Manual for the Preparation, Management and Evaluation of Socio-environmental

GOVERNMENT OF THE STATE OF SÃO PAULO Geraldo Alckmin, Governor DEPARTMENT OF ENV
IRONMENT Secretary Jose Goldemberg CPLEA - Coordination for Environmental Planni
ng and Environmental Education Strategic Lucia Bastos Ribeiro de Sena Coordinato
r
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Coordination for Environmental Planning and Environmental Education Strategic Lu
cia Bastos Ribeiro de Sena Coordinator Department of Environmental Education Ros
ely Sztibe Director General Coordination Ligia Maria Lúcia Helena Levy Technical
Team Sonally Leitão Ribeiro de Brito P. C. Authors Pelizon Christiane Godoy - I
nstitute for Citizenship ECOAR Mariana Duarte - Institute for Citizenship ECOAR
Copyediting, Graphic Design & Support Chart Wanda ES Barbosa, Vera and Martha Ar
romba Severo-Publishing Center of SMA sheet Cataloging
Data Library of Congress Cataloging in Publication (CIP) (Reference Center - SMA
/ CPLEA, SP, Brazil) S24n São Paulo (state). Department of the Environment. Coo
rdination of Strategic Environmental Planning and Environmental Education. Manua
l for the Preparation, Administration and Social and Environmental Assessment Pr
oject / Ministry of the Environment, Environmental Coordinator for Strategic Pla
nning and Environmental Education. - Sao Paulo: SMA / CPLEA, 2005. 32 p. : 21 x
29.7 cm. ISBN 85-86624-42-X 1. Socio-development projects 2. Environmental proje
cts-evaluation 3. Social and environmental projects, methodology I. Title. CDU 6
5 015
2000 copies printed in the winter of 2005
2005 - 2015 • Brazilian Water Decade
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The partnership begins here
The Roadmap for Development, Management and Evaluation, a publication of Strateg
ic Coordination for Environmental Planning and Environmental Education of the Mi
nistry of the Environment, was designed to guide stakeholders in developing and
managing environmental projects. This paper presents the fundamental concepts fo
r the development of a project and explains the most frequent questions, while n
ot exhausting the subject. We hope that this publication achieves its objective,
facilitating compliance with requirements that sometimes seem impossible to mee
t.
Lucia Bastos Ribeiro de Sena
Coordinator
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Summary
Initial Settings Concepts to design a draft Steps Project Presentation Introduct
ion Background Objectives Target Goals Evaluation Methodology Formulation of ind
icators Identification of possible partners Communication Design Resource types
and sources of funding Budget Project Timeline Schedule disbursement planning an
d administration Project Sustainability Project Team References 7 7 9 9 9 10 11
12 12 13 15 16 20 21 22 24 26 26 27 27 28 30
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Definitions initial
Every project is born from the desire to transform certain reality. It is the in
itial product of an idea to solve a specific issue. To be successful, the projec
t should be well prepared. This means contain the greatest possible detail of th
e proposed activities, and clearly organized, to prove to stakeholders that the
institution intends to do, what to do, and what the real possibilities of obtain
ing the expected results. A well-designed project helps to raise funds and obtai
n approval and at the same time, working mechanism and tool for the planning, de
ployment and management of their own steps. There are several routes for the pre
paration of projects. Each of which corresponds to the specific requirements of
the funder, the supporters, or both, who wish to know the actual capacity of the
institution to develop, deploy and manage a project, to gather relevant informa
tion and respond to requests for precise, understandable and well written. The f
ollowing steps contain the necessary items to the presentation and development o
f a project. However, it is important to note that the form of presentation shou
ld suit the requirements of the funding agency.
Concepts to develop a proj the
Public policies are sets of actions or state standards of character, seeking cer
tain goals. The character does not mean the government than private actors. In d
emocratic societies the formulation of public policy is guided by a dynamic and
participatory process with civil society representation. Program is a joint proj
ect of institutional nature, with clear guidelines, aimed at one or more goals o
f an institution. Usually is under the responsibility of a coordinator, team coo
rdinator or an executive secretary. In the preparation of several projects on th
e same theme and goal,€they must be gathered and organized more broadly in a pro
gram. So the resources and efforts can be optimized and integrated. Project is a
n undertaking detailed and clearly planned, organized into a set of ongoing acti
vities to be deployed and interconnected and focused on one goal being environme
ntal, educational, social, cultural, scientific and / or technology. The project
considers the same elements of the program, but is found in higher level of spe
cificity, with time, money and staff are well defined.
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Articulation is the relationship established between individuals and / or certai
n other entities of public or civil society to facilitate, expand or improve cer
tain activity or a specific set of them. This is an ad hoc alliance, short or ve
ry short term, and as its results may stimulate the establishment of a partnersh
ip or organization of a network, passing then to have medium term or long term.
Partnership is the union and organization of persons or institutions with common
interests and specific purpose, such as the realization of a project. It may be
a viable alternative to financial, human, logistical and technical for a define
d period. A single institution has a limited role, which can be expanded with th
e organization of partnerships. This allows filling the void between what the in
stitution would do and what actually could be done, working together to qualifyi
ng results. The partnership concerns the association organizations to establish
themselves in order to have mutual support or obtain benefits. Not the legal or
formal character that determines partnerships. It is rather the quality of relat
ionships that distinguish them, or how institutions with different interests, po
wers, resources and assignments build a space where they behave as equals in def
ining common goals, roles and complementarity. Thus, they seek to partner resour
ces and capabilities that are not within reach, but which are necessary to achie
ve its purposes. And even with different resources and power, partners should be
considered equal, at any given time, in addition to recognizing and valuing the
contribution that each represents. Partnership is the opposite of subordination
.
