Monday, May 3, 2010

Successful Permaculture Workshops for Educators


Food & Trees for Africa (FTFA) has been implementing and facilitating Permaculture food garden and Environmental workshops for educators throughout the country. The EduPlant programme created an enormous impact in the lives of children, learners, educators and local community members. The programme addresses and promotes food security, environmental greening activities, job creation and contributing towards sustainable development in the country. FTFA’s national programme teaching educators, learners and communities how to sustainably grow their own food. ABSA, Engen and Woolworths Trust are the sponsors for the EduPlant programme.

The programme encourages learners, educators and community members to live in harmony with the environment while reaping the benefits of healthy food and a more eco-conscience lifestyle. The Department of Basic Education supports the initiative as it means the learners who are fed through the permaculture gardens are better able to learn and retain what they’ve been taught, thus integration of 8 active learning areas into the project.These workshops aim to equip educators across the country with the necessary skills to allow them to cultivate permaculture gardens in their own schools and in this way help address food shortages in their communities. Many of the educators who have participated in previous workshops have become so engaged in the permaculture way of gardening that they share their new found skills resulting in more gardens and more sustainably grown food in their communities.
All the educators who have participated in the permaculture food gardening workshops have the opportunity to enter the EduPlant Competition funded by ABSA, Engen and Woolworths Trust. Schools stand the chance of winning great prizes as well as a trip to Johannesburg for the 70 finalists in October this year where they will spend three days in exciting workshops aimed at broadening their skills. The national EduPlant workshops takes place annually and some of the outcomes and practical photos are highlighted in the reports below.

(Ryan PC-Project)
Below are some of reports for Northwest practical Permaculture workshops for educators 2010

Attendance

There were 300 educators attended the EduPlant workshop. The numbers of educators confirmed were 100. The number increased by 200. The educators were brought by buses, taxis and private cars. Most of the schools came from Ottosadale, Taung, Vryburg, Morokweng, Ganyesa, Kuruman, and Warrenton. There were also some representatives from the Department of Education/ National School Nutrition programme and Department of Agriculture, Fishery & Forestry (DAFF). The workshop was facilitated by Joe Matimba and assisted by Mpumi Masina an independent consultant.

Venue plus catering

The workshop took place at Colinda Secondary School. The venue was appropriate and conducive for the EduPlant workshop. There was no Permaculture food garden at the school for practical. The only site available was for planting a tree. The catering was perfect and all the participants were fed.

Permaculture workshop proceedings:

The registration started at 8:30. During the registration Food & Trees for Africa facilitators distributed Permaculture educational resources. The participants were informed of the sponsors of National School EduPlant programme. Other stakeholders were also introduced such as Department of Education and Agriculture. The one-day programme was discussed and the participants were advised to participate and contribute constructively for the benefit of individuals.

The facilitators covered the following: Permaculture background, Permaculture definition, ethics and principles, zones and sectors, site selection, garden design & layout, permaculture techniques like companion & inter-planting, crop rotation, mulching, soil fertility improvement (making compost and liquid manure, water harvesting & management.

The participants were put into small groups to design their schools into Permaculture system thus include zones and sectors. The facilitators were assisting the participants when they were busy designing the project. The Woolworth Trust EduPlant entry form was discussed in detail and the whole process i.e. selection criteria and levels, the different categories at the finals and relevant prizes.

The facilitator from DAFF demonstrated a tree. During the tree planting, the facilitator highlighted the importance of planting trees in schools, communities, hospitals and clinics to combat climate change. The importance of mulching and appropriate irrigation system was discussed. The participants were extremely impressed by the Permaculture practical.

Highlights and lowlights of the EduPlant workshop

Participant Expectations
Did participants get what they expected?
What participants liked about the workshop?
How to start a permaculture food gardening project (56)
Yes (172)
Natural herbs and their use (9)

Get knowledge about permaculture (69)
More than I expected (92)

Recycling (1)

Water harvesting (44)
No, because we started late, limited the amount of information relayed (4)
Pest control (21)

Expected more learning material (30)
Partially got what I needed, one day is not enough (31)
How people benefit from permaculture (1)

Practical work (12)
The workshop was beyond their expectations
Learn about soil management (2)

More practical skills than theory (18)
This was an informative and educative workshop
Mpumi knows her job (12)

The importance of a food garden (6)
Exciting & interestin
The workshop has enlightened us to go and improve what we started (2)

That everybody knows how to implement (1)

All questions from us were answered by the facilitators (14)
Knowledge on greening our schools (4)



In general the participants enjoyed the workshop and how it was facilitated.

· The information was clear and understandable and I will apply every time I start a garden and transfer it to my learners (6)
· Permaculture ethics and principles (17)
· Compost making and compost tea (7)
· Smooth running of the workshop (3)
· How permaculture can help us save money at our school (10)
· Designing the garden (4)
· Lunch was good (5)

What they learnt from the workshop that was important to them?

· Zones and sector planning (77)
· Planting, mulching and watering the tree (25)
· Ethics and principles (12)
· Inter-planting (37)
· Crop rotation (43)
· Pest control (22)
· Mulching (18)
· Importance of trees and plants (21)
· Soil management (23)
· That frozen and most food products we buy from the shop are not healthy (7)
· The fact that we need to share surplus with the needy (5)
· Not just to wait for help from outside but do something with local resources (13)

Was the information presented in a way that was easy to understand?

· Yes (45)
· Excellent (12)
· Facilitators were well prepared (62)
· Job well done (47)
· Very encouraging (16)
· Very straight forward (88)
· They know their work (32)

Other comments

· We must all plant and green our environments (24)
· These kind of workshops should be run annually so people can put it into practice (32)
· Keep it up, guys you rock (24)
· Proper planning and time management are needed (17)
· Permaculture can go a long to saving our world and producing enough food with limited input (16)
· Facilitators were user friendly (21)
· This workshop is a tool to survive (26)
· The workshop to be lengthened to 2 or 3 days (10)
· Loved the Q & A session (12)
· Please visit the schools to assist and give supports (44)
· Workshops should be done in clusters to avoid large ineffective groups (5)
· I enjoyed practical (31)
· More workshops must be organized (33)
· Keep up the good work (8)
· The competition should be conducted at circuit level first (14)
· The workshop was professionally conducted (5)

Comments by Facilitators

The workshop started on time with few educators due to the fact that the Department of Education invited the schools for 10 o’clock. At tea time hundreds of educators, school governing Board members came by taxis and buses to the workshop. This interrupted the workshop proceedings.

After tea time the workshop resume. The participation and involvement of the educators was excellent. The Department of Education was very supportive throughout the workshop.
Thanks to the School Principal for organizing the venue and a site for planting a tree.
Participants learn about soil preparations:
It was interesting to note that some educators wanted to get seeds and seedlings of herbs and vegetables. The educators asked for visits by the facilitators to their schools. The workshop was excellent and the attendance was good. This was the highest attendance in Northwest province. The photos for tree planting activities are saved in the server.

