Restoring a Culture of Agriculture for the
Benefit of the Poor in the Makana Area
Project Plan
Makana SUS Delegation
Gardening Project
Author:
Creation Date:
Marlene Mitchener
21/05/2011
Last Revised:
25/05/2011
Version:
2.0
MAKANA GARDENING PROJECT
TABLE OF CONTENTS
A.
INTRODUCTION ............................................................................................................................... 3
PURPOSE OF PLAN........................................................................................................................................... 3
BACKGROUND INFORMATION ............................................................................................................................ 3
PROJECT TEAM .................................................................................................................................................
1. Mrs Marlene Mitchener, Director Umthathi Training Project .............................................. 4
B.
2.
Ms Nthabiseng Moche, Masters Student Rhodes University, Environmental
Learning Centre ................................................................................................................. 4
3.
Ms Zimasa Nduna, Manager Agricultural & Smme’s, Makana Municipality ......................... 4
4.
Mr Kwanele Mbangi, Superintendent Parks & Recreation, Makana Municipality................. 4
5.
Mr Ntobeko Nyengane, Environmental Facilitator, Makana Youth Community ................... 4
PROJECT RATIONALE, GOALS AND OBJECTIVES................................................................................. 5
MAKANA RESPONSE ........................................................................................................................................ 5
PROJECT RATIONALE........................................................................................................................................ 5
PROJECT GOAL & MISSION ............................................................................................................................... 5
PROJECT PURPOSE & OBJECTIVES ...................................................................................................................... 5
PROJECT APPROACH ........................................................................................................................................ 6
PROJECT PHASES ............................................................................................................................................. 7
PHASE 1: PREPARATION ................................................................................................................................... 7
PHASE 2: IMPLEMENTATION ............................................................................................................................. 7
PHASE 3: MONITORING & EVALUATION ............................................................................................................. 8
PHASE 4: FUTURE PLANS AND PROJECTS ............................................................................................................. 8
C.
SCOPE OF THE PROJECT ................................................................................................................... 8
SCOPE DEFINITION .......................................................................................................................................... 8
RISK ASSESSMENT ........................................................................................................................................... 8
INITIAL PROJECT RISK ASSESSMENT .................................................................................................................... 9
PROJECTED BUDGET ...................................................................................................................................... 10
MILESTONES ................................................................................................................................................ 10
ASSUMPTIONS............................................................................................................................... 11
PROJECT ASSUMPTIONS .................................................................................................................. 11
CONSTRAINTS................................................................................................................................ 11
PROJECT CONSTRAINTS .................................................................................................................................. 11
RELATED PROJECTS ....................................................................................................................................... 11
CRITICAL PROJECT BARRIERS ........................................................................................................................... 11
CHANGE MANAGEMENT ................................................................................................................................ 11
D.
PROJECT MANAGEMENT APPROACH.............................................................................................. 12
PROJECT TIMELINE ........................................................................................................................................ 12
PROJECT ROLES AND RESPONSIBILITIES ............................................................................................................. 12
COMMUNICATIONS PLAN ............................................................................................................................... 13
E.
ATTACHMENTS/APPENDICES ......................................................................................................... 15
STAKEHOLDERS ............................................................................................................................................. 15
1
MAKANA GARDENING PROJECT
PHASE 1: PREPARATION ................................................................................................................................. 16
PHASE 2: IMPLEMENTATION ........................................................................................................................... 17
PHASE 3: MONITORING AND EVALUATION ........................................................................................................ 18
PHASE 4: FUTURE PLANS AND PROJECTS ........................................................................................................... 18
SURVEYS / QUESTIONNAIRES ................................................................................................................ 19
1.
2.
SURVEY QUESTIONNAIRE FOR INDIVIDUALS GROWING VEGETABLES ............................................................... 19
SURVEY QUESTIONS FOR INDIVIDUALS NOT GROWING VEGETABLES ................................................................ 19
OVERALL VIEW ..................................................................................................................................... 20
F.
APPROVALS ................................................................................................................................... 21
G.
SIGN-OFF SHEET ....................................................................................................................................... 21
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A.
INTRODUCTION
Purpose of Plan
The Makana SUS Delegation Gardening Project Plan will provide a definition of the project,
including the project’s goals and objectives.
The Project Plan defines the following:
 Project background
 Project rationale
 Project goal, mission, purpose and objectives
 Project approach
 Scope and expectations
 Roles and responsibilities
 Assumptions and constraints
 Ground rules for the project
 Project budget and timeline
Background Information
More than half of the world’s population is already living in towns and cities and urbanisation is
accelerating, especially in Africa and Asia. At the same time, human activities have crossed or are
about to cross the critical ecological boundaries of the planet. Cities are therefore facing major
challenges in maintaining and restoring the ecosystem services on which they depend for their
functioning, while also securing equal access to natural and man-made resources among the
growing number of urban citizens.
The Supporting Urban Sustainability (SUS) Programme is a ground-breaking initiative developed
by the Swedish International Centre for Education for Sustainable Development (SWEDESD).
The programme is focused on ecosystem services approaches to poverty alleviation (ESPA) in
urban settings. ESPA seeks to tie together experiences of social and environmental programmes
in order to tackle poverty alleviation in a more holistic manner, recognising the interdependence
between humans and nature.