8
The Stages of the Proj
Presentation
Who are we?
It's time to tell the story of his body: when it came, what motivated its creati
on, what are your goals and field. The citation of experience is also important
because it demonstrates the financial agent or supporters that the institution i
s prepared to accomplish the project. Must be highlighted the previous partnersh
ips, support and financing from other projects, which demonstrates the credibili
ty, reputation and legitimacy of the institution.
Introduction
What is the scenario of the problem?
The text must be clear and objective. Its function is to bring the reader from t
he reality in which the project is. Consequently, this step should contain gener
al information about the target audience and their living conditions, social and
environmental problems exist and the major challenges to overcome. Thus describ
ed, the introduction shows that the tenderer has knowledge about the local situa
tion and prepares the financial agent or supporters to understand the importance
and necessity of the project.
Example:
This project develops in the Town of Curuçá district, Simon Alvarez, State of Sa
o Paulo in the region of springs, where water is the most important resource to
be preserved. The district also encompasses the Biosphere Reserve of the Atlanti
c Forest and the Green Belt of São Paulo. The Village of Curuçá was compulsory s
top for trains coming from inside, bound for the coast. In town, they were prepa
ring for the dreaded descent of the mountain, the only way to ensure the product
ion by the Port of Santos. The end of the "era of coffee" and the abandonment of
rail almost meant the disappearance of the Town. Considered by UNESCO World Her
itage Site and by Condephaat, the organ of state assets, and Iphan - Institute o
f National Historical and Artistic Heritage, the Town of Curuçá since 1997, live
s a participatory process of elaboration and implementation of development polic
y sustainable site, which has as strategies to promote ecotourism and historical
tourism.
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In 2001 he created the Municipality of Curuçá to ensure greater autonomy and fle
xibility in decision making and facilitate the processes of participatory manage
ment of the area. The current population of the Village is comprised of descenda
nts of employees and former employees of the former Federal Railway, migrants fr
om the North and Northeast Brazil,€and other inhabitants of the outskirts of Sao
Paulo. It is the voice of its current residents of the Village Curuçá restructu
res in search of alternative sustainable income that can contribute to environme
ntal conservation and historical heritage site.
Background
Why join?
While the introduction presents the background of the project, describes the rea
sons why the project should be done and how to bring positive impacts to the qua
lity of life and environment. You need to highlight the socio-environmental prob
lems that are addressed, the effectiveness of planned actions and how they help
to transform reality. This step is crucial to demonstrate broad knowledge of the
problem, its interference in local and regional context and conceptual basis by
 which to work. It is also important to mention data, references and experiences
that strengthen the justification. One should not forget that this is the "defe
nse" of the project.
Example:
The intense and uncontrolled urbanization of the Brazilian municipalities and so
cial inequalities in the country led the occupation of areas unsuitable for huma
n settlement and urban activities, especially in the suburbs of metropolitan are
as. Living underemployed, or even without any financial resources and almost wit
hout qualification, many people settle in areas at risk and / or environmental p
rotection, subject to restrictive legislation regarding the use and occupation,
as is the case for water source protection areas that require specific care. The
Village's local Curuçá subject to several environmental constraints, it present
s special situation with regard to their historical and natural, which, in princ
iple, is determinant of some economic activities. With about two thousand inhabi
tants, now the Town of Curuçá has undergone a systematic process of emptying, du
e to the lack of prospects for income generation. These people get around toward
the larger centers and due to their economic conditions, aggregate to periphera
l cores typically in situations of slum. With the creation of the Municipality o
f Curuçá and expanded participation of the population over the fate of the site,
was prepared the Plan of the Town of Ecoturístico Curuçá, which appears as a wa
y of generating employment and income consistent with local characteristics. The
plan includes activities such as: establishment and qualification of local init
iatives in the areas of food, accommodation and environmental monitoring, and gr
anting of housing for the project implementation of workshops, residencies.
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The Office of Active Citizenship Curuçá aims to strengthen the strategy develope
d by government agencies, configured as a space for reflection of socio-environm
ental issues, gender relations, ethnicity, cultural diversity and human rights i
n watershed areas, through conscious practices and supportive, aimed at internal
and external projection. As recommended by the Global Agenda 21, participation
in society is a priority and fundamental to success that occurs in the resolutio
n of major and serious socio-environmental problems of the region. Social partic
ipation is based on the understanding that the sensitization and mobilization of
various social segments is only possible through awareness, organization and em
powerment of those involved and the consequent strengthening of citizenship. Bas
ed on these considerations, the Office of Active Citizenship Curuçá proposes the
Training Course for Young Gardeners and Nurseries targeting young people of the
Village of Curuçá. The course will enable the perception of the environment in
which young people live, more accurate, encouraging them to diagnose their probl
ems and provide solutions to the collective mode, leading to reflection on the e
xercise of citizenship, seeking autonomy in their actions and helping to keep im
proved quality of life and generating employment and income in a sustainable per
spective. The involvement of young people living in the town of Curuçá with inst
itutions and other local groups will display a cooperative network that will con
tribute to the establishment of permanent partnerships and implementation of act
ions aimed at improving the environmental quality of life and sustainable local
development, supporting the definition of a social and environmental agenda that
might trigger other projects of local and regional interest. Thus, young people
will be encouraged to reflect, to dream collectively, and prioritize actions to
implement the necessary improvements, in an exercise that clarifies what is the
responsibility of each in stock for local development, and building a new Villa
ge Curuçá ,€a town for everyone.
