwhh;fs;.

17 Dec 2009 1
fUj;
fUj;jpl;lj;jpd; epahag;ghL
,f;fpuhk kf;fspdhy; Kd;itf;fg;gl;l Njitfshf rpWth;fSf;F MNuhf;fpakhd
nghOJNghf;if Vw;gLj;Jk; tpjkhf rpWtu; G+q;fhnthd;iw mikj;jy;, Rj;jkhd
FbePiug;ngw fpzWfis mikj;jy; kw;Wk; tho;thjhuj;jpw;fhd njhopy;
tha;gG; f;fis Vw;gLjJjy; vd;gd Kd;itf;fg;gl;ld. FbePh; gpur;rpidf;fhf %d;W
Foha;ff ; pzWfs; Ie;J nghJf;fpzWfs; gy ,yl;rk; &gh nrytpy; fl;lg;gl;Ls;sd.
mUq;Nfhilfhyq;fspNyNa ePhj
; j
; l;Lg;ghL epyTfpwJ. mt;thwhd fhyq;fspy;
maw;fpuhkq;fspypUe;J ePiu ngWfpd;wdh;. tho;thjhug; gpur;rpidfSf;fhf Ra
njhopYf;fhd Row;rpKiwf; fld; jpl;lk; vkJ rq;fj;jpdhy; toq;fpajd; %yk;
,g;gpur;rpidiaAk; XusTf;F Fiwj;Js;Nshk;. ,Ue;jNghjpYk; rpWth;;
tpisahl;Lg;G+q;fh mikg;gijNa Kd;Dikg;gLj;Jfpd;wdh;.
Vnddpd; tpisahl;Lj;jply; ,y;yhikahy; fhLfSf;Fs; nrd;W tpishaLtjdhy;
tp~f;fb Nghd;w jpBu; Mgj;Jf;fis vjph;Nehf;Ffpd;wdh;.; cjhuzkhf mz;ikapy;
fhl;bw;Fs; nrd;W tpisahba xU rpWkp tp~f;fbapdhy; ,we;Js;shh;. kw;Wk;
cah;ej ; kuq;fspy; Vwp tpisahbajhy; fPNo tpOe;J Ie;J rpWth;fSf;F ifKwpTk;
Vw;gl;Ls;sJ. mjdhy; ,tu;fsJ ngw;Nwhu;fs; xd;W my;yJ ,uz;L thuq;fs;
,tu;fis itj;jparhiyapy; itj;jpUg;gjd; fhuzkhf ngw;Nwhh;fsJ njhopy;
ghjpf;fg; gLtNjhL kpfTk; rpukg;gLfpd;wdh;. mJkl;Lkd;wp tPlL
; tsTfspy;
tpisahlKw;gLtjpdhy; rpWth;f ; Sf;fpilNa rpy rpW gpur;rpidfSk; vOfpd;wd.
,it FLk;gq;fSf;fpilNa Kuz;ghLfis Vw;gLj;Jfpd;wd.
,t;thwhd ghjpg;Gf;fisf; Fiwf;f rpWtu; ghJfhg;G fz;fhzpg;Gf; FO
rpWtu;fSld; rk;ge;jg;gl;l murrhu;gw;w epWtdq;fSf;F mwptpj;Jk; vJtpjkhd
jPuT
; k; vl;lg;gltpy;iy.
vkJ rq;fj;jpd; %yk; khiy Neuq;fspy; tpisahl;L gof;Fjy;> tpisahl;Lg;
Nghl;bfs; elhj;jp guprpy;fs; toq;fpa mDgtk; cs;sJ. ,jd; tpisthf vkJ
; , ghtw;nfhbr;Nrid tpehafh; tpj;jpahyaj;jpy; fy;tpfw;Fk; xU
fpuhkj;ijr; Nru;ej
khztp fle;j Njrpa kl;l tpisahl;Lg;Nghl;bapy; fye;Jnfhz;L ntw;wpAk;
ngw;Ws;shh;
,j;jpl;lk; eilKiwg;gLj;jg;gl;lhy; rpWth;fspd; cly; MNuhf;fpakila
toptFf;fg;gLtNjhly;yhky; rpWtu; kj;jpapy; tpisahl;bd; kPjhd Mu;tj;ij
mjpfupj;J vjph;tUk; fhyq;fspYk; NkYk; Njrpa tPuh;fis cUthf;f toptFf;Fk;.
jpl;lj;ij nraw;gLj;jpajd; gpw;ghL rpWth; G+q;fhit guhkhpf;Fk; KOg;nghWg;Gk;
khjh; fpuhk mgptpUj;jpr; rq;fj;ij rhh;ej
; J. kiofhyq;fspy; xOq;fhd Kiwapy;
guhkhpg;gJ kpfTk; fbdkhf ,Ug;gpDk;$l Kbe;jtiu guhkhpg;gpid Nkw;nfhs;s
Kaw;rp nra;th;. mikangwTs;s tpisahl;Lj;jplypy; Xukhf epoy; jUk; gy;yhz;L
tsUk; gokuf;fd;Wfis el;L tsh;ff ; Tk; jpl;lkpl;Ls;Nshk;.
vdNtjhd; khjh; fpuhk mgptpUj;jpr; rq;fk; Nkw;gb fUj;jpl;lj;jpid epiwNtw;w epjp
cjtpehb cq;fsJ epWtdj;jplk; ,jid Kd;nkhopfpwJ. ,j;jpl;lk;
mikag;ngw;why; vkJ fpuhkkhd fhe;jpefh; kw;Wk; may; fpuhkkhd
ghtw;nfhbr;Nridia Nrh;ej; 100f;F Nkw;gl;l rpWth;fs; ghJfhg;ghf tpisahl
topgpwf;Fk;.