Through dialogical processes in Asia, Africa and Sweden, partner cities were identified and key
stakeholder networks mapped in order to identify a diverse mix of five stakeholders active within
each city-wide process, and with an interest in joining the programme to explore ESPA
approaches. A partnership agreement and MOU was signed between SWEDESD and the Makana
Municipality. The Environmental Manager, Mr N Nongwe was selected as project leader for the
programme.
The programme is focused on ecosystem services approaches to poverty alleviation (ESPA) in
urban settings. ESPA seeks to tie together experiences of social and environmental programmes
in order to tackle poverty alleviation in a more holistic manner, recognising the interdependence
between humans and nature.
The SUS programme brings together teams of stakeholders from six cities; Makana & Mangaung
(South Africa), Dhaka (Bangladesh), Ahmadabad (India), Malmo (Sweden) and Arusha (Tanzania)
to support collaboration and learning for strong urban sustainability. In May the Makana team
joined delegates from the Municipalities of Mangaung and Arusha for a regional workshop in
Arusha, Tanzania. During the workshop team were tasked to explore possibilities where they
could identify, initiate or further develop ESPA-schemes in their respective cities.
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Project Team
A team of five delegates representing a diverse mix of organisations from Makana will bring
together their expertise to develop a pro-poor green economy scheme that will attempt to
address this challenge.
1. Mrs Marlene Mitchener, Director Umthathi Training Project
Umthathi Training Project is an education and developmental training NGO established in 1993
and based in Grahamstown, Eastern Cape, South Africa.
Their aim is to raise the productivity and quality of life of people within their focus areas.
Umthathi works towards this through nutrition and health-related garden activities and by
utilising the maximum resources of the homestead for growing vegetables, medicinal and
indigenous plants, and increasing the nutritional status and income of people through research,
development, training and the extension of school, home and community garden technologies.
Umthathi will bring their expertise in training and education in the development of community
and home gardens. In return they will benefit from the best practice methods identified in this
project.
2. Ms Nthabiseng Mohanoe, Masters Student Rhodes University,
Environmental Learning Centre
Rhodes University will bring their expertise in research and development to the project. They will
benefit because the project focuses on Environmental Education and enhancing professional
capacity on sustainability development research programmes.
3. Ms Zimasa Nduna, Manager Agricultural & SMME’s, Makana Municipality
This project identifies with their strategic approach of creating an enabling environment. Through
this, jobs will be created and this will increase the Regional Gross Domestic Product.
4. Mr Kwanele Mbangi, Superintendent Parks & Recreation, Makana Municipality
The Parks Department will support this project as part of the green city programme that they are
already working towards. The Department already has commonages that are not efficiently
utilized, and this project would be able to utilize them in a sustainable manner.
5. Mr Ntobeko Nyengane, Environmental Facilitator, Makana Youth Community
The youth will benefit in the programme by learning on how to sustain programmes and what
needs to be done in order to start a programme. When jobs are created, it will reduce
unemployment rate of the youth.
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B.
PROJECT RATIONALE, GOALS AND OBJECTIVES
Makana Response
Our city is facing major challenges in maintaining and restoring the ecosystem services on which
we depend for our functioning, while also securing equal access to natural and man-made
resources among the growing number of urban citizens. In addition taking into consideration the
existing poverty, high levels of unemployment, lack of easy access to affordable, fresh food and
the future food demand in the Makana area there is an urgent need for investment in sustainably
managed agriculture that would demonstrate that ecosystem health is essential to long-term
food security and to promote sustainable livelihoods where agricultural production and resource
conservation positively reinforce each other.
Project Rationale
Ecological, economic and political changes, coupled with consumer demand and rising fuel prices
have resulted in the current food crisis. Triggered by these crises and the high levels of poverty
and unemployment in the Makana area, the reinvestment in agriculture is essential to reducing
the high levels of poverty in our area. However, in a context of ecological, food and energy crises,
the most pressing issue regarding reinvestment is not how much, but how. Cultivating school,
community, and home or farm food gardens is the most direct way for many poor families to
improve their access to a variety of micronutrient-rich food and to generate a much needed
income thereby improving their quality of life and livelihoods.
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Poverty: The depth of poverty in the Eastern Cape is revealed in one of the worst Human
Development Indices (0.49) in the country;
Unemployment: Over 50% of people are unemployed and living in poverty, in some
areas, this is over 70%;
Food price increases: With food prices massively escalating the poor are more vulnerable
than ever;
Poor access to nutritious foods and inadequate food security;
Lack of access to land and other resources;
Changing land use practices as more land is used for game farming;
Climate change is having a negative impact on food production.
Project Goal & Mission
Our vision is for a growing number of people having the necessary passion and skills to ensure
their food, health and livelihood security.
Our goal is to restoring a culture of agriculture for the benefit of the poor in Makana.
Our mission is to increase the quality of life of the poor in Makana by establishing income
generating, sustainable agricultural nodes that support the surrounding community by providing
affordable, fresh vegetables and other useful plants for medicinal, cultural and environmental
purposes.
Project Purpose & Objectives
The purpose of the pilot phase taking place during 2011 will be to establish sound protocols by
which other similar projects can be established.