The workshop at Ottosdale Primary School

Attendance

There were 100 educators attending the Permaculture workshop. The educators confirmed with FTFA were 120. Most of the schools came from Delareyville, Ottosdale, Wolmaranstaad, and Klerksdorp. There were also some representatives from the Department of Education and Department of Agriculture, Fishery & Forestry.
The Permaculture workshop was implemented and facilitated by Joe Matimba and Mpumi Masina an independent consultant.

Venue plus catering

The workshop took place at Ottosdale Primary School. The venue was appropriate and conducive for the EduPlant workshop. The School was not having a site for Permaculture practical. The catering was fine and every educator had something to eat.

Permaculture workshop proceedings

The Permaculture workshop started at 8:30 am and the majority of educators came on time. The participants filled the attendance register and the facilitators distributed the Permaculture educational resources. The participants and other stakeholders such as Department of Education and Department of Agriculture, Fishery and Forestry were introduced. The participants were informed of the sponsors of the National School EduPlant programme by the facilitator and the resources distributed were also discussed. The day’s programme was discussed and the participants were advised to participate and involved in all the Permaculture activities so that the workshop would proceed and be successful.

Participants enjoy the EduPlant workshop.

The facilitators covered the definition of permaculture, ethics and principles, zones and sectors, permaculture techniques like companion planting, crop rotation, mulching, organic soil improvement (composting, liquid manure, and green manure), water harvesting, conservation and management were the topics discussed with the educators. There were several group work took place during the workshop such as design of the school premises into Permaculture system, zone & sector planning, planting of windbreak, environmental greening activities. The Woolworth Trust EduPlant entry form was discussed in detail and the whole process of filling the entry form, selection criteria, development of project profile and different categories at the finals and relevant prizes.

The Department of Agriculture, Fishery & Forestry demonstrated the tree planting with participants. During the tree planting he covered aspects such as the importance of tree planting, tree maintenance, suitable time for watering, water management & conservation through mulching, and he also covered the benefits and functions of the trees in the environment.
What did you expect from the workshop?
· Learn more about what is permaculture (7)
· Learn more about what I don’t know (15)
· How to start a permaculture garden and sustain it (17)
· How to prevent soil erosion (30)
· How to make a good seed bed, and how to plant them (1)
· Explain what permaculture is and where it comes from (20)

Did you get what you expected?

· Yes (56)
· Absolutely (10)
· Yes it was very imperative knowledge (8)
· Yes and I was surprised at how much I gained (14)
· I definitely got what I expected , as it was my first time to attend such a workshop (30)
· I got what I expected and more (30)

What did you like about the workshop?

· How to plant trees, to also observe and interact with your environment (20)
· The manner in which the workshop was conducted (8)
· Practical were very enlightening (12)
· The facilitators were marvellous (10)
· The imparting of knowledge with Mpumi (19)
· Harvesting and storage of water (21)

What did you learn from the workshop that was important to you?

· Garden designing (26)
· Planting of the trees, I’ve learnt something new (3)
· Learnt how in the ecosystem everyone and everything need/s each other (2)
· Working with the earth (13)
· Integrating the community (22)
· Group presentation based on zones and sectors (3)
· Permaculture is natural, doesn’t need any chemicals (9)
· Intercropping is one of the most effective ways of pest control(8)
· Co-ordination and co-operation (6)

Was the information presented easy to understand?

· Yes (66)
· Yes, very easy to understand (24)

Any other comments?

· Please try to visit schools this will boost the rate of implementation
· Keep work shopping us until every school a permaculture garden
· We would like the workshop to happen at least twice a year
· These workshops are important and valuable to schools

Comments by Facilitator

Most of educators were their first time to attend the EduPlant workshop. The Permaculture workshop was a great success and the participants were hungry for Permaculture information. There was a sense of sharing ideas, information and skills among the participants and facilitators. The participants were actively involved in all Permaculture activities which took place during the workshop. This indicated that participants were enjoying the Permaculture and environmental workshop. The involvement and participation of the educators made the workshop live, full of energy, exciting and interesting.

The participants were very impressed with the impact and achievement FTFA created in the schools throughout the country. The Participants requested for more EduPlant workshops in the near future.

Attendance

The educators came in numbers, 162 educators attended the workshop. The numbers of educators confirmed were 140 and the number increased by 22. Most of the schools came from Zeerust, Mafikeng, and Lichtenburg. There were also some representatives from the Department of Education.

Venue plus catering

The workshop took place at Zeetrust Combined School. The venue was appropriate and conducive for the EduPlant workshop. The School has a vast permaculture food garden, although it was empty. The site was available for Permaculture practical. The caterers came very late and this interrupted the workshop proceedings.

Workshop proceedings

The workshop started with registration at 9:00, this was due to the fact we had a problem with car. The project and the principal of the school welcome the educators, learners from local school and Zeerust Combine School. After the registration FTFA facilitator handed the Permaculture educational resources to the participants. The facilitators introduced the programme and the sponsors of the EduPlant programme. The one-day’s programme was discussed with all participants and agreed on. The Woolworth Trust EduPlant entry form was discussed in detail and the whole process i.e. selection criteria and levels, the different categories at the finals and relevant prizes.

The facilitator broke the ice by throwing a paper ball to the participants to introduce themselves and mention few expectations from the participants. After the expectation, the facilitator introduce Permaculture and the following were covered: the definition of permaculture, ethics and principles, zones and sectors, site selection, garden design & layout, permaculture techniques like companion planting, crop rotation, mulching, soil fertility improvement (making compost and liquid manure, water harvesting & management.

Permaculture food garden Practical

After the theory session the participants were involved in site identification, analyzing the available resources, soil preparation, design mandala bed, application of compost, mulching and watering. The facilitator demonstrated the inter-planting and companion planting. The following vegetable seedlings such as spinach, beetroot, cabbage, onion, green pepper and chilies.

FTFA facilitators also demonstrated tree plating to the participants. The participants were involved in tree planting activities. The following were discussed during the tree planting such as the importance of planting trees, tree maintenance, mulching irrigation and planting of nitrogen fixers around fruit trees.

Highlights and lowlights of the EduPlant workshop

Participant Expectations

· How to start a permaculture food gardening project (26)
· Get knowledge about permaculture (29)
· Water harvesting (1)
· Knowledge on greening our schools (4)
· The definition of permaculture (3)
· Recycling (1)
· Pest control (1)
· How people benefit from permaculture (1)
· Natural herbs and their use (9)
· Practical work (12)
· Learn about soil management (2)
· To get seeds and seedlings of vegetables and herbs (9)

Did participants get what they expected?