17 Dec 2009 2
fUj;jpl;lj;jpd; ntspaPLfs;

1) rPNrh, rWf;Nf];, nkhpfN;fh wTz;l; Mfpa tpisahl;L cgfuzq;fs; nfhs;tdT

nra;ag;gl;L epWtg;gl;Ls;sd.
2) xU njhifahd rpwpa tpisahl;Lg; nghUl;fs; nfhs;tdT nra;ag;gl;Ls;sJ
; e;J, $ilg;ge;J, tiyg;ge;J, ngw;kpd;ld;, tpf;fl; Nghd;wit)
(cjhuzkhf fhy;gg

fUj;jpl;lj;jpd; tpisTfs;
1) rpWtu;fSf;F ghJfhg;ghd tpisahl;L trjpfs; fpilf;fg;gl;bUf;fpd;wJ.
2) rpWtu;fs; khiy Neuq;fspYk; NtW Xa;T ehl;fspYk; tpisahLfpd;wdh;.
3) rpWtu;fs; jkJ Xa;T Neuj;ij cw;rhfj;Jld; fopf;fpd;wdh;.
4) tp~f;fbapdhYk;> fhLfSf;Fs; nry;tjdhYk; Vw;gLk; Mgj;Jf;fSk;>
capupog;GfSk; Fiwe;J tUtJ mtjhdpf;fg;gl;Ls;sJ.
5) cly; kw;Wk; kd MNuhf;fpak; mjpfupj;JtUtJ mtjhdpf;fg;gl;Ls;sJ.
6) FLk;gq;fSf;fpilNa rpWth;fshy; Vw;gLk; Kuz;ghLfs; Fiwe;Js;sd.
7) rpwhh;fs; xw;WikAld; goFfpd;wdu; kw;Wk; mth;fSf;fpilNa Kuz;ghLfs;
Fiwe;Js;sd.
8) fpuhk kl;lj;jpypUe;J Njrpa tpisahl;L tPuh;fshf tUtjw;fhd tha;gG
; f;fs;;
mjpfupj;Js;sd.

fUj;jpl;lj;jpd; gadhspfs;
vj;jid
,y ahh
ahh; gadilth
gadilth?; vt;topfspy;/ vt;thW?
hW?
Ngh
Ngh?;
gy;NtW tpjkhd tpisahl;Lf;fs;
1-10 taJ tiuAs;s tpisahLtjd; %yk; MNuhf;fpaKk;>
1 33
rpWth;fs; cw;rhfKk; miltu;. (CQ;ry;> rPNrh>
rUf;Nf];> nkhpf;Nfh uTz;l);
fpupf;fl;> gl;kpd;ld;> tiyg;ge;J,
10-18 taJ tiuAs;s fhy;gg ; e;J tpisahLtjd; %yk; Njf
2 23
ngz; rpWth;fs; MNuhf;fpakilth;. tpisahl;by;
xd;wpg; NghapUg;gh;.
fpupf;fl;> fhy;gg; e;J, ngl;kpd;ld;>
10-18 taJ tiuAs;s $ilg;ge;J tpisahLtjd; %yk;
3 22
Mz; rpWth;fs; cly; cw;rhfKk; Njf MNuhf;fpaKk;
KOikahfg; ngWth;.