Objectives
What pr ende do?
This is the moment to define what we want to accomplish. The overall objective s
hows broadly the benefits to be achieved with the implementation of the project.
It is generic and long term.
Examples:
• Contribute to building a Social and Environmental Agenda Village of Curuçá, en
abling local economic development. • Strengthen the Village's Plan Ecoturístico
Curuçá through the creation of job opportunities and income appropriate to the s
ituation of natural and historical site. The specific objectives are tangible, c
oncrete and feasible. Can be achieved through the activities developed during th
is project and to be understood as consequences of these atti-
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ities. Should be supported, at least one result that can be verified by singular
actions and complete.
Examples:
• Enable sustainable human development of young people from Vila do Curuçá throu
gh civic education to the labor market. • Expand the repertoire of basic knowled
ge and professional to promote income generation and the fixation of young peopl
e in the town of Curuçá. • Create collaborative network able to absorb the produ
cts generated by young people and promote the continuous qualification and suppo
rt of the project.
Target Audience
Who are the beneficiaries of the proj ?
A clear definition of the target languages and helps to create appropriate metho
ds to achieve the proposed objectives. Thus, one should take into account the ag
e, social group that represents public, and their socioeconomic status, among ot
hers.
Example of the beneficiaries dir:
• 35 young people, 14-17 years, low income and not included in the formal labor
market and residents in the town of Curuçá.
Examples of the beneficiaries indir :
• 35 families at social risk, which corresponds to about 140 people (7% of popul
ation). • The entire community of Vila do Curuçá.
Goals
How to achieve the obj Ivos?
The targets consist of one or more actions needed to achieve some specific goal.
They are always computed and performed in a certain period of time. Clear goals
make it easy to visualize the paths chosen to help guide the activities that ar
e being developed and serve as a tool to assess what was expected and what was a
ccomplished. The example below refers to the specific objective: a course for th
e training of young gardeners and nurserymen.
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Example:
Objectives To enable sustainable human development of young people from Vila do
Curuçá through civic education to the labor market. Expand the repertoire of bas
ic knowledge and professional to promote income generation and the fixation of y
oung people in the town of Curuçá. Goals Conduct a one-year course of training f
or young gardeners and nurserymen. Train 35 youth in the period of one year. Est
ablish a tree nursery of native forests. Create a menu of services from the 5th
month of training. Prepare three intervention projects and obtain funding for it
s implementation. Promote partnerships with at least two companies and the local
government to absorb the services generated by young people from the 5th month.
Get at least four partnerships with companies in related areas that may offer i
nternships for 35 young students from the 7th month.
Create collaborative network able to absorb the products generated by young peop
le and promote the continuous qualification and support of the project.
Methodology
How?
This question defines the way to go through the steps of the project. Clarifies
the theoretical frameworks that guide the work and the methods to be used to ach
ieve the specific objectives proposed. Theoretical assumptions are that the inst
itution considers relevant and contribute to guide the practice of the project.
Example:
The methodology used in the Training Course for Young Gardeners and Nurseries wi
ll be based on: • theoretical reference Treaty on Environmental Education for Su
stainable Societies and Global Responsibility, paper prepared by the Forum of No
n-Governmental Organizations during the Rio 1992, which were designed basic assu
mptions of a new paradigm for the Planet. There is indicated the way to building
a model of sustainable society and for the first time
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were designed dimensions of sustainability, namely ecological, economic, social,
cultural and educational. The treaty formed the basis for discussion on the sur
vival of the planet and the question of responsibility of different actors. The
topic of CSR has its origin in this document.€Another base of support is the Ped
agogy Project, which began in the last century, with the theories developed by t
he philosopher John Dewey (1859-1952), based on the idea that knowledge is const
ructed by the subject when he has the opportunity to interact with the world so
pleasant and unattended. The premises of Education Project for recovery of the p
articipation of the learner and educator in the teaching-learning process, makin
g them responsible for the design and development of each project work. The main
objective of working with this methodology is that learning the topic in questi
on is significant. For this to occur is crucial to search for answers to questio
ns whose origin is in the students and teachers, involving the contribution of o
ther school professionals, parents and community members. This learning through
active participation is one of the key elements of the Pedagogy Project, as it a
llows the experience of challenge, reflection and decision making, in most cases
, collectively, face the real facts and questions of each environment and commun
ity learning. For that to happen, teachers need constantly to ask questions, sug
gest challenges, and rescue experiments already experienced by learners, encoura
ging them to question and find answers to such questions. This process facilitat
es its formation as a person conscious of his role as a builder of its history,