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Our objective for the initial stage is:
To establish three income generating, sustainable agricultural nodes within Makana that
supports the surrounding community by providing affordable, fresh vegetables and other useful
plants. The agricultural nodes must encompass the following principles:
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Each agricultural node will consist of one community garden surrounded by ten home
gardens;
To green our city particularly by introducing valuable indigenous plants to the gardens
and surrounding landscape;
To protect indigenous medicinal & traditional plants that are becoming endangered;
To use agricultural methods that can cope with the negative effects of climate change;
To introduce environmentally and practically sustainable cultivation principles and
practices that result in an integrated, diverse and productive land-use system;
To encourage the use of natural resources;
To establish gardens that are not labour or cost intensive and are appropriate to
members of the community who are elderly, frail or disabled and do not have a great
deal of money;
To encourage job creation and for community members to engage in secured diverse
livelihood strategies.
To encourage the protection of and develop an understanding of the importance of
ecosystem services.
Project Approach
The project approach needs to explore how we can, and must achieve a reorientation of our
agricultural systems towards modes of production that are highly productive, highly sustainable
and that contribute to the progressive realisation of the human right to adequate food. The
approach should contribute to the broader economic development of vulnerable people and
needs to explore how ecosystem services approaches can help alleviate poverty and contribute
to strong sustainability in rural and urban settings.
The cultivation practices and philosophy that should be adopted and applied must be in
accordance with agro-ecological and organic farming methods and principles and promote green
economy within the Makana Municipal area. Expensive and cost bearing methods must be
avoided to enable suppliers to build up their financial and capital assets. The use of organic
methods gains credence in light of global warming, climate change and changing weather
patterns. There is an urgent need to design diverse gardens that include organic inputs and
methods, water harvesting and conservation, prevent soil erosion, remove invasive plants and
restore useful indigenous plant species including medicinal plants and adding plants that can
cope with the adverse effects of Climate Change.
One of the key components of our work must be to support and encourage indigenous forms of
knowledge and ways of working. All aspects of our projects decision-making must emerge out of
consultative processes with a broad range of stakeholders, including non-literate and highly
marginalised sectors of society. The style of consultation should draw on Xhosa traditions of
grassroots democratic practice. Community profiling and community interaction through
stakeholder & focus group discussions will ensure that we are working towards the needs and
requirements of the people and this will help build our project and ensure community
confidence, empowerment and ownership.
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Project Phases
The project will be developed in four phases:
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Phase I:
Preparation
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Phase III:
Implementation
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Phase IV:
Monitoring and Evaluation
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Phase V:
Future Plans and Projects
Project plan with budget and timeline.xlsx
Phase 1: Preparation
1.
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Establish a project plan;
Establish project purpose, vision, goals and objectives;
Design a presentation to potential stakeholders and funders;
Identify and approach project support stakeholders;
Identify potential community garden sites;
Identify potential home garden sites ;
Identify potential garden stakeholders;
Design a participant survey / questionnaire
Perform survey within identified areas and households;
Analyse and evaluate findings;
Devise a community survey / questionnaire;
Perform survey within identified communities;
Carry out survey;
Analyse and evaluate findings;
Select community and home garden participants;
Chose the most appropriate community and home garden sites;
Host project support stakeholders workshop;
Host community stakeholders workshop;
Identifying entrepreneurial development programmes;
Identifying potential markets;
Identify who can assist with establishing co-operatives;
Identify resources required for the implementation of the project;
Identify and source funders or donors for the project;
Identify and train facilitators (trainers) for the project participants;
Develop best model garden design;
Develop performance indicators for monitoring & evaluation programme.
Phase 2: Implementation
1.
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6.
7.
Conduct Participant Training
Community Group Organisation
Preparation of Sites
Development of Sites – resources etc.
Cultivating site – resources etc.
Harvesting
Income generation – introducing markets, co-ops
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Phase 3: Monitoring & Evaluation
Monitoring and evaluating will form an integral part of the project life, as it will shape the
bases for the future development of the project.
We need time to enable reflection, learning and planning and have structured that into our
project plan.
Monitoring and evaluation will take place at regular intervals where a range of performance
indicators will be in place to assess the quality and extent of the project.
The results of the monitoring process will also be used to evaluate the impact our training on
the individual, group and community.
Phase 4: Future Plans and Projects
The success rate and challenges met of the first three agriculture nodes will inform us as to
the development of future projects.
C.
SCOPE OF THE PROJECT
Scope Definition
Short-term gains will be offset by long-term losses if it leads to further degradation of
ecosystems, thereby threatening future ability to maintain current levels of production. It is
possible however, to significantly improve agricultural productivity where it has been lagging
behind, and thus raise production amongst vulnerable people while at the same time improving
the livelihoods of small-scale producers and preserving ecosystems. The project would contribute
to sustainable development and preserve the ability for the succeeding generation to meet its
own needs. It would also contribute to the growth of other sectors of the economy by
stimulating demand for non-agricultural products that would result from higher incomes.
During the pilot phase (2011) the project will support the establishment of three agricultural
nodes in three diverse areas in the Makana Township that will benefit the poor. Each node will
include a community garden, ten home gardens and a market place. It is envisaged that the
home gardeners will form the core of the community group who will run the community garden
and will transfer and share their newly learnt skills and knowledge with new members.