may; fpuhkkhd ghtw;nfhbr;NridapYs;s 30 rpWth;fs; ,g;G+q;fhit gad;gLj;Jth;.

17 Dec 2009 3
tuT
tuT nryTj;
nryTj;jpl;
jpl;lk;

,y eltbf;if njhif (&gha;

(&gha;)
156,690.00
1 nghpa tpisahl;L cgfuzq;fs; nfhs;tdT nra;jy;
30,000.00
2 tpisahl;Lg; nghUl;fs; nfhs;tdT nra;jy;
13,310.00
3 vjph;ghh;ff
; g;glhj nryTfs;

nkhj;jkhf vjph;ghh;ff
; g;gLk; nryT 200,000.00

Fwpg;G:
rpWtH tpisahl;Lg; G+q;fh mikf;f ,Uf;Fk; ,lk; rpukjhdk; %yk; khjh; fpuhk
mgptpUj;jpr;rq;fj;jpdhy; Jg;guT nra;ag;gLk;
epjp toq;Fk; epWtdj;jplk; ,Ue;J Ntz;lg;gLk; epjp &gha;
gha; 200,000.00

17 Dec 2009 4
eilKiwg;gLj;jy;
,y nraw;ghL fhyg;gFjp nghWg;G Njitahd tsk;
1 fpuhk kf;fs; gq;Fgw;Wjy;
jy;
khjh; fpuhk
k;
1 khjk; mgptpUj;jpr;
1.1 ,lj;ij Jg;guT nra;jy; fhzp
2010 rq;f
nrayhsu;
2 epjp toq;Fk; epWtdj;jpd; cjtpiag;ngWjy;
gWjy;
epoy; jUk; go 1k; kw;Wk; khjh; fpuhk
k; fpuhk kf;fspd;
kuf;fd;Wfs; (khkuk;, 2 mgptpUj;jpr;
2.1 tPLfspYs;s
gyhkuk;, kuKe;jphpif) khjq;fs; rq;fj;
kuf;fd;Wfs;
NrfHpj;jYk; eLjYk; 2010 jiytp
tpisahl;L cgfuzq;fis khjh; fpuhk
epjptoq;Fk;
nfhs;tdTf;fhd 3k; khjk; mgptpUj;jpr;
2.2 epWtdj;jpdJ
,lq;fisAk; 2010 rq;f
epjpAjtp
tpiyfisAk; tprhupj;jy; nghUshsu;
fpuhk
mgptpUj;jp
tpisahl;Lg; nghUl;fs;
rq;f
tpisahl;L cgfuzq;fs; epjptoq;Fk;
3k; 4k; 5k; jiytu;>
2.3 nfhs;tdT nra;jy; epWtdj;jpdJ
khjk; 2010 khjh; fpuhk
tpisahl;L cgfuzq;fs; epjpAjtp
mgptpUj;jpr;
nghUj;Jjy;
rq;f
nghUshsu;
3 guhkhpj;jYk; ghJfhj;jYk;
khjh; fpuhk khjh; fpuhk
6k; khjk;
3.1 jpwg;G tpoh elhj;Jjy; mgptpUj;jpr; mgptpUj;jpr;rq;f
2010
rq;f jiytp mq;fj;jthfs;;
k;
6 khjk;
2010 khjh; fpuhk mgptpUj;jpr;rq;f
3.2 guhkhpj;jYk; ghJfhj;jYk;
njhlf;fj;jp mq;fj;jthfs;
ypUe;J

17 Dec 2009 5
fz;fhzpg;G
Fwpg;gl;l fUj;jpl;lj;jpd; fz;fhzpg;ghdJ gpd;tUk; ml;ltizapy; Fwpg;gpl;lthW
vkJ khjh; fpuhk mgptpUj;jpr; rq;fj;jpdhy; nraw;gLj;jg;gLk;.

