Building Peace among Youth through Training-A Proposal for Programing by munas kalden feb 2010

United Nations Development Programme

Transition Recovery Programme

Relationship Building among Youth
through Skill Development Training

Ampara District
April-Nov 2010

1 | Social Cohesion Pilot Project, Ampara: April-Nov 2010

Project title Relationship Building among Youth through Skill
Development Training

Project number Amp/
Project location DS Division Villages
Sammanthurai Kanapathipuram, Udanga,
Veerachcholai and Sennel

Sector Social Transformation
Executing agency UNDP Transition Recovery Programme
Donor agency
Estimated start date April 2010
Estimated end date Nov 2010
Project duration 08 months
UNDP contribution : LKR 1,467,900.00
Expected partner contribution:
Total budget LKR 1,467,900.00


1. Executive Summary:

The objective of the intervention is to increase the relational space between and among the youth
living around the villages of Udanga, Sennal, Veerachholai and Kanapathipuram. These villages
fall under Sammanthurai DS division of Ampara District. The centrality of the project is to promote
social cohesion. The main focus is to strengthen the informal relationship among youth with
different ethnic background. The integrated approach is linked to the community identified
development needs-skill development (enhance the skill of driving vehicles). The fulfilment of the
need is the source and basis of creating meeting point among the youth and of promoting social
harmony, through interpersonal relationship building. Paradoxically, this contributes to both:
promoting relationship and crating tension and conflict. The project lays the foundation to transform
the tension/conflict into positive social change.

The youth has a vital role in promoting and engineering the social fabric of the society. In doing so,
they have equally important practical role. Including them into the development process and
building their capacity for placing them into the social system, they have to enhance skills. This
project, address this dimension critically.

This is a pilot project. The total budget is Rs. 1,467,900.00.This will fully utilized for the purpose
recommended by the beneficiary community in order to promote their social interaction with other
ethnic elements of the society. The content and the process of the intervention are purely based on
the community-driven and locally identified solution. The driving force is youth. This is
implemented through the local community based organizations. The meeting points are to be
centred on skill development exercises: imparting the skill for driving vehicle. Consequently, they
become as force of driving interpersonal relationship among youths with different ethnical
background. Through identified youths, as starting point will transcend the differences and impact
the community for social change.

Signature

Agreed on behalf of Name
DRB
Title

Date


2. Problem Analysis
2.1. Background and history of the situation:
The conflict situation in the east has been changing. The direct violence has been limited. The
relationship between and among the communities, in the selected villages, is improving. Violence
between Tamils and Muslims has been kept to a minimum since June 2008, and minimized from
the recent (May 2009) military victory over LTTE but ‘tensions between the communities over land
and political power remain high, and there seems little prospect of reconciliation so long as current
government policies remain in place. Tamils are largely alienated from the government, thanks to the
heavy hand of government security forces and TMVP1 activities. Many Muslims feel threatened
by TMVP control of the provincial council and what they see as Tamil domination of the provincial
administration. Both communities continue to suspect the government has plans for large-scale
“Sinhalisation” of the east. Sinhalese villagers, students, contractors and government employees
have, in turn, been victims of violent attacks’2 . SOCIAL TENSIONS AND YOUTH UNEMPLOYMENT IN
This situation affects the youths from all ethnic AMPARA DISTRICT
communities severely. They found no proper Youth unrest and unemployment stemming from
vocational and social entrepreneurs guidance to the protected conflict. Youths from all three
engage in a meaningful life, helping them and communities- Muslims, Tamils and Sinhalese are
district development per see. affected to some extent, as the government
policies on reconciliation and development
remain same; unchanged. This ‘unrest’ has no
With the victory of the Presidential election, by the violent forms. It makes unemployment among
Mahinda administration, held in January 2010, the youth in the district.
inner context of the district has not been changed
much. This is district perspective. At village level, the influences of conflicting element could be
seen. Following the military victory over the fighting party, downsization and eradication of the
LTTE, the government is moving to the development process. It claims post-conflict reconstruction.
The grievances of the affected communities remain. It needs reconciliation. One of such measures
is development, providing opportunities for youth to engage in a socially gainful life.