· Yes (57)
· More than I expected (31)
· Will use the knowledge to teach my learners (23)


What participants liked about the workshop

· I like the way the facilitator prepared his work (41)
· The facilitators were very patient (5)
· The way the facilitators demonstrated how to plant a tree (7)
· The whole facilitation was excellent (3)
· Learning about mulching (29)
· Learning about intercropping (21)
· All questions from us were answered by the facilitators (13)
· Permaculture ethics and principles (17)
· Resource material (25)
· Designing the garden (4)
· The importance of plants (7)
· The explanation on the EduPlant competition (28)

What they learnt from the workshop that was important to them

· Zones and sector planning (17)
· Planting, mulching and watering the tree (25)
· Ethics and principles (12)
· Inter-planting (37)
· Crop rotation (11)
· Pest control (32)
· Mulching (21)
· Importance of trees and plants (25)
· Soil management (13)
· That frozen and most food products we buy from the shop are not healthy (3)
· The fact that we need to share surplus with the needy (5)
· Not just to wait for help from outside but do something with local resources (11)

Was the information presented in a way that was easy to understand?

· Yes (38)
· Excellent (12)
· Facilitators were well prepared (32)
· Job well done (7)
· Very encouraging (3)
· The facilitators were very clear (5)
· Very straight forward (8)
· They know their work (2)

Other comments

· We must all plant and green our environments (24)
· The workshop was well presented (39)
· Let the spirit of permaculture go on (2)
· We are really benefitted from the workshop (5)
· I enjoyed practical (7)
· To be provided with video tapes (1)
· More posters should be made available for all participants (1)
· More workshops must be organized (23)
· Keep up the good work (3)
· The competition should be conducted at circuit level first (8)
· Try to visit schools and give support (9)
· Thank you (2)
· The workshop was professionally conducted (13)
· Long live permaculture for our lives (1)

Comments by Facilitator

The workshop proceeded according to the plan and the attendance was excellent. The participants were actively involved in all activities took place during the workshop. This indicated that participants were enjoying the Permaculture and environmental workshop. The involvement and participation of the educators was touching and made the `workshop live and full of energy.

It was great to have Miss N. Masina facilitating with me the Permaculture workshop. The participants were very impressed with the impact and achievement FTFA created in the community and schools throughout the country. The Participants requested for more EduPlant workshops for learners, educators, circuit managers and community in the near future.

Attendance

There were 128 educators and school governing board members. The attendance at the EduPlant workshop was good. Mr. A.M. Ndaba from Department of Education/National School Nutrition programme. Most of the schools came from Zee trust, Modimole, Mafikeng, Mmabatho, Delareyville, Maretsane, Radithuso and Lichtenburg.

Venue plus catering

The Permaculture workshop took place at Thluto Botshelo Primary School. The venue was appropriate and conducive for the EduPlant workshop. The School has a vast permaculture food garden, although it was covered with weeds. The site was available for Permaculture practical. The caterers came on time, the food was excellent and all the participants had sufficient food.

The registration started as early as 8:30 the principal of the school welcome the educators, school governing Board members. During registration participants were given Permaculture educational resources. The participants were informed of the sponsors of the National School EduPlant programme, its impact and achievements within the schools. The contribution of EduPlant in environmental greening and food security in schools. The one programme was discussed and the participants were advised to be fully involved, participate and contribute constructively so that the workshop could proceed and be successful. The EduPlant 2010 competition was also discussed and the participants showed eagerness and keen to participate in the programme.

The one-day covered the theory such as: the definition of permaculture, ethics and principles, zones and sectors, site selection, garden design & layout, permaculture techniques like companion planting, crop rotation, mulching, soil fertility improvement (making compost and liquid manure, water harvesting & management. The participants were involved in design their school premises into zone & sector. The participants enjoyed the group work and managed to share skills, experience and school designing information with others.

Participants enjoy the planting of vegetables.

After the theory, the participants were involved in practical. FTFA facilitators lead the participants in soil preparation, design mandala bed, application of compost, mulching, watering and companion planting.

The participants were also involved in tree planting activities after the food garden design. This marked the end of the EduPlant workshop. All the participants filled in the evaluations.
Highlights and lowlights of the Permaculture workshop:

What did you expect from the workshop?

· Learn more about what is permaculture (46)
· How to do effective pest control (23)
· How to remove pests from fruit trees. (6)
· To learn how to reduce soil erosion (10)
· A well organised and effective workshop (16)
· Get more knowledge on the EduPlant competition (18)

Did you get what you expected?

· Yes (82)
· Yes, a lot more than I expected thank you (9)
· Yes it was so empowering (10)
· It was worth my time (11)

What did you like about the workshop?

· How the workshop was run, smoothly (13)
· The facilitator was informed and easily relayed the material (44)
· The practical was a welcomed addition to the workshop (21)
· I liked the new idea that I acquired (2)
· I liked the formation of the zones and sectors (11)
· How permaculture contributes to us saving the world (2)
· Te facilitators were so dynamic and knew what they were talking about (11)
· Learning different ways of saving energy (7)

What did you learn from the workshop that was important to you?

· Garden designing (10)
· Learning that you don’t use blue death to kill pest but find natural alternatives (6)
· How to mulch and creating a Mandela bed (13)
· Learning how to fertilise and how to make my own manure (12)
· Not to plant a tree with that plastic covering on (1)
· That anyone can start a permaculture garden (10)
· A learnt so much I don’t know which was more important (14)
· Te importance of mulching (21)
· The importance of harvesting water (22)
· Co-ordination and co-operation (3)

Was the information presented easy to understand?

· Yes (100)
· Yes, very easy to understand (12)

Any other comments

· Please try to visit schools this will boost the rate of implementation
· Keep work shopping us until every school a permaculture garden
· It was a great honour to be at this workshop
· We would like the workshop to happen at least twice a year
· These workshops are important and valuable to schools

Comments by Facilitators

The workshop proceeded according to the plan. The participants were heavily involved in all activities took place during the workshop. This indicated that participants were hungry for permaculture and environmental knowledge, skills and information. The involvement and participation of the educators was touching and made the `workshop live and full of energy. It was great to have Ms. N. Masina assisting in facilitating the EduPlant workshop 2010. The participants were very impressed with the impact and achievement FTFA created in the schools in terms of addressing food security and environmental greening programmes. The Participants requested more environmental and EduPlant workshops for learners, educators, circuit managers and community.

All in the entire workshop was a great success.



NGOs MANAGEMENT & DEVELOPMENTCOURSE


FROM 5-16 MARCH 2009
PREPARED FOR
BY

info@trees.org.za
www.trees.co.za

FTFA is a Section 21 social enterprise registered with the Department of Welfare and the Public Benefits Department. FTFA has exemption from taxes and duties as approved in terms of Section 18A. Established 1990.
REG NO 1991/00106108 PBO NO 18/11/13/4520
NGOs MANAGEMENT & DEVELOPMENTCOURSE

Executive summary
The NGOs Management and Development course took place at Galilee College Israel from the 5-16 March 2009.The course was attended by participants from the following countries: Botswana, South Africa, Lesotho, Ghana, Angola, Namibia, Zambia, Kenya, Zimbabwe, India and Nigeria. The stated aim of the course was to provide participants with appropriate NGOs management & development skills, knowledge and information. The course was divided into two parts: presentations by experts representing various organizations, companies and consultants. Arrangements were therefore made aimed at ensuring that the participants would get the educational resources for all presentations and interested participants could apply for furthering their studies in NGOs management and development.