,y vij?
ij? vtw;iw?w? ahH? vg;NghJ (fhyk;)? vk;Kiw %yk?
%yk?;
1 ,lk; Jg;guT khjh; fpuhk nraw;ghLNkw;nfhz;l Neubahfg;
nra;ag;gl;ljh? mgptpUj;jpr; ehspy; ghu;itapLtjd;
rq;fk; jiytp %yk;
2 epoy;kuf; fd;Wfs; khjh; fpuhk nraw;ghLNkw;nfhz;l cupa ,lj;jpy;
Nrfupj;J mgptpUj;jpr; ehspy; elg;gl;Ls;sit
elg;gl;Ls;sjh? rq;fk; vdg; ghu;gg; jd;
jiytp/FOtpdu; %yk;
3 tpisahl;L fpuhk mgptpUj;jp tpisahl;L ngwg;gl;l
cgfuzq;fs; cj;jpNahfj;ju;> cgfuzq;fis tpguq;fis
fpilf;ff;$ba tpisahl;L nfhs;tdT nra;Ak; ghu;gg
; jd; %yk;
,lq;fisAk; cj;jpNahfj;ju; epWtdj;ij
tpiyfisAk; jPuk
; hdpf;f Kd;
tpisahl;Lg;nghUl;
nfhs;tdTf;F
Kd;dNk
mwpag;gl;ljh?
4 tpisahl;L nghUl;fs; fpuhk mgptpUj;jp nfhs;tdT Neubg;ghh;it
tpisahl;L cj;jpNahfj;ju;> nra;ag;gl;l mLj;j %yk;
cgfuzq;fs; tpisahl;L ehs;
nfhs;tdT cj;jpNahfj;ju;
-juk;
-msT
5 tpisahl;Lg;nghUl;fs; fpuhk mgptpUj;jp nghUj;jg;gLk; Neubg;ghh;it
rhpahfg; cj;jpNahfj;ju;> NghJ/gpd;dh; %yk;
nghUj;jg;gl;Ls;sdth? tpisahl;L
cj;jpNahfj;ju;

17 Dec 2009 6
guhkhpj;jYk; ghJfhj;jYk;
,f;fUj;jpl;l ntspaPlb; d; njhlu;rr
; pahd ghtidf;Fk;> guhkhpg;Gf;Fk; fhe;jpefu; khjh;
fpuhk mgptpUj;jpr; rq;fk; nghWg;ghf ,Uf;Fk;.
,g;G+q;fhtpd; guhkupg;Gf;nfd vkJ khjh; fpuhk mgptpUj;jpr; rq;fj;jpd;
tUkhdj;jpypUe;J tUlhe;jk; 2% tPjj;ij xJf;fg;gLtij vkJ rq;fk;
epr;rag;gLj;jpf; nfhs;Sk;.
vkJ khjh; fpuhk mgptpUj;jpr;rq;fk; fPo; tUk; guhkupg;G Vw;ghLfis Nkw;nfhs;Sk;.
,y guhkh
guhkhpg;G xOq;Ffs; vg;NghJ?
ghJ? ahuhy;?
1 g+q;fhitj; Jg;guT nra;jy; thuk; xUKiw rpWtu;fs;
khjh; fpuhk
mgptpUj;jpr;
tpisahl;L cgfuzq;fisj;
2 khjk; xU Kiw rq;fj;jiytp
Jg;guT nra;jy;
cl;gl;l epHthf
FO
khjh; fpuhk
tpisahl;L cgfuzq;fspy; fz;Lgpbf;fg;gl;l
3 mgptpUj;jpr;rq;f
gOJfs; XhpU ehl;fspy;
FOtpdH
khjh; fpuhk
3khjj;jpw;F xU
4 G+q;fhitj; Jg;guT nra;jy; mgptpUj;jpr;rq;f
Kiw
mq;fj;jtu;
5 cgfuzq;fs; gjpT nra;Ak; NghJ Muk;gj;jpd;NghJ gpuNjrrig

17 Dec 2009 7
mwpf;ifaply;
kfsph; fpuhk mgptpUj;jpr; rq;fj;jpd; nrayhsupdhYk; nghUshsupdhYk; khjhe;j
mwpf;iffs; njspthfj; jahupf;fg;gl;L fPo; Fwpg;gplg;gl;NlhUf;F cupa fhyj;jpy;
toq;fg;gLk;.

