SD:GCP/URT/105/NET FAO/GOVERNMENT COOPERATIVE PROGRAMME PEOPLE'S PARTICIPATION IN RURAL DEVELOPMENT: SUB-VILLAGE PARTICIPATORY
ACTION PROJECT - PHASE II THE UNITED REPUBLIC OF TANZANIA Report prepared for the Food and Agriculture Organization of the United Nations Rome, 1998 |
Appendix 2 TRAINING COURSES AND STUDY TOURS
Appendix 3 MAJOR ITEMS OF EQUIPMENT PROVIDED
Appendix 4 DOCUMENTS PREPARED DURING THE PROJECT
CC - Cooperative College
CPTP - Comprehensive Participatory Training Programme
GP - Group Promoter
IFAD - International Fund for Agricultural Development
MVIWATA - National Farmers' Network
NGO - Non-governmental Organization
PA - Participatory Assessment
PPP - People's Participation Programme
Project GCP/URT/105/NET, "People's Participation in Rural Development: Sub-village Participatory Action Project Phase II" is one of seven projects of this type implemented in Africa under the FAO People's Participation Programme (PPP) during the 1982-1996 period. Other PPP projects in the region were located in Ghana, Sierra Leone, Kenya, Zambia, Zimbabwe and Swaziland.
As with other PPP projects, the project aimed at developing and testing a suitable and sustainable participatory development approach primarily for and with low-income rural women and men. This was done by promoting self-organized and self-reliant groups and organizations for economic activities. Through these organizations, low-income beneficiaries were expected to obtain better access to other governmental and non-governmental organization (NGO) services to improve their socio-economic conditions.
The project was implemented in six action areas in the Kilimanjaro Region (an action area normally consists of one nucleus village plus two or more adjoining villages). Three of these areas (Shiri Mgungani in Hai District, Sisa Maro in Moshi Rural District and Kiti cha Mungu in Mwanga District) were established during the first phase of the project (GCP/URT/080/NET). The remaining three (Lotima in Moshi Rural District, Ruvu in Same and Keryo in Rombo District) were added during the second phase.
The new action areas were selected according to the same criteria as the first three, namely: that the area should be representative of rural Tanzania (especially in terms of income); that it should have latent potential for income-generating activities; and that its population and leadership should be positive about the PPP philosophy and have access to project services.
The Cooperative College (CC) at Moshi was chosen as the implementing agency for this project. The College, one of the few institutions of higher learning in the country, is a para-statal (with its own governing board) under the Ministry of Agriculture and Cooperative Development and its basic mandate is in three main areas: training and manpower, both for the cooperative departments and the cooperative movement; solicited and unsolicited (primary) research into the cooperative sector; and the provision of technical consultancy services in the field of cooperative management to the cooperative and non-cooperative sectors.
As a result of its involvement in implementation of Phase I of the project, the CC reoriented its mission in two broad areas: developing more participatory training strategies to serve its partners and redefining its clientele. Although its name suggests that the CC works with registered cooperatives, it is acknowledged that other types of people's organization exist. In line with the liberalization climate now prevailing in the country, the CC also deals with these organizations.
During the first phase of the project (1987-1991), the national political fabric, based on a single-party system, was reflected in the structure of civil organizations. PPP groups had to operate under the village government and could not legally exist separately from the Multi-purpose Rural Primary Cooperative Society. Although the 1991 Cooperative Societies Act somewhat relaxed controls, the cooperative form of organization was still considered the only suitable form of organization. With the arrival of liberalization, however, people began to experiment with new ideas, such as the concept of farmers' networks, an opportunity taken by PPP groups during this phase of the project.
The overall objective of Phase I was to test and introduce a participatory small group approach to rural poverty alleviation by increasing production, incomes, the nutritional status and the self-reliance of primarily subsistence farmers. Notable achievements were made, especially in group formation and technical training related to income-generating activities. The savings and credit component, however, did not produce the expected results. In order to consolidate Phase I achievements and explore further suitable mechanisms for rendering financial services to subsistence farmers, the Cooperative Development Department and the CC approached FAO for assistance in formulating a second phase of the project.