the history of their community and their country. Every project that has as its
basic assumption the change in attitude requires an educational process. Environ
mental education is presented as the most consistent and effective way to achiev
e the proposed objectives. It is learning to take another look at the environmen
t and on ways to relate to him. Includes the establishment of a new management m
odel of people's lives. The principles that support a process of environmental e
ducation, such as - respect for diversity, the practice of active citizenship, t
he horizontality in decision making, networking, forming partnerships, joint res
ponsibility and cooperation, among others - need to internalize so they can perm
eate the daily attitudes of those involved. • METHOD OF WORK is the set of techn
iques, tools and resources that will be used to achieve the goals set and, conse
quently, the specific objectives proposed. It is very important that this step w
ill prove the reason for the choice of method and how it will be used to sensiti
ze and mobilize the communities involved in the realization of shared goals and
objectives. Method to be used during the process of teaching and learning of you
ng people in Vila do Curuçá formed by the following techniques, tools and resour
ces:
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Workshops: These are understood as a form of collective production of knowledge,
based on the principle that everyone has to learn and teach differently. A work
shop has three parts: a) preparing a work based on the practice of social / of t
he participants, b) the achievement of a specific event for collective work, c)
a return to social practice with new data collected. Audiovisuals - films, slide
s, transparencies: Techniques that allow us to observe indirectly, situations ha
ve occurred in places and at different times. The use of such technology complem
ents the content that is being developed. Debates: A technique that aims to deve
lop the mental ability of the participants, strengthening the spirit of militanc
y and self-confidence, develop logical arguments and enable participants to obse
rve the opponent, noting their points of view to make the counter-argument. It i
s adopted in controversial issues that generate blocks of different positions. A
rts, drawing, collage, painting and others: They allow participants the setting
of acquired knowledge, developing the imagination, sensitivity and creativity an
d observation skills. Study of the medium provides the conditions for knowledge
of the most significant collections of nature and community. Possible to see, he
ar, groping, smell, feel, sense the environment, and offers ways to be able to t
hink about what the reported sensory perception, and reflect on the contribution
of each in half of which we are participants and not spectators. Group dynamics
: A technique that stimulates the internalization and leads to self-knowledge.
Evaluation
What changed?
The evaluation process should happen continuously and periodically throughout th
e life cycle of the project. Evaluation can be internal, when performed by membe
rs of the institution, outside, when the evaluators are not tied to the institut
ion,€or mixed when it includes internal and external evaluators. The Evaluation
Plan may be made up of different stages, which vary according to the requirement
s of Paymaster Agent or supporters. The most common are: Evaluation of results:
It monitors the achievement of goals and targets established at the time provide
d. Normally the evaluation includes a visit to the site, verification of technic
al reports and photographic records of attendance of meetings, and a watchful ey
e on the material generated as photos, documents, instructional materials and co
mmunication, among other items. Content Rating: Method for analysis, summarizati
on and description of trends verifiable written documents such as drafts or memo
ries of meetings, publications,
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journal articles, annual reports, field notes, transcripts of focus groups or in
terviews, and other similar documents. The analysis may have a qualitative or qu
antitative. Evaluation Process: This is the assessment of how the project is dem
and driven and verify the efficiency of the working method employed to achieve t
he goals. The assessment identifies the consistency, quality and viability of te
chnical and pedagogical tools used during the project. Impact Assessment: Refers
to the social and environmental impacts that the proposed objectives resulted i
n the project area, and the behavioral changes seen in the audience and / or com
munity. This assessment step is a challenge, since the gains are not easily meas
ured because they relate to cultural issues, the changing values and new attitud
es, measuring the project's contribution to the empowerment of affected communit
ies and their most efficient organization and political activities. It is recomm
ended that the proposed evaluation process is ongoing and admire participatory f
orms of evaluation, which not only include the project team, but its beneficiari
es, partners and funders.
Formulation of indicators
How to measure r ultados?
Indicators are measurement tools that check if the desired results were achieved
. Worldwide, organized groups seeking to define indicators that contribute to th
e process of evaluating environmental projects. There is consensus around the pr
inciple that the indicators vary depending on the nature of the project and its
goals. Remarkable, among various types, quantitative indicators or goals, which
measure the results both numerically and pragmatic, and the qualitative or subje
ctive, observable in general sensory, which reflect difficult to measure results
. Are statements that could be observed by the team involved, but require attent
ion and understanding. For each result in the assessment that there may be more
of an indicator.
