T6123-REG: PROMOTING EFFECTIVE WATER MANAGEMENT POLICIES AND PRACTICES (PHASE 3)-PDA FOR DEVELOPING AND TESTING ENVIRONMENTAL EDUCATION AND AWARENESS METHODOLOGIES AND TOOLS In August 2003, a mission of the Asian Development Bank (ADB) visited Cambodia to 1. determine whether the Tonie Sap Environmental Management Project offered scope for a Water 1 Awareness Program (WAP) pilot and demonstration activity (PDA). The Mission concluded that there are ample opportunities to increase public awareness and understanding of water-related 2 issues on the Tonie Sap Lake. Preferably, this should begin with the development and testing of environmental education and awareness methodologies and tools. What is more, ADB's basin-wide approach to the Tonie Sap Lake has uncommon potential for scaling up and systemic impact. This warrants preparation of a water awareness strategy to integrate developed and tested environmental education and awareness methodologies and tools in the context of ADB's Tonie Sap Basin Strategy (TSBS), with emphasis on capacity building in the areas of teacher training and curriculum development. 3 The Ministry of Education, Youth, and Sports, the Ministry of Environment, and the Cambodia National Mekong Committee (CNMC) have expressed interest in a PDA, as has the United Nations Educational, Scientific, and Cultural Organization (UNESC0). 4
I.
ISSUES
The Tonie Sap forms a natural floodplain reservoir in the depression of the Cambodian 2. plain. It is fed by three main perennial and numerous erratic tributaries and is drained by the Tonie Sap River into the Mekong River near Phnom Penh. When the level of the Mekong River is high the flow of the Tonie Sap River reverses: water is pushed into the Tonie Sap Lake, raising its level by up to 10 meters and increasing its area from 2,500-3,000 square kilometers in the dry season to 10,000-16,000 square kilometers in the rainy season. This unique hydrological cycle and the vast areas of seasonally flooded low forest and shrubs that it creates result in a very high biodiversity of fish, reptiles, birds, and mammals, and engenders exceptionally productive fisheries. The lake's fisheries directly support more than a million people and provide the single largest source of protein for Cambodia's }()Ung and increasing population. The flooded areas offer seasonal breeding and nursery grounds and forage areas for fish that subsequently migrate to the Mekong River, providing thereby a regionally vital resource. The Tonie Sap Lake was nominated as a biosphere reserve in October 1997 under the Man and the Biosphere Program of the United Nations Educational, Scientific, and Cultural Organization. Its catchments include large areas that have also been designated as being of globally important biodiversity, apart from having potential for the storage of water for irrigation, domestic consumption, and hydropower. The Tonie Sap Basin is under severe pressure and consumptive use of its resources is 3. intense. Never has the Tonie Sap been called upon 1o supply so much to so many, yet threats 1
2
3 4
ADB. 2002. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to Cambodia for the Tonie Sap Environmental Management Project. Manila. The goal of the project is sustainable management and conservation of natural resources and biodiversity in the Tonie Sap Basin. The objective is to enhance systems and develop the capacity for natural resource management coordination and planning, community-based natural resource management, and biodiversity conservation in the Tonie Sap Biosphere Reserve (TSBR). In the Tonie Sap Basin, water-related issues extend to associated land and biotic resources. ADB 2003. Tonie Sap Basin Strategy. Manila. To promote environmental education for a sustainable future, UNESCO has been assisting the Ministry of Education, Youth, and Sports in reforming the existing curriculum by introducing environmental sciences into primary and secondary levels. Details of UNESCO's activities so far are at http://portal.unesco.org/phnompenh.