In May 1991, a Tripartite Review Mission recommended the extension of the project on the basis of the satisfactory results of Phase I. As with Phase I, the project was to be executed by FAO and implemented by the CC of Moshi. Funding for the second phase was to be provided by the Government of the Netherlands.
The Phase II Project Document was signed by FAO and the Government of Tanzania on 19 May 1992. The project was scheduled to last for three years, with an FAO budget of $US 835 892 and a counterpart contribution in kind of $US 176 370. The project became operational in July 1992 and, after subsequent project revisions, was completed in March 1997.
The long-term objective of the Phase II project was similar to that of the first phase, that is, to develop replicable activities and institutional channels that would lead to a measurable increase in the self-reliance, production and incomes of member beneficiaries and to a more equitable distribution of family income.
To achieve this long-term goal, however, Phase II project implementation focused on three shorter-term objectives that differed from those of the earlier phase. These were:
- to replicate the project concept in the three original action areas of Phase I as well as in the three new action areas;
- to strengthen participatory training capacity within the CC (and other institutions relevant to the project); and
- to promote self-reliance in groups and the overall sustainability of the programme.
In January 1995, minor revisions were made to the original Project Document and the Contractual Services Agreement with the CC was amended. The principal aim of these amendments was to focus the project group formation and development activities on specific beneficiaries and to shift more resources into integrating PPP concepts into the CC's other training programmes. More specifically, they aimed at reducing the targeted number of groups formed from 175 to 120, training 30 members of water-users' self-help groups and training at least 30 members of women's participatory development groups.
The long-term objective of the project was achieved primarily through training, which was offered not only to the target population, group promoters and other grassroots extension workers, but also to CC lecturers. Nor was training limited to the six project action areas in the Kilimanjaro Region; it was extended to other, non-project, areas of the region as well as to other regions and districts in the country (including Bukoba and Mbulu).
In the original three action areas, efforts tended to focus on improving the income-earning capacities of small groups, one exception to this being Mbulu District, where small groups came together to address community-level problems. However, even within the original areas, small groups contributed to the community by providing an example. Frequently, PPP group members led other villagers in taking initiatives, adopting modern farming techniques and assuming community leadership. An illustration of this occurred during the last village-level elections where PPP group members were elected to the post of chairperson in all three action areas.
In the Project Document, objectives were defined mainly in terms of quantities. However, it was clear that these important outputs could only be sustained in the long run by means of a programme of participatory sensitization, mobilization and training.
At the beginning of the phase, 26 candidates attended a three-month pre-service training course. At the end of the course, six women and six men (two for each action area) were selected for specialized training as group promoters (GPs). Whereas, in Phase I, the focus of GP training was primarily on group promotion and development, Phase-II training focused on broadening the role of the GP to that of a community development agent, using participatory small group approaches to achieve community development goals in addition to group goals. Although only nine GPs were eventually employed in the six action areas, there was no drop in performance since they were all required to link-up with "partner development agents" working in the same area. They were also encouraged by the project management to bring these partners to the bi-monthly GP training workshops. In this way, the project was able to involve approximately 20 people in group formation and community development work with little increase in cost.
One of the key concepts in the PPP philosophy is the small group approach. Experience from elsewhere had shown that it took time to develop genuine sustainable self-help groups. During Phase II, much effort was therefore invested in training the target population and GPs in the essentials of the group formation process. The topics covered included spontaneity, voluntarism, equality among members, common vision and joint commitment for self-action. To strengthen group self-management capacities, training was also offered to group members and GPs on specialized subjects, such as micro-business management, record keeping, group rules (constitution), group self-reliance, democratic leadership in groups and joint action in solving group problems.
It was originally envisaged that a total of 175 groups would be formed. However, this figure was reduced to 120 during the Tripartite Review in January 1995. At the time this report was written, 110 groups had been formed and were in operation.