Accommodation for participants
The programme took place at Galilee College study Centre, situated on Kibbutz Mizra between the cities of Afula and Nazareth in the northern region of Israel. The Kibbutz is a self-contained social and economic unit in which decisions are taken by the general assembly of its members, and property and means of production are communally owned. Members are assigned work in different branches of Kibbutz economy; children spend of their working hours with their peer group in organized frameworks, from infancy through high school. Kibbutz produces 40% of agricultural outputs for the country. The Kibbutz is also involved in industry, tourism and services.

Course introduction
Galilee College has been facilitating variety of courses for government departments, private sectors, individuals and NGOs. The numbers of non-governmental organizations and other sectors mentioned above have vastly increased in number and scope. The number of request for courses range from Health management, Agricultural development, Energy and Environment, Management, Administration and leadership, Economic Development and National security studies has been increased. These courses are being facilitated by professional experts from different facilitators from different universities in Israel and private consultants. The College is increasingly influential in communities and grassroots activities, in policymaking, planning and implementation. The course addresses the current role of NGOs in development and NGO leaders in efforts to build the organizational capacity. These courses are being facilitated by different facilitators from different universities of Israel and professional consultants.

The programme description
The programme addressed the current role of NGOs in community development and challenges NGOs leaders in their efforts to build the organizations. It provided participants with a learning environment that promoted the exchange of ideas and experiences and build international links among NGO leaders from different countries.

The course objectives
The main objectives of the course were as follows:
To present an overview role of NGOs in community and environmental development
To increase the effectiveness of NGO leadership and management
To improve the functioning and operational of NGOs
To enhance the relationship between NGOs and communities, government and the private sectors
To provide opportunity for international dialogue and exchange of ideas among NGOs professionals

The course content
Project management: concept and development
Project management: Timing and budgeting
Project evaluation & financial analysis
Methods and tools for social assessment
Essence and uniqueness of NGO leadership
Human resource development and management
Communication & leadership skills
Implementing change in the organization
Conflict management & resolution
Challenges of democratic leadership
Empowering future leadership & Fundraising strategies

Course methodology
The programme was based on experiential and participatory activities. Lectures were supplemented by study tours, case studies, small group discussions, games, presentations and simulations facilitated by faculty and guest lecturers. The sequence of course offered was subjected to change at the discretion of the administration.

Opening speech by the President of the Galilee College
The President of the Galilee College gave an opening speech at the beginning of the NGOs management & Development and Human Resource Management course. He welcomed all the participants from 18 countries. After the introduction and welcoming, he sighted the mission statement of the Galilee College as to upgrade the standard of living in transitional countries and to sustain development through capacity building. He also stated that the college addresses these countries need for administrative leadership, believing that human efficiency was the crucial factor in nations’ reaching their full socioeconomic potential. The aims of the college was also highlighted as to share Israel practices and innovations applicable to participants’ own nation-building requirements and to provide an international meeting place where professionals learn from top Israel academic and professional experts.

Presentation by Dr. Javier Simonovitch
Dr. Javier Simonovitch holds PhD in Urban Planning, Master in Social Work (MSW) and Community Work (MCW), Bachelor in Social Work (BSW). Currently holds position at Emek Yezreel College as Lecturer at the Human Services Faculty. Before that held positions as Programme Developing and Coordinator at the Eshhar Social and Welfare Services and as Director of Community Centers for the Israeli Association of Community Centers.

A non-governmental organization (NGO) is a legally constituted organization created by private persons or organizations with no participation or representation of any government. Institution. The main objective of any NGO is to work in favor of the general public good or to attend to a defined population in the human society with non government participation. The basic fact of being an independent organization of any government intervention implies a different political agenda and special economical situations to be confronted with.
The lecturer introduced the aspects of strengthening the NGO’s operations, the importance of identifying the elements of improving the operations of the organization. The participants were divided into small groups to discuss the importance of strengthening the NGOs. The following are some of the outcomes of the group discussions:


Outcomes of the group discussions
In their report group members noted that the topic they had been assigned was very large. The situation in most NGOs sector is merely a reflection of major trends prevailing in the world according to which International Monetary Fund and other bodies in the North dominate the South. Nevertheless, there are ways in which this situation can be reversed. These include:

1. Responding with well researched information based on realities in the field
2. Developing a well informed African mechanism representing civil society that will engage with other partners using home grown ideas and working in close collaboration with governments, other NGOs and private sectors.
3. Building capacities of NGOs and government to understand the objectives or strategies of these initiatives
4. Carry out advocacy and lobby work
5. NGOs putting their houses in order and ensuring that their integrity is above reproach
6. Working with government in a relationship of mutual respect
7. Develop a wide range of network and database of potential sponsors
8. NGOs to develop human resources, marketing materials and develop a succession plan for the organization
9. It is important that NGOs be credible to communities, donors, government as well as to other NGOs and private sectors
10. NGOs should participate in developing the capacity of national government and regional institutions

Participants also felt that in order to strengthen NGOs ownership, they should be self finance, more initiative rather than depending on donor support. In other words, NGOs should shift from a dependency mode to an independent mind set. One way to achieve this would be to change the education system and concentrate on life-skills development rather than on theory.

Presentation by Mr. Meir Narvon
Masters degree in Business Administration in International Business. Bachelor’s degree in Marketing. Business and Organization Consultant for the Ministry of Commerce and Industry. Member of the Israel-France Chamber of Commerce. Specializes in marketing strategy, product concept, human resources and project management for small and medium Business. Talent Management, a cutting-edge process was defined as: a conscious, deliberate approach undertaken to attract, develop, and retain people with the aptitude and abilities to meet current and future organizational needs.

In the presentation Mr. Meir Narvon explained management development and defined it as a conscious, deliberate approach undertaken to attract, develop and retain people with the aptitude and abilities to meet current and future organizational needs. He also emphasized that talent management involves individual and organizational development in response to a changing and complex operating environment. It also includes the creation and maintenance of a supportive, people oriented organization culture.

Mr. Meir Narvon put the participants into small groups to define the word strategy planning.

Presentation by
1. How to Develop a Strategic Business Plan

The greatest strategic plans are useless, unless carried out properly.
Strategic planning can be a slow and laborious process. There are no overnight successes, and every company that is a quick success reached it through diligent planning and implementation.

The definition of strategic plan is outlined below
A step by step guide, created by a business or organization, to map out how it will reach goals, and set a foundation so the entire company knows what will happen and what is expected of them. Essentially, it provides a "recipe" or of how to achieve a stated vision, for the chosen target market, and how a company serves customers consistently, effectively and profitably every single time.

The plan also serves as a systematic, management tool for problem solving, market planning, product development and preparing business plans. The goal is to integrate all aspects of the business's activities in a mutually supportive system.