2 to the lake's ecosystem are manifold: hey include over..:exploitation of fisheries and wildlife resources; and dry season encroachment and land clearance of the flooded forest. Degradation of the natural vegetation d the watersheds is destroying natural habitats and also results in a deterioration of water and soil quality and increased siltation rates. And so, despite the inherent richness of the lake, most indicators of poverty in the basin are even more negative than those that characterize the national population as a whole, or indeed other rural areas of Cambodia. Between 40--60% of households in the provinces adjoining the lake are below the official poverty line, with a peak of 80% in some areas; many households are entirely dependent on fishing and foraging, with access to common property areas often under dispute. Because of the large number of male fatalities during the 1970s and 1980s, there is a disproportionately high level of female-headed households, which are particularly disadvantaged. The lake-dwelling communities also include a significant population of ethnic minorities who, being more or less excluded from decision making, have less ability to improve their livelihoods. The destruction of the natural resources of the basin is an issue not only of national importance but also has serious transboundary environmental implications. Hence, the challenge is to achieve the right balance between production and preservation. Without a doubt, increasing public awareness and understanding of water-related issues, for example by educating children and youth, can help. The TSBS marks the introduction of basin-level strategic planning in Cambodia. It was 4. formulated in July 2003 to support ADB's Country Strategy and Program Update, 2004-2006 for Cambodia and will also form the basis for setting priorities and planning assistance in the Tonie 5 Sap Basin over the next 5-10 years. The strategic planning process is iterative and provides regular opportunities for inputs in support of the Country Strategy and Program, 2004-2006 and its annual updates; the Poverty Reduction Partnership Agreement entered into by the Government and ADB; the goals of the United Nations Millennium Declaration of September 2000; and Cambodia's international obligations vis-a-vis the Tonie Sap. The details of ADB's thematic and sector support programs will be laid out in the annual updates of the Country Strategy and Program. The Tonie Sap Environmental Management Project approved in November 2002 opened 5. channels for dialogue among stakeholders. More recently, ADB approved technical assistance framework for integrated basin planning to design, and plan the development of, the institutional 6 the TSBS highlights informing and Since s. stakeholder all involves and management that listening as a key operating principle, these channels will continue to be developed under the suite of loan and technical assistance projects that comprise ADB's Tonie Sap Initiative. In the immediate, in partnership with UNESCO, the Tonie Sap Environmental Management Project is to formulate and implement from March 2004 a national environmental education and
5
6
In the Tonie Sap Basin, the development objectives are to foster, promote, and facilitate (i) pro-poor, sustainable economic growth, (ii) access to assets, and (iii) management of natural resources and the environment. The strategy is based on three underpinning principles (i) sustainable livelihoods, (ii) social justice, and (iii) a basin-wide approach. Operations will be based on (i) a long term perspective, (ii) selectivity and concentration of resources, funding (Iii) partnerships , (iv) country ownership and delegation, (v) informing and listening, and (vi) judicious use of modalities. ADB. 2003. Technical Assistance to Cambodia for the Establishment of the Tonie Basin Management Organization. Manila.
3
awareness campaign to strengthen natural resource management coordination and planning for the TSBR. 7 6. The TSBS has specifically identified the WAP as vehicle to showcase Tonie Sap Initiative activities as they progress, especially environmental education and awareness programs that stimulate critical thinking and local community ownership of community problems associated with water-related issues. This PDA will develop and test environmental education and awareness methodologies and tools in support of the national environmental education and awareness campaign, in the context of the TSBS.
II.
A.
THE PILOT DEMONSTRATION ACTIVITIY
Goal and Objective
7. The goal of the PDA is strengthened natural resources management coordination and planning for the TSBR. Its immediate objective is to develop and test innovative environmental education and awareness methodologies and tools, in support of the formulation and implementation of the national environmental education and awareness campaign planned under the Tonie Sap Environmental Management Project and in the context of the TSBS. The nature and content of these methodologies and tools will be determined by a rapid assessment of perceptions (RAP) and informed by group discussions and review of existing approaches, curriculum frameworks, and resources.8 The PDA framework is in Appendix 1.
B.