2.2. Main Actors involved in general situation :
During the consultative interaction with the communities, they have done mapping of the actors
involved in the situation. The main actors are the Muslims and Sinhalese of Majidpuram and Tamils
of Kanapathipuram. There are secondary and tertiary actors contributing to make the social contact
better. Of them, TMVP (from external), Tamil administrated and Muslim administrated CBOs,
INGOS, government agencies and UNDP are prominent to note here as active actors in the said
villages. This could be visualized as follow:

1
It refers to the Tamil Makkal Viduthalai Puligal. They break away from LTTE and joined the government.
2International Crisis Group, April 2009, Development Assistance and Conflict in Sri Lanka: Lessons from the Eastern
Province, Asian Report No 165

(Illustrated by Mohamed Jaleel UNDP, July 2009)

Considering the context and targeting broader audience of youth in the district, it has been opted to
scale up idea in early February. The targeted youths are from the villages of Udanga, Sennal,
Veerachholai and Kanapathipuram. According to the analysis of July 2009, youth from Majidpuram
targeted. This has been replaced by the youth from Sennal and Veerachcholai. The nature of the
perspective remains unchanged.

2.3. Perspectives of the actors/groups:
Tamils feel they are largely alienated from the government. Many Muslims feel threatened by Tamil
Makkal Viduthalai Pulikal (TMVP) control of the district as well as at the village level. And what
they see as Tamil influence of the community administration. Both communities continue to suspect each
other. This is not apparent. Hitherto, has negative impact on social relationship. Sinhalese villagers,
students, contractors and government employees have, in turn, been victims of the situation and of
growing stereotype. In both side, the youth play a key role.

2.4. Opportunities and Initiatives:
Due to this situation, the youth from the identified villages remain unemployed. The youth who
could not success in their education after O/L, find very difficult in securing gainful job
opportunities, as they could not enroll in the A/L, which is the gate way for higher education. These
youth are targeted by the interested parties, connected to the conflict/social tension, and become
scapegoat. By supporting them in developing their skill to fit in the challenging job market, they
could make a different in their village development and social cohesion.


In the villages, no viable initiatives have been put in place to work with those communities from the
perspective of coexistence, conflict transformation and social change. There were couple of small
activities aimed promoting the livelihood of the communities. There has not been taken critical
reviews of the initiatives on how those activities promoted the coexistence and peacebuilding
among the communities. Having discussed with the district consortium of humanitarian
organization (CHA), it is palpable, there is no record available for this. UNDP has already reached
this community through its livelihood project. The ground is conducive for the intervention. The
situation is ripped for the purpose.

3. Rational and Justification:
The centrality of the activity is building social relationship. This initiative invites the involvement of
the youth of three communities, Muslims, Tamils and Sinhalese to work together. It happens in
many ways: coming to impart the skill on driving, interacting in driving vehicle, informally interacting
when they have their meals etc. for instance. This becomes centripetal/centrifugal of holding the
relationship. Centripetal is bringing the people together. This also aims the youth to solidify with
symbolic frame work of holding relationship through informal interaction, like cultural activities and
sports, home visit in an organized manner with relaxation. This creates opportunities for the youth
to interact with another’s family members and with their friends. It is simple but creates long lasting
relationship. The intervention moves from one layer of interaction to another in human relationship.

Capacity building
Skill development
Social Cohesion

Youth

This is based on the web approach3 to peacebuilding, ‘starting’, ‘strengthen’, and ‘solidify’. The starting is
based on interaction of youth. The second ‘strengthen’ includes improving social relationship among youths
through skill development interaction for 7month. This is an interactive skills development for relational
transformation. The ‘solidify’ covers of symbolic frame work or informal interaction, such as house hold visit
and stay, recreational and cultural activities for relationship building. This could be tabulated as follow:

3
John Paul, Lederach. (2005) the Moral Imagination: the Art and Soul of Building Peace, Oxford
University Press.

Meeting of youth for
skill development

Symbolic frame work or
informal interaction, such as
house holds visit and stay,
recreational and cultural Starting:
activities for relationship
building

Strengthen
Improving social relationship
Solidify
among youths through
continues interaction for skill
development interaction
The way intervention is structured.

