Corad - Governance Facilitator Manual

FACILITATORS MANUAL
ON GOOD GOVERNANCE
Consortium for Rehabilitation and Development
(CORAD)
Ivan Nikolic
Sierra Leone, January 2008
1
TABLE OF CONTENTS
3 Forward
4 Acknowledgements
5 Preface
6 Introduction
8 Tips for trainers
10 Chapter 1: What is governance (is it good or bad)?
13 Chapter 2: Principles of good governance
16 Chapter 3: Dependency
18 Chapter 4: Leadership
20 Chapter 5: Community participation and inclusion
23 Chapter 6: Planning, budgeting and record keeping
27 Chapter 7: By-laws
31 Chapter 8: Advocacy
34 Chapter 9: Decentralization - government and our community
37 Chapter 10: Ward committees; CBOs and ward committees
40 Chapter 11: District councils; CBOs and district councils
43 Chapter 12: Chiefdom councils; CBOs and chiefdom councils
46 Chapter 13: Closing the workshop – summary and evaluation
47 Bibliography
Facilitators Manual on Good Governance 2

FORWARD
Five years after the end of an eleven-year war, good governance is one of the
key factors for Sierra Leone to consolidate the peace and move towards
greater stability and a more robust and equitable economy for its citizens.
This Manual on Good Governance has been prepared with input from CORAD
agencies -- Africare, CARE, CRS and World Vision -- along with MSI
(Management System International) and the Government of Sierra Leone’s
Decentralization Secretariat. I hope this manual will contribute towards
promoting the practice of good governance, resulting in a more secure and
dynamic environment for the citizens of Sierra Leone.
Brian Larson
Country Director
CARE International in Sierra Leone
29th February 2008

Acknowledgements
This facilitators’ manual has been produced as part of the Livelihoods Expansion and
Asset Development (LEAD) Program, which is implemented by the Consortium for
Rehabilitation and Development (CORAD). This program, which seeks to reduce food
insecurity in 32 of the poorest chiefdoms in Sierra Leone, has as one of its four Program
Objectives that nearly 1,000 community based organizations (CBOs) will be supported
to practice good governance. Not only will this enhance groups’ abilities to advocate
with the government at all levels, but it will also feed into efforts to prevent corruption
and promote democracy, human rights, transparency, and accountability in Sierra
Leonean society, which is still emerging from the shadow of an eleven year civil war.
The consultant would like to thank the many people at the CORAD partner agencies
who made themselves available for meetings. The consultant also appreciated the
contributions of Management Systems International (MSI Sierra Leone) and Enhancing
the Interaction and Interface between Civil Society and the State to Improve Poor
People’s Lives (ENCISS, Sierra Leone).
A pilot version of this manual was used to conduct a Training of Trainers in Makeni,
Sierra Leone, in November 2007. This manual has been revised in light of the
experience of that training workshop and the many helpful comments made by
participants and by CORAD partner organizations. Many thanks to the trainees from
CARE, Catholic Relief Services, World Vision, and Africare, who have made this
manual so much richer through their valuable inputs and willingness to share their field
experiences.
Two basic resources were used to draft this Manual: “Basic Training Manual for Ward
Committees” (DecSec, Sierra Leone, 2004), and “Village Development Committees
Training Manual”. In addition to these, the consultant has used his personal
experience, suggested formats, and exercises from participants.
Many thanks also for the suggestions that came from the co-facilitators of the training in
Makeni, Ahmid Thoronka (MSI, Sierra Leone), and Samuel Mokuwa (ENCISS, Sierra
Leone). The consultant would especially like to thank Saio M. Kinthor, Program Officer
of CARE International in Sierra Leone, who was the main contact on this consultancy
and provided invaluable support throughout the process.
Additional translation and printing of the manual has been made possible by funding
from the USAID. The contents of this document are the sole responsibility of the
Consultant and can under no circumstances be regarded as reflecting the position of
the USAID.
Ivan Nikolic
Consultant

Preface
The manual is designed by an independent consultant to facilitate development of

responsive, participatory, and accountable Community-based Organizations (CBO’s) in
Sierra Leone, thus meeting governance objectives of CORAD 1 -implemented MYAP 2 .
Project, Livelihood Expansion and Asset Development (LEAD).
The LEAD project aims at improving human capabilities, specifically improving

vulnerable people’s skills and knowledge, in order to strengthen their resilience to
shocks. One critical component of this resiliency is to improve social and organizational
capital, at both the community and local levels.
In pursuit of this, a critical focus area of LEAD is the quality of governance, resulting in
more efficient and equitable community-based decision-making, as well as improved
linkages to local government and its services. By improving the transparency and
effectiveness of their own organizations, Community-Based Organizations will be better
able to negotiate similar improvements from local government.
LEAD is implemented in four of the poorest districts in Sierra Leone, as such, all four
members of the consortium will be implementing governance activities - a significant
advance in the national scale-up of the democratic culture and decentralization process.
Each chapter of this manual represents one module of this governance training. The
modules are designed as succinct guidelines for CORAD trainers to strengthen
capacities for implementing good governance practices among CBOs. Training of
trainers for the material covered in this manual has already taken place (19-23
November 2007), although it will be necessary for trainees to replicate this training
within their organizations to ensure that a suitable cadre of qualified trainers exists.
1
Consortium for Rehabilitation and Development. Members are CARE (prime), World Vision, Catholic Relief
Services (CRS), and Africare.
2
MYAP: Multi Year Assistance Program, a Title II USAID funding mechanism for development programs

Introduction
Purpose of this manual

This manual is designed as a resource for CORAD partner agencies and target groups
(CBOs) who want to adopt good governance practices. It should help them to make
their work and procedures more transparent and accountable, which will increase the
public’s trust in and appreciation of their work.
Good governance is an ideal which is difficult to achieve in its totality. Very few
countries, societies and organizations have come close to achieving good governance
in its totality. However, to ensure sustainable human development, actions must be
taken to work towards this ideal. So far, by building organizational skills, CORAD has
managed to improve CBO’s capacities to promote good governance beyond their
communities. Future efforts will ensure the creation of stronger CBOs and CBO
associations that will be much more successful in their areas of work (agriculture,
health, water and sanitation, etc.), thanks to improvements in the area of governance.
Moreover, CBOs with good practices will impact local authorities’ lack of capacities for
practicing good governance. Community-Based Organizations can be one of the
strongest agents in promoting culture of good governance in Sierra Leoneans society.
How to use this manual
This manual can be used in three basic ways:

• As a teaching guide for trainers running courses for CBOs responsible
for handling development projects. 3
• As learning tool for trainers – in other words, so that they can work
through the manual on their own.
• As a reference tool for trainers who have already gone through a
training course.
In practice, the same group of trainers may use the manual in all three ways:
• They work through the manual on their own.
• Then they attend a workshop in which the learning points in the
manual are elaborated and discussed.
• They keep a copy of the manual to refer to in their future work.
This would be the ideal way of using the manual. Workshops are usually much more
effective if participants have had a chance to acquire most of the basic informational
content on their own, at their own speed. The workshop can then focus on:
3
A corresponding Trainee Manual will assist trainers in conducting this training.