Outputs and Key Activities
8. Six closely interrelated outputs, delivered through eight activities, will enable the PDA to accomplish its immediate objective. Output
Kev Activitv
1. Perceptions of links between education attitude and change are rapidly assessed.
•
2. Two environmental education and
•
awareness methodologies and two tools for community-based problem solving are tested and developed.
7
8
9
•
Carry out RAP through qualitative interviewing with community leaders and teachers and analyze the data gathered to underpin development and testing of environmental education and awareness methodologies and tools, and to permit monitorino and evaluation. Select and develop two environmental education and awareness methodologies and two tools based on the RAP and conduct participatory field-testing of these methodologies and tools in four communities.9 Conduct focus group discussions on the applicability and effectiveness of the environmental education and awareness methodolooies and tools and modify the methodologies and
To accomplish its objective, the Project has three closely interrelated components (i)strengthening natural resource management coordination and planning for the TSBR; (ii) organizing communities for natural resource management in the TSBR; and (iii) building management capacity for biodiversity conservation in the TSBR. The formulation and implementation of the national environmental education and awareness campaign is to be carried out in conjunction with component 1. Depending on the RAP, the methodologies may include participatory action-learning, action research through the curriculum, development of training framework to improve facilitation skills of teachers. The tools may include community-based water quality monitoring, increased community participation in decision making through learning circles or awareness raising through community drama and theatre. The choice of communities will be informed by biosphere reserve zonation principles. The communities will be located, correspondingly, in one of the core areas, in the buffer zone, in the transition area of the TSBR, and in the catchments of the Tonie Sap Lake.
4 Outout
3. A practical teaching methodology for environmental education and awareness highlighting water as a demonstration issue is developed.
4. The environmental education and awareness methodologies and tools developed are evaluated, in consultation with UNESCO.
5. A mini strategy for integrating environmental education and awareness methodologies and tools in the context of the TSBS is formulated. 6. Lessons are learnt and disseminated.
B.
• • •
Key Activity tools as required. Prepare teaching guidelines conducive to sustainable management of natural resources and biodiversity in the Tonie Sap Basin and community empowerment in collaboration with teacher training colleges and curriculum development units. Build, through training in using various curriculum subjects, teacher ability to promote management of natural resources and biodiversity in the Tonie Sap Basin. Evaluate the environmental education and awareness methodologies and tools developed based on: (a) Their relevance to the Tonie Sap Basin context. (b) Their effectiveness in supporting the Tonie Sap Environmental Management Project and, in particular, the formulation and implementation of the national environmental education and awareness campaign planned under it. (c) An assessment of their replicability in other locations in the Tonie Sap Basin. (d) The likelihood that the environmental education and awareness methodologies and tools developed will be integrated into the TSBS. (e) The effectiveness of expenditure of PDA funds. • Formulate a mini strategy for integrating effective environmental education and awareness methodologies and tools with clear steps for practical integration into the TSBS.
•
Include lessons learnt on ADB's website and in relevant ADB oublications in consultation with the WAP.
Precepts
9. Water as a Demonstration Issue. The PDA will focus on water as a demonstration issue to maintain relevance to the aims of the WAP. The environmental education and awareness methodologies and tools developed under the PDA should be applicabl e to any water-related issue that a community identifies as a constraint to poverty reduction through sustainable managem ent of natural resources and biodiversity. 10. Community Participation. The PDA will emphasize use of participatory approaches and techniques that have direct links to process, action, and outcomes. The PDA will explore the perceptions that communi ty members hold in relation to their situation and what tools they perceive are needed to contribute to environmentally beneficial change. Rapid assessment of perceptions, conducted at the beginning of PDA implementation, will enable a strong foundatio n to be built. 11. Adding Value. ADB has identified environmental education and awareness as a key tool to achieve the TSBS. The need to raise awareness of water-related issues at the national, provincial, and local levels is urgent. The PDA will endeavor to add value to loan and technical assistance projects that act on this priority as well as to the output of compone nt 1 of the Tonie Sap Environmental Managem ent Project, with which it will be implemented in close parallel. The larger context of the PDA is depicted in Appendix 2.