The establishment of the three community gardens will be in a school, a clinic and a commonage
area and the participants will be selected from different age groups.
A selection criterion for participants will be based on, inter alia: Commitment, passion, need,
access to land, and access to resources.
Because one of our objectives is job creation the project team has decided that the unemployed
Makana youth member of our group will undergo capacity building and developmental training
to develop his skills in facilitating and training community members in the establishment of
income generating, food producing gardens. This will enable him to provide training for all our
programmes and will also provide him with the ability to secure other similar positions in the
future.
Risk Assessment
The initial Risk Assessment will attempt to identify, characterise, prioritise and document a
mitigation approach relative to those risks which can be identified prior to the start of the
project.
8
The Risk Assessment will be continuously monitored and updated throughout the life of the
project, with monthly assessments and it will allocate time into each Steering Committee
meeting, dedicated to identifying new risks and discussing mitigation strategies.
Initial Project Risk Assessment
Risk
Makana Project Team remaining as a
group
Project Team Availability
Lack of buy-in from community
members towards the project
Lack of buy-in from project supporters
Access to land
Access to resources
Access to funding
Community taking ownership of
project
Lack of skills and knowledge and how
to establish gardens
Cost Estimtes Unrealistic
Timeline Estimates Unrealistic
Mitigation Strategy
Comprehensive communications plan, frequent meetings,
tight project management oversight. Involve other
interested stakeholders in all processes, so that someone
can step in should the need arise. Frequently seek feedback
to ensure continued support. A Steering Committee to be
elected.
Continuous review of project momentum at all levels and
identify any impacts caused by unavailability. If necessary,
increase project team.
Consultative processes drawing on Xhosa traditions of
grassroots practice with a broad range of stakeholders,
including highly marginalised sectors of society.
Create an ongoing comprehensive list of potential project
support stakeholders. Design a solid project plan and
project presentation. Frequently seek feedback to ensure
continued support.
Create networks and links with municipal and government
departments that can assist with land acquisition.
Involve schools, clinics and other community facilities in the
project.
Identify access to different resource needs eg. Water,dry
grass, manure, paper, compost bins, garden equipment,
ploughs, seeds, seedlings, plants, treees.
Compile a comprehensive list of potential funders who
support this type of project and send out funding
proposals.
Frequent community interaction through stakeholder &
focus group discussions to ensure that the project is
working towards the needs and requirements of the
people. Building the programme to ensure community
confidence, empowerment and ownership. Comprehensive
evaluation and pre-selection process
Solid training programmes using the Asset Based Approach.
Recapping sessions to identify knowledge gaps and provide
additional training, if necessary
Budget is subject to amendment as new details regarding
project scope are revealed
Timeline reviewed to prevent undetected timeline
departures
9
Projected Budget
Define the project budget
Milestones
The following represent key project milestones, with estimated completion dates:
Milestone
Estimated Completion Date
Phase I: Preparation
Identify project supporter stakeholders
00/00/2011
Adhoc meetings with potential project supporter stakeholders
00/00/2011
Project supporter stakeholders workshop
00/00/2011
Select Steering Committee Members
00/00/2011
Initial Steering Committee Meeting
00/00/2011
Prepare project plan
00/00/2011
Prepare action plan
00/00/2011
Prepare project budget
00/00/2011
Prepare funding proposal
00/00/2011
Identify home garden areas & participants
00/00/2011
Identify community garden areas & participants
00/00/2011
Prepare home gardener survey
00/00/2011
Perform home garden survey
00/00/2011
Analyse & evaluate home gardener survey
00/00/2011
Select home garden participants
00/00/2011
Community Stakeholder Meeting
00/00/2011
Prepare community gardener survey
00/00/2011
Perform community gardener survey
00/00/2011
Analyse & evaluate community gardener survey
00/00/2011
Select community garden participants
00/00/2011
Select Steering Committee Members
00/00/2011
Initial Steering Committee Meeting
00/00/2011
Identify entrepreneurial development programmes
00/00/2011
Identify potential markets
00/00/2011
Identify who can assist with establishing co-ops
00/00/2011
Identify & source funding or donors
00/00/2011
Identify & train facilitators
00/00/2011
Develop training material
00/00/2011
Develop M&E performance indicators
00/00/2011
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ASSUMPTIONS
Project Assumptions
The following assumptions were made in preparing the Project Plan:
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All involved organisations will ensure that project team members are available as needed
to complete project tasks and objectives.
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All involved organisations will foster support and “buy-in” of project goals and objectives.
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Newly elected council will buy in and support the project fully as it unfolds until
completion.
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The Steering Committee will participate in the timely execution of the Project Plan (i.e.,
timely approval cycles and meeting when required).
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Community members are willing to accept and take ownership of the project.
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The acquisition of land and natural resources is provided by the municipality and will
support the project.
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All project participants will abide by the guidelines identified within this plan.
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The Project Plan may change as new information and issues are revealed.
CONSTRAINTS
Project Constraints
The following represent known project constraints:
 Project funding sources are limited, with no contingency.