• Issues that participants have not fully understood.
• Points of controversy or disagreement.
• Developing the skills needed to process new information
However, it is recognized that trainers will often not have the chance to work through
the manual individually before a workshop.
Objectives of the training

At the end of a three-day training workshop based on this manual, participants should
have achieved a number of specific learning objectives. They should be able to:
• Explain the meaning and value of good governance.
• Explain the principles underlying good governance.
• Explain the process and some of the tools for applying principles of
good governance to the work of CBOs and local authorities.
• Reflect on the strengths and shortcomings of good governance
practices in their own communities.
• Identify the institutional bodies in their communities and create
sustainable linkages.
The content of the manual

The main part of the manual is divided into three parts.
The first part (Chapters 1-2) deals with the concept and basic principles
underlying good governance. This part of the manual could equally well
be used by members of the CBOs, or by officials not directly involved in
the work of CBOs.
The second part (Chapters 3-8) is directed specifically at CBOs. It deals

with the cultural obstacles in practicing good governance and the ways to
build capacities of CBOs to practice major principles of good governance.
In no circumstances should the second part of the manual be used without
trainees having worked through the basic principles outlined in the first
part.
The third part (Chapters 9-12) is designed to enhance understanding of

the system of local government in Sierra Leone. This part of the manual is
to be used as a guide to promote the activities of CBOs to assist in
advocating on various issues that are important to them and their
constituencies or securing funds from the state.

Tips for trainers
• While selecting a training venue, make sure that it is accessible for all the
participants. An accessible venue is one that people can easily get into and out
of. This includes not being too small, being conveniently located for the majority
of participants, having proper infrastructure for people with disabilities.
• Before the start of the workshop, make sure you have all the necessary materials
(stationery, handout, confirmations from resource persons), so that the lack of
these does not hamper the course of the workshop.
• Selection of participants, distribution of invitations, and permission from relevant

agencies must be done at least two to three weeks before the workshop.
• Clarify all the workshop rules with the participants on the first day. Do that by
facilitating a process of setting ground rules. Ensure some basic rules of gender
sensitivity and participation, (providing women opportunities to speak and
participate in a balanced manner), by proposing such rules if participants have
not listed them.
• Conduct various sessions and activities through group work. Suggestions for
group work are made under different modules. Also, it is important to consider
how you will set your groups: will participants set their own groups, or do you
want to set the groups for the training (usually, this is the case when you want to
make sure that members of each group are well-mixed, either by agency, by
level of experience, by sector, or by position held)? You might want to make
setting groups more interesting by using different methods for making groups e.g.
numbers, alphabets, names of the flowers and fruits, types of stationary etc.
• Make sure that all the participants take part in the sessions, i.e. encourage and
involve those participants who are shy or quiet. There are different ways you can
do this, for example: for presentations of group work, encourage those
participants who are less active and shy to present on behalf of their group.
• To make participants arrive on time, come on time yourself. Encourage shared

responsibility with trainees on timeliness of the training, by having them elect a
time-keeper.
• Use simple and easy language during the sessions.
• Set and maintain boundaries to keep the discussion relevant and the tone
respectful.

• Closely monitor the group dynamics and atmosphere, making adjustments when
necessary.
• Model good listening and clear, respectful communication.
• Conduct creative option-generating (brainstorming) processes.
• Watch peoples’ needs, e.g. a stretch break, a touch of humor, a change of pace.
• Help people learn from their experience through careful observation and
constructive feedback.
• At the end of each session, invite questions from the participants and in turn ask
them questions on the topic.

Chapter 1: What is governance (is it good
or bad)?
Objective(s) Understand concept of governance
Apply concept of governance in the different areas of society
Methodology Question & answers, group brainstorming and discussions
Materials needed Training manual, flip chart, markers
Duration 1 hour
PART 1
Divide participants into groups of 4 or 5 people. Give each group big sheet of paper
and markers. Ask participants to try to explain their understanding of governance. Ask
them questions like:
- What do you think governance is when you hear that expression in everyday life?
- What does governance mean to you?
Encourage participants to come out with as many ideas as possible, and emphasize
that there are no right or wrong answers.
After group work is finished, ask each group to present its findings. At the end of this
activity you can ask following questions: What ideas were similar, or different?
Use this discussion to lead to into a presentation on the meaning of concept of

governance that covers the following points:
¾ The concept of governance is not new. Simply put, governance is defined as the
process of decision-making and the process by which decisions are
implemented (or not implemented), or as a set of values, policies, and institutions
by which a society manages its social, political, and economic process through
interactions among government, civil society, and private sector.
¾ Explain that there are two sides of governance. Technical aspect: what and how to
do something (or not to do), and representational aspect: how decisions are taken
and who takes them.
PART 2
Start with a statement that governance can be used in several contexts, such as
international governance, national governance, and local governance. Ask participants

if they can use the concept of governance on the family level. Brainstorm and write
points on flip chart.
After the brainstorm is a finished, present different levels of governance:
- International level
- National level
o Government
o Private sector
o Civil society
- Local level
- Family level
Government is one of the actors in governance. Other actors involved in governance

vary depending on the level of governance that is under discussion. In rural areas, for
example, other actors may include influential landlords, associations of rural farmers,
cooperatives, NGOs, research institutes, religious leaders, finance institutions political
parties, the military etc. At the national level, in addition media, international donors,
multi-national corporations, etc. may play a role in decision-making or in influencing the
decision-making process.
Since governance is the process of decision-making and the process by which

decisions are implemented, an analysis of governance focuses on the formal and
informal actors involved in decision-making and implementing the decisions made and
the formal and informal structures that have been set in place to arrive at and implement
the decision.
PART 3
Ask participants to think of formal and informal actors in decision-making in their

communities. Follow up with explanation that covers the following points:
¾ All actors other than government and the military are grouped together as part of the
"civil society." In some countries in addition to the civil society, organized crime
syndicates also influence decision-making, particularly in urban areas and at the
national level.
¾ Similarly formal government structures are one means by which decisions are
arrived at and implemented. At the national level, informal decision-making
structures, such as "kitchen cabinets" or informal advisors may exist. In urban areas,
organized crime syndicates such as the "land Mafia" may influence decision-making.
In some rural areas locally powerful families may make or influence decision-
making. Such, informal decision-making is often the result of corrupt practices or
leads to corrupt practices.

Ask participants to list practices that they think lead to “bad” governance in their
communities. After a short brainstorm, write ideas on a flip chart and refer to it during
explanation of the next statement:
Governance is good when it ensures that political, social and economic

priorities are based on a broader consensus in society and that the voices of
all are heard in decision-making over allocation of resources.

Chapter 2: Principles of good governance
Objective(s) Understand participant’s perception of the concept of good
governance
Explain basic principles of good governance
Suggest practical ways of incorporating good governance
principles in work of an organization
Methodology Brainstorming, question & answers, and group discussions,
visual presentation
Materials needed Training manual, flip chart, markers, sufficient number of
copies of good governance map
Duration 1hour 30 minutes
PART 1
and markers. Ask participants to try to explain their understanding of good governance.
Ask participants following questions:

- What do you think good governance is when you hear that expression in
everyday life? What good governance means to you?
- Encourage participants to come out with as much ideas as possible, emphasize
that there are no right or wrong answers.
After group work is finished, ask each group to present its findings. At the end of this
activity you can ask following questions: What ideas were similar, or different?
Use this discussion to lead into presentation on the meaning of key principles of good
governance.
Principles of good governance:
Good governance has eight major principles. It is:

1. Participatory,
2. Follows the rule of law,
3. Transparent,
4. Responsive,
5. Consensus-oriented,
6. Equitable and inclusive,
7. Effective and efficient, and
8. Accountable.

It assures that corruption is minimized, the views of minorities and marginalized groups
are taken into account and that the voices of the most vulnerable in society are heard in
decision-making. It is also responsive to the present and future needs of society.
Before starting to explain these principles, ask participants how they understand each
principle. After short brainstorm, write ideas on a flip chart and refer to it during the
presentation.
Participation
Participation by both men and women is a key cornerstone of good governance.