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Evaluation
Activities
Indicators
Number of youth benefited
Means of verification
Daily class registration and photographic documentation of projects
Number and frequency of classes of activities registration classes implemented A
ctivity Report Number of projects designed training course for young gardeners a
nd nurserymen Quality of projects developed and implemented number of projects i
mplemented Aesthetics of intervention evaluation of the projects that perception
of the technical staff of the Photographic Report projects implemented Performa
nce level of the participants questionnaires and dynamic evaluation applied duri
ng and after the course perception of the technical staff number of participatin
g institutions report of project activities, including the description of joints
made and implemented partnerships Map final realization of the activities of pa
rtners environmental education: lectures, show videos, workshops, thematic exhib
itions, commemorative events, environmental studies, monitored visits report of
project activities, with the description and photographs of the activities repor
t of project activities, with the description of the content addressed Daily act
ivities conducted classes conducted Attendance list of participants activities Q
uestionnaires and dynamic evaluation of activities implemented in the final perc
eption of the technical staff report to media and other forms of communication
Result
Type of activities performed
Number of topics discussed activities undertaken number of participants level of
performance of participants material content information Means of communication
used
Dissemination of information on the training course for young gardeners and nurs
erymen
Number of articles published in the media Clipping communication project number
of contacts, visits and meetings institutional disclosure report of activities p
erformed in the project, describing the meetings presenting the project photogra
phic and documentary record of actions taken Report on activities undertaken pro
ject, containing a description of the project presentation meetings photographic
and documentary record of actions taken
Quantities of consultations and visits received
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Evaluation
Activities
Shares of disclosure
Indicators
Means of dissemination used Efficacy of the media effective number of lessons ta
ken
Means of verification
Registration materials produced photographic documentation of projects and Retur
n of the contacts made - registrations, information requests and number of parti
cipants in activities Daily classes conducted questionnaires and dynamic evaluat
ion applied to the end of the course modules
Content
Level of interest shown by the students perception of the project team and stude
nts List of presence training course for young gardeners and nurserymen Number o
f young people enrolled and the number of young graduates Questionnaires and eva
luation dynamics applied performance of pupils at the end of the activi- activit
ies of travel activities Awareness Project technical team developed and deployed
Frequency index List presence Quantity and quality of the teaching material per
ception of the project team used and / or frequency produced training course in
the use of young gardeners and nurserymen Methodology Perception Team Technical
Perception of young participants Projects prepared and implemented in equilibriu
m the participation of men and women work-list presence lher Sheets registration
Representational Participation Age groups covered institutional presence Bookma
rks List Registration Number of partnerships established recognition of the enti
ty as space received invitations to participate reference events, conducting tra
ining courses and outdoor activities for young gardeners and nurserymen Partners
requested visits and consultations received material published on the course ma
terial initial disclosure of the course material content information number inte
rested in participating in Quality of articles published Return of the contacts
conducted - the joints and partners Listing all ways and means of communication
used means of communication number of participants in community activities open
to the Return of the contacts made - joint partners and number of materials circ
ulated in the media Clipping design communication number contacts, visits and me
etings institu-Report of contacts, visits and meetings tional disclosure quantit
y of consultations and visits received report of consultations and visits
Legitimacy of authority
Process
Dissemination of information about the nursery and cfjjv
18
Evaluation
Activities
Knowledge, skills values and awakened in the participants to improve the environ
ment and quality of life
Indicators
Awareness of environmental issues
Means of verification
Evidence perception of educators and speeches of the participants raised through
the activities performed and group dynamics
Attitudinal changes and new initiatives Strengthening community participation Th
e awakening of the sense of belonging
Registration initiatives not covered by the project that were
Involvement of participants in achieving participation in community activities e
xtrados collective curricular activities and non-compulsory participation in loc
al decisions Youth participation in community organizations, groups
Result
Increased awareness of local realities and Evidence in speeches and initiatives
of the appreciation of the area raised by participants of the activities and gro
up dynamics Youth participation in groups organizaAções promoted to improve the
quali-tion tion Community Actions of local life as practiced by local participan
ts in the course Credentialing questionnaires assessing knowledge applied at the
beginning and end of course assessment of knowledge through the preparation of
projects
Social inclusion of young
Generation of employment opportunities
Performance achieved in stages offered by the grid companies Entering the job ma
rket and engages in organizing and implementing community activities Perception
of educators from the activities performed during the current perception of educ
ators from the activities performed during the course
Development of pro-active
Ability and ease in communication performance achieved in stages offered interpe
rsonal and teamwork by the grid companies engaged in the organization and implem
entation of community activities
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Identification of possible partners
Who are the partners?
The Network of Relationships shows the joints and partnerships that facilitate t
he implementation of the project stages and will enable its continuity, the birt
h of new ideas and creating new projects. The networks are a new form of social
organization, capable of linking people and groups around common goals in a demo
cratic manner. The innovation is to bring together participants in alternative s
tructure and horizontally. The purpose of a network is to enrich the performance
 of each member and to strengthen its position in the group. In turn, the networ
k maintains the constant intercommunication between the institutions and people
who are continually exchanging ideas for building a socio-environmental action.
The networks are open and dynamic. One suggestion is to create a flow chart (map
ping) in which the lender can easily view the civil society groups, the managing
agencies and social actors with which the team plans to link up to form a netwo
rk of relationships.
Example:
Flowchart of the Network of Relationships and Partnerships Training Course for Y
oung Gardeners Nurseries and the village of Curuçá.
Universities
Agent Funder Municipality of Vila do Curuçá
Public Schools Private Institutions State Department of Education City Departmen
t of Education Residents Association training course for young gardeners and nur
serymen of the Village of Curuçá
Local NGOs
Church
Guardian Council Municipal Environment
Potential partner Partner
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Communication Design
How to tell the story?
At this stage an indication of the means by which the project will mobilize the
community involved and disclose their actions. It is important to mention the st
rategies adopted and the material produced. The notice serves to convey to all,
directly or indirectly, what is being done, difficulties encountered, results ac
hieved, also serving to stimulate the entry of new partnerships and support. Com
munication techniques employed and facilitate the dissemination of the project,
social mobilization and strengthening them, as they promote the mass communicati
on. To this end, different strategies are used. One form of communication is the
mobilization. It interpersonal concerns first contact with the audience, and ca
n be done through: • PRINTED MATERIAL: You should use simple language and region
al levels. A good visual presentation captures the reader, so it is important th
at the margins are large, the body and the source of the letters to facilitate r
eading between the lines that maintain good space between them and, when necessa
ry, to use illustrations. • VISIT: go where the people are very important and a
good start is to look for local institutions: schools, health facilities, cultur
al centers, community centers, neighborhood associations, etc.. The first visits
are for a personal presentation of the project, should arouse the interest of s
ocial agent to participate in the process, and should have periodicity to be est
ablished by the pace of the project.