vd;d
vt;tifahd
,y ahuhy;? ahUf;F? vg;NghJ? Kiwapy;
Kd;Ndw;wq;fs;
topapy;?

nrayhsu; epjptq;fpa epWdk;

tpisahl;L khjh; fpuhk khjhe;j
fpuhk mgptpUj;jp khjj;jpw;F
1 uPjpahd fUj;jpl;l mgptpUj;jpr; mwpf;if
cj;jpNahfj;ju;fs; xU Kiw
Kd;Ndw;wk; rq;fk;> %yk;
fhe;jpefu;. gpuNjrrig

,f;fUj;jpl;lkhdJ fhe;jpefh; - khjh; fpuhk mgptpUj;jpr; rq;fkhdJ (WRDS) [php]l; gtz

Performance Improvement Project (PIP) jpl;l cjtpAld; fhe;jpefh; fpuhkj;jpy; Mtzp khjk;
2009 elhj;jg;gl;l Njitg;gFg;gha;tpDhlhfTk; mjidj;njhlh;eJ ; Centre for Information
Resources Management (CIRM) Clhf %d;W ehl;fs; (31 Mtzp njhlf;fk; 2 Gul;lhjp 2009
tiu) kl;lf;fsg;gpy; eilngw;w fUj;jpl;l Kd;nkhopT vOJk; tjptplg;gapw;rpapd; %ykhfTk;
NkYk; xU ehs; (26 Gul;lhjp 2009) ,lk; ngw;w gpd;Dhl;ly; gapw;rpapDhlhfTk;
gapw;Wtpf;fg;gl;l WRDS mq;fj;jth;fspdhy; jahhpf;fg;gl;lJ. fhe;jpefh; - khjh; rq;fk;
%ykhf ,t;tiuag;gl;l fUj;jpl;lj;ij epjptoq;ff;$ba epWtdq;fSf;F ifaspg;gjw;fhf
GTZ PIP %ykhf nrt;it ghh;f;fg;gl;L jl;lr;RgLj;jg;gl;Ls;sJ.
17 khh;fop 2009

,izg;Gf;fs;
1) rpWth; g+q;fhTf;Fj; Njitahd cgfuzq;fs; nghUl;fs; Nghd;witfspd;
ngah;gg; l;bay;;
2) tphpthd tuT nryT tpguk;
3) Kd;nkhopag;gl;l rpWth; G+q;fh mikg;gjw;F njhpT nra;ag;gl;l ,lj;jpd;
epow;glk;

17 Dec 2009 8
,izg;G: 1
Njitg;
Njitg;gLk; tpisahl;L cgfuzq;fs;;
1) CQ;ry; - 2
2) rPNrh - 1
3) rWf;Nf]; - 1
4) nkhpf;Nfh wTz; - 1
5) vf;r]; ghu;l; - 1
6) ltu; - 1
Njitg;
Njitg;gLk; tpisahl;L nghUl;fs;
s;
1) fhy;gg
; e;J - 1
2) $ilg;ge;J - 3
3) tiyg;ge;J - 3
4) new; - 3
5) ngw;kpd;ld; - 5
6) tpf;fl; ngw; - 3

17 Dec 2009 9
,izg;G: 2

kjpg;gL
P nra;ag;gl;Ls; rpWtHfSf;fhd tpisahl;L G+q;fh xd;iw mikj;jYf;fhd tuT nryT mwpf;if
fhe;jpefh;
kz;Kid Nkw;F
kl;lf;fsg;G
xU myfpd; nkhj;jj;njhif
,y tpguk; myF vz;zpf;if ngWkjp (&gha;) (&gha;)

epjp toq;Fk; epWtdj;jpd; gq;fspg;Gf;fs;