Participation could be either direct or through legitimate intermediate institutions or
representatives. It is important to point out that representative democracy does not
necessarily mean that the concerns of the most vulnerable in society would be taken
into consideration in decision making. Participation needs to be informed and organized.
This means freedom of association and expression on the one hand and an organized
civil society on the other hand.
Rule of law
Good governance requires fair legal frameworks that are enforced impartially. It also
requires full protection of human rights, particularly those of minorities. Impartial
enforcement of laws requires an independent judiciary and an impartial and
incorruptible police force.
Transparency
Transparency means that decisions taken and their enforcement are done in a manner
that follows rules and regulations. It also means that information is freely available and
directly accessible to those who will be affected by such decisions and their
enforcement. It also means that enough information is provided and that it is provided in
easily understandable forms and media.
Responsiveness
Good governance requires that institutions and processes try to serve all stakeholders
within a reasonable timeframe.
Consensus oriented
There are several actors and as many viewpoints in a given society. Good governance
requires mediation of the different interests in society to reach a broad consensus in
society on what is in the best interest of the whole community and how this can be
achieved. It also requires a broad and long-term perspective on what is needed for
sustainable human development and how to achieve the goals of such development.
This can only result from an understanding of the historical, cultural and social contexts
of a given society or community.
Equity and inclusiveness

A society’s well-being depends on ensuring that all its members feel that they have a
stake in it and do not feel excluded from the mainstream of society. This requires all
groups, but particularly the most vulnerable, have opportunities to improve or maintain
their well being.
Effectiveness and efficiency

Good governance means that processes and institutions produce results that meet the
needs of society while making the best use of resources at their disposal. The concept
of efficiency in the context of good governance also covers the sustainable use of
natural resources and the protection of the environment.
Accountability
Accountability is a key requirement of good governance. Not only governmental
institutions, but also the private sector and civil society organizations, must be
accountable to the public and to their institutional stakeholders. Who is accountable to
who varies depending on whether decisions or actions taken are internal or external to
an organization or institution. In general an organization or an institution is accountable
to those who will be affected by its decisions or actions. Accountability cannot be
enforced without transparency and the rule of law. 4
PART 2
Divide participants into groups of 3 or 4 people, with total of eight groups. Give each
group big sheet of paper and markers and assign each with one principle. Ask
participants to try to explain their understanding of how their assigned principle can be
practically implemented in their organizations. Ask them questions like,: ‘’How do you
think this principle can be implemented in your organization? What are the mechanisms
that can ensure implementation of this principle?’’ Encourage participants to come out
with as many ideas as possible, and emphasize that there are no right or wrong
answers. After group work is finished, ask each group to present its findings.
Use this discussion to explain the following point:
¾ Good governance is an ideal which is difficult to achieve in its totality. Very few
countries and societies and organizations have come close to achieving good
governance in its totality. However, to ensure sustainable human development,
actions must be taken to work towards this ideal.
4
Adapted from UNESCAP’s concept of good governance.

Chapter 3: Dependency
Objective(s) Recognize ‘dependency’ as an obstacle to good governance

and community development
State some of the causes and consequences of dependency
Suggest practical ways of minimizing dependency
Methodology Role play, observation, question & answers, group
brainstorming and discussions
Duration 1 hour
PART 1
Role-play
Ask selected participants to act out the role on the nursing mother kept coming to the
Rev Fr. For assistance. 5
Story
A nursing mother in Binkolo keeps visiting the parish house to request assistance from
the parish priest. Every time she goes there, she asks for all sorts of assistance, which
the parish priests usually respond to without question or caution. She goes there once
when, unfortunately for her, the priest was out of town. The catechist she met could not
fulfill her request for a legitimate reason, but she still went back home disappointed.
Initiate a discussion about the role play guided by the following questions: What did you
see happen in the role play (get their responses)? What was the real problem
highlighted (dependency)? Does it happen in you communities (If yes, encourage
participants to give real life situations/instances to show dependency happening in their
communities)?
PART 2
Divide the participants into three groups and let them answer the following questions:
- What causes dependency (let them free list and discuss how each can cause
dependency)?
- What are the consequences of dependency (free list and discuss why)?
- What can we do to minimize dependency in our communities (analyze all the
recommended steps/strategies and agree on the most practical ones)?
5
Some of the following activities from this Chapter have been adapted from “Training Manual for Village
Development Committee Members”

After short presentation from each group facilitator does the presentation of facts.
Dependency is when someone/community wholly and solely relies on another

individual/group/organization to provide solutions to their problems.
Some common causes of dependency are: laziness; lack of skills/initiatives; programs

that promote hand-outs; natural & man-made disasters; ignorance/illiteracy.
Consequences of dependency are: undermines sustainability and self-reliance; limited

progress/ development; permanent dependency/non-independence; loss of initiatives;
loss of pride and self-dignity; promotes crime/immorality; leads to psychological and
emotional stress. Discuss whether such dependent people are bold enough to ask their
sponsors questions on transparency and accountability during meetings or when the
need arises.
How can dependency be minimized?

- Effective capacity building
- Empowerment
- Raising awareness on the ills of dependency
- Creating livelihood opportunities
Finish session with explaining these statements:

- Dependency on external assistance can undermine sustainable development
- Communities must practice doing things for themselves since assistance will one
day be removed
- Therefore trainings and other capacity building opportunities offered them must
be well embraced and taken very seriously by communities themselves.

Chapter 4: Leadership
Objective(s) Define Leadership

State some of the qualities of a good leader
Identify the different types of leadership (with their
corresponding characteristics) and significance of leadership
for good governance
Methodology Blind fold game, question & answers, group discussions
Materials needed Flip chart, scarves for eyes (enough for almost all
participants), markers
Duration 1 hr 40 minutes
PART 1
Introduce the session with a blind fold game. Divide the participants into three groups
with each group appointing a leader. The respective groups are then asked to form
single files holding hands. All group members with the exception of the leaders are
blindfolded by tying their faces with the head scarf. Each leader is then asked to lead
his/her group around the vicinity of the training venue. After some time, allow roles to
change by blindfolding the group leader and letting another person take his/her place.
Also get them to briefly move around same venue and then stop the exercise.
NOTE: The rule of the game is that no one should talk to the other person while the
exercise is going on.
Participants are later asked to go back to their original groups and encouraged to open
up discussions by responding to the following questions:
- How did you feel while being led?
- How did you feel while leading?
- How did you feel when you automatically changed role from leading to being led?
- How did you feel when you automatically changed role from being led to leading?
- What is the implication of the blindfold game?
Allow participants to give their responses to the different questions while noting them
down on the flip chart for further discussions.
PART 2 6
6
Some of the following activities from this Chapter have been adapted from “Training Manual for Village
Development Committee Members”

Ask the participants to define what leadership is. Get participants views, while
particularly stressing on good leadership. Encourage participants to state the qualities
of a good leader (let them free list while you note down; do not forget to add up any
crucial qualities that are left out by them).
A good leader must be: Respectful, Visionary, Tolerant, Open and

accommodating, Transparent, Responsible in behaviour, Consultative,
Supportive, Able to delegate, Fair/impartial, Empathetic and sympathetic,
Accept faults, Flexible but firm, Decisive etc.
After highlighting all these qualities, then relate to the participants and stress that they
need to demand all these attributes from their community leaders so they can effectively
manage the affairs of their communities.
Explain that in real life situation, there always exist two different types/kinds of
leaderships with related unique characteristics:
Autocratic Leadership is very direct, dominating, impatient, hot-tempered

unapproachable, impolite, harsh.
Democratic Leadership is participatory, consultative, considerate, approachable,

responsive, respectful, polite, delegate.
End this session by allowing the participants to critically examine the differences
between autocratic and democratic leadership, and recommend the most appropriate
ways they feel they can adopt, to promote democratic leadership.

