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Reference Logical Project Framework Post: Tanzania

Sector: Agriculture Project Timeframe: 2018-2024

Project Rationale

Agriculture is the backbone of Tanzania’s economy contributing about 24.1 percent of GDP, 30 per cent of export earnings and employs about 77.5 percent of the total labour force. More than half the country’s total harvested land area is allocated to cereals, of which maize is the country’s dominant staple food crop. Almost all households in rural areas participate in either crop or livestock activities, and earn on average two thirds of total income from the sector. (National Agriculture policy, 2007)

Despite significant economic and agricultural growth over the past decade, the rates of household poverty and poor nutrition have not substantially decreased. The poorest and most marginalized families are more likely to grow and sell crops than the non-poor, but the majority of production is not sold but consumed by the households.The constraints to agricultural growth are largely related to low productivity of land, labour and production inputs, underdeveloped irrigation potential, limited capital and access to financial services, inadequate agricultural technical support services, poor rural infrastructure; infestations and outbreaks of crop pests and diseases; erosion of natural resource base and environmental degradation. Others include gender relations; weak producer organizations, depressed prices for primary commodities in global markets and insecurity with respect to property rights to land and its use as collateral for credit; inadequate participation of youth in agriculture and limited involvement of private sector in agricultural development. (Tanzania Agriculture and food security investment plan, 2010a).

The country’s poor farming households need better livelihood support such as access to trainings and agricultural inputs so they can increase the quantity and diversity of food produced . In complementing Government’s effort to improve food security, nutrition and livelihoods of the small holder farmers, Peace Corps Tanzania Agriculture project provides trained Volunteers who work with community members to employ proven extension methods (e.g., one-on-one teaching, group training, and farmer-to-farmer demonstrations). The Volunteers transfer new agriculture-related knowledge, skills, and attitudes directly to smallholder farmers, including women, men, and youth. Also, Agriculture Volunteers assist smallholder farmers’ households to adopt several aspects of agricultural production: improved crops cultivation technologies and practices, small animal husbandry, including chicken and beekeeping; improved soil and water conservation and management practices; agroforestry practices and, improved post-harvest management. Additionally, agriculture Volunteers assist smallholder-farming households to adopt business skills that will improve the management of and increase income from their agriculture-based income-

Reference Logical Project Framework (LPF) for Agriculture of 14

Mengel, Gordon, 07/16/18,

You must make the Project Rationale relevant to the current realities of Tanzania, based on the information that was used to develop the Key Findings/Situational Analysis that we did leading up and as a result of the project review. This ‘justifies’ the project by defining the specific issues that exist in Tanzania that this project seeks to address. Use statistics and/or citations from credible documents to support your project and the proposed goal and objectives.

generating opportunities. Additionally, Agriculture Volunteers assist smallholder-farming household members—particularly women of reproductive age and children under 2—to access, cook, and/or consume more diverse, nutrient-rich foods that improve their nutrition.

Project Goal

Smallholder-farm households achieve food and nutrition security, sustainable livelihoods, and increased resilience.

Project Objectives

1. Increase smallholder farmers’ capacity to improve the diversity, productivity, and/or sustainability of their agricultural production 1 2. Increase smallholder farmers’ capacity to generate agriculture-related income3. Increase the capacity of women of reproductive age (WRA) and/or key household decision makers to increase the dietary diversity of householdsLogic Model

Activities Outputs Short-Term Outcomes Long-Term Outcomes

Objective 1: Increase smallholder farmers’ capacity to improve the diversity, productivity, and/or sustainability of their agricultural production

Crop Cultivation1. Conduct one-on-one teaching of farmers on

improved crop cultivation management practices and technologies

Farmers receive one-on-one teaching in improved crop cultivation management practices and technologies

Farmers apply at least one improved agricultural management practice or technology

2. Conduct group training of farmers on improved crop cultivation management practices and technologies

Farmers are trained on improved crop cultivation management practices and technologies

3. Coach individual farmers who have been trained (individually or in a group) to reinforce improved crop cultivation management practices and technologies

Farmers who have been taught/trained are coached to reinforce improved crop cultivation management practices and technologies

Small Animal Husbandry (including chicken and bees).1. Conduct one-on-one teaching of farmers on

improved small animal husbandry management practices and technologies

Farmers receive one-on-one teaching in improved small animal husbandry management practices and technologies

Farmers apply at least one improved agricultural

1



You should be specific here, what small animals will this project promote?