5
C.
Cost and Financing
The total cost of the PDA is estimated at $50,000. The PDA will be financed on a grant 12. basis under ADB's Cooperation Fund for the Water Sector. Details of the cost estimates are in Appendix 3.
D.
Implementation Arrangements
Executing agency and Implementing organizations. ADB will be the executing 13. agency for the PDA. ADB will enter into an agreement with Live & Learn Environmental Education, which will implement the PDA over eight months, served intermittently, commencing in April 2004 and ending in November 2004. 10 Live & Learn Environmental Education is the most qualified and competent implementing organization to provide the services required based on its experience, capacity, and commitment. Throughout PDA implementation, Live & Learn Environmental Education will coordinate closely with the Ministry of Education, Youth, and Sports, the Ministry of Environment, CNMC, and UNESCO. Implementation arrangements. PDA implementation will require a total of 76 field days 14. of international expertise, of which (i) 41 field days in the field of environmental education, (ii) 20 field days in the field of social and educational research, and (iii) 15 field days in the field of resource development. The environmental education specialist will act as team leader. The PDA also makes provision for the engagement of about 3 person-months of short-term domestic expertise in the field of education. The specialists will be engaged in accordance with ADB's Guidelines on the Use of Consultants. Equipment will be procured in accordance with ADB's Guidelines for Procurement. An indicative implementation schedule and an indicative staffing schedule are in Appendix 4. The terms of reference for international consulting services are in Appendix 5. Since tasks related to the PDA, such as backstopping, peer review, and monitoring and evaluation, will be carried out in the offices of Live & Learn Environmental Education, a PDA coordination office headed by the environmental education specialist will be established there to advise on TA implementation and coordinate with ADB. Live & Learn Environmental Education will monitor and evaluate PDA implementation with assistance from two domestic education specialists. At . ADB, a project officer with suitable expertise will be assigned to administer the PDA and monitor the progress of work. Reporting. Live & Learn Environmental Education will produce (i) an inception report 15. within two months of commencement of the PDA, (ii) a progress report within six months of 11 commencement of the PDA, and (iii) a final report within one month of completion cl the PDA The material that will feed these reports will include (i) social research outcomes, (ii) environmental education and awareness methodologies and tools, (iii) teaching guidelines, and (iv) the mini strategy. Live & Learn Environmental Education will also report regularly to ADB through brief monthly progress notes of not more than two pages and through monthly financial reports.
10
11
Uve & Learn Environmental Education is a regional nongovemment organization specializing in education for sustainable water management. It works with poverty-stricken communities to develop community-based problemsolving models. Live & Learn Environmental Education also works with government to integrate these models into national curricula and education strategies. Details of Live & Learn Environmental Education's purpose, aims, methodologies, and activities are at http://www.idea.org.au/liveandlearn/default.asp. A draft final report will be submitted to ADB two weeks after completion of the PDA.