Chapter 5: Community participation and
inclusion
Objective(s) Define community participation and inclusion
State why it is important to involve all members of
community in community activities, in order to practice good
governance
Identify practical ways of improving the equal participation of
women, men, youth and the disabled in work of a CBO
Methodology Role play, brainstorming, question & answers, group
discussions
Materials needed Flip chart, markers
Duration 1 hr 40 minutes
PART 1
Ask the participants to act out the role play on the development worker and community
people.
Story
A development worker visits a village and asks to be taken to the chief. At the chief’s
place, s/he summons a meeting of the entire community and expresses his/her intention
to assist them with the construction of a health centre, which s/he observed is the main
community problem. S/he then selects a development committee and assigns tasks to
people, giving them a deadline for the accomplishment of their tasks. Having done so,
s/he leaves and comes back after one month to check on progress on activities. To
her/his greatest shock and disappointment, nothing has happened.
At the end of the role play, ask the participants to state what they exactly saw. Further
divide them into three groups and allow them to discuss the following questions:
- What is community participation?
- Why is community participation important?
- How can community participation be improved?
- What are the common factors that hinder community participation?
Encourage the participants to respond to these questions in their respective groups

while their respective secretaries note down points raised by them. Then ask each
group to do a five-minute presentation on their findings to the wider group.
Follow the group discussion with a flip chart presentation of these learning points:

¾ Participation is a process of joint dialogue, sharing and learning about situations
to obtain consensus towards action and change.
¾ Participation is an active process by which community people influence the
direction and implementation of a development project
¾ Participation includes the involvement of people in decision-making processes,
implementation, sharing of benefits and costs, and taking part in the
project/activities evaluation.
Explain that factors that hinder community participation are: members of

community are not involved at all stages of the activity; socio-cultural conflicts in the
community; poor leadership; political interference; ignorance coupled with illiteracy; lack
of commitment; stereotypes about women, youth, disabled persons. 7
PART 2
Participants divide into three groups to discuss following questions (one group women,
one group men, and one mixed group). To what level are youths, physically challenged
and women represented in work of your organization? To what extent do these groups
participate in organization decision-making? How can we involve these groups of
people in the activities of organization?

while their respective secretaries note down points raised by them. Then ask each
group to do a five-minute presentation on their findings to the wider group.
Follow up with a discussion what each group, specifically women as minority group, see
what makes them marginalized.
Explain why inclusion is important for practicing good governance in your CBO:
• Promotes democracy and involvement
• Contributes to good decision-making
• Reinforces accountability and transparency
• Involves and empowers beneficiaries
• Creates unity and sense of equity among community members.
PART 3
Ask participants how an organization can ensure inclusion. Divide them into three
groups and allow them to discuss the following questions:
- What is way to include women/youth/disabled in work of your organization?
- What are mechanisms to achieve this goal?
7
Part 1 of this Chapter has been adapted from “Training Manual for Village Development Committee
Members”

while their secretaries note down points raised by them. Then ask each group to do a
five-minute presentation on their findings to the wider group.

Chapter 6: Planning, budgeting, and
record-keeping
Objective(s) Able to make clear plan and budget for developmental
activities
Learn how to accurately track all resources that are used
Understand the essence of delegation
Keep effective books/records on different activities
Methodology Discussions, question& answers, practical exercise
Duration 2 hours
PART 1
Ask participants: What do you understand by planning?
Listen to their contributions and write them down on a flipchart. In addition to what they
give you emphasize this statement:
Preparing a plan is an intensely focused activity that requires honest thinking

about a concept, opportunity, key to success and the people involved.
Explain elements of this statement. Continue with explaining steps involved in carrying
out a plan.
Ask participants: What steps are involved in carrying out a plan? Free list what they
give taking into consideration and then;
Emphasize the following points:

¾ Prioritize your activity in a scale of preference of what you want to undertake
(identify all resources available at community level)
¾ Set a date and time for the completion of the activity
¾ Select people to undertake the activity
¾ Assign responsibilities to the selected people and penalty for defaulters
¾ Make a budget
¾ Mobilize resources (definition of resources into physical and social) Explain how
this component can promote equity and social inclusion (point out different ways
to include physically challenged people in community activities)
Ask participants why is important to select people for different activities. Allow them to
brainstorm and give responses. Don’t forget to add the following to what they tell you:
- To know their level of participation

- It helps promote inclusion
- There is less risk of dominance by one group
- To ensure one person isn’t forced to do all the work and claims ownership.
- To have someone that directly responsible.
Ask participants why is important to assign responsibilities to selected people. Ask

participants whether they can relate this question with one of the principles of good
governance (accountability). Don’t forget to mention the following.
- To hold people responsible for the assigned activity
- To make people feel recognized and responsible
- To encourage leadership
PART 2
Divide the group into three parts. Allow each group to come up with an idea of an
activity that will improve life in their community (example: construction of a pit latrine).
Let each group come up with a plan and how they mobilize resources. Listen to their
contributions and write them down on a flipchart. In addition to what they give you
emphasize this statement:
Budgeting is very important in any planning activity. Making budget helps you
knowing how much the work cost; it helps assigning contributions to different
people but make sure that people are not marginalized; It helps in avoiding
overspending; it help us search for possible source of income/funding.
Start with a simple example: Whenever you go on a trip, you fill your bag with the
clothes, food, and money you’ll need. That’s the idea behind the concept of budgeting:
planning your trip and ensuring that you’ll have enough resources in your bag to make it
to your destination. In just the same way, each organization plans its trips—its strategic
objectives—and prepares for the journey with a budget.
A budget can take many different forms.
- A budget can cover a short time span (for example, a newly formed VDC
develops a budget to ensure that it will have enough cash to cover operating
expenses for the next month or two).
- A budget can have a long-term perspective (for example, a Village Development
Committee makes a multiyear budget for a school, health center and drying floor)
- A budget can focus on required resources only (for example, a community wants
a power saw to be producing boards, so he plots the cost for the power saw.)
- A budget can account for income as well as expenditures (e.g. a community
creates a profit plan based on expected activities it wants to undertake in
achieving this plan)

PART 3
Define bookkeeping and explain its importance. Bookkeeping is the recording of all
monetary transactions or other resources in books (or in memory of people) that
can be referred to as and when necessary depending on what you want it for
(know their position regarding their balances, debtors, creditors and calculate their profit
or loss at the end of a period).
Ask participants why it is necessary to keep books on all monetary transactions. Allow
them to come with suggestions and note them down on the flip chart.
Facilitator emphasizes the following points:
- Bookkeeping helps organization being more transparent & accountable
- It helps build up organizational credibility
- It will serve as a reference tool
- It will make reporting very easy
- Helps you easily track revenue and expenditure
- Helps with planning
- Guides along expenditure
Therefore it is advisable to keep proper documentation on all monetary transactions

done by the organization, and once in a while to present a report to the entire
community for them to know what is going on preferably monthly basis. It would be
better for other stakeholders to also be doing on the spot checks without prior notice to
ensure transparency and accountability.
Keep in mind that bookkeeping is just one way of keeping community records. Ask
participants if they keep records of their activities. Explain that as members of CBOs,
there are some specific ways that one needs to keep records, to be able to show
members, community, and donors what your group has been doing. Briefly explain
examples of some community records that can be kept: meeting minutes; visitor log
book; activity plans; financial records; monthly reports; correspondence.
Visual presentation
Facilitator takes the participants through an exercise on developing basic sample
formats for keeping records on monetary transactions via 8 :
Cash Ledger (Receipts)
Date No Item Description (Details) Amount Received
02/06/06 01 Sales from cassava farm Le 215,000.00

16/07/06 01 Gift to committee from relative Le 400,000.00
8
Parts of this Chapter have been adapted from “Training Manual for Village Development Committee
Members”

12/08/06 02 Fines from defaulters of sanitation Le 40,000.00
20/08/06 01 Development contribution Le 250,000.00
Prepared by: Signature:
Date: Total:
Cash Ledger (Expenses)
Date No Item Description (Details) Amount Disbursed