When everyone participates in the planning stages, especially for the strategic planning, all will work harder to carry out the plans and projects. Business owners can't buy this kind of motivational interest. Likewise, business owners must be an integral part of such vital activities. Include a variety of people in an organization to participate in any brainstorming sessions, including sales people, perhaps their best customer or other friendly ally, administration, engineering, marketing, finance, distributors and the owner. Five to eight people is ideal. Skilled, independent facilitator(s) are recommended to assist with the process of developing a strategic plan. An independent facilitator managing the strategic planning process can assure everyone's participation and draw out all opinions. Small business assistance agencies, incubators, etc., can provide this assistance, as well as product validation, market research, business planning, etc.
2. Five Elements of a Strategic Plan
Vision, mission Statement, critical Success Factors
 Strategies & Actions for Objectives
 Prioritized Implementation Schedule

These elements become the foundation of a workable and achievable business plan. The strategic planning process explores essential questions about the purpose of being in business. Owners and employees must answer these essential questions and come up with a consensus on the answers. The participants answered the following questions in small groups to determine the seven important elements to the strategic plan.

What is our vision, what do we do best?
What is our business, what needs can we satisfy for customers that competitors cannot provide?
What kind of image do we want, what do we want to be known for?
What kinds of customers do we want to have?
How big do we want to be, how many products do we want to have?
What personal needs do we want to satisfy?
What is our philosophy, ethical and social responsibilities, and values?
What value do we want to have to our customers, suppliers and distributors?
Where do we want to be in five years?

3. Build the five elements
Vision:
A brief statement describing direction and growth plans.Based on the answers to the above questions, develop a vision, with full participation and "buy-in" from all employees and shareholders. Try to make the vision as concise as possible.
Mission Statement(s): Statement(s) describing the important business capabilities, based on the customer's needs identified in the market research. From the vision statement, themes will emerge and form the mission statements for the business, and/or the problem or need to be resolved. The mission statements will become the yardstick for measuring success and progress.

In developing mission statements, consider what is really being sold, i.e. processors of crushed glass for sandblasting applications are really selling 'expertise' by creating a custom blend of blasting materials to replace conventional methods, saving money and improving worker safety and health.

For instance, one of the missions that emerge as a theme might be 'fast response time'. The group might then develop a mission statement such as: "We shall react immediately to evaluate new product suggestions or problems customers identify and get the revised product to market in the shortest possible time frame." This statement has several objectives that will require more strategies and action plans to achieve. The objectives in this mission statement imply: continuing customer feedback, a system for revising or upgrading products and services, and involvement of operations staff to minimize lead times for changes.

4. The key factors to address if a business or NGOs to achieve the vision and mission statement.

These critical success factors might include:
·
Maintaining product quality standards, finding needed resources; performing additional market research to stay in touch with customer needs; establishing definitions and standards of how a company serves and listens to all customers; establishing internal and external communication standards; profitability; cost-effective, manufacturing and operations; establishing a continuous improvement policy for reviewing and evaluating progress ; a system that documents processes so others can be trained; buy-in from all levels of the company, which helps understanding and acceptance through participation; commitment and willingness from the owner(s) to make changes. A financial plan that ensures enough cash flow and sales revenue to grow the company effectively; a plan to deal with downturns should they occur; systems and administrative policies to enhance employees do their jobs effectively.
· Put together a representative team to prioritize each objective critical success factors objectives. Prioritize with respect to each other and with respect to existing work loads, and daily maintenance and operations. Re-evaluate the objectives before implementing. Do they still relate to the vision the company wants to follow or the problem it needs to solve? The order of importance for implementation of strategies defined as important by a growing business, are the ones that follow the path of least resistance towards achieving cash flow and product acceptance by the market place. If necessary

5. Strategies & Actions: Steps to Implementation. A strategy is the definition of how the work will get done and by whom.
Strategy planning may be completed in the large group, or by a team assigned to the objective. Break down each critical success factor objective or goal into a series of strategies for implementation, by priority. For each strategy, define the specific action plans or tasks required to implement. An action would be defining what customers think would be desirable to have as part of the company's enhanced services. Another action would be calling customers to ask their opinions.

A strategy could be designing a new customer service system or other customer interaction to learn about what they think of the product and service. The other thing is to collect ideas about how to make the product more functional, or provide better or more useful service.

6. Prioritized Implementation Schedule. Prioritize the critical success factor objectives and corresponding strategies/actions in order of importance.
Document a schedule, including start dates, milestone dates and anticipated completion dates for each strategy.

7. Summary and Final Recommendations
This collection of objectives, strategies, actions and responsibilities should become the foundation of a company's business plan. But a real business plan is not a static document. Together with an executive summary, history of the product or project, management team bios, marketing plans and a budget, it is now an action plan. These plans may also be important for potential investors.

One major contributor to business failure is lack of focus on a single direction where all participants are working towards the same goals. Another contributor is losing focus on that direction and not exercising the discipline and management leadership to implement the plan as decided. A third contributor to failure is saying yes to every opportunity or changing the plan midway without determining how it will effect the current plan, priorities, resources and the ability to deliver on the promise.

The session proceeded according to the plan. The participants were fully involved in all group activities, assignments and individual participation. This indicated that all participants were hungry for knowledge, skills and information. It was great to have Mr. Meir Narvon as the lecturer of the session. The participants were very impressed with the session.

Presentation by Dr. Nathan Tirosh
Nowadays, the topic of Competitive Strategy & Marketing has become a major concern not only in the private sector but also for organizations in the Public Sector, NGOs etc.

This lecture presents the concept of Marketing Strategy and its components, and the related applications to the public sector. Participants will be exposed and become familiar to various approaches and models of marketing strategy formulation. This will assist and enable them to enhance and strengthen their capacity towards a better Managerial Decision Making process.

Time Management and Efficient Implementation of Decision Making

Time Management Tips
Have a clear to do list every day, this list should ideally be written the day before and updated hourly.

If you have a reliable notification system, you won’t allow yourself the chance to forget.
If necessary, set deadlines for yourself and stick to them.
Time is money – Benjamin Franklin
Time is non-renewable, so use it wisely!

The session was designed to enable participants to:
Value time as a resource for yourself, your business and your team
Set goals for yourself and your team
Develop the ability to remain committed to the most important tasks and deal effectively with interruptions
Effectively plan and prioritise your own and the team’s workload
Delegate successfully
Regain control through assertiveness and self-discipline
Personal load shedding and creating a balance in your life

Time Management Profiles
Time management techniques, strengths and weaknesses
▪ Personal time wasters, your organisations time wasters
▪ External forces

Principles of Time Management
The Pareto Principle, delegation
▪ Creating balance in your life
▪ The principle of slow and principle of emptiness

Drawing Up Efficient Work Plans
Planning, action planning process
▪ Goal setting for results, rules and planning
▪ creating a time/work plan

Implementing Efficient Work Plans
Assertiveness as a time management technique
▪ eliminating procrastination, managing stress
▪ Managing meetings, Personal load shedding
▪ Time efficiency – effectiveness of a working environment
▪ Administrative procedures and pro-activity

This was a very practical session. Participants were full involved in group discussions, presentations, group activities. The lecturer was very equipped and knowledgeable with the subject. The process and method used was an empowering process. The session empowered the participants who actual deal with NGOs, government departments, private sectors and individuals who are interested in starting a business or those already involved in business endeavours. The session was an eye-opener and very interesting. It dealt with and addressed the main challenges NGOS facing in their day to day operations.