The mentioned is the centrality of holding the relationship among youth. It is envisioned of
creating social change. When relationship collapses, the center of social change does not hold.
The activities, identified, aim at in creating a positive context for youth interaction which leads to
coexistence in the community. It is envisioned of crisscrossing connection of the youth and finding
more attachment points as well as meeting points for interpersonal relationships among them as
well in the wider community they come from and identically represent. These youth, in long run, will
be connected to the prevailing peace net work in the district. As a result, they will recognize,
identify and take measures to transform the relationships. This is structured around engaging the
youth in their skill development. These activities, designed under this pilot project, is rebuilding
what has fallen apart from and creating the process of rebuilding relational space that hold thing
together and the multi community alike.


3.1. Type of Change
The types of change4 identified in the intervention are relationship, status, behavior, circumstance,
attitude and knowledge. This could be illustrated as follow:

Type of change Specific Change
relationship • From problem making to coexistence
• From suspicion to solidarity
status • From unemployed to employee
behavior • From violent to assertiveness
• From irrespective of other’s culture to accepting multi-
culture
• From not listening to others to active listening
circumstance • From not respectable youth to respectable youth by the
community he/she belong to
Attitude • Greater tolerance of different perspectives
• From fear of Muslims, Tamils and Sinhalese to trust in them
• From narrow focus on community based on the ethnicity
he/she belong to broad focus on community based on
pluralism-multi-culture, ethnic.
Knowledge • Understands inter dependence of Muslims, Tamils and
Sinhalese.
• Knows which I don’t like, others also don’t like; which
makes me angry, makes others also angry and creates
conflict/problem.

3.2. Theory of Change Statement
The theories of change adapted to achieve the objective of the desired result are-
a. Youth employment will lead them engage in socially respectable life. They have less time
in allocating their time to involve in gang and social destructions.
b. Job opportunity drives the youth to interact and provides opportunity to foster interpersonal
relationship.
c. Close interactions create understanding, tolerance, and mutual compassion of others and
accept multi culture. This also reduces the conflict and problem.
d. Heart to heart relationship long lasting; transcending from personal relationship to family
interaction.

3.3. Actors for the Intervention:
The primary actor of the intervention is the selected youth from the villages of Udanga,
Sennal, Kanapathipuram and Veeracholai. They are the direct beneficiaries. The
secondary actors are the family whom the selected youth are coming from. There are
tertiary actors. Of them, UNDP, skill development agency, Implementing Partner of the

4
For details on this, refer ‘Cheyanne Church and Mark M.Rogers (2006:20-23), Designing for Results:
Integrating Monitoring and Evaluation in conflict Transformation Programs, Search for Common Ground,
United States Institute of Peace and Alliance for Peacebuilding.

project and job opportunity providers are worthy to mention here. Job opportunity providers
will be discussed under the exit strategy as well. They have to specifically yet to be
identified.

Selected Families
Youth of the
from 4
villages youth

Job
Skill provid
develop UNDP
ers Field
emnt
agency office
Implem
enting
Partner

Actors involved in the intervention

4. Strategies for Change and Activities:
1 Interactive Skill Development for Relational Transformation
This aims at bringing the youths from different
ethnic communities, representing the selected ACTIVITIES CONSIDERING GENDER
area. The main target group is school leavers. The activities, for skill development, will be
They without utilizing their energy to the decided in a participatory manner, with the
beneficiary, based on the need they prefer. A day
development process, wondering in the is scheduled to select the most appropriate
community and tend to create social problems. beneficiaries, through participatory interview.
The identified skill development training The same day could be utilized to identify the
and practice will be provided with the very close skill training for boys and girls separately, based
ecumenical interaction between and among the on their recommendation. For boys, driving could
selected beneficiaries. The content of the be considered, if they like. For girls, the team
will listen to them and agree upon considering
training will be of life long benefit, for instance their skills, culture and context in line with their
driving for boys. This will be focused with very future interest.
locally beneficial and brings more interactive,
working closely and collectively. Including girls, considering gender, also taken into account. Suitable skill
will be identified for girl participants.