Owing to the improved training offered, these groups are now better-organized, better-managed and more self-reliant than earlier Phase-I groups. When the groups in Phase I were evaluated for self-reliance, only about 50% of them were expected to continue to exist after the GPs had left the scene. The current rating is more than 75%.
All PPP groups were formed around income-generating activities, most of which were agriculturally-based although some groups were organized around handicrafts and trade activities. In most cases, this had a positive impact on group member productivity and incomes owing to the use of more appropriate technology and husbandry practices gained through training. As a result, family incomes rose. Some of the surplus income generated was used for investment (at individual household level) and some for improvements at community level.
One promising development occurred in the area of marketing. Previously, PPP groups had felt that their activities concluded with production, with marketing being considered a problem to be addressed by GPs and project management, rather than the groups themselves. As a result of training and farmers' exchange visits, arranged through the project, group members realized that marketing was an integral part of production. Groups in Sisa Maro, Shiri Mgungani and Lotima action areas made inroads into the Himo market, which is patronized by traders from as far away as Dar-es-Salaam and thus offers more opportunities than the Moshi market. Lotima group handicraft makers also created a name for themselves by displaying their work in a national exhibition.
Although the gender question had always been addressed by the project, it had been assumed that women would be reached by targeting the disadvantaged stratum in the project areas, since they constituted the larger part of that stratum. The gender balancing of GP teams was expected to further improve the situation.
Nevertheless, despite the involvement of women in the group formation process, where, in some cases, they formed their own groups and, in others, joined with the men (mostly their husbands) in joint groups, there was a general feeling that a more systematic approach was required. A gender study was commissioned which indicated that, despite the awareness and commitment of project personnel, there was a need for a more coherent action commitment and plan. A training package designed to address this issue was developed at the end of the project.
During Phase I, an in-built credit facility in collaboration with the Cooperative and Rural Development Bank supplied small-scale business credit to PPP groups. This facility collapsed and the need to explore a more viable financing model was identified.
The project commissioned a local consultant to investigate the matter and organized a workshop on the topic, to which staff from other nearby development projects with a credit facility were invited. The outcome of these two exercises indicated, among other things, that credit components were among the most difficult to manage in the implementation of development programmes and projects and that the majority of successful small-scale entrepreneurs did not start with credit, generally preferring to avoid it. During problem analysis with farmers, lack of credit did not emerge as a critical problem.
The workshop findings generally supported the experience of the project and no official credit was provided during Phase II. Income-generating activities were completely self-financed and continued to be so at the time this report was written.
In the absence of official credit, farmers mobilized their own savings and resorted to traditional methods of mutual assistance. While this approach may have slowed down expansion in the scale of operations, it has left in place a debt-free and self-reliant population.
During Phase I and the initial stages of Phase II, GPs saw their role as primarily focusing on the formation of PPP groups. In the later stages of Phase II, however, GPs assumed an increasingly wider role, by beginning to interact with farmers outside the project action area and to address more general problems. For example, the GPs in Lotima involved themselves in the search for a solution to the acute water problem in the area, those in Shiri Mgungani assisted in the mobilization of the community to repair feeder roads and those in Sisa Maro assisted church women's groups in organizing themselves to undertake income-generating activities.
Implementation of Phase II coincided with the liberalization of political life at the village level. Previously, village-level leadership had reflected that at higher levels, with decisions being passed down as directives. After liberalization and the democratization of the electoral system, a new type of leadership was needed, accustomed to listening to differing opinions and collective decision-making. The people who had been involved in the PPP project were used to this type of leadership and their qualities were quickly recognized. As a result, the chairpersons of village governments in the three old action areas are all PPP members. Many others, including women, have been elected to the village governments.
In Phase II, secondary-level PPP group organizations, called inter-group associations, were formed: one was established in Sisa Maro; two in Shiri Mgungani; four established in Kiti cha Mungu; two in Lotima, and three in Keryo. The main purpose of these self-governed associations was to assist member groups to access government and NGO technical services and to market their output. A development of this activity at the national level was the establishment of a National Farmers' Network, the idea for which was conceived during a workshop organized by the Sokoine University of Agriculture.