Presentation by Ms. Liora Asa
Ms. L Asa holds a M.B.A., University of Haifa (2006), M.A. International Affairs, George Washington University (1993), has over 15 years of professional experience in project management, training, consultation, and Resource Development. Before moving to Israel, worked in the Direct Mail Department of the New Israel Fund’s Washington, DC offices and as a Technical Support Specialist for Chemonics International, a US government contractor managing international development projects. Since moving to Israel in 1996, has worked as a fundraiser for several non-profit organizations. Over the past nine years, worked at Shatil as Resource Development Consultant providing support to over 40 NGOs in the North and facilitating trainings on a broad array of resource development topics. Recently initiated the creation of a new division of Shatil -Capacity Support for NGOs – financial management services – with the intention of increasing this area over the next few years. The goal of this lecture is to introduce participants to the general concepts, terminology, trends in the field of resource Development. It comprises the following: General Introduction to the Course General Introduction to RD Concepts and Strategies Basic requirements necessary to begin RD process Main Sources of Income/Resources Available to NGOs.

Creating Effective Marketing Material
The lecturer introduced us to creating effective marketing materials. She highlight the different methods of communicating these are done through media, newsletter, website, articles, post cards, booklets, these are done to the targeted group. The message delivers a relevant message to previously identified recipients using chosen media in order to obtain predetermined action.
The four governing elements of the communication process are:
1. Message - what we want to say.
2. Recipients - Those to whom we want to say it.
3. Results - The action we want them to take.
4. Media - The vehicles we choose to deliver messages.

An Organizational Marketing Folder
The organizational folder in marketing was mentioned that is includes the following folder. These folders should be made aware to most of the employees involved in marketing of the organization. This also includes the event management, advertising and marketing of the organization. These are the most important items to be in the folder:
· Modular, work in progress, needs updating, basis for all of your documents
· Global schedules, monthly schedules, letter heads, operational documents and Approval system

During the group discussion, it was also noted that the following are the type of written materials to be used by the most NGOs, Government departments, private sectors and community based organizations.
·
Brochure, prospect (one pager), proposals: General or project
· Organizational budgets, Newspaper Articles, Official NGO documents
· Website, pictures, media clips, Power point presentation, Movies/videos
· Special Promos: Holiday cards, invitations, newsletters, and annual reviews

The participants came up with a list importance of having these systems in place especially in workplace. The following are the importance of having the list in place for every NGO and other business related companies in the world.

· Fast turn around time, Avoid reinventing the wheel , learn from past mistakes
· Creates organizational knowledge and
· Work effective and efficient for the benefit of employees and the organization.

The lecturer also discussed the importance of having annual Communication Strategy in place which includes the following:
·
Set priorities for organization’s marketing material, Estimate costs, Decide on responsibilities
· Determine languages, Review and update process and coordinate the organizational documents graphically
The elements in the organizational profile were also discussed. The participants were grouped into small groups to brainstorm the most important elements in the organization profile in order to market the organization to the sponsors or public.
The following are some of the important elements came from the participants:
Strong opening, who you are, vision, mission statement
·
Organizational objectives & programmes
· The problem, Target population, Main strategies,
· Achievements, Sources of income and How to contact us

Presentation by Ms. L. Asa
Introduction to Resource Development
The lecturer outlined what the participants will acquire from the Resource Development session. Below is some of the list.
Gain a general overview and trends in Resource Development today
Explore the Principles of Fundraising
Analyze fundraising in your own country and compare with other countries of your colleagues.

The process of Resource Development was highlighted
The process of soliciting and gathering money or other gifts in-kind, by requesting donations from individuals, businesses, charitable foundations, or governmental agencies
·
Fundraising is about selling an idea rather than asking for money
· Funding needs to be cause related
Strategies
Endowment, Annual Drive, Proposals ,Capital Campaign
Special events, Income Generating Projects and Online Fundraising

Impact of the Economic Crisis on International Giving
Foundation Center Report: In previous recession periods — 1980, 1981-82, 1990-91, and 2001 — U.S. foundation giving did not decline.
Most Affected: arts and culture, international development
Least Affected: children’s causes, emergency relief, medical and faith-based causes
Least Affected: children’s causes, emergency relief, medical and faith-based causes

Trends in Resource Development
Change in Terminology, High Standards and Professionalism
Requires Financial Accountability, Diversifying Donor base
Emphasis on outputs and Impact, Partnership Relationship
Easy Access and Creative Giving and Venture Philanthropy

Prerequisites to Begin RD Process
Agree on key organizational values , Clear and written work plan for coming year
Fiscally balanced, Ability to estimate your expenditures for coming year(s)
Infrastructure for RD (staff time, internet, training, English writer)
Clear legal status for your NGO

Who should be Involved in RD?
·
Requires organization effort
· Director, Board of Directors, Volunteers, Staff and Clients

Reactive RD
Many organizations react to opportunities
This means that you are not able to get to:
Preparing high quality written material, Researching potential donors
Building relationships with donors, Strategizing about future resources
Learning from mistakes

Benefits of RD Planning
Helps organization diversify donor base, Organize, focus and target your RD efforts
Identify your RD ideas and expertise, Give priority to Fundraising and
Reduce the mystery and the fear around RD

The participants enjoyed these sessions conducted by Ms. L. Asa. It was a very practical and learner centered session. The participants were involved in all activities took place during the session. This managed to empower, the participants and gave us some ideas on how to develop effective resource materials for the NGOs. Given the opportunity by their organizations, these participants could develop very effective and marketable resources for the NGOs.

Presentation by Josh Bersin, Principal
Talent Management Strategy: In 2007 Mr. Josh Bersin conducted one of the largest-ever studies of corporate talent management: he interviewed and surveyed more than 750 corporations to gain an understanding of their business problems, their talent challenges, and their levels of maturity and sophistication in 62 different talent management processes.

This research was designed to do three things: first, gain a clear understanding of how corporate talent management is defined; second to understand the trends and directions in implementing these processes; and third, most importantly, to see how talent management drives business results.

The most interesting, and perhaps controversial part of his research, however is the following. When he looked at the 62 different things which organizations can do to improve their talent processes (the list is available in the report), we found that there were 22 in particular which drove particularly high impact. These “top 22” as we call them represent the “priority list” for HR executives, managers, and business leaders to consider when they decide they want to “do a better job of managing and developing talent.” In other words, they tell you precisely where to focus.

The following is the top 22 Highest Impact Talent Management Processes which most of the NGOS and other sectors should follow for an effective operation of an organization.

