Transition Guidance for ADPs entering their final phase

1. Transition Guidance for ADPs entering their final phase

2. Success Factors • Challenging Mindsets • Empowering communities and partners to plan for transition (designing a participatory learning process) • Focus on sustaining achievements and balancing with new initiatives to achieve Vision • Perspective not on closing but on continuation • Adapting to specific context (of ADP and NO)

3. Success Factors – learning process

4. Agreement between NO and SO on RC transition strategy, available financial resources Process Map Transition Decision by NO and SO: Additional implementation phase or enter final phase? 3 2 1

5. 1 • Illustration of the integrated transition process with some highlights from Sanke ADP (Mali) • Transition planning at the end of second cycle in 2009 • Closure in September 2012 • Rural ADP • Evaluation: developing a common understanding of changes and community capacity to achieve and sustain change

6. 1 Evaluation preparations: • Identification of evaluation participants/stakeholders • Community Workshop to develop Evaluation TOR (WHY and WHAT do we want to learn together, agreeing how stakeholders will participate) • SO Programs and Marketing contribute to TOR • Forming Evaluation & Re-design facilitation team • Evaluation: developing a common understanding of changes and community capacity to achieve and sustain change

7. 1 Forming Evaluation & Re-design facilitation team • Continuity in facilitating learning process • Sub-teams for each project (e.g. health, education) NO staff and of other ADPs Government institutions Community representatives ADP Manager and staff Evaluation lead • Evaluation: developing a common understanding of changes and community capacity to achieve and sustain change

8. 1 Data collection: Participatory synthesis: Mix of Methods Project tree of change Threats Tree of change – Most important changes Community partner self-assessment Changes Caregiver survey and other quantitative tools • Evaluation: developing a common understanding of changes and community capacity to achieve and sustain change Contributors and key contributions Secondary Data review Other tools Changes categorised according to level of dependency on WV

9. 1 • Identifying most important changes& aspirations • Tree of change tool in 8-12 villages • Evaluation: developing a common understanding of changes and community capacity to achieve and sustain change

10. 1 • Community partner’s self-assessment for capacities to achieve and sustain change • Evaluation: developing a common understanding of changes and community capacity to achieve and sustain change

11. 1 • CBO’s defining growth indicators for capacities • Evaluation: developing a common understanding of changes and community capacity to achieve and sustain change

12. 1 • Community Workshop: Verification and Synthesis of findings from different data collection tools: One group per project • Evaluation: developing a common understanding of changes and community capacity to achieve and sustain change

13. 1 Tool: Project trees – • Asummary of findings from the different tools • Trees are prepared by evaluation team • Verification by community and partner representatives • Evaluation

14. 1 • What changes are dependent on WV and need preparation? • Who should participate in planning for sustainability?  Recommendations for redesign process • Evaluation: developing a common understanding of changes and community capacity to achieve and sustain change

15. Transition Decision by NO and SO: Additional implementation phase or enter final phase? • a. The well-being of children as per programme specific objectives, including CWB Targets: • b. Communities’ and partners’ capacities to improve and sustain child well-being in their community after World Vision’s engagement has ended. • c. Changes in context

16. 2 • Re-design workshop with representatives for each sector, key decision makers • Design: with integral sustainability strategies and transition and capacity building plans for sustaining changes beyond WV’s presence

17. 2 • Starting with the evaluation results, relating to vision (if existent) • Design: with integral sustainability strategies and transition and capacity building plans for sustaining changes beyond WV’s presence

18. 2 • Focus in the redesign process: changes dependent on WV and aspirations (as identified in evaluation) • Design: with integral sustainability strategies and transition and capacity building plans for sustaining changes beyond WV’s presence

19. 2 • Detailed design and planning of sustainability strategies and transition plans for sustaining achievement and new initiatives (which are not limited to WV’s presence). This step includes follow-up stakeholder meeting for final agreements, monitoring plan • Design: with integral sustainability strategies and transition and capacity building plans for sustaining changes beyond WV’s presence

20. 2 • Partners and communities define strategies and define their contributions • Mali: phase-out of per-diems, Ministry of Agriculture will hire 2 new staff • Design: with integral sustainability strategies and transition and capacity building plans for sustaining changes beyond WV’s presence

21. Agreement between NO and SO on RC transition strategy, available financial resources • Agreement upon Budgets • Agreement on the number of RC and the reduction(s) • RC transition strategy (e.g. Geographic/ primariy focus area) and plan

22. Implementation and Monitoring: learning together whether strategies and plans are effective 3 • Monitoring exercise with community and key stakeholders: Focus: Community capacities, sustainability strategies and transition process/progress • Mali how do we deal with the current drought and avoid creating wrong expectations?

23. Toolbox – key tools

24. Feedback on Process from Sanke ADP • The dependency level of communities on WV was very high. The participatory transition process opened their eyes; widened their understanding; and prepared them to count on themselves; to be self reliance and be confident in themselves for their present and future. They are the true actors of their own development process. They committed themselves to take care of development fruits for the common good. Example: some communities are building schools and classrooms for their children to attend school and be educated for life; and not waiting for WV or other agency to do so. (Mali, Sanke ADP) • The communities of Bienso village thought they were not able to build a school for their children without outside financial support. But with the transition process, they built new school for children without any financial support from the ADP. The Sokourani village also has built their own cereal bank which is running well now. (Mali, Sanke ADP)

25. Feedback on Process from Sanke ADP • The communities’ leaderships are now playing their roles and responsibilities to take care of development fruits by taking the lead of actions, decisions, meetings, negotiations with the government, etc. (Mali, Sanke ADP) • Most of the development activities that were not functioning well were renewed now and are benefiting communities (vegetable gardening, economic/small loan activities, etc). (Mali, Sanke ADP)