 Due to the nature of the environment, resource availability is inconsistent.
 Non- collaborative learning and/or non reflexive governance.
Related Projects
 Umthathi Training Project
 The East Cape Agricultural Research Project (ECARP)
Critical Project Barriers
Unlike risks, critical project barriers are insurmountable issues that can be destructive to the
project’s initiative. In this project, the following are possible critical barriers:
 Removal of project funding and support;
 Project quality;
 Natural disasters or civil unrest.
Should any of these events occur, the Project Plan would become invalid.
Change Management
The information contained within the Project Plan will likely change as the project progresses.
While change is both certain and required, it is important to note that any changes to the
Project Plan will impact at least one of three critical success factors: Available personnel or
time, Available resources (financial or in-kind), or Project Quality (garden ownership or
outputs). The decision by which to make modifications to the Project Plan (including project
scope and resources) should be coordinated using the following process:
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Step 1:
As soon as a change which impacts project scope, schedule or spending is
identified, the issue will be documented.
The Team will review the change and determine the associated impact to the
project and will forward the issue, along with a recommendation, to the
Steering Committee for review and decision.
Upon receipt, the Steering Committee should reach a consensus opinion on
whether to approve, reject or modify the request based upon the information
contained within the recommendation and their own judgment.
Step 2:
Step 3:
D.
PROJECT MANAGEMENT APPROACH
Project Timeline

Initial Phase May to December 2011
Project Roles and Responsibilities
Role
SWEDESD Project
Facilitators
Steering
Committee
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Project
Manager
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Project
Team
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Responsibilities
Provide SUS Programme project
facilitation oversight and guidance
Review project elements for comment
Participant(s)
Martin Westin
Shepherd Urenje
Alexander Hellquist
Commits resources
Approves major funding and resource
allocation strategies, and significant
changes to funding/resource allocation
Resolves conflicts and issues
Provides direction to the Project Team
Reviews project deliverables
To be decided
Ideal:
Muni: Riana Meiring, Kevin
Bates, Clr Wells,
RU: Rob o’ Donogue, Lawrence
Sisitka and Di Hornby
Community Leaders
Manages project in accordance to the
project plan
Serves as liaison to the Steering
Committee
Receives guidance from Steering
Committee
Provide overall project direction
Direct/lead team members toward
project objectives
Handles problem resolution
Manages the project budget
Communicates project goals, status
and progress throughout the project to
their stakeholders
Monitors and Evaluates project
deliverables
Coordinates participation of work
groups, individuals and stakeholders
Provides knowledge and
Ndumiso Nongwe
Marlene Mitchener
Nthabi Mohanoe
Zimasa Nduna
Kwanele Mbangi
Ntobeko Nyengane
12
Role
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Responsibilities
recommendations
Helps identify and remove project
barriers
Assures that the project will meet the
project goals and objectives
Identifies risks and issues and helps in
resolutions
Supervises facilitators
Supervises participants
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Lend expertise and guidance as needed
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Subject
Matter
Experts
Participant(s)
As per list of stakeholders
Communications Plan
Disseminating knowledge about the project is essential to the project’s success. Project
participants desire knowledge of what the status of the project is and how they are affected.
Furthermore, they are anxious to participate. The more that people are informed about the
progress of the project and how it will help them in the future, the more likely they are to
participate and benefit.
This plan provides a framework for informing, involving, and obtaining buy-in from all participants
throughout the duration of the project.
Audience - This communication plan is for the following audiences:
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Project Facilitators
Steering Committee
Project Leader
Project Team
Project Support Stakeholders
Community Stakeholders
Garden Participants
Subject Matter Experts
Communications Methodology
The communications methodology utilizes three directions for effective communication:
Top-Down It is absolutely crucial that all participants in this project sense the Project Team
support and guidance for this effort. The Project Team needs to speak with a unified,
enthusiastic voice about the project and what it holds for everyone involved. If the project is to
be successful a 'hands-on' approach is required. Not only will the team need to speak directly to
all stakeholders, they will also need to listen directly to all stakeholders, as well.
The transition from the project management practices of today to the practices envisioned for
tomorrow will be driven by a sure and convinced leadership focused on a vision and guided by
clearly defined, strategic, measurable goals.
Bottom-Up To ensure the buy-in and confidence of all involved in bringing the proposed
project to reality, it will be important to communicate the way in which the project goals and
objectives were created. If the perception is that only the Project Team created the proposed
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project, resistance is likely to occur. However, if it is understood that all stakeholders were
consulted, acceptance seems more promising.
Middle-Out Full support at all levels, where any changes will have to be implemented, is
important to sustainable development. At this level (as with all levels), there must be an effort
to find and communicate the specific benefits of the changes. People need a personal stake in
the success of the project management practices.
Communications Outreach
The following is a list of communication events that are established for this project:
1. Monthly Status Reports
The Project Team shall provide monthly written status reports to the Steering Committee.
The reports shall include the following information tracked against the Project Plan:
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Summary of tasks completed in previous month;
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Summary of tasks scheduled for completion in the next month;
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Summary of issue status and resolutions
2. Monthly Steering Committee Meeting
These status meetings are held at least once per month and are coordinated by the
Project Manager. Every member of the Steering Committee attends and participates in
the meeting. The Project Manager sends the status report to each member of the team
prior to the meeting time so everyone can review it in advance.