Example of inflicting the : Filip the
Let's take care of our space! Come join the 1st meeting for presentation of the
training course for young gardeners and nurserymen Village Curuçá Our villa will
become more beautiful! Location: Church of St. Benedict - Date: March 21 - Time
: 17 hours
21st
Furthermore, the communication should also be used for the dissemination and str
engthening of project actions. In this case, can be used all forms of mass commu
nication. The goal is to tell as many people, the site and surroundings, what is
being done, and how the project is going. Local radio heard are very strategic
for the dissemination of events. Local newspapers also guarantee insertion. Trac
ks scattered spots frequented much can announce events led to a wider audience t
hat directly benefited, for example, a spring planting. The use of t-shirts desi
gn creates a visual identity and helps to raise self-esteem of the beneficiaries
. The project is important to mention all forms of communication that will be us
ed.
Example:
Brochures
Material
Quantity 10 000 October 15 5000
The audience included community involved and the surrounding community involved
educators and young people involved in community nurseries and surrounding the c
ity and the neighboring cities
Tracks produced by the team shirts Newspapers Newspapers and radio stations
Types of resources and funding sources
Where to get the bears r n Aryans?
Fundraising means finding ways to meet the needs of a project. The sources of fu
nds can be national or foreign, public or private. For many years the internatio
nal donations were significant and fundamental to the implementation and consoli
dation of social and environmental civil society organizations in Brazil. Curren
tly there is a reduction of these gifts and the migration of resources for inter
national organizations in developing countries poor. At the same time, there is
a growing awareness by companies that are recognizing the importance of their ac
tion in the sphere of social responsibility, enabling financial and human resour
ces (volunteer) for the solution of social problems, economic and environmental.
Resources may come from the following sources: public resources are those arisi
ng from Brazilian governmental agencies, which may be local, state or federal, a
nd international governments. Presented as means:
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• RESOURCE FUND LOST resources are no refunds and other costs normally allocated
funds in national, state or municipal (National Fund for the Environment; State
Fund for Water Resources, among others). The rules and criteria are predetermin
ed and the supply of resources may be available for continuous periods or by sel
ection processes. In the first case, getting the appeal will depend on the initi
ative of the entity or consortium of entities to prepare and submit a funding pr
oposal to a particular fund. In the second case, resources are made available as
needed by the project contractor. The medium normally used are the bidding docu
ments; • Credit lines with subsidized interest rates offered by financial agents
(BNDES, People's Bank, and others) with lower interest rates than the market an
d may have, in some cases part of the value for the lost funds; • Tax incentives
are offered by the government to private enterprise in the form of tax and is n
ot presented as a straightforward way to capture, but as a tax benefit. PRIVATE
RESOURCES are those arising from various institutions, such as: • FIRMS finance
environmental projects, besides being a way of contributing to the improvement o
f living conditions of communities, announces the company values its image, stre
ngthen its brand, and gives customer loyalty. Before requesting resources for a
given company is essential to know their field of expertise and social responsib
ility in which it operates. Companies that have a culture of social responsibili
ty as well delineated, often have defined procedures for submission of projects,
such as specific dates for submission of proposals, forms, preparation of desig
ns, themes, values defined financing etc.. It is noteworthy that local businesse
s not yet have a policy of social and environmental well-established action can
and should be encouraged to finance projects in the communities in which they op
erate, which makes it an important partner; • RELIGIOUS ASSOCIATIONS, domestic o
r foreign, have played an important role in the path of strengthening the social
movements, and the formation and consolidation of many civil society organizati
ons aimed at social transformation. Some religious associations have their own p
rojects, others realize donations or fund projects in the area of human rights,
social development, violence, income generation and environment. Churches have t
he potential to add many of the faithful, who often contribute monthly to their
maintenance, and make occasional donations to fund community projects. Contact t
he parish priest or pastor of a local church is a way to spread the design of yo
ur body, which might be benefited by the institution. The church can also partic
ipate in the network of relationships of the project and be a valuable partner i
n the dissemination of events, campaigns and community meetings intended to be a
chieved; • Foundations are institutions of home business, or other private entit
ies, created with the purpose of implementing or fund social, environmental and
cultural-oriented development and social welfare. They can be domestic or foreig
n, and when
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finance projects generally have well-defined lines of funding and specific model
s of development projects. Several foundations have websites. It is recommended
to consult these pages and see detailed information, such as: mission of the org
anization, practice area,€lines of funding, projects supported and developed, pa
rtner organizations, and others.
Project budget
How much and what resources are needed?