1. Selecting the beneficiaries
1.1. Calling applications
1.2. Short listing
1.3. Interview through participatory workshop/interaction
1.4. Induction of the nature of intervention for the selected beneficiaries

2. Selecting the trainers
2.1. Calling applications/quotations
2.2. Selecting the trainers for proving driving

3. Conducting base line survey
3.1. Developing base line questionnaire
3.2. Collecting the data/field exercise
3.3. Documenting baseline data

4. Selecting the suitable Implementing Partner
4.1. Calling application to qualify IP
4.2. Selecting IP to implement the intervention
4.3. Signing MoU
4.4. Developing a ToR for IP
4.5. Induction to the IP of the nature of the intervention

5. Hiring needed instruments
5.1. Finding a place for class room interaction for the beneficiaries
5.2. Hiring documentation specialist to capture the intervention
5.3. Developing ToR for the above

6. Interactive learning
6.1. Developing skills
6.2. Class room interaction on

Understanding Conflict and Culture (activity based internalization)
6.2.1. The Nature of Conflict (personal and relational level)
6.2.2. Function of Conflict (personal and relational level)
6.2.3. Causes of Dispute and Conflict (personal and relational level)
6.2.4. Our Tradition and Culture: Learning from our Experience
6.2.5. Conflict and Cause

Intervening Conflict through Non Violence Communication (NVC)
6.2.6. Non violent tools
6.2.7. Building Relationship through NVC
6.2.8. Effective communication, Social Cohesion and Conflict Transformation
6.2.9. Active Listening
6.2.10. Fundamental Element of Mediation

6.3. Beneficiary Reflective Day (BrDay)-monthly


7. Facilitating Informal interaction
7.3. Beneficiaries’ house hold visits
7.4. Attending beneficiaries’ house functions
7.5. Attending beneficiaries cultural/recreational events

8. Visibility
8.3. Name board for the intervention
8.4. T-shirts and caps for the beneficiaries
8.5. Bags for the beneficiaries
8.6. Stationary with visibility

9. Exit strategy and Sustainability
9.3. Providing valid driving license for the successful beneficiary
9.4. Creating the profile of license recipients and sharing with the organization in the district
9.5. Partnership with institutions, like Vocational Training Authority and Job Net in Ampara

10. Monitoring, Evaluation and Reporting
10.3. Reflective Diary by beneficiaries on relationship building-monthly
10.4. Implementing Partner’s reporting-monthly
10.5. Social transformation specialist report-monthly
10.6. Intervention documentation specialist’s report
10.7. End line survey


5. Logic of the InterventionGoal:
Increasing constructive and safer relationship among participating
youth through supporting them to develop the skills to secure gainful
employment

Objective-02: Objective-03:
Objective-01: Increase opportunity for youth to
Increase the level of trust and safe Improve understanding among
participating families and youth secure gainful employment by
contact between the youth building their skills

Output 1: Output 2: Output 3:
Building interpersonal Relationally linking the Build the employable capacity of
relationship among participating participating youth and their the participating youth
youth families for positive social
relationship

Key Activities: Key Activities: Key Activities:
• Providing class room • Organizing family visits • Providing skill development
opportunities for among the beneficiaries. training.
interpersonal interaction • House hold stays among the • Linking the trained youth to
among selected youth
beneficiaries. the job providers
through skill development
training • Attending cultural and • Connecting the activity with
• Conducting non violent religious function that of other agencies,
communication practical between/among the I/NGOs
session as conflict resolution beneficiary and their • Partnership with relevant
tools families. institutions/agencies
• Making informal interaction • Structural reflection on the
and understand each other. status of understanding
• Conducting structural between/among families
reflection on situation of and youth
12 | Socialrelationship Project, Ampara: April-Nov 2010
Cohesion Pilot building