After a series of meetings attended by small farmers' representatives, a national network, called MVIWATA, was established. Other networks were formed at the regional and district levels. Many PPP group members in action areas are members of local networks, which are then affiliated to the district, regional and, finally, national level. The national network is, in turn, part of a pan-African network for small-scale farmers in the African continent.
During the November 1995 elections, a PPP group member from Shiri Mgungani was elected National Chairman of the network and is now the chief spokesman for small farmers' networks in the country. In this capacity, he has represented his country in workshops in Zimbabwe, Mali, Senegal and Rwanda. Two other PPP members also serve on various committees of the national network.
The second project objective was to provide assistance to the CC in building up its instructional, research and consultancy capability in participatory training approaches. This objective was largely concerned with the institutionalization of PPP concepts within the CC curriculum, through the training of lecturers in participatory training approaches and curriculum development.
Initially, efforts were made to involve CC lecturers in various PPP project activities and working links were developed with another FAO-funded cooperative training project, TCP/URT/2252 "Training in Cooperative Principles". However, after the Tripartite Review, a more systematic and in-depth approach was taken to design participatory training methods for lecturers and to adjust curriculum development processes and methods by introducing more participatory demand-driven training packages based on participatory assessments (PAs) of clientele training needs.
Of the 60 lecturers programmed to attend PA courses in Phase II, 43 lecturers (35 men and 8 women) participated, in two batches of four weeks each, including both classroom and field training. The aim of the course was to achieve attitudinal changes among the lecturer participants in both their training philosophy and methods by encouraging them to adopt a more participatory approach. The lecturers were sensitized through practice and field actions, learning to respect and use target group indigenous and informal knowledge as a starting and pivotal point for training programme design. Lecturers acquired skills in target-group identification, in training and non-training needs assessment and in the design of training packages oriented towards satisfying those needs.
Objective evaluations of the results from these training courses indicated that 25-30% of the lecturers had internalized the new approach and had demonstrated that they could be effective facilitators. Response to the initiative of the CC was positive and it has now become a regular feature of the curriculum, with increasing numbers of clients (from other projects, institutions, government organizations and NGOs) requesting the service.
The CPTP began in 1993-94. Initially, CPTPs were heavily assisted by the project in terms of facilitators, logistical support, preparations of assignment education, etc., but as the lecturers gained experience, the CC became more self-reliant in executing the programme.
After the Tripartite Review, promotion and integration became a regular activity of the project. A national integration consultant was hired for ten months for this activity.
PPP concepts and methods were promoted through the production and dissemination of three brochures: What is PPP?; The College and Participatory Approaches in Development; The Comprehensive Participatory Training Programmes. These were distributed throughout the country by the Directorate of Field Education, which has wings in all 22 regions on the mainland and the islands. Various fora (workshops, symposia, seminars, meetings, etc.) were employed for the dissemination of PPP activities and their replication by the CC.
Various training materials, ranging from agricultural and animal husbandry guides, guides for group formation, group by-laws or constitution formulation, record keeping, monitoring and evaluation, markets and marketing, savings and credit, gender integration and the training of trainers in participatory approaches were developed for use in the training of CC lecturers, GPs and groups. Most of the materials remain in draft form and need to be edited before they can be widely distributed. It is hoped that the collaboration between the CC and the Royal Institute of Agriculture of the Netherlands will make it possible to finalize these training materials for distribution.
One proposal to be extensively discussed during Phase II with donors and interested NGOs was the establishment of a national Centre for Participatory Approaches to Development as a vehicle for replicating some of the participatory methods introduced by the project. Although response to the idea was positive, questions as to how such a centre could be co-financed and managed in an autonomous fashion, either as an independent organization or network, remain unanswered.