25/06/06 01 Cement for the repair of drying floor Le 125,000.00
20/07/06 01 Bought palm tree seedling for tree crop plantation Le 140,000.00
04/08/06 01 Transportation for seedlings to site Le 50,000.00
15/08/06 02 Food for working on community farm Le 50,000.00
Date: Total:
General Cash Ledger (Receipts, Expenses and Balance)

Date Item Description Amount Amount Amount Amount Balance
(Details) Received Received Disbursed Disbursed
(Receipts) (Name and (Expenses) (Name and
signature) signature)
02/06/00 Sales from Le 215,000.00 Le 215,000.00
cassava farm
25/06/06 Cement for the Le 125,000.00
repair of drying Le 90,000.00
floor
16/07/06 Gift to Le 400,000.00 Le 490,000.00
committee from
relative
16/07/06 Fines from Le 40,000.00 Le 530,000.00
defaulters of
sanitation
20/07/06 Bought palm Le 150,000.00 Le 380,000.00
tree seedling for
tree crop
plantation
04/08/06 Transportation Le 50,000.00 Le 330,000.00
for seedlings to
site
04/08/06 Food for Le 50,000.00 Le 280,000.00
working on
community farm
20/08/06 Development Le 250,000.00 Le 530,000.00
contribution
Date: Total:

Chapter 7: By-Laws
Objective(s) Understand concept and functions of by-laws
Explore ways to facilitate crafting of by-laws which will
comply with principles of good governance
Methodology Brainstorm, discussions, question& answers, exercise
Materials needed Training manual, flip chart, markers, visual presentation,
adequate number of by-law basic concept
Duration 1 hour 30 minutes
PART 1
Ask participants: What do you understand by by-laws?
Listen to their contributions and write them down on a flipchart. In addition to what they
give you emphasize this statement:
By-laws are internal documents, a set of rules that enables each organization
to conduct its affairs.
It is important they be written clearly and in language that is easily understood by all
organization stakeholders. This document is frequently necessary for the registration of
a CBO with national and public authorities. Moreover, by-laws are crucial cornerstone
in ensuring practice of good governance. Good by-laws shall imply honest, transparent,
accountable, responsive, and participative and people friendly administrative policies
and actions of an organization.
PART 2
and marker. Ask participants to try to create by-laws for a Farmer Field School. Explain
there are no right or wrong answers, it is just what they think what are basic elements of
by-laws, and most important provisions.
After the activity is finished, conduct a plenary discussion which focuses on the findings
of each group. You can ask questions: What ideas are similar? What ideas are
different?
Use the discussion to present the basic concepts/principles of by-laws
Article 1: What is the By-Law about? What will it contain?

Preamble
Article 2:
What is the name of the CBO? What is its official acronym? If available, how does
Name, Acronym and
its logo design look like?
Logo
Article 3: What activities will the CBO undertake? What will be its spheres (or categories) of
Sphere of activities activities?
Article 4: Where is the registered office of the CBO located? What is its postal address?
Location and How long will the CBO be set up for - that is, is it for a limited period only, or is it
Duration unlimited?
Article 5: What are the aims of the NGO? Have goals and objectives been developed?
Aims, Visions and What is its vision statement? What will be the mission of the NGO, and who will be
Mission its target beneficiaries?
MEMBERSHIP
Article 6:
Does the CBO have members? What is the membership structure of the CBO?
Membership
Article 7: What are the qualifications of the CBO's members? Why are such qualifications
Qualification needed?
Article 8:
How will members be invited and admitted to the CBO? What is the procedure?
Admission
Article 9:
What will be the expectations and duties/responsibilities of the CBO members?
Responsibility
Article 10: How will consensus building be achieved among the members? How will
Consensus Building decisions be taken on the CBO's activities? What are the procedures?
Article 11: What is the procedure for a member to resign from the CBO's membership? Who
Resignation should it be addressed to, and how is it accepted and processed?
Article 12: Under what circumstances can a member be expulsed or suspended from the
Expulsion or CBO? Who will take the decision, and how will it be implemented? What process
Suspension of redress will be available to the member?
ORGANIZATION
Article 13:
What is the organizational structure of the CBO? What will be the position of the
Organizational
staff members responsible for different aspects of the CBO's programs?
Structure
GENERAL ASSEMBLY
Will the CBO have a General Assembly? Why is it needed? Who can participate in
Article 14:
the general assembly? Is there a proxy policy? How will the proceedings be
Procedures
reported to the general public?
Article 15: What is the scope of the General Assembly? What will be the duties and
Scope responsibilities of the General Assembly?
How will the General Assembly decisions be taken? How and who can present
Article 16:
proposals for decision-making, and what is the procedure/process for taking
Decision-Making
decisions?
Article 17: What will be the minimum quorum needed to call for a General Assembly, for the
Quorum proceedings to take place, and for decisions to be taken?
BOARD/EXECUTIVE MEMBERS

Article 18:
How many members will the Board contain? What will be their positions?
Composition
Article 19:
Who will be eligible to become members of the CBO's Board?
Eligibility
Article 20:
How will potential individuals be identified and selected to the NGO's board? How
Selection and
will the appointment be decided and implemented?
Appointment
Article 21:
How long will a member's term of office be on the CBO's Board?
Term of Office
Article 22:
What will the duties and functions of the Board are? What is the CBO's
Duties and Functions
expectation of a Board member?
of the Board
Article 23: How will decisions be taken in Board meetings? What is the procedure and
Decision-making. quorum for a decision to be accepted and implemented?
Article 24: What is the usual agenda for a board meeting? Who will call it, and how will the
Meetings. proceedings be handled?
Article 25: What will be the minimum quorum needed to call for a Board meeting, for the
Quorum proceedings to take place, and for decisions to be taken?
Article 26: Under what circumstances can a Board member be removed (either expelled or
Removal suspended) from the CBO's Board? What is the procedure?
SUPPORTING COMMITTEES
Article 27: What committees will be set up to support the functioning of the CBO? (e.g.,
Running. Funding, media, strategy/policy/project development etc.).
Article 28:
Why will these committees be set up? What will be their main aims and
Aims and
responsibilities?
Responsibilities
Article 29:
How will the committees be set up? What is the procedure for the
Election and Term of
election/selection of committee member? What will be their term of office?
office
Article 30: What function will the members of the committee perform? What will their duties
Duties and and responsibilities be? Who will decide the duties and responsibilities, and how
Responsibilities can they be modified?
AUDITOR
Article 31: Will the administration and finances of the CBO be audited? What is the
Audit procedure of the audit? How will findings of the audit be implemented?
RESOURCES
Article 32: What is the nature of (financial) resource needs of the CBO? What will be the
Sources and uses. primary sources of such resources (including private/personal sources).
Article 33:
What will the initial capital needs of the CBO be? What kinds of assets (financial
Initial Capital and
and non-financial) will be needed to start the CBO?
Assets
Article 34: What policy will be put in place by the CBO for fund raising? What purposes will it
Fund Raising be used for, and who will be responsible?
OTHER CLAUSES

What are the applicable liabilities for the CBO? Under what circumstances are
Article 35:
these liabilities applied? What procedures are in place to activate these liabilities,
Liability.
and who is responsible for them?
Article 36:
What is the duration, and starting month, of the CBO's fiscal/financial year?
Financial Year
Article 37:
Under what applicable law and court the CBO is constituted? How will disputes
Applicable law and
and other legal matters be handled?
Court
Article 38: Under what circumstances the CBO can/will be dissolved? What is the procedure
Dissolution for dissolution? Who will be responsible for dissolving the CBO?
End this session by allowing the participants to critically examine all the elements of the
proposed concept of by-law, and recommend the most appropriate one they feel they
can adopt to help their organization to comply with principles of good governance.