6. Log-frame matrix

Logical Framework-Social Cohesion Pilot Project Ampara
Project Design Indicators Means of Verification Assumptions
Goal:
Increasing constructive and safer relationship among participating youth through supporting them to develop the skills to secure
gainful employment

Goal Level Assumptions:
1. Political/electioneering situation in the district does not impede project intervention.
2. Trainers for skill development will not create negative impact on the beneficiaries, by adopting authoritarian ways and violent communication in
training.
Objective 1 1. End line survey 1. Per Goal assumptions.
#/% participating youth increased trust and safe 2. Case story
Increase the level of trust contact between and among them.
and safe contact between
the youth
Output 1. 1. Per Objective
assumptions.
Building interpersonal #/ % participating youth who build positive Baseline
relationship among interpersonal relationship among them End line; Key informant and 2. Participating youth will
focus group interviews. be available for the
participating youth purpose

Objective 2
Improve understanding
among participating % of understanding improved among participating 1. Monthly report Families activity involve in the
families and youth 2. End line survey process of receiving others


Logical Framework-Social Cohesion Pilot Project Ampara
Project Design Indicators Means of Verification Assumptions
families and youth

Output 2. 1. Per Objective level.

Relationally linking the 1a. # of visit took place among youth and their 1a. visit report 2. Family will receive
participating youth and families (format to be developed) without considering
ethnicity and culture
their families for positive 1. b% of positive social relationship built
social relationship among youth and their families. 1b. monthly report

Case story

Objective 3. Per Goal Assumptions.

Increase opportunity for End line survey
youth to secure gainful # /% of opportunities created to secure gainful
employment
employment by building
their skills

Output 3
Build the employable Training completion Participating youth will continue
capacity of the participating # /% of youth built their capacity to secure gainful certificates till the end of the intervention
employment.
youth


7. Monitoring and Evaluation Plan

Data Collection & Analysis Process
Indicator Definition & Unit of Reporting
Indicators Frequency Person Responsible for:
Measurement Tools/methods
& Schedule Collection Management Analysis
Goal:Increasing constructive and safer relationship among participating youth through supporting them to develop the skills to secure gainful
employment

OBJECTIVE 1: Increase the level of trust and safe contact between the youth
Objective Indicator: Frequency UNDP Field Project Focal M & E Officer and HoO
1.Sep 2010 Assistant.
#/% participating youth
increased trust and safe Numerator: total no of youth who built 1. End line survey
contact between and trust and safe contact with other
participating youth 2. Case story
among them.
3. Monthly
Denominator: total number of
participating youth

Output 1. Building interpersonal relationship among participating youth.
Output Indicator Frequency: UNDP Field PF M & E Officer and HoO
Numerator: total no of youth who built End of the Assistant.
#/ % participating youth positive interpersonal relationship Baseline project- Oct
who build positive End line; Key 2010
interpersonal relationship informant and focus
among them Denominator: total no of participating group interviews.
youth


Objective 2. Improve understanding among participating families and youth

Objective Indicator ‘Understanding’ getting know of each 1. Monthly report End of the SM and FA Focal. M & E Officer and HoO.
other’s family and members and able 2. End line project-Oct
% of understanding to say of geography and religion. survey 2010
improved among
participating families and
‘increased’ the changed level of the
youth
above from the point project started.
(base line could be used for this)

Numerator: no participating family of
youth who increased understanding

Denominator: total no participating
family of the youth

Output 2. Relationally linking the participating youth and their families for positive social relationship
Out put Indicator: 1a. visit report monthly SM and FA Focal. M & E Officer and HoO.
(format to be
1a. # of visit took place developed)
among youth and their
families
Denominator: no visits took place



‘positive social relationship’ able to 1b. monthly report monthly SM and FA Focal. M & E Officer and HoO.
interact by visiting each family and
1b % of positive social going beyond normal relationship Case story
relationship built among
youth and their families.