The project was visited by approximately 25 farmers and 3 technicians from the International Fund for Agricultural Development (IFAD) project in Songea (December 1995). In addition to sessions with project staff on PPP philosophy and experiences, the farmers and their leaders had direct experiences, exchanging notes with the farmer beneficiaries and field workers. These exchanges confirmed the PPP stance on self-reliance by putting an emphasis on savings rather than credit and by stressing the practicability of working through small homogeneous groups, formed around group income-generating activities and supported by specially-trained GPs. A visit of 26 Iringa Region farmers, sponsored by IFAD, was received in February 1996 and one from the Rukwa Region IFAD project in April 1996.
The newly-created national farmers' network, MVIWATA, holds annual meetings and organizes workshops to discuss critical issues such as price determination, marketing and market information and improved policies on agriculture. MVIWATA also produces a magazine called MAPAMBAZUKO (Sunrise) for its farmer membership, to which PPP beneficiaries contribute regularly. Although national, the organization has so far had active membership from about eight regions in the country.
PPP concepts and approaches are now being integrated into other small farmer development projects, such as a pilot project on "Institution and capacity building in primary cooperatives societies and other groups" in Kilimanjaro Region, jointly prepared by the CC, the ICA Regional Office, Moshi and NRD/NORCOOP of Norway. While the emphasis of this project is on cooperative organizations, PPP project management has been involved in the preparation and facilitation for cooperative and community development, agricultural extension staff and target beneficiaries.
A memorandum of understanding between the CC and SNV of the Netherlands was also signed recently to introduce small group approaches to reaching small farmers in five regions of Tanzania. PPP management was involved in the initial needs assessment for this initiative as well as in the design of the implementation strategy.
Finally, three CC lecturers who had been working closely with PPP were involved in Technical Cooperation Programme projects addressing cooperative reforms in Ethiopia and Eritrea.
Working at sub-village level with the rural disadvantaged, many of whom were politically marginalized even at village level, the project demonstrated that the approach of self-help group formation, group learning and collective economic cooperation can help to resolve problems of poverty, unemployment or under-employment and can contribute to the self-realization of the target population.
The project also demonstrated, however, that additional changes need to be made in government methodology for promoting participation, in the retraining of field and higher level staff, and in the financing of participatory efforts to ensure long-term services and sustainability.
Policy changes are needed to ensure that more rural development programmes and projects specifically address the smallholder sector.
Field extension agents, such as those for agriculture and animal husbandry, community development assistants and cooperative development assistants working in these programmes and projects, also need to be reoriented and sensitized to using more participatory approaches in their work. To accomplish this, more resources should be devoted to staff retraining in participation.
The project demonstrated that the provision of material (credit, hardware, etc.) to such programmes and projects did not ensure success or sustainability. It is far more important to develop the educational and self-help organizational capacities of the beneficiaries themselves.
The critical importance of local resource mobilization when setting up groups was demonstrated. More than half of the project groups were able to start income-generating activities by mobilizing their own local resources, resorting to no external material aid other than the project intervention of GPs. The latter operated as animators, facilitators and initiators of processes that led the groups formed to solve their own problems.
It was discovered that assistance in the form of human resource development and local self-help organization capacity building need not constitute a large share of total funding, yet is of primary importance in lowering recurring costs to the Government through cost sharing with beneficiaries and in ensuring long-term project sustainability.
Efforts should be made to ensure that the participatory approaches introduced for the intervention strategy involve participation at all stakeholder levels, from beneficiaries, field workers and planners/executors to policy-makers.
While some external input is often necessary to launch anti-poverty interventions, it is imperative that ways and means be found to progressively internalize the costs of participation and management, reducing external support to a minimum. Intervention approaches which actively encourage more beneficiary participation in decision-making and setting priorities generally stimulate more willingness on the part of beneficiaries to share some of the costs, thus lowering delivery costs to the Government.
Since the promotion and adoption of participatory approaches to small farmer development involve both costs and benefits to the promoters as well as the beneficiaries, it is important that promoting agencies assess these costs and benefits carefully in order to ensure that the net benefits to both parties are significantly positive. When the net benefits to the promoters of participation are negative, incentives must be provided to sustain the process in the short run. Experience has shown that the best type of salary incentive to sustain this process is a bonus system which adequately rewards the promoter for concrete progress achieved in building group self-reliance and collective problem-solving skills.