This step indicates all the expenses of the project and requires attention. Any
mistake can become impossible to fulfill what was promised in the project. A bud
get inconsistent with what was proposed, may not get approved. For larger-scale
projects, since the hiring of technicians and consultants are usually made for a
fixed term (temporary workers) with the specific tax burden, it is recommended
that the guidance in the administrative and accounting entity. Some donors, part
icularly the Public Funds, do not allow the inclusion of taxes and payroll taxes
in the project budget. In other cases, depending on the type of relationship wi
th the sponsor (contract, agreement, sponsorship, donation), you can include a m
anagement fee usually ranging from 10% to 20% of the total project. You often ha
ve to adjust costs to the requirements of the lender, particularly in the form a
greement, in which all expenses are initialed and the costs can not be transferr
ed from one heading to another. These jobs generate adjustment budget spreadshee
ts very complex and difficult to understand for most of the team. It is recommen
ded in this case is made of a memory calculation, which can be consulted wheneve
r there are doubts about the expenditures to be made.
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Sample budget:
HUMAN RESOURCES Educator Technical team a Senior Environmental Engineer Forest 1
1 1 Educomunicador Junior Technician IT / Web Coordinator a general SUBTOTAL TO
TAL 1 Tax Charges 20% of the total amount (subtotal x 20%) 14.45% of total [14.4
5 % x (subtotal + charges)] Hours weekly 30 hours 30 hours 20 hours 8 hours 30 h
ours Months December 12 12 11 12 Unit value (U.S. $) 2000.00 2000.00 1200.00 250
0.00 900.00 8600, 00 11145.60 1720.00 825.60 Total value (U.S. $) 24000.00 24000
.00 14400.00 20460.00 17738.82 9900.00 30000.00 102,300.00 140,498.82
RESOURCE MATERIALS Collective Action needed school supplies school supplies indi
vidual feeding (days) Transportation (day) Grant Aid (months) Basket Basic (mont
hs) Uniform Acquisition Taxes books SUBTOTAL TOTAL 2 TOTAL 1 +2 administrative f
ee (15% of total project) 14.45% of the total value Description cardstock, pens,
crayons, rulers, masking tape kit: a notebook, a folder, a pen, a pencil, a rub
ber-Valley Snack transport Scholarship Support for family-shirt, pants, cap Supp
ort course Quantity 10 months 10 months 35 young people 10 months 10 months 10 m
onths 35 young 4 Publications Unit value $ 50.00 25.00 3500.00 2618.00 2100.00 2
000.00 70.00 80 00 10443.00 39328.17 1509.00 11952.01 262,187.78 301,515.95 Tota
l $ 500.00 875.00 35000.00 26180.00 21000.00 20000.00 2450.00 320.00 106,325.00
15,363.96 121,688.96
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Timeline
When and what do we do?
In the schedule of activities defines the duration of the project and how all th
e proposed actions are distributed in time. If the proposed period is too long,
the actual revision of the schedule can be planned as an activity. But the ideal
is that the schedule is made from start to finish. On schedule should also show
all the products that are delivered throughout the project, such as publication
s, videos and reports located in time. Project reports are a form of accountabil
ity of the proposed activities, their progress, difficulties and achievements. M
oreover, they are permanent research material for the team and others. For this,
we must be prepared to clearly and objectively.
Example of schedule ex ução:
ACTIVITIES 1.Seleção and hiring a technical team's initial technical team 2.Capa
citação 3.Training ongoing project team 4.Elaboração and production of course co
ntent 5.Elaboração and production of promotional material 6.Divulgação of course
activities means of disclosure of participants 7.Seleção 8.Curso Training for Y
oung Gardeners and Nurseries 9.Produção seedlings and nursery maintenance 10.Art
iculação the Active Citizenship Network 11.Registro, evaluation and systematizat
ion of the activities of the Project Semester 1 ( months) 2 3 4 5 6 7 Semester 2
(months) 8 9 10 11 12
Disbursement schedule
Usually the disbursement of funds approved is not released by the Agent or the f
inancier's supporters once. It is necessary to submit a disbursement schedule, w
hich varies according to the financial institution. He should, for example, be r
elated to the stages of project development, or be pre-set at regular intervals
over time (eg€disbursements monthly, quarterly, etc.).. In most cases, the disbu
rsement is tied to evidence of achievement of goals and appropriate use of resou
rces through accountability step in progress.
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Planning and project management
How to monitor the involvement of d the proj?
Manage projects with respect to deadlines and commitments made in its conception
, including in relation to the use of resources, whether human, financial or mat
erial. A well-designed project makes clear the starting point, the path to be tr
aced, where he wants to get that set of activities will be developed and what re
sources will be implemented. When approved by the funding agency or the supporte
rs, the project coordinator is the person responsible for managing the procedure
s and results for the proposal. It is fundamental to eficiência1 and effectivene
ss of the project that team members are aware of all its stages. For this, we re
commend the use of participatory methods that encourage such involvement and com
mitment. The action of participatory planning facilitates the performance of the
coordinator and fosters a sense of belonging of the members of the project team
, leaving it to the coordinator to ensure the best use of resources (financial,
human and material) in conducting the activities, and team performance to obtain
the best results. A project has a life cycle that starts with the identificatio
n of a problem and the desire to solve it, and that materializes through its des
ign and implementation, where the coordinator should be able to use tools of con
tinuous assessment and participatory planning , enabling the redirection of stra
tegies when necessary.
Project Sustainability
As the proj will have continuity?
It is important to demonstrate to the funding agency or the supporters that the
tenderer is capable of initiative and creativity to continue the project once im
plemented, providing resources from other sources, establishing partnerships or
participating in collaborative networks.