3. Bi-Weekly Project Team Status Meeting
These status meetings are held every other week. Every member of the Project Team will
be invited to participate in the meeting. Project Manager sends the status report to each
member of the team prior to the meeting so everyone can review it in advance.
4. Website Use
Monthly updates and information will be posted to the SUS Programmes website.
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ATTACHMENTS/APPENDICES
Stakeholders
Name
Position and Organisation
Contact details
Independent Schools
Bruce Haynes
Caleb Mandikonza
RU – Common Ground
SADC - WESSA
Di Hornby
Heila Lotz-Sisitka
Jai Clifford-Holmes
RU – Centre for Social Development
Rhodes University
RU – Galela Amanzi
Kevin Bates
Parks Department
Lali Naidoo
Lawrence Sisitka
ECARP
Rhodes University
Likhaya Ngandi
(SPU)
Mike Powell
Mr Nodada
Mr. D Magxwalisa
Rhodes University
ECDC
Cacadu District Municipality
Mrs Khatshaza/ Ms
Keva (ASD)
Ndomiso Nongwe
Riana Meiring
Department Of Agriculture
Rob O'Donoghue
S.Ngilana
(PE office)
Tandi Hopa
RU - Professor: Environmental
Dept of water affairs
Tandi Matebese
Makana Communication
Director : LED Makana Municipality
NDA
082 662 9335
082 736 4092
caleb@wessa.co.za
d.hornby@ru.ac.za
h.lotz-sisitka@ru.ac.za
082 769 1622
jai.clifford.holmes@gmail.com
046 603 6072
kgb@makana.gov.za
046 622 5429
083 621 3422
heilaw@imaginet.co.za
046 603 6244
likhaya@makana.gov.za
043 704 5708
041 508 7141
DMagxwalisa@cacadu.co.za
046 603 5402/5400
Nongwe@makana.gov.za
083 448 1055
riana@makana.gov.za
r.odonoghue@ru.ac.za
082 881 3551
043 721 1226
072 309 6901
083 771 7697
matebeset@makana.gov.za
15
Phase 1: Preparation
1.
Establish a project plan;
2.
Establish project purpose, vision, goals and objectives;
3.
Design a presentation to potential stakeholders and funders;
4.
Identify and approach project support stakeholders;
5.
Identify potential community garden sites;
6.
Identify potential home garden sites ;
7.
Identify potential garden stakeholders;
8.
Design a participant survey / questionnaire that will determine their:
i)
Need and desire to own a garden
ii)
Current status – already gardening or not
iii)
Kind of vegetables currently eaten
iv)
Kind of vegetables would like to eat
v)
Type of garden they would desire
vi)
Who the garden would serve-youth, seniors, special populations
See attached survey
9.
Perform survey within identified areas and households;
10.
Analyse and evaluate findings;
11.
Devise a community survey / questionnaire;
12.
Perform survey within identified communities;
13.
Carry out survey;
14.
Analyse and evaluate findings;
15.
Select community and home garden participants;
16.
Chose the most appropriate community and home garden sites;
i)
Identify the owner of the land;
ii)
Make sure the site gets at least 6 full hours of sunlight daily;
iii)
Do a soil test in the fall for nutrients & heavy metals;
iv)
Consider the availability of water;
v)
Consider past uses of the land - Is there any contamination?
17.
Host project support stakeholders workshop;
18.
Host community stakeholders workshop;
19.
Identifying entrepreneurial development programmes;
20.
Identifying potential markets;
21.
Identify who can assist with establishing co-operatives;
22.
Identify resources required for the implementation of the project;
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23.
Identify and source funders or donors for the project;
24.
Identify and train facilitators (trainers) for the project participants;
25.
Develop best model garden design;
26.
Develop performance indicators for monitoring & evaluation programme
Phase 2: Implementation
1.
Training Programme
One of the key components of the project must be to support and encourage
indigenous forms of knowledge and ways of working. All aspects of the decisionmaking should emerge out of consultative processes.
The training should follow the assets based approach and there is little traditional
training; the approach is facilitated learning – providing opportunities for
participants to discover for themselves, learn from each other, and make explicit
and validate what they already know. In keeping with this principle, people decide
themselves how to engage with the material and approaches. Their responses
depend on their prior knowledge, willingness to be open to learning, and
preparedness to reflect on their own behaviour and attitudes.
2.
Community Group Organisation
1)
2)
3)
4)
3.
Organisational Development – forging unified vision, action plans, business
plans and land use methods. These plans should include:
i)
Are there conditions for membership;
i)
Will the group do certain things cooperatively (such as turning the soil
in the spring, planting cover crops, or composting)?
ii)
When someone leaves, how will the next gardener be chosen;
iii)
How will vegetables or income be assigned;
iv)
Will gardeners share tools, hoses, and other such items?
v)
How will minimum maintenance (especially weeding) be handled both
inside plots and in common areas (such as along fences, in flower
beds, and in sitting areas)?
vi)
Will there be a set of written rules which gardeners are expected to
uphold? If so, how will they be enforced?
vii) Should the group incorporate and consider eventually owning their
own garden site?