Chapter 8: Advocacy
Objective(s) Understand advocacy

Identify how advocacy skills can be used to promote good
governance
Identify steps CBO should take when advocate on behalf of
their communities
Methodology Game, discussion, group work
Materials needed Flip chart, markers
PART 1
Put participants into 5 groups, 4 groups are representing different communities, 1 group
representing “decision makers”. Give each group an idea of something that they want
for their community. Explain that each group has an idea, but the decisions makers are
only going to allow one of these ideas, so each group has 3 minutes to convince the
decision makers why their idea is the best. Each group should think why they want their
idea to be adopted, why it is important and how it will benefit their community. Give
groups 10 minutes to discus and choose one person to present. Each group
representative gives their presentation, and then the decision makers base their
decision on who was most convincing.
After they make their decision, ask the rest of the participants: Who was the most
convincing? Why were they convincing?
Explain to participants that the game is like the role they play interacting with decision
makers in the real life. CBOs will have opportunity to present different ideas about
projects that could be done in their communities, e.g. agriculture, health, roads, water
wells, etc. However, different stakeholders will support projects depending also on how
ideas are presented.
Explain to participants what advocacy is.
Advocacy is the deliberate process of influencing those who make decisions.
In the case of the CBOs, their advocacy role is to make a case on behalf of their
communities to the Ward Committees, District Councils, Chiefdom Councils, Paramount
Chiefs, INGOs, etc. Advocacy is never a confrontational activity. There are many
strategies that can be adopted to get a message across. Advocacy is a deliberate

process involving intentional actions. This means that before you start with advocating,
you must develop a strategy which is clear about who you are trying to influence and
why, and what result you are aiming for.
PART 2
Brainstorm with participants on the following question: Who are decision makers
relevant to your community (formal vs. informal)? Put down answers on flip chart and
then present following “Advocacy Basic” scheme:
Gather information:
• Think of the key institution and persons that are involved in decision making.
How do they work? Brainstorm with participants.
• Identify decision makers influencing your community (Paramount Chief,
Councilor, and local Business Leaders).
• Who can help you influence those decision makers?
• Gather information about your issue. Talk to community members about
development need, get their ideas and opinions.
Some criteria to consider when gathering information about possible development

projects:
• The number of people who will benefit from the development project
• Likelihood for success (is it a realistic project?)
Be focused:
• Identify in what area you really want to advocate. If you try to advocate for too
much, you may spread yourself too thin. For example, there could be many
needs in your community, but you may find you have more success if you
advocate for one need that is a burning issue in your community.
• You should also have focused goal that which states what you want to change,
who will make that change, by how much and when.
Building relationships:
You need to develop relationships with your community and with local stakeholders.
Meet your Councilor, Paramount Chief, members of Ward Committee, members of the
Chiefdom Council, talk to the community, especially to the feedback and progress that
you have made. You also need to decide who will be involved from your own CBO in
advocating for your goal. A small team may be more appropriate than the whole CBO.
Think of the skills that would be useful, like reading and writing, ability to speak well to
people and to people higher up, and understanding of the issues, etc.
Be focused:
A respected body will have more influence over decision-making processes.
Community based organization can establish credibility by:
• Keeping your demands/speaking moderate.

• Rather than attacking stakeholders in your community, employ variety of non-
confrontational advocacy strategies.
• Bringing together all different groups across their community and hearing all
views.
• Understanding its role in community.
• Fulfilling their roles, being dedicated to your beneficiaries, promote accountability
and transparency by meeting at least once a month, keeping records of the
meetings, making it public, providing feedback/information to the community and
stakeholders, making your financial record open to the public. 9
Identify steps:
What are steps that you as a team can take to put forward your case? Who will you
approach? How? What questions will you ask?
9
This information has been adapted from “Advocacy Tools and Guidelines: Promoting Policy Change”,
CARE 2001.

Chapter 9: Decentralization - government
and our community
Objective(s) Identify and understand functions of Ward Committee
Explore ways to influence Ward Committees to comply with
principles of good governance
Identify ways to constructively cooperate with Ward
Committees
Methodology Discussions, question& answers
Materials needed Training manual, flip chart, markers, papers/stones, visual
presentation
PART 1
Ask participants how they understand difference between a centralized and a

decentralized government. Listen to their contributions and write them down on a flip
chart. In addition to what they give you emphasize that central government still has a
role in the new decentralized system-in policy making and monitoring for example.
If participants seem confused or unclear, you could do this exercise:
Have a participant stand at the front of the room. Get a large bowl and balance it on the
head (with the “kata”). Then start to load things into the bowl on the head e.g. some
books to represent education, some medicine to represent health, some fruit to
represent agriculture. Get the person to be acting as though s/he is struggling under
the weight, i.e. centralization. Then ask for other people to come up and give them
each one thing to carry, to demonstrate the sharing of the burden, i.e. decentralization.
Explain participants that the game is like the situation in which more power and
authority is transferred for Freetown to their communities in the real life.
PART 2
Ask participants:
- What are some problems associated with centralized power?
- Why do you think government has chosen the path of decentralization for Sierra
Leone?
- What do you think will be the impact of decentralization in your community?
- What are biggest obstacles in decentralizing power?

Listen to their contributions and write them down on a flipchart. Then explain: With
centralization power and authority is concentrated in Freetown. The heads of
government departments at district and provincial level are extensions of central
government. They do not have power and authority to act independently without
consulting central government office in Freetown. Citizens may hardly participate in
decision-making processes, and there is usually little consultation on issues that affect
their lives.
Problems associated with centralized power often include:

- Poor service delivery (corruption and mismanagement, marginalization)
- Lack of transparency (e.g. not knowing what happens with tax money)
- Lack of accountability (e.g. not knowing who is accountable when resources are
mismanaged or services are not provided)
- Lack of participation (e.g. people are not involved in decision-making about
development in their communities).
With decentralization the central government transfers responsibilities and functions to

District/Town Councils and Ward Committees that are democratically elected, and
Chiefdom Administration. They are democratic institution and structures that exercise
authority or carry out government functions at the local level. In the Local Government
Act 2004, the central government has given authority and responsibilities to local
councils to take decisions and manage activities. Local councils are accountable to
local people as well as to central government.
Advantages associated with decentralized power include:

- Improved efficiency of resource allocation
- Fosters accountability and reduces corruption
- Facilitates cost recovery through mobilization of resources
- Management of resources controlled by local communities
- Increases local participation in governance and decision-making
- Increases mobilization of local resources
Ask participants to translate the term decentralization into local language so that they
can understand it better. Get participants to call out their translations and discuss as
long as time allows. Here are three examples:
Temne translation of decentralization:

Ang govment ang ye katongkasu = the government is now with us (down at the ground)
Mende translation of decentralization:
Nuga te Goumenti = the government of the people 10
Limba translation of decentralization:
Govment wo kentuu = our government
10
Parts 1 and 2 of this Chapter have been adapted from “Basic Training Manual for Ward Committees”

PART 2
Explain to participants that they are going to create a structure of local government,
using stones/different size pieces of paper to represent different people or bodies.
Divide participants into groups of 3 to 5 people. Ask participants to think about who are
the key people or bodies that affect their communities (for example Paramount Chief,
Councilor, Ward Committee member). Get the participant into their groups to look for
different stones/papers to present different people/bodies, in terms of their influence on
participants’ communities. Ask them to line up stones/papers in order of hierarchy as
agreed by the group.
Ask participants to look at each group’s structure in turn. Each group explains the
structure they have developed. Compare structures created by the different groups.
What is similar? What is different? How has the biggest stone in your structure? Why?
How has the smallest stone in your structure? Why?
Present participants’ next picture and explain relationship between different

structures:

Chapter 10: Ward Committee and CBOs
Objective(s) Identify and understand functions of Ward Committee

Explore ways to influence Ward Committee to comply with
principles of good governance
Identify ways to constructively cooperate with Ward
Committee
Duration 1hour 30 minutes
PART 1
Ask participants about their understanding of the functions and roles of Ward
Committee. Brainstorm, put answers on the flip chart.
Explain to participants the composition of the Ward Committee.