Numerator: total no of family which
built positive social relationship

Denominator: total no of participating
families
Objective3 Increase opportunity for youth to secure gainful employment by building their skills
End of the SM and FA Focal. M & E Officer and HoO.
Objective Indicator End line survey project-Oct
2010
# /% of opportunities Denominator: Total number of
created to secure gainful opportunity created
employment
Output 3: Build the employable capacity of the participating youth

Training completion End of the SM and FA Focal. M & E Officer and HoO.
Out put indicator Numerator: total no youth built their certificates project-Oct
capacity , 2010
# /% of youth built their
capacity to secure gainful Denominator: Total number of
employment. participating youth


8. Work Plan

   April May June July August Sep Oct Nov Dec
1. Selecting the beneficiaries
1.1. Calling applications
1.2. Short listing

1.3. Interview through participatory workshop/interaction

1.4. Induction of the nature of intervention for the selected beneficiaries
2. Selecting the trainers
2.1. Calling applications/quotations
2.2. Selecting the trainers for proving driving
3. Conducting base line survey
3.1. Developing base line questionnaire
3.2. Collecting the data/field exercise
3.3. Documenting baseline data

4. Selecting the suitable Implementing Partner
4.1. Calling application to qualify IP
4.2. Selecting IP to implement the intervention
4.3. Signing MoU


4.4. Developing a ToR for IP

4.5. Induction to the IP of the nature of the intervention
5. Hiring needed instruments

5.2. Finding a place for class room interaction for the beneficiaries

5.4. Hiring documentation specialist to capture the intervention
5.5. Developing ToR for the above
6. Interactive learning
6.1. Developing skill

6.2. Class room interaction on the nature of conflict and culture,
intervening conflict through NVC(non violent communication)
6.3. Beneficiary Reflective Day (BrDay)-monthly 1 1 1 1 1 1 1
7. Informal interaction
7.1. Beneficiaries’ house hold visits 1 1 1 1 1 1
7.2. Attending beneficiaries’ house functions 1 1 1 1 1 1

7.3. Attending beneficiaries cultural/recreational events
8. Visibility
8.1. Name board for the intervention( small in size)
8.2. T-shirts and caps for the beneficiaries
8.4. Stationary with visibility




9. Exit strategy and Sustainability

9.1. Providing valid certificates/license for the successful beneficiary
9.2. Creating the profile of certificate/license recipients and sharing with
the organization in the district
9.3. Partnership with institutions, like Vocational Training Authority and
Job Net in Ampara
10. Monitoring, Evaluation and Reporting
10.1. Reflective Diary by beneficiaries on relationship building-
monthly 1 1 1 1 1 1 1

10.2. Implementing Partner’s reporting-monthly 1 1 1 1 1 1 1

10.3. Monthly reporting 1 1 1 1 1 1 1

10.4. Intervention documentation specialist’s report                Draft    final
10.5. End line survey


9. Project beneficiaries
The beneficiaries, of the intervention, are of youth from Sammanthurai Ds area,
representing the multi ethnic of the demography.

Udanga
6b+6g=12

Veerachcholai Sennel
7b+6g=13 25g+25b= 50
total 6b+7g=13

Kanapathipura
m
6b+6g=12

(b=boys; g=girls)

10. Implementation methodology
The intervention will be carried out in close consultation with community and
participatory consultation with the beneficiaries. This is content related. The process will
be in close communication with the community. The activities are implemented through
local CBO. UNDP will provide overall strategic leadership. The coordination with
government is on the priority.


Implementation Strategy

Identify Communities
(Gov, UNDP)

Carry Out Problem Analysis/Conflict
Analysis and identify underlying
factors leading to conflict/tension
(UNDP with Main stakeholders)

Stakeholder-
Stakeholder- Community
Government Discussion with the stakeholders on Discussion with the community on
the selection of the place as well as the process of selecting the
beneficiaries beneficiary

Identify local leaders, youth Identify what activities and
and schools where?