epakpf;fg;gl;l msTfspy; nkhpNfhuTz;l; (Merry-Go-Round)
1 tpdpNahfpj;jYk; nghUj;JjYk; vz;zpf;if 1 30,000.00 30,000.00
epakpf;fg;gl;l msTfspy; fhbd; Rtpq; (Garden-Swing)
2 tpdpNahfpj;jYk; nghUj;JjYk; vz;zpf;if 2 28,000.00 56,000.00
epakpf;fg;gl;l msTfspy; kl;; rpiylUk; nylUk; (Mat-
3 Slider with Ladder) tpdNahfpj;jYk; nghUj;JjYk; vz;zpf;if 1 43,190.00 43,190.00
epakpf;fg;gl;l msTfspy; rP-Nrh (See-Saw) tpdpNahfpj;jYk;
4 nghUj;JjYk; vz;zpf;if 1 27,500.00 27,500.00
5 rpWtHfSf;fhd tpisahl;L cgfuzq;fs; tpdpNahfpj;jy; Njitf;Nfw;g 30,000.00 30,000.00
nghUl;fspd;
6 ehdhtpj nryTfs; vz;zpf;if Njitf;Nfw;g $l;Lj;njhif 13,310.00
nkhj;jf;$l;Lj;njhif 200,000.00
epjp toq;Fk; epWtdj;jplk; ,Ue;J Ntz;lg;gLk; epjp 200,000.00

khjH fpuhk mgptpUj;jpr; rq;fj;jpd; gq;fspg;G

khjH rq;f mq;fj;jtHfs; Rw;Wg;Gwj;ij Rj;jk; nra;jy;

Fwpg;G: njhopEl;g cj;jpNahfj;jhpd; cjtpAld; jahhpf;fg;gl;lJ. 10 khh;fop 2009

14 Dec 2009 10
,izg;G: 3
Kd;nkhopag;
khopag;gl;l rpWth; G+q;fh mikg;gjw;F ghpe;Jiuf;fg;gl;l ,lj;jpd;
pd; epow;glk;

miktplk;: ghyh;ghlrhiy mUfpYs;s tpisahl;Lj;jply; - fhe;jpefh;

msT: ¼ Vf;fh;;

14 Dec 2009 11
 Appendix 7
Supported by: Collaborating on Pre-School Education

German Technical Cooperation (GTZ) on behalf of strengthening women's groups and

the German Federal Ministry of Economic improving their communication with local
Cooperation and Development (BMZ)
authorities
Performance Improvement Project (PIP)

Sinnampillaichenai Pre-school In partnership with:

6 Local Authorities in Batticaloa District

PROJECT BACKGROUND
People in Need (PIN) is a non-profit, non-governmental
organization working in 16 countries around the world. The
mission of PIN in Sri Lanka was opened in 2004 immediately
after the Tsunami. Later on PIN started implementing in
different areas of Eastern Province long term development
projects mainly in the Reconstruction, Livelihood, Education
and Organizational Development sectors.
Early Childhood Development Unit
Ministry of Education, Cultural Affairs and Sports
Eastern Province
Provincial Department of Education
Eastern Province
Batticaloa District Educational Zonal Departments

PIN gained vast experience in the

Implemented by:
area of capacity development of
Local Authorities in the
Trincomalee district (working with People in Need Batticaloa
Pradeshiya Sabha and Urban
Council). PIN was implementing Address: 515/98, Trinco Road, Batticaloa
activities in pre-school sector in
Batticaloa, Ampara and Phone/Fax: + 94 652222366
Trincomalee district (teachers www.peopleinneed.cz
training, pre-school construction
and equipment etc.) and based on Email: odlanka@peopleinneed.cz
the experience, a pre-school
teachers‘ manual was published
and certified by Ministry of
Education.

Ministry of Nation Building

and Estate Infrustructure
Development
 Local Authority & community collaboration
Project „Collaborating on Pre-school Education“
description: Pre-school module presentation clarifying responsibilities in the
field of pre-school education
The project aims at improving collaboration between Local
Authorities and the women‘s groups in Batticaloa District,
involving also other relevant stakeholders (parents‘ committees, Village communities meet regularly with Pradeshiya Sabhas
village communities, Provincial Department of Education etc.) in
the area of pre-school education. Women and community will
learn how to specify, formulate and voice their requirements as
citizens and Local Authorities will become more responsive and Pradeshiya Sabhas participate in trainings in communication,
provide better services. pre-school importance, how to issue tender and supervise
construction