As the Government's future ability to pay such incentives declines, more attention has to be paid to developing new intervention and training approaches which encourage more beneficiary cost-sharing and volunteers to subsidize or substitute for these costs. In this context, the Government should organize technical and policy-level workshops to discuss and decide on the best way to deploy scarce resources without compromising the effective bottom-up participatory approach.
| Dates of Service | |||||
| Name | Function | Starting Date | Concluding Date | ||
| O.T. Kibwana | NationalProjectCoordinator | May | 1992 | to date | |
| B. Koppers | Technical Adviser | May | 1992 | June | 1994 |
| M. Shule | Group Promoter | May | 1992 | to date | |
| F. Mshanga | Group Promoter | May | 1992 | to date | |
| A. Makalo | Group Promoter | May | 1992 | to date | |
| F. Urio | Group Promoter | May | 1992 | to date | |
| J. Mkilindi | Group Promoter | May | 1992 | to date | |
| L. Mndasha | Group Promoter | May | 1992 | to date | |
| C. Ignace | Group Promoter | May | 1992 | to date | |
| F. Tarimo | Group Promoter | Aug. | 1994 | to date | |
| A. Msangi | Group Promoter | Dec. | 1994 | to date | |
| J. Ngatulile | Personal Secretary | May | 1992 | to date | |
| S. Khatibu | Driver | May | 1992 | to date | |
| A. Mshana | Driver | May | 1992 | to date | |
| Advisory staff | |||||
| R.N. Meghji | National Technical Adviser | Oct. | 1994 | June | 1996 |
| M.J. Sizya | National Curriculum Adviser | Nov. | 1994 | Sept. | 1995 |
| F.K. Bee | National Integration Consultant | Nov. | 1994 | Sept. | 1995 |
| C. Kwayu | Participatory Training Consultant | July | 1995 | Sept. | 1995 |
| L.H.K. Mlowe | Marketing Consultant | July | 1995 | Sept. | 1995 |
| J. Temu | Participatory Training Consultant | Sept. | 1995 | Oct. | 1995 |
| D. Mahon | Savings and Credit Consultant | Jan. | 1995 | Jan. | 1995 |
| R. Mabala | Editing Consultant | Jan. | 1996 | Feb. | 1996 |
| M. Liwa | Gender Issues Consultant | Feb. | 1996 | April | 1996 |
Participants Study Place Date
29 frontline extension Participatory training methods Moshi March 1992
workers on small-scale business enterprises
21 college lecturers Curriculum development Moshi Aug. 1992
20 college lecturers Training of trainers Moshi Nov. 1993
27 community Training of trainers Moshi March 1993 development officers, Kilimanjaro Region
25 extension workers, Training of trainers Iringa May 1993 Iringa Region
4 college lecturers Gender in development Moshi Oct. 1994
20 farmers' representatives Networking among farmers Moshi Nov 1994
43 college lecturers Participatory techniques and Moshi July 1995-training methods Aug. 1995
Sept. 1995-Oct. 1995
20 group promoters Marketing Moshi Oct. 1995
and others
11 group promoters Gender in PPP Moshi May 1996
A2.2 STUDY TOURS
26 paddy growers, Modern paddy husbandry Lower Moshi March 1993
Shiri Mgungani Irrigation
Project
3 farmers' representatives, Farmer to farmer exchange Morogoro Sept. 1993
project Region
12 farmers' Farmer to farmer exchange Kiti cha Oct. 1993 representatives, Mungu
Shiri Mgungani (Mwanga)
Participants Study Place Date
2 womens' representatives, Organization of women Mbeya Oct. 1993
Community Development in production groups
Department
10 paddy growers, Kirya - Paddy husbandry Shiri Mgungani, July 1994
Kiti cha Mungu Hai District
15 farmers' representatives, Visit to livestock and Tengeru Oct. 1994
Shiri Mgungani horticultural institutes
20 farmers' representatives, Vegetable marketing Lotim Dec. 1995
Sisa Maro opportunities at
Himo market
7 farmers' representatives Working of the Regional Morogoro Jan. 1996
from all action areas Farmers' Network Region (including Sokoine University)
Cost
Quantity Item ($ US)
2 Vehicle, Toyota pick-up truck 25 252
1 Computer, with printer 3 499
1 Electric generator 3 000
Draft manual on group formation and group constitution. M.L.N. Diyamett. Moshi, 1991. 15 pp.