You’ve included 6 technical content areas under this Objective. Just want to check one last time to make sure that you have the capacity to effectively train your PCVs to be both competent and self-confident in all of these areas. Remember, reading materials and powerpoint presentations aren’t enough to prepare a ‘generalist’ Volunteer.

management practice or technology

Farmers increase the diversity, productivity, and/or sustainability of their agricultural production

2. Conduct group training of farmers on improved small animal husbandry management practices and technologies

Farmers are trained on improved small animal husbandry management practices and technologies

3. Coach individual farmers who have been trained (individually or in a group) to reinforce improved small animal husbandry management practices and technologies

Farmers who have been taught/trained are coached to reinforce improved small animal husbandry management practices and technologies

Sustainable Soil and Water Conservation and Management Practices1. Conduct one-on-one teaching of farmers on

improved sustainable soil and water conservation and management practices and technologies

Farmers receive one-on-one teaching in improved sustainable soil and water conservation and management practices and technologies


2. Conduct group training of farmers on improved sustainable soil and water conservation and management practices and technologies

Farmers are trained on improved sustainable soil and water conservation and management practices and technologies

3. Coach individual farmers who have been trained (individually or in a group) to reinforce improved sustainable soil and water conservation and management practices and technologies

Farmers who have been taught/trained are coached to reinforce improved sustainable soil and water conservation and management practices and technologies

Agroforestry Tree Production1. Conduct one-on-one teaching of farmers on

improved agroforestry tree production and system management practices and technologies

Farmers receive one-on-one teaching in improved agroforestry tree production and system management practices and technologies


2. Conduct group training of farmers on improved agro-forestry tree production and system management practices and technologies

Farmers are trained on improved agroforestry tree production and system management practices and technologies

3. Coach individual farmers who have been trained (individually or in a group) to reinforce improved agroforestry tree production and system management practices and technologies

Farmers who have been taught/trained are coached to reinforce improved agroforestry tree production and system management practices and technologies

Post-Harvest Management


1. Conduct one-on-one teaching of farmers on improved management practices and technologies to conserve, store, and/or transform agricultural products to add value

Farmers receive one-on-one teaching on improved management practices and technologies to conserve, store, and/or transform agricultural products to add value


2. Conduct group training of farmers on improved management practices and technologies to conserve, store, and/or transform agricultural products to add value

Farmers are trained on improved management practices and technologies to conserve, store, and/or transform agricultural products to add value

3. Coach individual farmers who have been trained (individually or in a group) to reinforce improved management practices and technologies to conserve, store, and/or transform agricultural products to add value

Farmers who have been taught/trained are coached to reinforce improved management practices and technologies to conserve, store, and/or transform agricultural products to add value


Activities Outputs Short-Term Outcomes Long-Term OutcomesObjective 2: Increase smallholder farmers’ capacity to generate agriculture-related income

Farmers generate new or increased sales and income from agriculture-based IGAs

1. Conduct one-on-one teaching of farmers on agriculture-based basic business skills

Farmers receive one-on-one teaching on agriculture-based basic business skills

Farmers apply basic business skills to their agriculture-based IGA

2. Conduct group training of farmers on agriculture-based basic business skills

Farmers are trained on agriculture-based basic business skills

3. Coach individual farmers or groups to apply basic business skills to their agriculture-based IGAs

Farmers who have been taught/trained are coached to reinforce agriculture-based basic business skills

Activities Outputs Short-Term Outcomes Long-Term OutcomesObjective 3: Increase the capacity of women of reproductive age (WRA) and/or key household decision makers to increase the dietary diversity of households*1. Conduct one-on-one teaching of WRA and/or

key household decision makers about the importance of consuming a diverse diet that includes nutrient-rich foods

WRA and/or key household decision makers receive one-on-one teaching on the importance of consuming a diverse diet that includes nutrient-rich foods