Women's groups participate in trainings for proposal writing and

project cycle management

Pradeshiya Sabhas
Early Childhood
Development Unit
Batticaloa District
Educational Zonal
Departments
Provincial
Department of Pre-school
Education,
Eastern Province
Village communities Women‘s and village communities and Pradeshiya Sabhas submit
proposal for pre-school re-/construction and operations to donor
Parents‘
committees Pre-school teachers selected by Parents‘ committees and
Pradeshiya Sabhas, teachers participate in 3 months training
Women's groups
Pre-schools are re-/constructed with playground, equipped and
fully operating
Construction Village communities and Pradeshiya Sabhas organize together
companies Children‘s Day and Handing over ceremony to celebrate the
successful collaboration

Pradeshiya Sabhas and village communities ensure sustainable

operation and maintenance of pre-schools based on a mutual
agreement on their responsibilities

Project Objectives: The project will be implemented in the following

1. Women and Local Government increase their capacity
and work together to provide pre-school education in the
Pradeshiya Sabhas:
community
Porathivu pattu (Vellavely DS)
2. Women work as pre-school teachers using appropriate Eravur pattu (Chenkalady DS)
teaching methods and approaches.
Manmunai West (Vavunatheevu DS)
Koralaipattu South (Kiran, Valaichenai DS)
3. New pre-schools are established and function with the
cooperation of the Local Authorities. Koralaipattu North (Vaharai DS)
Koralaipattu West (Valaichenai DS)
 Appendix 8
INSTITUTIONAL FRAMEWORK
for
Early Childhood Care and Development
(ECCD)
Eastern Province
Pre-school Module 2009

In partnership with

Early Childhood Development Unit

Ministry of Education, Cultural Affairs and Sports Eastern Province

Provincial Department of Education, Eastern Province

Batticaloa District Zonal Departments of Education

Supported by

The Performance Improvement Project (PIP) which is implemented by

German Technical Cooperation (GTZ) on behalf of the German Federal
Ministry for Economic Cooperation and Development (BMZ)

Leaflet produced as part of the project

Collaborating on Pre-School Education

strengthening women's groups and improving their communication with
local authorities

Implemented by:
People in Need
515/98, Trinco Road, Batticaloa Ministry of Nation
Tel/Fax: + 94 652222366 Building and Estate
www.peopleinneed.cz Infrastructure
Development
email: odlanka@peopleinneed.cz
 National level documents regulating the ECCD Co-ordination Committees
suggested in cabinet Paper No: 04/1253/015/006 – 21 September 2004,
Early Childhood Care and Development (ECCD) sector cited in the National Policy on Early Childhood Care and Development
Vision (Source: National policy on ECCD) National and Members are:
Ensure the right of every Sri Lankan child to start life healthily, and be Provincial District Secretary (Chairperson)
Deputy Provincial Director, Health
nurtured in a safe, caring and stimulating environment that enables him or Co-ordination
Deputy Director, Planning
her to be physically healthy, mentally alert, emotionally secure, socially Committees Deputy Director, Education
competent and intellectually able to learn. Senior Superintend of Police
Assistant Commissioner, Local Government
Assistant Commissioner, Samurdhi
Assistant Commissioner, Indigenous Medicine
District Social Service Officer
Available framework documents related to ECCD District Senior Probation Officer
1. ‘National policy on Early Childhood Care and Development‘ Co-ordination and five others nominated by the District Secretary
Committee from among those who can contribute to ECCD
2. ‘Modalities for Translating Guidelines for Child Development Centres activities, from NGO‘s, Voluntary Organizations,
15 members
into Action‘ Religious dignitaries etc.
3. ‘Schemes of Recruitment of Provincial Public Service, NEP‘
4. ‘Starting Right, Guidelines for Child Development Centres‘ Members are:
5. ‘Report of the Commission of Inquiry on Local Government Reforms‘ Divisional Secretary (Chairperson)
6. ‘Thirteenth Amendment to the Constitution‘ Commissioner /Secretary of the urban authority
Secretary, Pradeshiya Sabha
7. ‘Reforms in General Education‘ Zonal / Divisional Director of Education
Divisional Medical Officer of Health
Divisional Co- Social Services Officer / Development Assistant /
Photos of the cover pages for easy reference: Community Development Officer
ordination
Child Rights Promotion Officer
Committee
Manager, Samurdhi
16 members Gramaseva Niladhari /
Headquarters Inspector of Police
Chairperson of the Division’s Pre-school Teacher’s
Association
and six others appointed by the Divisional Secretary
from among from among those who can contribute to
ECCD activities, from resource groups, voluntary
organizations, religious dignitaries, school principals,
social workers and ayurvedic doctors.

