building peace among youth through training-a proposal for programing by munas kalden feb 2010

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

United Nations Development Programme

Transition Recovery Programme

Relationship Building among Youth through Skill Development Training

Ampara District 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.

Agreed on behalf of DRB

Signature

Name

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 . This situation affects the youths from all ethnic communities severely. They found no proper vocational and social entrepreneurs guidance to engage in a meaningful life, helping them and district development per see. With the victory of the Presidential election, by the Mahinda administration, held in January 2010, 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. 2 International Crisis Group, April 2009, Development Assistance and Conflict in Sri Lanka: Lessons from the Eastern Province, Asian Report No 165

SOCIAL TENSIONS AND YOUTH UNEMPLOYMENT IN

AMPARA DISTRICT Youth unrest and unemployment stemming from the protected conflict. Youths from all three communities- Muslims, Tamils and Sinhalese are affected to some extent, as the government policies on reconciliation and development remain same; unchanged. This ‘unrest’ has no violent forms. It makes unemployment among the youth in the district.


(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.

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.

Youth

Capacity building Skill development

Social Cohesion


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.

Starting:

Meeting of youth for skill development

Solidify

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

Strengthen

Improving social relationship among youths through continues interaction for skill development interaction


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.

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 area. The main target group is school leavers. They without utilizing their energy to the development process, wondering in the community and tend to create social problems. The identified skill development training and practice will be provided with the very close ecumenical interaction between and among the selected beneficiaries. The content of the training will be of life long benefit, for instance driving for boys. This will be focused with very 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.

ACTIVITIES CONSIDERING GENDER The activities, for skill development, will be decided in a participatory manner, with the beneficiary, based on the need they prefer. A day is scheduled to select the most appropriate beneficiaries, through participatory interview. The same day could be utilized to identify the skill training for boys and girls separately, based on their recommendation. For boys, driving could be considered, if they like. For girls, the team will listen to them and agree upon considering their skills, culture and context in line with their future interest.

SelectedYouth from 4 villages

Families of the youth

Job providers

UNDP Field office

Skill developemnt agency

Implementing Partner


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 Intervention

Goal: Increasing constructive and safer relationship among participating youth through supporting them to develop the skills to secure gainful employment

Objective-01: Increase the level of trust and safe contact between the youth

Objective-02: Improve understanding among participating families and youth

Objective-03: Increase opportunity for youth to secure gainful employment by building their skills

Key Activities: • Providing class room

opportunities for interpersonal interaction among selected youth through skill development training

• Conducting non violent communication practical session as conflict resolution tools

• Making informal interaction and understand each other.

• Conducting structural reflection on situation of relationship building

Key Activities: • Organizing family visits

among the beneficiaries. • House hold stays among the

beneficiaries. • Attending cultural and

religious function between/among the beneficiary and their families.

• Structural reflection on the status of understanding between/among families and youth

Key Activities: • Providing skill development

training. • Linking the trained youth to

the job providers • Connecting the activity with

that of other agencies, I/NGOs

• Partnership with relevant institutions/agencies

Output 1: Building interpersonal relationship among participating youth

Output 3: Build the employable capacity of the participating youth

Output 2: Relationally linking the participating youth and their families for positive social relationship


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 Increase the level of trust and safe contact between the youth

#/% participating youth increased trust and safe contact between and among them.

1. End line survey 2. Case story

1. Per Goal assumptions.

Output 1. Building interpersonal relationship among participating youth

#/ % participating youth who build positive interpersonal relationship among them

Baseline End line; Key informant and focus group interviews.

1. Per Objective assumptions.

2. Participating youth will

be available for the purpose

Objective 2 Improve understanding among participating

% of understanding improved among participating families and youth

1. Monthly report 2. End line survey

Families activity involve in the process of receiving others


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

families and youth Output 2. Relationally linking the participating youth and their families for positive social relationship

1a. # of visit took place among youth and their families 1. b% of positive social relationship built

among youth and their families.

1a. visit report (format to be developed) 1b. monthly report Case story

1. Per Objective level.

2. Family will receive without considering ethnicity and culture

Objective 3. Increase opportunity for youth to secure gainful employment by building their skills

# /% of opportunities created to secure gainful employment

End line survey

Per Goal Assumptions.

Output 3 Build the employable capacity of the participating youth

# /% of youth built their capacity to secure gainful employment.

Training completion certificates

Participating youth will continue till the end of the intervention


7. Monitoring and Evaluation Plan

Indicators Indicator Definition & Unit of Measurement

Reporting Tools/methods

Data Collection & Analysis Process Frequency

& Schedule Person Responsible for:

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: #/% participating youth increased trust and safe contact between and among them.