WRA and/or key household decision makers increase their knowledge of the importance of consuming a diverse diet that includes nutrient-rich foods

(Medium-Term Outcome) Female direct participants of USG nutrition-sensitive agriculture activities consume a diet of minimum diversity

Improved household nutrition

2. Conduct group training of WRA and/or key household decision makers about the importance of consuming a diverse diet that includes nutrient-rich foods

WRA and/or key household decision makers are trained on the importance of consuming a diverse diet that includes nutrient-rich foods

3. Conduct one-on-one teaching of WRA and/or key household decision makers on how to cook recipes that incorporate a wide variety of nutrient-rich foods

WRA and/or key household decision makers receive one-on-one teaching on how to cook recipes that incorporate a wide variety of nutrient-rich foods

WRA and/or key household decision makers are able to


demonstrate the preparation of recipes that incorporate a wide variety of nutrient-rich foods

4. Conduct group training of WRA and/or key household decision makers on how to cook recipes that incorporate a wide variety of nutrient-rich foods

WRA and/or key household decision makers are trained to cook recipes that incorporate a wide variety of nutrient-rich foods

*Beneficiaries for Objective 3 should be limited to households with which Volunteers are working under Objective 1, as the outcomes related to improved diversity, productivity, and/or sustainability of smallholder farmer agricultural production are necessary to achieve household dietary diversity outcomes.


Assumptions

● If only doing Objectives 1 and 2, the assumption is that Objective 1 will have a positive impact on Objective 3 (increased nutrition).

● If only doing Objectives 1 and 3, the assumption is that Objective 1 will have a positive impact on Objective 2 (increased income).

● There are interested and motivated counterparts and beneficiaries to work with.

● Improved agriculture practices are appropriate for local conditions and are supported locally and nationally.

● Bio-intensive, climate-smart technologies and practices will be accepted and adopted by beneficiaries.

● Newly introduced nutritious foods will be consumed.

External Factors

● Less predictable and more variable weather

● Availability and access to land and resources (good soil, water, pollinators), agricultural inputs, markets

● Government agricultural policies

● Cost of agricultural inputs (seeds, soil amendments), tools, and other materials

Definitions of Concepts

● Productivity: the ratio of agricultural outputs to agricultural inputs

● Livelihood: the capabilities, assets, and activities required for a means of living2

● Sustainable Livelihood: a livelihood that can cope with and recover from stresses and shocks and maintain or enhance its capabilities and assets both

now and in the future without undermining the natural resource base3

● Household Livelihood Security: adequate and sustainable access to income and resources to meet basic needs4 (Frankenberger 1996)

2

3

4


M&E Plan

Outputs/Outcomes Indicator Disaggregation Data Collection Tool Frequency FY TargetObjective 1: Increase smallholder farmers’ capacity to improve the diversity, productivity, and/or sustainability of their agricultural productionOutputsCrop CultivationFarmers receive one-on-one teaching in improved crop cultivation management practices and technologies

# farmers who receive one-on-one teaching in improved crop cultivation management practices and technologies(AG_001)

SexAge

Volunteer activity log/sign-in sheet

Ongoing 450

Farmers are trained on improved crop cultivation management practices and technologies

# farmers trained on improved crop cultivation management practices and technologies(AG_002)

SexAge


At the end of each training event

450

Farmers who have been taught/trained are coached to reinforce improved crop cultivation management practices and technologies

# farmers who have been taught/trained who are coached to reinforce improved crop cultivation management practices and technologies(AG_004)

SexAge


Ongoing 450

Small Animal Husbandry (including fish and bees)Farmers receive one-on-one teaching in improved small animal husbandry management practices and technologies

# farmers who receive one-on-one teaching in improved small animal husbandry management practices and technologies(AG_005)

SexAge


Ongoing 300

Farmers are trained on improved small animal husbandry management practices and technologies

# farmers trained on improved small animal husbandry management practices and technologies(AG_006)

SexAge



300

Farmers who have been taught/trained are coached to reinforce improved small animal husbandry management practices and technologies

# farmers who have been taught/trained who are coached to reinforce improved small animal husbandry management practices and technologies