Form local leaders, for Identify people and resources/
mediation/conflict Role and responsibilities
resolution/social
transformation tasks
R
R ec
e o
fle Implementation, m
cti Exit strategy Partnership/networking with m
on others for Sustainability
e
n
d
at
io
Lessons Learnt Impact Evaluation/
Review
n
s


11. Monitoring and Evaluation (M&E)
Monitoring and internal evaluation will be guided by UNDP at personal, relational and
society levels. The implementing partner will do ground level work. The monthly,
quarterly and end evaluation will be carried out by the UNDP. The spot visit will be
carried out by the same on a regular basis.

Actors Roles and methodology remarks
responsibility
1. UNDP Overall guidance Participatory
in M&E
2. Government Participating in As the
Monitoring government
procedures
3. Selected Direct Involving in Participatory: Needed knowledge
beneficiaries (men and M&E, providing Transect walk, will be transferred
women) data on focal group by the UNDP
progress, discussion, through IP
recommending Most
to UNDP and significant
Gov change (MSC)
4. Selected indirect Active Participatory Capacity of both
beneficiaries (men and involvement in voice beneficiary as well
women) monitoring the recording IP will be increased
progress and
articulating the
things to be
improved
5. Selected community Active Participatory A board will be
leaders engagement Transparency displayed during
board the intervention
maintenance period
6. Implementing Partner Documenting, Participatory Capacity of the IP
reporting and in relation to
sharing with the participatory M&E
stakeholders will be given


12. Exit strategy

The period/duration of intervention will be clearly communicated to the stakeholders.
The operational aspect of the informal community structure will remain in the
community. This structure will be integrated before the phase out. The youth and
children will be integrated with the C4P activities. The trained skilled beneficiary will
be systematized to contribute for the promotion of social harmony. The social
transformation partnership, if possible, will be explored. These village are already
benefited from the UNDP intervention.

Partnership with JobNet in Ampara and Vocational Training Authority in Ampara will
be explored. The CORE project of USAID will be approached for positive partnership
building. The following also will be taken into consideration, wherever possible:
forming collective leadership, integration with ongoing projects, partnership wherever
possible, utilizing Corporate Social Responsibility as well as knowledge
management, which consists of community practices institutionalizing community
memories5.

5
See for more details, www.wcdm.org/2009SpeakerPPT/Munas-Kalden-Monday.pdf

Project Budget

(a) For Goods and Services to be procured by the Implementing Partner
Amount
No Item Description Units Rate
(LKR)
1 Training- Skill development training 50 20,000.00 1,000,000.00
2 Beneficiary Interaction Room‐Monthly rental 8 3,000.00 24,000.00
Facilitating structural informal relationship
3
building‐house hold visits and stay 2 100,000.00 200,000.00
4 Visibility‐Uniform with cap 50 2,000.00   100,000.00
5 Name board 2 2,000.00   4,000.00
6 Documentation Video       70,000.00

1,398,000.00
Total

(d) Budget Summary
Item Description Amount (LKR)
Goods and Services procured/rendered by the Implementing 1,398,000.00
Partner
      69,900.00
Admin
1,467,900.00
Total
Beneficiary Contribution -
1,467,900.00
GRAND Total


Recommendation as a result of appraisal:

Prepared by: (Name of Programme Officer)

Signature: Munas Kalden Date:01.03.2010

Agreed by: (Name of Head of Office)

Signature: ZM. Mohamed Jaufar Date: 02.03.2010
Comments, if any:

Cleared by: (Name of PMU focal point)

Signature: Tharanga De Silva Date:__________

Comments, if any:

Approved by Programme Manager:

Accepted
Rejected

Signature:________________________________________________Date:__________

Comments, if any:

Annex:
• Map of village (mandatory)
• Gender checklist (mandatory)
• Photographs of the site (if available)
• Socioeconomic analysis (if available)
• Market analysis (if available)
• Gender analysis (if available)
• Conflict and/or do-no-harm analysis (if available)

Annex: (Infrastructure project only)
• Scope of Work
• BOQ (Please refer to BOQ format provided)
• Detail technical drawing
• Site development plan
• PIR preliminary investigation report


Building Peace among Youth through Training-A Proposal for Programing by munas kalden feb 2010

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Building Peace among Youth through Training-A Proposal for Programing by munas kalden feb 2010