Numerator: total no of youth who built trust and safe contact with other participating youth Denominator: total number of participating youth

1. End line survey

2. Case story

Frequency 1.Sep 2010 3. Monthly

UNDP Field Assistant.

Project Focal M & E Officer and HoO

Output 1. Building interpersonal relationship among participating youth.

Output Indicator #/ % participating youth who build positive interpersonal relationship among them

Numerator: total no of youth who built positive interpersonal relationship Denominator: total no of participating youth

Baseline End line; Key informant and focus group interviews.

Frequency: End of the project- Oct 2010

UNDP Field Assistant.

PF M & E Officer and HoO






Collection Management Analysis Objective 2. Improve understanding among participating families and youth

Objective Indicator % of understanding improved among participating families and youth

‘Understanding’ getting know of each other’s family and members and able to say of geography and religion. ‘increased’ the changed level of the 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

1. Monthly report 2. End line

survey

End of the project-Oct 2010

SM and FA Focal. M & E Officer and HoO.

Output 2. Relationally linking the participating youth and their families for positive social relationship

Out put Indicator: 1a. # of visit took place among youth and their families

Denominator: no visits took place

1a. visit report (format to be developed)

monthly SM and FA Focal. M & E Officer and HoO.






Collection Management Analysis

1b % of positive social relationship built among youth and their families.

‘positive social relationship’ able to interact by visiting each family and going beyond normal relationship Numerator: total no of family which built positive social relationship Denominator: total no of participating families

1b. monthly report Case story

monthly SM and FA Focal. M & E Officer and HoO.

Objective3 Increase opportunity for youth to secure gainful employment by building their skills

Objective Indicator # /% of opportunities created to secure gainful employment

Denominator: Total number of opportunity created

End line survey



Output 3: Build the employable capacity of the participating youth

Out put indicator # /% of youth built their capacity to secure gainful employment.

Numerator: total no youth built their capacity Denominator: Total number of participating youth

Training completion certificates ,




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.

(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.

Veerachcholai7b+6g=13

Kanapathipuram 6b+6g=12

Sennel 6b+7g=13

Udanga6b+6g=12

25g+25b=50total


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

Discussion with the community on the process of selecting the

beneficiary

Discussion with the stakeholders on the selection of the place as well as beneficiaries

Identify local leaders, youth and schools

Identify people and resources/ Role and responsibilities

Form local leaders, for mediation/conflict resolution/social

transformation tasks

Exit strategy

Lessons Learnt

Implementation, Partnership/networking with

others for Sustainability

Impact Evaluation/ Review

Identify what activities and where?

Stakeholder-Government

Stakeholder-Community

Identify Communities (Gov, UNDP)

R e

flection

Recommendations

Implementation Strategy


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 responsibility

methodology remarks

1. UNDP

Overall guidance in M&E

Participatory

2. Government

Participating in Monitoring

As the government procedures

3. Selected Direct beneficiaries (men and women)

Involving in M&E, providing data on progress, recommending to UNDP and Gov

Participatory: Transect walk, focal group discussion, Most significant change (MSC)

Needed knowledge will be transferred by the UNDP through IP

4. Selected indirect beneficiaries (men and women)

Active involvement in monitoring the progress and articulating the things to be improved

Participatory voice recording

Capacity of both beneficiary as well IP will be increased

5. Selected community leaders

Active engagement

Participatory Transparency board maintenance

A board will be displayed during the intervention period

6. Implementing Partner Documenting, reporting and sharing with the stakeholders

Participatory Capacity of the IP in relation to participatory M&E 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

No Item Description Units Rate Amount (LKR)

1 Training- Skill development training 50 20,000.00 1,000,000.002 Beneficiary Interaction Room‐Monthly rental 8 3,000.00 24,000.00

3 Facilitating structural informal relationship building‐house hold visits and stay 2 100,000.00 200,000.00

4 Visibility‐Uniform with cap 50 2,000.00 100,000.005 Name board 2 2,000.00 4,000.006 Documentation Video 70,000.00

Total

1,398,000.00

(d) Budget Summary

Item Description Amount (LKR) Goods and Services procured/rendered by the Implementing Partner

1,398,000.00

Admin 69,900.00

Total 1,467,900.00

Beneficiary Contribution -

GRAND Total 1,467,900.00


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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