Each process is clearly described, and color coded into process areas (performance management, sourcing & recruiting, workforce planning, competency management, learning & development, and leadership development). Mr. Josh Bersin spent some time explaining some of the startling findings as shown below:

1. The process organizations should focus on is coaching.
Mr. Josh Bersin stated that the organizations with strong coaching cultures, programs, and support structures develop much higher levels of engagement, leadership, flexibility, and performance. For more details on coaching, he argued for participants to read his article “Coaching, a new imperative for Leadership.” This article explains why this process is so hard-hitting and what you can do to develop a better coaching program in your company.

2. Embark on a skills-based approach to workforce planning
Mr. Josh Bersin emphasized that skills-based workforce planning processes are critical today. He also mentioned that most organizations have a workforce planning function, but it often consists of little more than a collection of headcount requirements for each business unit. Organizations that succeed in today’s “tight talent” market must gain a deep understanding of skills gaps. They should understand these gaps among the “mission-critical” jobs first, and they must have visibility into the future of these gaps.

3. Consider re-evaluating your organization's competency models
He stipulated that, his intention is not to recommend that the organizations to try to build enterprise-wide models up front. His research showed clearly that competency management is the “currency” for talent processes and decisions. Without a fundamental understanding of the “secret sauce” which makes the organization succeed and much of talent decisions will sit on quicksand. Well-defined competencies help us to set goals, appraise people, identify high-potentials, create development plans, identify leaders, and develop the leadership pipeline. Seven of the top 22 processes fell into this area.

4. Performance management is key... but focus on goal-setting and development, not appraisal.
His emphasized was based on annual appraisals as an important instrument to be used in organization and is also far less important than coaching, goal-setting, goal alignment, and development planning. In fact, performance appraisal and linkage to compensation is less important than coaching, goal-setting, and development planning. His research clearly shows the following: performance management is “management.” It takes place every day, not once or twice a year. It describes the way that individuals interact with their immediate managers, their executives, and their work teams. The appraisal is no more than a single point in this wide continuum of activities. By the way, most mature organizations realize a simple fact: all we really have in business is management. Your company is not successful because of its products – it is successful because of its people. How they are managed is the backbone of success.

5. A surprising fact. HR systems, for all their excitement, doesn’t add as much value as people think.

HR systems, for all their excitement, don’t add as much value as people think. It was stated that this illustrates is that software systems which automate well-designed, well-implemented processes (typically home-grown systems) add value. Software systems which automate non-existing processes or poorly defined processes simply create overhead. Do not fall into the trap of thinking that your talent management “strategy” is centered on buying software. Your strategy should focus on implementing business-driven, carefully governed processes which focus in the 22 areas above. Each of these 22 processes takes years to implement. They require a close alignment with business managers. They require careful investments in training and change management. Software may facilitate these processes, but it does not create them. Do not let the next big wave of software vendors convince you otherwise.

Bottom line: we have clearly entered a “third wave” of HR.
This is a time when HR can add strategic value by focusing on high-value roles, solving business-specific talent problems, and helping the organization adjust to the changing workforce.


Fig 2: The Evolution of HR
Mr. Josh Bersin argued for NGOs, Government departments, private sectors to consider and focus on three things for the benefit and development of the organization: First, focus on the processes and people that matter to the business. Find the 30% of your workforce which generates 70% of your organization’s value and spend your time there. Second, work with your business leaders to design and implement processes that drive impact, with a careful focus on change management, governance, and monitoring and maintenance. Third, automate as much as you can, but focus on automating processes which work – not using software to drive change.

He also encouraged the participants to follow the guidance from this research will find talent management to be a transformational, exciting, business-changing experience. The participants confirmed that the session was interesting, but the only discouragement was that the session was lecturer centered. There was no interaction between the lecturer and the participants. The lecturer also spent much of his time giving several examples and case studies.

Tours to Biblical and Historical sites
The Galilee College organized educational tours during the course. The participants were taken to the following places: Jerusalem-Yad Sarah the largest Voluntary organization in Israel, Mati Lev Hagalil a business Development Centre in Carmel and Addiction Treatment and Rehabilitation Centre. The other places visited were the Historical sites: The Sea of Galilee, Mount of Beatitudes, Tiberias, and Nazareth, Ekko the oldest city in Israel, Haifa Temple, Jerusalem and the Bethlehem. This was an amazing trip for all the participants. None of the participants thought that they could visit the biblical and Historical sites.

Jewish National Fund tour in Israel

Introduction
The Jewish National Fund South Africa, through Isla Feldman the (National Director) partly sponsored J. Matimba of Food & Trees for Africa to attend NGOs Management & Development and the Educational tour to JNF forests in Israel. Ms. Jaye Lischitz of JNF- Israel organized the tour, catering, transport and licensed Tourist Tour guide to various forest projects in different parts of Israel.

On the 17 March 2009 after the NGOs Management & Development, Ms. Rachel Dothan a licensed Tourist guide took us for a tour. We were three of us from different organizations, thus include Mr. Fantail Wollemi chapel Shalala Executive Director of Microfinance Africa Institutions Network (Ethiopia), Ms. Lineo Eunice Mosotho Programme Officer of Blue Cross Prevention (Lesotho) and J. Matimba Food & Trees for Africa-(South Africa).

Executive summary
Jewish National Fund was established more than 100 years ago by a small group of leaders, including Theodor Herzl. By purchasing plots of land, they hoped to establish the groundwork for the birth of the nation of Israel. JNF continues to make a commitment to the land and people in the 21st century. According to the bible, Israel was mainly covered with deserts, the country was not blessed with natural forests; its forests are all hand-planted. To claim the land that had been purchased with the coins collected in JNF blue and white pushes, the next order of business was to plant trees among the rocky hillsides and sandy soil. Since it was established in 1901, it is stated that JNF has planted more than 240 million trees all over the State of Israel, providing luscious belts of green covering more than 250,000 acres. JNF national forest development work creates “green lungs” around congested towns and cities, and provides recreation and respite for all Israelis. While the forests of Israel belong to the people, JNF ensures their environmental soundness and is focusing on diversification, planting trees indigenous to the Middle East such as native oaks, carob, redbud, almond, pear, hawthorn, cypress and the exotic Atlantic cedar.

The tour to JNF Forestry projects in Israel
The places visited during the tour were: Mt. Tabo, South African Forest, Mt. Naftali forest and Hula Valley. Jewish National Fund rehabilitated the Mt. Tabo by planting hundred and thousands of various trees. The Mountains, hills were turned into green forests. There is also magnificent recreational park with a full view of Nazareth Ilit, Kibbutz- Mizra, Haifa and Afula. In these forests are ideal places to relax with families, friends, colleagues, be pampered and rejuvenated.

The South African Forest was established by mainly Jewish in South Africa and other parts of the World to show their commitment towards the rehabilitation and restoration of Israel. Some of the trees planted, were planted in memories of the soldiers died during wars in Israel and other part of the World. Pope John also planted a tree in the forest as simple of peace and prosperity in Israel. There are also ten huge stones on top of each other, which represent the Ten Commandments in the Bible which Moses received in the mountain.