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Appendix 1
PILOT DEMONSTRATION ACTIVITY FRAMEWORK Performance Indicators/Targets
Design Summary Goal Strengthened natural resources____ • management, coordination, and planning for the Tonie Sap • Biosphere Reserve
,__Objective To develop and test innovative environmental education and awareness methodologies and 1 tools
Monitoring Mechanisms
Assumptions and Risks
------------ ----------------------- ----------------------• United
Improved Human Development Index Asian Development Bank (ADB) Country Environmental Analysis
Nations Human Development Report Tonie Sap Initiative
•
--------------------------------- ----------------------- ----------• Number of • Pilot • The United
•
environmental education and awareness methodologies and tools Tonie Sap Basin Environmental Education and Awareness Strategy
• •
demonstration activity (PDA) reports Ad-hoc review missions Brief monthly progress notes
Nations Educational, Scientific, and Cultural Organization (UNESCO) supports the
PDA
•
• Outputs 1. Perceptions of links between education attitude and change are rapidly assessed 2. Two environmental education and awareness methodologies and two tools for communitybased problem-solving are developed and tested 3. A practical teaching methodology for environmental education and awareness highlighting water as a demonstration issue is developed 4. The environmental education and awareness methodologies and tools developed are evaluated, in consultation with UNESCO 5. A mini strategy for integrating effective education and 1
-----------Findings from •
•
•
•
---- -------------------• PDA
the rapid assessment of perceptions (RAP) Results from tests on environmental education and awareness methodologies and tools in four communities Applicability and effectiveness of the Tonie Sap Basin Environmental Education and Awareness Strategy in the context of the TSBS Inclusion of lessons learnt on ADB website and in relevant ADB
•
• • • •
•
framework PDA monitoring and evaluation PDA coordination office PDA reports Ad-hoc review missions Feedback from community leaders and teachers Brief monthly progress notes
•
•
Communities can be accessed easily Communities are willing to participate
------
Goodwill from communities, teacher trainers and government departments Relevant information on curriculum content and process is easily accessible
This objective supports the formulation and implementation of the national environmental education and awarene~s campaign planned under the Tonie Sap Environmental Management Project in the context of the Tonie Sap Basin Strategy (TSBS).
7 Performance lndlcators/Tar9.ets ____ publications
Design Summary awareness methodologies and tools in the context of the TSBS is formulated 6. Lessons are learnt and disseminated
Activities 1. Carry out RAP through qualitative interviewing with community leaders and teachers and analyze the data gathered to underpin development and testing of environmental education and awareness methodologies and tools, and to permit monitoring and evaluation
• •
Number of community leaders and teachers interviewed Social research outcomes
Appendix 1
--
• •
• • • •
• 2. Select and develop two environmental education and awareness methodologies and two tools based on the RAP and conduct participatory fieldtesting of these methodologies and tools in four communities 3. Conduct focus group discussions on the applicability and effectiveness of the environmental education and awareness methodologies and tools and modifv the
•
•
• • •
Social research outcomes Number of communities targeted Number of methodologies and tools developed Number of methodologies and tools tested Results of group discussions
Monitoring Mechanisms
PDA framework PDA monitoring and evaluation PDA coordination office PDA reports Ad-hoc review missions Feedback from community leaders, teachers, and curriculum developers Brief monthly progress notes
Assumptions and Risks
-------------
• •
•
•
Linked activities are scheduled appropriately The team leader manages team members effectively The team leader has client management skills Brief monthly progress notes and PDA reports are written clearly and simply
1,
Appendix 1
8 Performance Indicators/Targets
Design Summary
4.
5.
6.
7.
8.
methodologies and tools as required Prepare teaching guidelines conducive to sustainable management of natural resources and biodiversity in the Tonie Sap Basin and community empowerment in collaboration with teacher training colleges and curriculum development units Build, through training in using various curriculum subjects, teacher ability to promote management of natural resources and biodiversity in the Tonie Sap Basin Evaluate the environmental education and awareness methodologies and tools developed Formulate a mini strategy for integrating effective environmental education and awareness methodologies and tools with clear steps for practical integration into the TSBS Include lessons learnt on ADB's website and in relevant ADB publications, in consultation with the Water Awareness Program
•
Teaching guidelines
•
Number of teachers trained
•
Feedback from UNESCO
•
Tonie Sap Basin Environmental Education and Awareness Strategy
•
Number of pages on ADB's website Number of pages in relevant ADB publications
•
Inputs Cost Estimates ($)
29 ,600 11,400 3,000 3,000 2,000 1,000
Consultancy Fees Travel and Per Diems Training Training Materials Communications PDA Management Total
50.000
Monitoring Mechanisms
-- ------------------
Assumptions and Risks
------------------
UNESCO
Formulating and implementing a national environmental education and awareness campaign
~/
Organizing communities for natural resource management in the Tonie Sap Biosphere Reserve
Component2
Strengthening natural resources management coordination and planning in the Tonie Sap Biosphere Reserve Component 1
• •
/
PILOT DEMONSTRATION ACTIVITY CONTEXT
Component3
Building management capacity for biodiversity conservation in the Tonie Sap Biosphere Reserve
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C.