Local Councils must establish a Ward Committee for every Ward in the District. The
Ward Committee will consist of the Paramount Chief and the Councilor as the
Chairperson of the committee. In addition, at a public meeting, ward residents elect 10
members – at least 5 must be women. Ward Committee members do not receive any
remuneration or allowance.
Councilor
Paramount Chief 10 elected members

(At least 5 women)
Explain to participants the functions of the Ward Committee.

• Mobilization of the Ward residents to implement self-help and development
projects.
• Ward Committee is a focal point for the discussion of local problems and needs
and takes remedial actions or make recommendations to the local council
accordingly.
• Ward Committee organizes communal and voluntary work, especially with
respect to sanitation.

• Ward Committee makes proposals to the local councils for the levying and
collections of rates for special projects and programs.
• Educates residents on their rights and obligations in relation to local government
and decentralization, for example, paying tax.
Roles and obligations of Ward Committees and their members:

• Voice of the people
- Collect the views and opinions and proposals of women and men and
present these to the District Council.
- Report to his or her electorate the general decisions of the District Council
and the actions taken to solve problems raised by residents of the area.
- Maintain close contact with electorate area and consult them on issues to
be discussed in the District Council.
- Provide both technical support and information to the Ward to enable them
to take informed decisions in local level development planning processes.
• Revenue Mobilization
- Educate residents of the Ward on the payment of the taxes in
collaboration with chiefdom Administration.
- Maintain frequent contact with organized productive economic groups and
other persons in the ward.
- Ensure transparency and effective utilization of resources mobilized.
• Oversight of Development Activities

- Monitor all development activities in the ward.
- Link various projects activities with appropriate Line Ministries.
- Ensure efficient utilization of inputs received from development partners.
• Community Mobilization
- Mobilize ward members to actively participate in development activities.
- Sensitization of wards.
- Ensure sustainability of project
- Take part in communal and development activities
- Promote community ownership. 11
PART 2
Begin this part of the module by stressing importance of strengthening linkages

between Ward Committee and CBOs, especially the following:
• Village Development Committee (VDC)
• Community Welfare Committee
• Community Health Club (CHC) or Village Development Health Committee
(VDHC)
11
Part 1 of this Chapter has been adapted from “Basic Training Manual for Ward Committees”.

• Farmers Groups
• Youth Groups
Ask participants how these CBOs can constructively work with Ward Committee. Divide
them into five groups, assign each group the role of one of the CBOs, and allow them to
discuss the following questions:
- How can the group constructively influence the Ward Committee?
- Why is cooperation with the Ward Committee important?
- How can cooperation be improved?
- How can CBOs create linkages with Ward Committees or include Ward
Committee members in their activities?
- What are the common factors that prevent this cooperation?
Encourage participants to respond to these questions in their respective groups while

their secretaries note down points raised. Then ask each group to do a five minute
presentation on their findings to the wider group.
If the groups do not raise the following points, include them in your wrap up to the
exercise:
• CBOs can invite traditional and elected community representatives to take an
active role in disseminating information on their work. A wealth of social events
that exist could be transformed into platforms for dialogue with local
administration and other stakeholders, including seed fairs, graduation
ceremonies, and the openings of new projects.
• CBOs can take a more proactive role in implementing the development initiatives
of the local authority (such as mobilizing members for voluntary work).
• In order to promote transparency, CBOs should send open invitations to local
representatives for meetings, develop and share their own action plans with local
leaders, and conduct joint monitoring activities with local governments. CBOs
should make reports public and periodically share them with local authorities.

Chapter 11: District Council and CBOs
Objective(s) Identify and understand functions of District Council

Explore ways to influence District Council to comply with
principle of good governance
Identify ways to constructively cooperate with District
Council
Methodology Discussions, question & answers
PART 1
Ask participants about their understanding of the functions and roles of District Council.
Brainstorm, put answers on the flip chart.
Explain to participants the obligations of the District Council.

Councils should meet at least once a month. They are responsible for services such as
health, education, roads and setting rates of taxes. Council should provide information
such as meeting minutes, rates of tax and financial accounts in public places (all of
which have function to ensure good governance practices). Councilors must attend
Ward Committee meetings and the Councilor is the Chairman of the Ward Committee.
Council meeting are opened to anyone, people can come as observers. It is also
protocol at some Council meetings to allow observers to raise points through their
Councilor.
Explain to participants the functions of the District Council.

• Health services (e.g. clinics, community health posts)
• Educational services (e.g. schools, teacher salaries, teaching materials)
• Roads and infrastructure (e.g. feeder road network, electricity, water, markets)
• Raising revenue for the implementation o0f development projects in the district
• Determining rates of local taxes.
These are known as mandatory functions (they are set in the law, and the Council
has no excuse for not performing them). Nevertheless, the District Council has
additional functions:
• Organizing communal and voluntary work, especially with the respect to
sanitation.
This is discretionary function, which means that a Council can perform this
function when it has resources and time. 12
12
Part 1 of this Chapter has been adapted from “Basic Training Manual for Ward Committees”

PART 2
Ask participants about their understanding of the functions and roles of Councilor.
Brainstorm, put answers on the flip chart.
Explain participants roles and obligations of District Council and their members:
Councilor
• Councilor represents Ward on the District Council. He or she is elected for a
term of four years.
• Collect the views and opinions and proposals of women and men and present
these to the District Council.
• Report to his or her electorate the general decisions of the district council and the
actions taken to solve problems raised by residents of the area.
• Maintain close contact with electorate area and consult them on issues to be
discussed in the District Council.
District Council
District Councils are expected to meet at least once a month. Meetings are open to the
public, and can be conducted in English or in any other language common to the
community in the locality.
Responsibilities which ensure transparency and accountability of the District Council:

• Minutes of a Council meeting should be made public within 14 days of being
approved. These minutes will be in English and should be signed by the
Chairperson. Minutes should be displayed in a visible place on Council premises
and on a notice board in each Ward for at least 21 days.
• Council will make available on a notice board in each Ward:
- Monthly statements of financial accounts
- Annual income and expenditure statements
- Inventories of assets of the local council
- By-laws and notices relating to the taxes and fees
- Development plans.
PART 3

between District Council and CBOs, especially the following:
(VDHC)
• Farmers Groups
• Youth Groups

Ask participants how these CBOs can constructively work with District Council. Divide
them into five groups, assign each group the role of one of the CBOs, and allow them to
discuss the following questions:
- How can the group constructively influence the District Council?
- Why is cooperation with the District Council important?
- How can CBOs create linkages with District Council or include District Council
members in their activities?

exercise:

Chapter 12: Chiefdom Councils and CBOs
Objective(s) Identify and understand functions of Chiefdom Council
Explore ways to influence Chiefdom Council to comply with
principle of good governance
Identify ways to constructively cooperate with Chiefdom
Council
PART 1
Ask participants about their understanding of the functions and roles of Chiefdom
Council. Brainstorm, put answers on the flip chart.
Explain to participants the main functions of the Chiefdom Council:

• Prevent commission of offences in their area and assist in maintaining security
• Prohibit and restrict illegal gambling
• Make and enforce chiefdom by-laws
• Hold land in trust for the people of the Chiefdom.
Other functions of the Chiefdom Council:

• Election of Paramount Chiefs, Section Chiefs, Town Chiefs and appointment of
chiefdom speakers
• Collection of market dues and local taxes
• Supervision of administration of justice through the local court
• Administration of chiefdom finances in accordance with national policies on
financial management
• Construction and maintenance of basic administration infrastructure
• Any other responsibilities that may be delegated by the District Council.
Ask participants following questions:

- What do you think is the role of the Paramount Chief in the Chiefdom Council?
- What do you think is the role of the Paramount Chief in the Ward Committee?
- What do you think is the role of the Chiefdom Council in relation to your
community?
- Can you think of any situation where there may be confusion over roles in your
community?
Explain to participants the role of the Paramount Chief in relation with the
Chiefdom Council, Ward Committee, and District Council.