The Mount Naftali forest is situated approximately 25 kilometers from Lebanon. This Mountain has been scorched by thousands of Hezbollah rocket strikes for over three weeks. The Mountain took nature at least 50 years to recover. It was mentioned that Mount Naftali Forest was reduced to heaps of ash and countless animals and 19 Israeli civilians killed by the rockets. In all, the rocket fire destroyed at least 16,500 acres of forests and grazing fields. About 1 million trees were destroyed. JNF managed to rehabilitate the Mountain by planting thousands of variety of trees. The Mountain is completely covered by evergreen vegetation and the Mountain is being used as a training base for Israel soldiers.


Figure: Mount Naftali forest
The Hula Valley was the last site visited and is about 15 KM to both borders of Lebanon and Syria. The valley is one of the main wintering and migratory spots for birds on route from Europe to Africa. The valley attracted over 500 million birds cross Israel twice a year in the course of their migrations. The tourists (birdwatchers) flock to the Hula valley to get a glimpse of the many rare and varied species of birds visiting Israel this winter.

It was stated that Hula Valley covers only 50 square miles, over 300 bird species have been spotted in the Hula Valley, including the globally endangered Imperial eagle, spotted eagle and Marbled Teal.

The tourists from places such as Germany and the Netherlands mingle with Israeli schoolchildren in the Jewish National Fund's busy Hula Valley Crane Center. The Hula Valley is being used as an educational centre for birdwatchers including school children and adults from all walks of life. The Hula valley located at the crossroads of three continents Lebanon, Syria and Israel. It was also stated that the birds use Israel's airspace as a part of their migratory route at a rate unparalleled anywhere.

I was very impressed to hear that Jewish National Fund, together with the Israel Land Authority and the Ministry of Agriculture and local farmers were involved in the Restoration Project in Hula valley.

It was highlighted during the tour that Jewish National Fund plays a leading role in rehabilitating and restoring soil, improving subterranean drainage and restoration of natural resources, forestry development, development of recreational parks, maintains 100,000 acres of natural woodlands and planting of over 240 million trees for the benefit of people of Israel and its environment.

Some of the achievements of JNF highlighted were: reclaimed of 250,000 acres of land for developing farming, redeemed 700,000 acres of land for developing new communities, built 7000Kilometres of roads to outlying and border communities, establishment of orchards, built hundreds of reservoirs for water conservation and recycling, rehabilitates and revitalized rivers, streams and springs, educates hundreds of thousands of young people from Israel and abroad in environmental education & management and restores and develops heritage sites for tourist attraction. The list for JNF activities in Israel is endless. I had to mention few for your information.

The tour to JNF projects was an important platform of networking, sharing skills, knowledge and information regarding tree planting and related environmental, community development activities taking place in Israel. The projects visited in Israel, were worthwhile to be visited. I really enjoyed each and every moment of the tour to the Jewish National Fund forestry projects. I was extremely impressed with the diversity of environmental & community development projects and the turning of deserts into a green forest.
I could be glad if some of JNF activities in Israel could be in co-operated in FTFA for the betterment of our environment and community at large. We managed to plant a tree in the South African Forest to mark a remarkable and successful tour to JNF projects in Israel.

Course and tour Evaluations
Course organizers provided an evaluation form to participants to gather feedback on theCourse and the tours. Based on participants’ response, everyone felt the courses and tours were very successful overall and helped them gain an in-depth understanding of NGOs Management & Development and the tour to Biblical and Historical sites in Israel.

Participants agreed on the usefulness of skills, knowledge and information acquired for the benefits of their organizations. My major elements of the course evaluation responses are presented in the table below.

Table: Overall course performance
Elements
Excellent
Very Good
Good
Poor
Comments
Course Content
95%

Impressing
Exercises/Scenarios
38%

Not prepared
Power Point presentations
55%


Time limited
Knowledge Improvement
87%


absorbable
Educational tours
63%


Limited time
Resources
49%

Un detailed hard copies
JNF-tours
84%


Well prepared
Lecturers
72%


Fully informed
Facilities
60%


Well equipped
Accommodations
52%


Comfortable
Food
75%


Diversity
Professionalism
62%


Effective
Course coordinator
65%


Extremely helpful

This was an outstanding NGOs Management & Development course. The lecturers managed to give equal opportunities to participants; this made the course live, exciting and encouraging participants to take part during the course. It was a lively course full of energy and it was great to have professional lecturers from different Universities, Colleges and consultants in Israel.

Conclusion
It was really a great pleasure attending the NGOs Management & Development workshop in Israel. What impressed me was the manner in which the course was organised, the educational resources, the tour guides, the professionalism of the lecturers, staff members, and the tour to Biblical sites, tour to JNF projects (forests) delicious food and the hospitality.I really enjoyed each and every moment I spent at Galilee College and the tour to the Jewish National Fund forestry projects. I was extremely impressed with the work JNF is doing, turning the deserts into a green forest. We managed to plant a tree in the South African Forest to mark a remarkable and successful tour in Israel. The report was compiled by Joe Matimba of Food & Trees for Africa-20 April 2009.

N E W S L E A F



The majority of South African children and youth are living in urban and informal settlements. Most of these children are mainly orphans, vulnerable, school drop outs and have no means of income, some of their parents and or relatives are retrenched, unemployed and some passed away through HIV/AIDS. These youngsters are left with very few opportunities to make living; some are now involved in very destructive notions such as substance abuse, criminal activities and teenage pregnancy. The reasons for this are mainly to be found in poor manner in which young people are conducting themselves and lack of entrepreneurial skills, information and exposure to Permaculture farming activities. Food & Trees for Africa through Johnnic Communications (FTFA) is playing a vital role in promoting and training the caregivers on the utilization of natural resources to produce sustainable food production.

At Thembelihle Home Based Care, Permaculture food garden project, FTFA placed food security; HIV/AIDS, nutrition and education in the hands of the women. Thirty young women are involved in Permaculture food production and HIV/AIDS awareness programme. These project members are playing an important role in bringing up and feeding two hundred and fifty orphans and vulnerable children in Mangweni area.

FTFA disseminating skills, knowledge and information to project members to realise their potential to become self-employed, self-sufficiency and self-sustainable by utilising the available natural resources at their disposals to produce organic fresh vegetables. FTFA Permaculture farming activities are in line with government skills development strategies, which were launched in 2001. The strategy is aimed at reversing the country’s current low skills level and high unemployment by providing young women with substantial skills, knowledge, democratic values and more importantly opportunities to apply them in their lives. FTFA is greatly contributing towards the skills development strategies as stipulated by the government of South Africa.

Food & Trees for Africa and project members managed to put a smile on the orphans and vulnerable children in Mpumalanga. FTFA is grateful to contribute towards development and meet the three dimension of health body thus spiritual, physical and mental to the orphans and vulnerable children of Mangweni rural area.

Compiled by Joe Matimba 2009