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co
Appendix 3
10
COST ESTIMATES ltema
Consultancy Fees Travel and Per Diems
Training
Training Materials Communications
Particulars
• • •
International Consultants Short-Term Domestic Consultants 1 International travel
Local travel Per diems Release of staff from teacher training colleges • Field operations costs • Design and production of training materials • Telephone, internet, facsimile, and courier services • Website development and writing costs • Administration
• • •
PDA Management Total • Funded under ADB's Cooperation Fund for the Water Sector. Source: Asian Development Bank estimates.
1
Units/Price 76 field days @ $350 Lump sum 3 Fiji-Cambodia-Fiji @ $1,500 Lump sum 63 days@ $100 4 teacher trainers @ $500 Lump sum 100 resource units @ $30
$
26,600 3,000 4,500 600 6,300 2,000 1,000 3,000
Lump sum
1,000
Lump sum
1,000
Lump sum
1,000 50,000
Uve & Learn Environmental Education will shoulder the cost of additional international travel by the Environmental Education SpecialisVTeam Leader. The additional international travel required is not expected to exceed two return trips.
1 2 3 4
t
i Mini Strategy
i
Inception Report Progress Report
PDA Month
Implementing Organization
Final Report
20 15 76
41
Field Days
PDA MILESTONES
Live & Learn Environmental Education, tan:iet communities Live & Learn Environmental Education, tarqet communities Live & Learn Environmental Education, tarqet communities Live & Learn Environmental Education, teacher training colleges, curriculum development units Live & Learn Environmental Education, teachers training colleges, curriculum development units Live & Learn Environmental Education_, UNESCO Live & Learn Environmental Education Live & Learn Environmental Education, Water Awareness Prooram
INDICATIVE STAFFING SCHEDULE
Social Rese!ch Outcomes Methodologies and Tools Teaching Guidelines
PDA Month
Environmental Education Specialist/Team Leader Social/Educational Researcher Resource Development Specialist Total
Position
Activity 6 Activitv 7 8
Activity 5
Activity Activitv Activity Activity
Activity
INDICATIVE IMPLEMENTATION SCHEDULE
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a.
:::,
(I)
"O "O
)>
..... .....
,.
12
Appendix 5
TERMS OF REFERENCE FOR CONSULTING SERVICES
A.
Introduction
1. In October 2003, the Asian Development Bank (ADS) approved the third phase of technical assistance for promoting effective water management policies and practices.1 The technical assistance aims to accomplish this at the regional, subregional, and country levels, thereby catalyzing the implementation of ADB's water policy in the Asian and Pacific region, and in ADS itself. One of the major component of the technical assistance is the Water Awareness Program (WAP), which seeks to (i) increase public awareness and understanding of water issues and the need for change in public attitudes, (ii) disseminate ADB's water policy to water stakeholders, experts and decision makers to influence policy-making, (iii) encourage dialogue among water stakeholders towards a common agenda for water reform, (iv) educate children and youth about the water crisis and their role in finding solutions, (v) provide information and support to journalists from ADB's developing member countries in the region to improve the quantity and quality of press coverage about water issues, and (vi) support pilot small-scale community-based education projects on water issues which help to improve the lives of the
poor.