Basic concepts on savings and credit societies/schemes: Guide to formation and practice. F. Hamza. Moshi, 1992. 46 pp.
Women's participation in cooperatives, pre-cooperatives and including representation in decision-making bodies in Kilimanjaro Region. R. Mkwizu. Moshi, 1992. 52 pp.
Training in cooperative principles: its role in on-going cooperative reforms. B. Koppers and R.N. Meghji. Moshi, August 1992. 9 pp.
Training needs assessment report for the water users and key actors. J.J. Temu and D. Mnzava. Moshi, 1993. 24 pp.
Training needs assessment for the Dar-es-Salaam sustainable programme with particular reference to Hanna Nassif Community Development project. R.N. Meghji and L.H. Mlowe. Dar-es-Salaam, 1993. 21 pp.
Training needs assessment study for water users in Kikafu Chini rehabilitated traditional irrigation schemes. M.J. Sizya, J.J. Temu and D. Mnzava. Moshi, 1993. 16 pp.
A practical guide to the organization and management of agricultural cooperative enterprises. P.P. Chilomo and R.N. Meghji. Moshi, 1993. 35 pp.
Teachers resource centres co-ordinators workshop - Marangu. R.E. Mkwizu and B. Laswai. Moshi, 1993.
Assessment of the need for training in participatory approach techniques for field staff of Mbulu District council. M.J. Sizya and E.H. Moshi. Mbulu, 1993. 34 pp.
A practical guide to planning cooperative strategies and programmes. P.P. Chilomo and R.N. Meghji. Moshi, 1993.
A practical guide to conducting feasibility studies. P.P. Chilomo and R.N. Meghji. Moshi, 1993.
Participatory approach to (pre-) cooperative enterprises - course evaluation of GCP/URT/105/NET. M.J. Sizya and D. Mnzava. Moshi, 1993. 10 pp.
Women's participation in cooperative and other self-help organizations: A review of three FAO projects in Tanzania. D.N. Topouzis. Rome, 1993. 22 pp.
Report on the mission of the Nutritional Consultant for PPP. F.A. de Boer. Moshi, July 1993. 16 pp.
Promotion of self-help-reliant small farmers' organisations in Africa - FAO's recent experiences. J.G. Rouse. Arusha, July 1993. 35 pp.
The impact of small farmers on a financial institution (the experience of PPP groups' collaboration with the CRDB). O.T. Kibwana. Moshi, 1993. 6 pp.
People's participation programme and training in cooperative principles, ICA workshop. B. Koppers and R.N. Meghji. Moshi, July 1993. 8 pp.
Report on workshops on simplified methods of business planning for VDP Tanga group animators, Korogwe and Muheza Districts. M.J. Sizya and L.K. Mlowe. Tanga. 183 pp.
Comprehensive participatory training programme, Mbulu. Education programme, Phase IV Report. F. Macha, R. Mkwizu and J.J. Temu. Mbulu. 99 pp.
Comprehensive participatory training programme - Mbulu. Primary education programme, Phase I report. F. Macha, R. Mkwizu, J. Temu and F. de Koning. Mbulu. 75 pp.
Report on sensitization seminars on formation of savings and credit associations in the SP-pilot areas in Dodoma and Morogoro Regions. F.K. Bee and A.N. Mero. Moshi. 13 pp.
End of Assignment Report, CPTP land use and water management programme. E. Damball, E.B. Danda and D. Mnzava. Mbulu, 1994. 53 pp.