1. Efficiency refers to the proper use of resources (financial, material and hum
an) in relation to the activities and achievements. For example: x classes held
classes planned, cost-affected people. The efficacy observed if the project's ac
tions have achieved the expected results. For example, the training program for
gardeners is allowing participants to qualify their skills? Valarelli, L.L. (200
5).
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Example:
The network of cooperation that should be articulated during the process of impl
ementing the project will certainly be able to provide continuity of work throug
h the following actions: • ESTABLISHMENT of gardening projects and maintenance o
f gardens in businesses, homes and public buildings • Support from sponsors and
/ or funders for final projects developed by young gardeners and nurserymen, • S
ALE OF SEEDLINGS produced in the nursery; • Continuity of institutional support
or funding agency of supporters.
Team
Who will do?
The professionals needed to develop the project, ie administrative, technical, c
onsultants, and coordination conduct the project. It takes a special attention t
o the technical team will be hired. It should be multidisciplinary, mixed with t
alents that complement and specific techniques for implementation of project act
ions. It is interesting to hire local people because they can contribute to open
ing channels of communication with the community and the institution involved, e
nsuring the site to look into the problem and possible solutions. These "local m
onitors," to being trained in the techniques and methods of the proposing organi
zation can be great tools for the dissemination and retention of knowledge gener
ated by the project, contributing to the sustainability of their actions. Most f
unding agencies ask the curriculum of the team. As with the other steps, the len
der or the Supporters can propose a model to follow or stop the presentation at
the discretion of the offeror. One suggestion is to send CVs which contain infor
mation that can convey a clear and concise educational training and professional
qualifications of members of the technical staff of the project. The curriculum
has summarized each of the professional technical team that will participate in
 the project.
Example:
Name ............ Correspondence to ............................................
... .................................................. .. Telephone ............
................................ Email Address: ................................
......................... . Activity that will play in the Project: ............
............................... .......................................... Educa
tion ................................................ ..........................
........................ ................. Summary of experience ...............
............................... ...............................................
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Important Information
The cover sheet of a project must contain the essential elements to be identifie
d. It is obligatory and must provide key information on the institution concerne
d. The abstract should contain the information necessary for the lender or the s
upporters may have an overview of what the bill proposes.
NAME OF INSTITUTION ............................................... ............
...................................... ............ FOUNDATION RESPONSE DATE ...
........................................... ....................................
.............. ................. CNPJ ........... ADDRESS .. ZIP CITY ..........
........... ........................... ................. STATE ................
................................. DDD ... FAX ..................................
............. ELECTRONIC ADDRESS ..............................................
.... .....
PROJECT SUMMARY ............................................... ................
.................................. ................ ESTABLISHING CITY / UF .. CO
NTACT (NAME, PHONE, EMAIL) ........................................ ............
...................................... ..... GENERAL OBJECTIVES ................
................................ ...............................................
... ................... SPECIFIC OBJECTIVES ....................................
...... GOALS ................................................. ... .............
..................................... ............................... ..........
........................................ .............. ........................
.......................... ............................... .....................
............................. .............. TARGET AUDIENCE ...................
............................. ..................................................
.......................... DESCRIPTION OF ACTIVITIES ..........................
..................... .................................................. .... EX
PECTED IMPACT ................................................ .................
................................. ................. Number of beneficiaries ....
.......................................... .....................................
..... TOTAL COST REQUESTED ............................................... .....
............................................. ......... VISIBILITY SUSTAINABILIT
Y ................................................ .............................
..................... ..................
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References
Capra, Fritjof. Belonging to the Universe. 4th. ed. São Paulo: Cultrix, 2003. 20
0p. CRUZ, Celia & Estraviz, Marcelo. Fundraising for civil society organizations
, nonprofit corporation. São Paulo: Global, 2001. 258p (Collection management an
d sustainability). HAWK, R. Project design. São Paulo: USAID, undated, 29p. ECOA
R INSTITUTE FOR CITIZENSHIP. Project Community Center Ceramic Village Paranapiac
aba. São Paulo, 2004. Kisil, R. Elaboration of projects and proposals for civil
society organizations. São Paulo: Global, 2001. (Collection management and susta
inability). MINAYO, MC The challenge of knowledge: qualitative health research.
3rd ed. Sao Paulo, Rio de Janeiro, HUCITEC, ABRASCO, 1994. 269p. NEPAM - CENTER
FOR ENVIRONMENTAL STUDIES AND SURVEYS. Introduction to project design. Second. e
d. Campinas, UNICAMP, NEPAM, 1996. 57p. (Texts NEPAM. Series Supporting the comm
unity. Tamoios, Irenaeus & Dietz, Lou Ann (Coord.). Learn making support to proc
esses of environmental education. Brasilia: WWF Brazil, 2000. 386p. VALARELLI, L
L Performance indicators of social projects. Information Network of the Third Se
ctor - RITS. (Publication available at: http://www.rits.org.br/gestão test / tes
ts ge / ge tmes jul99.cfm, 2002, accessed 15:02:05).
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Environment Secretary CPLEA - Coordination of Environmental Planning and Environ
mental Education Strategy Department of Environmental Education Av. Frederico He
rmann Jr., 345 tel: 3030 6635 900 05 459 Sao Paulo SP www.ambiente.sp.gov.br
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