Education Morocco Project #6480

Field Train Students, CSOs & Officials in Morocco

by High Atlas Foundation

Project Report | Jul 2, 2012
The importance of these trainings

By Hilary White | Grants Manager

May 2012: Chelsea interviews Mouhssine

This semester, Mouhssine Tadlaoui-Cherki is teaching Project Design and Management to Masters Degree students at the Center for Community Consensus-Building and Sustainable Development – created in 2008 by HAF and Hassan II University in Mohammedia. We asked Mouhssine a few questions (Q), and here are his answers (A):

Q: First, you said you have 15 students. Can you give some examples of how this training will help them?

A: During an activity where participating students expressed their own objectives of the training program, most of them stated that they wanted to gain practical experience in project design and management techniques so they could actively contribute to nonprofit associations they are involved with or planning to start with other students

Q: What has been some specific feedback from the students about why they feel positive about this training in particular?

A: In the last evaluation session, participating students particularly appreciated the facilitating techniques used to present the concepts and the use of various examples to practice the techniques. One student wrote “The training sessions ... gave me a sense of ... the project cycle”. Another student wrote “I feel this training is providing me, to a good extent, with skills and insights to be effective in my community.”

Q: Can you give a specific example of one of the techniques you teach?

A: After presenting the concepts of project design and management and characteristics of sustainable projects, students practiced goal-oriented project planning techniques, which included:
- 1- Participatory needs assessment, including the analysis phase (Participation analysis, problems analysis, objectives analysis, and alternatives analysis)
- 2- Project planning phase including developing a project plan matrix or project framework.

Q: Lastly, how do you feel about the training?

A: So far, I feel good about the training. The students are receptive and seem to be gaining new knowledge and skills, which they are eager to put into good use. After a few more training sessions, they should be ready to go out into the field and start practicing the techniques with different community groups.

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Mar 23, 2012
Training 25 University Students in Project Design and Management

By Mouhssine TADLAOUI-CHERKI | Director (of the training center)

HAF's partnership agreement which created the Center for Community Consensus-Building and Sustainable Development (currently housed at Hassan II University-Mohammedia) has enabled us to train both university students and community members (who are often elected officials), while also helping urban and rural communities design their development plans.

The following course is now in session:

Location: Faculty of Law, Economics, and Social Sciences of Mohammedia, Morocco

Beneficiaries: 25 master program students

Objectives:

To train 25 master program students in project design and management techniques.
To reinforce the philosophy of community participation and to provide additional methodologies for involving students in designing and implementing their own projects.
To provide students with opportunities to share their experiences and information and to provide guidance and support to those with tangible project ideas.

Expected Results:

By the end of this training program, participating students will be able to:

Master the necessary steps to design and manage community development projects.
Explain their expectations for successful projects and develop means of implementing them through improved planning, communication, and project monitoring.
Describe tools and methods that can be used to better understand the community they serve
Work through the steps of project planning, develop a potential project for their community, and learn a process they can replicate with their communities.
Develop a plan for how they will apply the skills and knowledge learned during the training program to their jobs and share them with their communities.
Share how their experience relates to project design and management.

Project Status:

So far, 15 students have actively participated in the first three (of thirteen) sessions. They were able to learn about the characteristics of successful projects and the main phases of the project cycle. They were also able to start working on the initial steps toward developing two projects.

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Dec 22, 2011
Training Program at the HAF-University Center

By Dr. Yossef Ben-Meir | President of the High Atlas Foundation

2011 development training w/ university student

In 2008, Hassan II University’s Faculty Law, Social Science and Economics partnered with HAF to create the Center for Community Consensus Building and Sustainable Development, which transfers skills in participatory community planning to students, faculty, civil society and government workers, and local people. In 2011, HAF opened its field-based participatory training Center in the town of Tahanoute of the Al Haouz province; the Center provides technical and administrative support for HAF’s project locations in the region.

The Foundation has conducted a series of experiential participatory training workshops in the Mohammedia area, successfully transferring skills with 30 university students and 15 communal assembly members. Through its field base Center, HAF is currently conducting a village-based training with 65 representatives from the 43 villages of the Rural Commune of Toubkal, Province of Taroudant.

This proposed project will train 25 university students of Hassan II University and the contents of the proposed participatory development training curriculum include:

Role of the Facilitators & Characteristics of Effective Projects

Steps in Project Planning

Participatory Analysis and Priority Setting with the Community

The Project Design/ Part 1 – Vision, Assets, and Strategies

The Project Design/ Part 2 – Goals, Objectives, Signs of Success and Feasibility Test

Action Planning/ Identifying and Sequencing Tasks

Action Planning/ Assigning Roles and Responsibilities

Action Planning/ Making the Time-line

Monitoring and Evaluation Planning

Resource Identification and Budgeting

Proposal Writing and Project Presentations

Funding Sources; Looking Inside and Outside the Community

Next Steps; Taking It Home to the Community

This program will lead to having groups of students work on specific projects that could be funded sometimes during this school year. We hope that you will support it.

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