Roles and Responsibility – identifying each person’s roles and responsibility;
Organisational structure – organising work team and planning the work
routine;
Establishing a time table
Preparation of sites
1.
Clean the site;
2.
3.
Land preparation – plowing etc;
Gather resources;
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4.
Development of sites
1.
2.
3.
4.
5.
6.
5.
Develop the design;
Include plans for a storage area for tools and other equipment,
Erect shelter for water harvesting as well as to provide a shade and meeting
area. Have a rainproof bulletin board for announcing garden events and
messages
Establish compost and event areas;
Gather resources;
Lay out garden to place flower or shrub beds around the visible perimeter.
This helps to promote good will with non-gardening neighbours, passersby,
and municipal authorities.
Income Generation
Increasing food production to meet future needs, while necessary, is not sufficient. It will
not allow significant progress in combating hunger and malnutrition if it is not combined
with higher incomes and improved livelihoods for the poorest. Poor access to markets
still remains a challenge. There will be a need to explore the following:
1.
Establishing Co-ops. Organisational Development – forging unified vision, action
plans, business plans and land use methods among male and female and young
and older farmers will be an important task for the smooth operation of the coops.
2.
Supplying Education Institutions in Makana – The availability of our numerous
education institutions is one of competitive advantages. These institutions require
a constant supply of fresh, organic vegetables.
3.
Creating market spaces within the agricultural nodes. This could have a two-prong
effect - the produce produced in the gardens will be available for sale to people
locally and will alleviate the need of people travelling into town to purchase their
produce thereby reducing their costs and reducing carbon emissions.
Phase 3: Monitoring and Evaluation
Phase 4: Future Plans and Projects
Our project is more relevant in today’s economic crises than ever before. Development work is a slow
and continuous process and it could take up to 10 to 15 years before we see a substantial shift in the
circumstances of our communities. Development ultimately originates in people themselves when
they are empowered with skills and knowledge.
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Surveys / Questionnaires
1. Survey Questionnaire for Individuals growing vegetables
1.
2.
3.
4.
5.
6.
7.
What kinds of vegetables do you grow in your garden?
What vegetables grow successfully in your garden?
Where do you get your seeds or plants from?
Which vegetables are easy to grow here?
What are the vegetables that you buy and not grow in your garden? Why?
Do you do the garden yourself or do you do it with others?
Do you sell the vegetables when ready or do you use them for family?



2.
1.
2.
3.
4.
5.
6.
7.
8.
NB Observe whether young or old who tend the gardens?
Observe whether male or female who tend the gardens?
Observe if there are any people with disabilities tending the gardens?
Survey questions for individuals not growing vegetables
Do you grow any vegetables in your garden? Why not?
If you were to be trained on how to start a garden would you create your own?
Where do you buy your vegetables from?
Is the place easy to access?
Are the vegetables cheap or affordable?
How fresh are the vegetables?
What kinds of vegetables do you eat? How often do you eat vegetables?
If you were to grow your own vegetables what vegetables would you grow?
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Overall View
The goals and objectives for this project will focus on restoring a culture of agriculture for the
benefit of the poor in the Makana area through the establishment of gardens that:

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











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Are sustainable
Improve access to fresh, healthy food for impoverished community members.
Creates income opportunities and economic development
Preserves Green Space
Improves the quality of life for people in the garden
Provides a catalyst for neighborhood and community development
Stimulates Social Interaction
Encourages Self-Reliance
Beautifies Neighborhoods
Produces Nutritious Food
Reduces Family Food Budgets
Conserves Resources
Creates opportunity for recreation, exercise, therapy, and education
Reduces city heat from streets and parking lots
Provides opportunities for intergenerational and cross-cultural connections
Advance community development, empower local leadership and nurture families,
strengthen economic development and improve overall quality of life.
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E. APPROVALS
Sign-off Sheet
I have read the above Project Plan and will abide by its terms and conditions and
pledge my full commitment and support for the Project Plan.
Project Sponsor:
Date
Project Manager:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
Steering Committee:
Date
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Feedback on survey conducted for individuals growing vegetables in their homes and
individuals not growing vegetables in their homes.
Goal & Mission
The goal and mission of the project is to grow the number of people having necessary skills to
ensure their food, health and livelihood security through a culture of agriculture for the
benefit of the poor.
Data Collection
The selection of the garden homes for the purpose of the pilot phase project was carried out
in three areas within Makana. Thirty (30) potential home gardens in total were identified for
sampling. The three areas covered: Ext 7, Tanki 1, Tanki 2 and Sun City. In each area, ten (10)
homes were identified, and these combined both homes growing vegetables and those who
were not.
The number of households surveyed was limited to only thirty owing to time constrains.
There is only a week and a half left before residential workshop in Sweden where a
presentation of the Makana strategic enquiry is expected with results.
A photographic survey was conducted covering these homes. After determining the location
of the sample homes a questionnaire was designed which entailed exactly the same
questions for all three areas to be surveyed (pls see attached copy). The survey was
conducted over a period of two days. Tantyi 1 and Sun-city were covered by Ntobeko
Nyengane, on Saturday 21/05/2011 and completed on Monday 23/05/2011. Tantyi 2 was
covered by Kwanele on Saturday 21/05/2011. Section 7 was covered by Nthabiseng Mohanoe
on 23/05/2011 and completed Tuesday 24/05/2011.