SexAge


Ongoing 300


(AG_008)Sustainable Soil and Water Conservation and Management PracticesFarmers receive one-on-one teaching in improved sustainable soil and water conservation and management practices and technologies

# farmers who receive one-on-one teaching in improved sustainable soil and water conservation and management practices and technologies(AG_009)

SexAge


Ongoing 300

Farmers are trained on improved sustainable soil and water conservation and management practices and technologies

# farmers trained on improved sustainable soil and water conservation and management practices and technologies(AG_010)

SexAge



300

Farmers who have been taught/trained are coached to reinforce improved sustainable soil and water conservation and management practices and technologies

# farmers who have been taught/trained who are coached to reinforce improved sustainable soil and water conservation and management practices and technologies(AG_012)

SexAge


Ongoing 300

Agroforestry Tree ProductionFarmers receive one-on-one teaching in improved agroforestry tree production and system management practices and technologies

# farmers who receive one-on-one teaching in improved agroforestry tree production and system management practices and technologies(AG_013)

SexAge


Ongoing 375

Farmers are trained on improved agroforestry tree production and system management practices and technologies

# farmers trained on improved agroforestry tree production and system management practices and technologies(AG_014)

SexAge



375

Farmers who have been taught/trained are coached to reinforce improved agroforestry tree production and system management practices and

# farmers who have been taught/trained who are coached to reinforce improved agroforestry tree production and system management

SexAge


Ongoing 375


technologies practices and technologies(AG_016)

Outputs/Outcomes Indicator Disaggregation Data Collection Tool Frequency FY TargetPost-Harvest ManagementFarmers receive one-on-one teaching on improved management practices and technologies to conserve, store, and/or transform agricultural products to add value

# farmers who receive one-on-one teaching on improved management practices and technologies to conserve, store and/or transform agricultural products to add value(AG_017)

SexAge


Ongoing 150

Farmers are trained on improved management practices and technologies to conserve, store, and/or transform agricultural products to add value

# farmers trained on improved management practices and technologies to conserve, store, and/or transform agricultural products to add value(AG_018)

SexAge



150

Farmers who have been taught/trained are coached to reinforce improved management practices and technologies to conserve, store, and/or transform agricultural products to add value

# farmers who have been taught/trained who are coached to reinforce improved management practices and technologies to conserve, store, and/or transform agricultural products to add value(AG_020)

SexAge


Ongoing 150

Outputs/Outcomes Indicator Disaggregation Data Collection Tool Frequency FY TargetObjective 2: Increase smallholder farmers’ capacity to generate agriculture-related incomeOutputsFarmers receive one-on-one teaching on agriculture-based basic business skills

# farmers who receive one-on-one teaching on agriculture-based basic business skills

Sex Volunteer activity log/sign-in sheet

Ongoing 150


(AG_027)Farmers are trained on agriculture-based basic business skills

# farmer trained on agriculture-based basic business skills(AG_028)



150

Farmers who have been taught/trained are coached to reinforce agriculture-based basic business skills

# farmers who have been taught/trained who are coached to reinforce agriculture-based basic business skills(AG_029)


Ongoing 150

Short-Term OutcomesREQUIRED: Farmers apply basic business skills to their agriculture-based IGA

# farmers who have applied basic business skills to their agriculture-based IGA(AG_030)

SexAge

Basic Business Skills Checklist

4–6 weeks after training or end of first year of business skills coaching/ mentorship

150

Outputs/Outcomes Indicator Disaggregation Data Collection Tool Frequency FY TargetObjective 3: Increase the capacity of women of reproductive age (WRA) and/or key household decision makers to increase the dietary diversity of householdsOutputsWRA and/or key household decision makers receive one-on-one teaching on the importance of consuming a diverse diet that includes nutrient-rich foods

# WRA and/or key household decision makers who receive one-on-one teaching on the importance of consuming a diverse diet that includes nutrient-rich foods(AG_031)

Volunteer activity log Ongoing 450


WRA and/or key household decision makers are trained on the importance of consuming a diverse diet that includes nutrient-rich foods