Mbulu District council functional heads of department course. M.J. Sizya and O.T. Kibwana. Mbulu, 1994. 23 pp.
CPTP - CDP's 1996 impact study, Kilimanjaro Region. J.M. Temu, F.J. Hamza and R. Maro. Moshi, 1996. 19 pp.
Comprehensive participatory programme, Mbulu land use and water management. E.B Danda, D. Mnzava and E. Damball. Mbulu, 1994. 99 pp.
Participatory approaches to development - some observations and lessons from development progress in Tanzania. Position Paper. H.R. Scheffer. Moshi, 1994. 20 pp.
Participatory approaches to development: Workshop Report. H.R. Scheffer and B. Koppers. Moshi, 1994. 27 pp.
Guidelines for the design and implementation of rural/community based projects - End of Assignment Report. B. Koppers. Moshi, 1994. 38 pp.
Savings and credit societies/associations as sources of productive credit for the small-scale farmers: The case of Kilimanjaro and Babati Districts. L.H.K. Mlowe. Moshi, 1994. 66 pp.
Business is not just money: The difference between success and failure among entrepreneurs in Northern Tanzania. F. Kjaerby. Moshi, 1994. 54 pp.
Savings and credit in Tanzania (with focus on the rural community). D. Kobb. Moshi, 1994. 35 pp.
Implementation of people's participation projects - lessons from Tanzania. B. Koppers. Moshi, 1994. 97 pp.
Savings and credit component of PPP. Review of Phase I and recommendations for Phase II. B. Koppers. Moshi, 1994. 21 pp.
PPP national and institutional replication, promotion and sustainability. R.N. Meghji. Moshi, 1994. 21 pp.
Training needs assessment for community development officers. F. Macha, F.A. de Boer, D. Mzava and R. Mkwizu. Moshi, 1994. 44 pp.
Up-date and process report GCP/URT/105/NET. O.T. Kibwana. Moshi, 1994. 15 pp.
People's participation in rural development: Sub-village participatory action project - Phase II report of the evaluation mission. R. Moore, S. Vlakueld and L. Mongi. Dar-es-Salaam, 1994. 27 pp.
Promoting self-help of rural women in South-East Africa: Experiences from PPP. O.T. Kibwana. Moshi, 1994. 7 pp.
Comprehensive participatory programme, Mbulu land use and water management. E.B. Danda, D. Mnzava and E. Damball. Mbulu, 1994. 99 pp.
Marketing management: A manual for GPs. L.H.K. Mlowe. Moshi.
Interim progress report: Promotion and replication. F.K. Bee. Moshi, 1995. 26 pp.
Report on the proceedings of the workshop on marketing for GPs and extension workers. L.H.K. Mlowe. Moshi, 1995.
The Cooperative College, Moshi, and participatory approaches in development. F.K. Bee. Moshi, 1995.
Proposal: Monitoring and evaluation system for comprehensive participatory training programmes: A guide. F.K. Bee. Moshi, 1995. 11 pp.
Report on the participatory techniques and training methods course for Cooperative College. M.J. Sizya. Moshi, 1995. 10 pp.
Experience of the Cooperative College, Moshi, and People's Participation Programme. R.N. Meghji. Moshi, 1995.
Savings and credit consultancy - PPP FAO. D. Mahon. Moshi, 1995. 33 pp.
Proceedings of the second workshop on participatory approaches to development. B.T. Masera and F.K. Bee. Moshi, 1995. 12 pp.
Farmers' organizations in Tanzania. O.T. Kibwana. Moshi, 1996. 19 pp.
Improving and enhancing gender perspectives in the PPP. M. Liwa. Tanga, 1996.
Training package on gender sensitization and consultative methods to be used by group promoters/field workers. M. Liwa. Moshi, 1996. 61 pp.
People's participation for agricultural development; an alternative approach - the experience of the Cooperative College, Moshi. O.T. Kibwana. Moshi, 1996. 10 pp.