Data Analysis and findings
A summary of all the questionnaires was carried out. Each section was reviewed and analysed
individually for findings and captured.
A review and comparison of all three areas was carried out, in order to draw out the general
pattern and trend of all results.
Below is an analysis of the survey, based on the received findings from the three areas.
EXT 7
The ten individuals identified to participate were all trained by Umthathi in January 2011.
Out of the ten homes, seven were already growing their own gardens. They grow different
types of vegetables. In one house, inter-cropping system was even used, with cabbage,
beetroot and spinach planted. Vegetables growing successfully and easily in all the
households identified include spinach, cabbage, potatoes, onions, beetroot and carrots.
Tomatoes were also planted in some homes but appeared to suffer because of the cold
weather. In one home where the woman was passionate about her garden, she had grown
sweet potatoes, sweet peas, green beans, cherry tomatoes and broccoli in addition to what
others were planting in their homes.
All the individuals said they get their seeds, seedlings and or plants from Umthathi. This is
easy access for them and cheap, as the seedlings cost 50c. They also harvest seeds from the
vegetables they grow.
When the vegetables are out of season, they buy from the local shop although not as fresh as
when they have to pick from their own backyards. The price of a cabbage is between R7.00 22
R10.00 depending on the size. They generally concur that they rather buy from the local
shops than spend the money on a taxi fare costing the same amount as a cabbage.
All the participants worked their own garden themselves. They also grew the vegetables for
home use, to feed their families; they are not using it as a source to generate income as yet.
Only one woman, who had the most successful and biggest garden, even using her
neighbour’s back yard, said she sells the vegetables for income as both she and her husband
were unemployed.
Observations made were that all individuals were unemployed, with age ranging from 3050yrs old. All were females. None identified had any disabilities.
Out of the ten homes, only four were not growing vegetables even though Umthathi had
trained them as recently as January 2011. The reason given mostly is that they do not have
proper fencing to prevent the neighbour’s chickens, goats, cows and donkeys from invading
their gardens. In one house, they had a construction going in their yard, and their garden
was destroyed during that time, since then they have not re-started. In two homes, there
were issues of ill health, not enabling them to do garden.
Because they do not grow any vegetables in their gardens, they have to wait until they have
money from their grants to buy from the local market on Thursdays or from the local shop.
These individuals eat different types of vegetables, the kinds that are grown mostly by their
colleagues-potatoes, pumpkins, cabbage, green pepper, beetroot, tomatoes and carrots.
TANTYI (1)
In Sun city and Tantyi a random selection of homes with and without gardens were identified
for the survey.
Six households were identified in Tantyi 1. Four grow vegetables in their gardens
successfully. They grow spinach, green peppers, onion, lettuce, carrots, and beetroot. These
grow easy in most homes. They indicate that they buy their seeds from Shoprite Checkers,
one said she buys from the Dept of Agriculture. All 4 were trained by Umthathi Training
Project.
When the vegetables they usually eat are out of season they buy from the shop even though
expensive.
All of the gardens are grown and taken care of by the individuals themselves.
Generally these individuals say the grow vegetables in order to feed their families but also
sell in order to generate income. At Mavikela backyard, the woman says she sells to Mavick’s
caterers in order to generate income.
It was observed that in this area just like in Ext 7 the gardens are tended by young and old.
The pattern remains consistent with women involved in home gardens. No persons with
disabilities were identified who were growing or not growing vegetable gardens.
TANTYI (2)
Ten households were identified in Tantyi 2. All ten homes grow their own vegetables
successfully. All 10 were trained by Umthathi Training Project. The vegetables they grow are
the same as those grown in Tantyi 2. They add that these vegetables grow easy in their area.
Spinach seems to be the most favourite vegetable to grow and easily so. They buy their seeds
and plants from the local shops. All individuals say they do the gardens themselves and enjoy
it. All ten homes grow the vegetables in order to feed their families. All ten home gardens
are tended by old persons. The individuals doing home gardens in Tantyi i 2 are dominated
by males, six males to four females. No persons with disabilities were identified in this area
who was involved in the home gardens.
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SUN CITY
All four participants from Sun City grow vegetables in their homes. All 4 were trained by
Umthathi Training Project. They also grow the most common vegetables, cabbage, spinach,
beetroot, carrots, onion and potatoes. They all say these are easy to grow and successfully
so. The individuals said they buy their seeds from Shoprite checkers. One of them said she
usually gets from a neighbour and saves money this way. The vegetables they usually buy
from the shop which they don’t grow are butternut, green pepper and corn.
They all said they do their own gardens themselves. Three said they grow their vegetables in
order to feed the family with the exception of one. She donates the vegetables to charities,
aids centre and community. One said he grows the vegetables to feed family and sometimes
sells.
It was observed that a combination of both young and old was involved in the home
gardening. Where an old person had a garden a young person would be involved too. The
pattern remains dominated by women - In this case three women and one male -. No persons
with disabilities were identified who were either growing or not growing their own gardens.
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