Make sure participants understand following key points:
• Paramount Chief is the Chairman of the Chiefdom Council but only member of
the Ward Committee (Councilor is the Chairman of the Ward Committee)
• Chiefdom Council have function such as collection of tax and market dues and
holding land in trust
• The Chiefdom Council and the Ward Committee should collaborate and consult
with each other
• Process of decentralization/devolution takes time.
PART 2
Explain to participants the functions of the District Council in relation to

Chiefdom Council:
• Chiefdom Councils prepare their annual budgets, but District Councils have
responsibility to approve the annual budget of the Chiefdom Councils and
oversee the implementation of such budgets
• District Council has responsibility to oversee the Chiefdom Council in performing
functions delegated to them by the local council.
• District Councils are responsible for development programs and service provision
within the chiefdoms in their localities. Chiefdoms are expected to cooperate
with District Councils in these development programs and service provision.
• District Councils play an oversight role of Chiefdom Administration
• Payment of precepts—the rate will be determined by consensus between the
District Council, Town Council and Chiefdoms.
• 20 percent of Paramount Chiefs in a District are members of the District Council
with voting rights, in order to project the interest of the rest of the Paramount
Chiefs in the District.
• District Councils can delegate functions to Chiefdom Councils. 13
PART 3

between Chiefdom Council and CBOs, especially the following:
(VDHC)
• Farmers Groups
• Youth Groups
13
Parts 1 and 2 of this Chapter have been adapted from “Basic Training Manual for Ward Committees”

Ask participants how these CBOs can constructively work with Chiefdom Council.
Divide them into five groups, assign each group the role of one of the CBOs, and allow
them to discuss the following questions:
- How can the group constructively influence the Chiefdom Council?
- Why is cooperation with the Chiefdom Council important?
- How can CBOs create linkages with Chiefdom Council or include Chiefdom
Council members in their activities?

exercise:

Chapter 13: Closing the workshop –
summary and evaluation
The workshop should end with a summary of the learned points and an evaluation.
The evaluation can be done in two ways. First, return to the written notes of
expectations that the participants produced at the beginning of the training. Review
these and see if the expectations have been met. You can do these using different
methods. One way is to use questions in groups. Divide participants into four to five
groups, and ask following questions:
- What did you find challenging? Why? How it can be changed?
- What did you find most interesting/useful? Why?
- Will you change anything in your work? If yes, what?
- How this training can be improved?
Second, you can ask participants to complete an evaluation form (anonymously). This
may elicit more honest responses from those who may be critical of the process.
In addition, it would be very useful to approach trainees in their work places 3 to 6

months after training to find out how effective it has been in practice.
As with any training, it is important that you are clear with trainees what you and your
organization feel are the critical next steps that they should undertake. There is no
blueprint for this—it will depend on how you and your organization plan to go about the
work. Depending on what you have identified as the next steps and how quickly you
want to accomplish them, it may be useful to have participants complete a Training
Action Plan, using a template similar to the one shown here. (This will allow you or
other members of your agency to continue to follow up with trainees and their
organizations based on mutually agreed time frames.)
Action to be Taken Who Will be Due Date/Deadline Comments/Notes

Responsible
Example:
Complete by-laws Chairperson of group First draft by 28 By laws need to be
(with executive February, 2008 evaluated and
committee) changes made
Note: You should place steps in chronological order, with those that need to be
completed first listed first.

Bibliography
Locally available materials:
The Local Government Act, Supplement to the Sierra Leone Gazette Extraordinary, Vol.
CXXXV, No. 14, 2004.
“Basic Training Manual for Ward Committees”, Decentralization Secretariat, Sierra

Leone, 2005.
“Training Manual for Village Development Committee Members”, CARE Sierra Leone,
2007.
External resources:
Frances J. Chetwynd. “A Practical Guide to Citizen Participation in Local Government in

Romania”, Research Triangle Institute under The Local Government Assistance
Program, Romania: Bucharest 2002.
Marilyn Wyatt. “A Handbook of NGO Governance”, European Center for Not-for-Profit

Law, Budapest, Hungary, 2004.
Laura Edgar, Claire Marshall, and Michael Bassett. “Partnership: Putting good
governance principles in practice”, Institute on Governance, Canada, 2006.
Sources for Democratic Governance Indicators, UNDP, 2004.
Online resources:
http://www.uneca.org/itca/governance/Governance.htm
http://www.iog.ca/
http://www.hcmripa.gov.in/ggovern.html

Corad - Governance Facilitator Manual

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Consortium for Rehabilitation and Development

Sierra Leone, January 2008

10 Chapter 1: What is governance (is it good or bad)?

13 Chapter 2: Principles of good governance

20 Chapter 5: Community participation and inclusion

23 Chapter 6: Planning, budgeting and record keeping

34 Chapter 9: Decentralization - government and our community

37 Chapter 10: Ward committees; CBOs and ward committees

40 Chapter 11: District councils; CBOs and district councils

43 Chapter 12: Chiefdom councils; CBOs and chiefdom councils

46 Chapter 13: Closing the workshop – summary and evaluation

Facilitators Manual on Good Governance 2

Facilitators Manual on Good Governance 3

Facilitators Manual on Good Governance 4

The manual is designed by an independent consultant to facilitate development of

The LEAD project aims at improving human capabilities, specifically improving

Facilitators Manual on Good Governance 5

Purpose of this manual

How to use this manual

This manual can be used in three basic ways:

Facilitators Manual on Good Governance 6

Objectives of the training

The content of the manual

The second part (Chapters 3-8) is directed specifically at CBOs. It deals

The third part (Chapters 9-12) is designed to enhance understanding of

Facilitators Manual on Good Governance 7

• Selection of participants, distribution of invitations, and permission from relevant

• To make participants arrive on time, come on time yourself. Encourage shared

• Use simple and easy language during the sessions.

Facilitators Manual on Good Governance 8

• Model good listening and clear, respectful communication.

• Conduct creative option-generating (brainstorming) processes.

Facilitators Manual on Good Governance 9

Use this discussion to lead to into a presentation on the meaning of concept of

Facilitators Manual on Good Governance 10

Government is one of the actors in governance. Other actors involved in governance

Since governance is the process of decision-making and the process by which

Ask participants to think of formal and informal actors in decision-making in their

Facilitators Manual on Good Governance 11

Governance is good when it ensures that political, social and economic

Facilitators Manual on Good Governance 12

Ask participants following questions:

Principles of good governance:

Good governance has eight major principles. It is:

Facilitators Manual on Good Governance 13

Participation by both men and women is a key cornerstone of good governance.

Equity and inclusiveness

Facilitators Manual on Good Governance 14

Effectiveness and efficiency

Use this discussion to explain the following point:

Facilitators Manual on Good Governance 15

Objective(s) Recognize ‘dependency’ as an obstacle to good governance

Facilitators Manual on Good Governance 16

Dependency is when someone/community wholly and solely relies on another

Some common causes of dependency are: laziness; lack of skills/initiatives; programs

Consequences of dependency are: undermines sustainability and self-reliance; limited

How can dependency be minimized?

Finish session with explaining these statements:

Facilitators Manual on Good Governance 17

Objective(s) Define Leadership

Facilitators Manual on Good Governance 18

A good leader must be: Respectful, Visionary, Tolerant, Open and