2. The Tonie Sap Environmental Management Project has been identified as offering scope for a WAP pilot demonstration activity (PDA). Preferably, this should begin with the development and testing of environmental education and awareness methodologies and tools. What is more, ADB's basin-wide approach to the Tonie Sap Lake has uncommon potential for scaling up and systemic impact. This warrants preparation of a water awareness strategy to integrate developed and tested environmental education and awareness methodologies and tools in the context of ADB's Tonie Sap Basin Strategy {rSBS), with emphasis on capacity building in the areas of teacher training and curriculum development. 3. ADS will enter into an agreement with Live & Learn Environmental Education, which will lead PDA implementation served intermittently over eight months from April to December 2004. PDA implementation will require a total of 76 field days of international expertise, of which (i) 41 field days in the field of environmental education, (ii) 20 field days in the field of social and educational research, and (iii) 15 field days in the field of resource development. B.
Terms of Reference
4. The environmental education specialist will assume responsibility for PDA implementation. He/she will liaise closely with ADS. The terms of reference of the international specialists will include, but not necessarily be limited to, the following: 1.
Environmental Education Specialist/Team Leader (41 field days)
(i)
Conduct focus group discussions regarding the applicability and effectiveness of the methodologies and tools and modify them as required prior to finalization. Develop teaching guidelines conducive to sustainable development and community empowerment in collaboration with training colleges. Heighten awareness through training in using various curriculum subjects as a vehicle to promote sustainable development.
(ii) (iii)
1
ADB. 2003. Regional Technical Assistance for Promoting Effective Water Management Policies and PracticesPhase 3. Manila.
13 (iv)
(v)
Appendix 5
Formulate a mini strategy for integrating effective methodologies and tools with clear steps for practical implementation and integration into the Tonie Sap Environmental Management Project and the Tonie Sap Initiative. Evaluate findings from the RAP in terms of (a) their relevance to the Tonie Sap Basin context, (b) the effectiveness of the environmental education and awareness methodologies and tools selected in supporting the Tonie Sap Environmental Management Project and, in particular, the formulation and implementation of the national environmental education and awareness campaign, (c) tie likelihood that the environmental education and awareness methodologies and tools will be integrated into existing strategies and plans, (d) an assessment of their provincial applicability, and (e) the effectiveness of
(vi)
expenditure of PDA funds. Assume responsibility for PDA implementation and reporting thereon.
2.
Social/Educational Researcher (20 field days) Carry out a rapid assessment of perceptions (RAP) through qualitative interviewing with community leaders and teachers and analysis of the data gathered to form the basis for development and testing of methodologies and tools, as well as for monitoring and evaluation.
3.
Resource Development Specialist (15 field days) Select and develop environmental education and awareness methodologies and tools based on the RAP and conduct participatory field-testing of these methodologies and tools in four communities.
C.
Implementation and Reporting
PDA implementation will require a total of 76 field days, of which (i) 41 field days in the 5. field of environmental education, (ii) 20 field days in the field of social and educational research, and (iii) 15 field days in the field of resource development. The environmental education specialist will act as team leader. Since tasks related to the PDA, such as backstopping, peer review, and monitoring and evaluation, will l:B carried out in the offices of Live & Learn Environmental Education, a PDA coordination office headed by the environmental education specialist will be established there to advise on TA implementation and coordinate with ADB. Uve & Learn Environmental Education will monitor and evaluate PDA implementation with assistance from two domestic education specialists, who will be engaged for about 3 personmonths. At ADB, a project officer with suitable expertise will be assigned to administer the PDA and monitor the progress of work.
Uve & Learn Environmental Education will produce (i) an inception report within two 6. months of commencement of the PDA, (ii) a progress report within six months of2 commencement of the PDA, and (iii) a final report within one month of completion of the PDA The material that will feed these reports will include (i) social research outcomes, (ii) environmental education and awareness methodologies and tools, (iii) teaching guidelines, and (iv) the mini strategy. Live & Learn Environmental Education will also report regularly to ADB through brief monthly progress notes of not more than two pages and through monthly financial reports. 2
A draft final report will be submitted to ADB two weeks after completion of the PDA.