1 2 3 4
Members are:
Child Rights Promotion Officer / Social Service Officer /
Development Assistant / Community Development
Officer / Nominee from Divisional ECCD committee
Village
(Chairperson)
Co-ordination Grama Niladari, Samurdhi Development Officer
Committee Public Health Midwives, Public Health Inspector
(each grama Primary School Principal
sewaka) Grade 1 Teacher, Pre school Teacher
14 members Two NGO Members
Chairperson of parents committee
and four others who can be senior members of the
5 6 7 village, religious dignitaries, ayurvedic doctors and
social workers,
PAGE 1
 Minimum standards for ECD centres Practical manuals available for ECCD
ADE Manual for Pre-school Education, Early Childhood Learning Stages,
Minimum standards are the building stones of a quality ECCD Pre-school Teachers Trainers Manual, Play but not Play, Learning Circles
(Source: Starting Right, Guidelines for Child Development Centres) for Early Childhood Development Centres, Activity Garden
Photos of the cover pages for easy reference:
TEACHERS
1 teacher for every 20 children
Teacher training at least once a year
18 as the minimum age for teachers

HEALTH & NUTRITION

first-aid box, regular health checks & parents education 2x per year

RECORDS CURRICULUM
Admission register Learning circles:
Attendance register •Creative Art
for children •Environment
Attendance register •Drama
for teachers •Information
•Action Songs Practical procedures within ECCD
PARENTS’ •Social Skills Procedures suggested at the Pradeshiya Sabha and Zonal Education Office
PARTICIPATION •Creativity workshop, 11 November 2009, Batticaloa
creating trusting •Senses
relationships, development Management and funding of the ECD centre
being responsive,
loving and caring The triangle of sustainability
PREMISES In order to ensure future financial sustainability, adherence to minimum
at home
not close to ECCD standards and the commitment of all stakeholders involved at grass
WATER liquor shops, fairs, roots level, all ECD centres should ensure the collaboration of the
BUILDING
SANITATION bus stands, following three partners:
permanent floor and
clean source of fish/meat stalls,
roof, floor area 20sq
drinking water refuse collection Local Authority
ft per child, adequate
1 toilet per 15-20 points,
light, ventilation, etc.
children . dangerous sites
other non-government actors other governmental
FURNITURE and EQUIPMENT (NGOs, CBOs, religious actors (Ministries, etc.)
children’s desks and chairs (seat size:1ftx1ft, rounded edges), based organizations etc.) ECD
accessible blackboard, display board for children’s work, puzzles,
children’s books, musical instruments, cups, plates, mats/rugs Parents ZEO / ZDE

PAGE 5 PAGE 2
 REGISTRATION of new pre-school / ECD Centre MONITORING of pre-school / ECD Centre

Monitoring should be done in collaboration with Zonal Education Offices

and Pradeshiya Sabhas.
Form collection and Registration form
submission Zonal Education Office
ECCD monitoring
Supervision
CDO with Chairman / Sec.
Recommendation Recommendation
Local Authority Teaching curriculum, Teacher Physical environment,
materials and methods building infrastructure,
Information flow Information flow used equipment
Ongoing monitoring
Twice a year direct visits when the CDO
CLG Regional ACLG DS Secretary
monitoring visit is in the village
Secretary LG
ADE - ZEO CDO – Local Authority
Certification Zonal Education Office

Provincial Department of Zonal Director Local Authority

Approval or rejection of Education
Education

Co-ordination Committees on ECCD

ACLG
Registration ECCD Unit Provincial
Provincial
Ministry of Education
Department of
Education

Reporting /
ECCD Unit, Information
Provincial
Ministry

Children’s Information flow

Secretariat Reporting flow
Registration form
PAGE 3 PAGE 4
 Published by:

Performance Improvement Project (PIP)

Management Development Training Department
Farm Road, Uppuveli, Trincomalee, Sri Lanka
Tel/Fax: 026 222 4014, 026 4595342-3
Email: info@pip.lk

Author:
PIP professional Staff