# WRA and/or key household decision makers trained on the importance of consuming a diverse diet that includes nutrient-rich foods(AG_032)


WRA and/or key household decision makers receive one-on-one teaching on how to cook recipes that incorporate a wide variety of nutrient-rich foods

# WRA and/or key household decision makers who receive one-on-one teaching on how to cook recipes that incorporate a wide variety of nutrient-rich foods(AG_033)


WRA and/or key household decision makers are trained to cook recipes that incorporate a wide variety of nutrient-rich foods

# WRA and/or key household decision makers trained to cook recipes that incorporate a wide variety of nutrient-rich foods(AG_034)


Short-Term OutcomesREQUIRED: WRA and/or key household decision makers increase their knowledge of the importance of consuming a diverse diet that includes nutrient-rich foods

# WRA and/or key household decision makers who increase their knowledge of the importance of consuming a diverse diet that includes nutrient-rich foods(AG_035)

Pre-/Post-knowledge test

At the end of each year

400

REQUIRED: WRA and/or key household decision makers are able to demonstrate the preparation of recipes that incorporate a wide variety of nutrient-rich foods

# WRA and/or key household decision makers who demonstrate the preparation of recipes that incorporate a wide variety of nutrient-rich foods(AG_036)

Recipe Preparation Checklist

At the end of each teaching/training event

400

REQUIRED: (Medium-term outcome) Female direct participants of USG nutrition-sensitive agriculture activities consume a diet of minimum diversity

REQUIRED: (GFSS/FTF) # female direct participants of USG nutrition-sensitive agriculture activities consuming a diet of minimum diversity(AG_FTF_037)

Women’s Dietary Diversity Assessment Tool

Annually 400


References

GOT (2007). Agricultural Sector Policies 1997. Ministry of Agriculture Food Security and Cooperatives (1997), Ministry of Livestock Development and Fisheries (MLDF) and Ministry of Industry, Trade and Marketing (MITM).

MAFSC (2010a). CAADP: Tanzania Agriculture and Food Security Investment Plan. - Ministry of Agriculture Food Security and Cooperatives (2010).

Language training accurately stressed the importance of greetings and proper ways of addressing community members so that making relationships based on respect was simple despite the language barrier. Cross-cultural training helped prepare me to be able to work with schoolchildren despite the corporal punishment that is frequently used at the schools in my community.

In my village, many of my community members mainly speak the tribal language of Kirangi, and all village meetings are conducted in it as well. I would say that part of language training should include having resources for self directed learning of tribal languages.

My village has eight sub-villages, all of which are spread out around a large central lake, so it can be very challenging to coordinate meetings and implement projects. For example, my Grassroot Counterparts live in separate sub-villages, which are both far from each other and from Intela Secondary schoolThis sometimes causes meetings to start much later than planned or Counterparts who miss meetings.

On Rosh Hashana, or the Jewish New Year, I baked challah (traditional braided bread) with my neighbor mamas and they asked me about my religion. Since my sub-village is predominantly Muslim, we talked about the many similarities and shared history between Islam and Judaism. We also ate apples and honey together in the hope that the coming year would be sweet. On Yom Kippur, the Day of Atonement, I fasted for the day just as I had several months before for Ramadan. My neighbors helped me search for three stars in the evening sky, which was the sign that I could break my fast and ate with me that night.

My major plan for the next several months is to implement Grassroot Soccer’s sexual health and life skills curriculum at Intela Secondary School together with my two counterparts, who attended the GRS IST with me in August. We plan to run two interventions of PC Skillz and Skillz Girl concurrently starting on October 2nd in order to reach 50 students. After that, we will continue to implement interventions in the following months at Soro Primary and Kidulo Primary schools as well.

I also plan to continue the Healthy Adolescents club as well as beginning to teach nutrition classes at the health clinic (zahanati). To supplement this, I will apply to the food security IST in December to learn more about permagardens and how to partner with schools to effectively create a tree or garden project.


Using the Healthy Adolescence books given to PCTZ by Grow and Know, I formed a small health club at Kidulo Primary School for standard 7 boys and girls. Since the books were designed for students to read alone, I held only two after-school meetings before handing out the books. At those meetings, each student read a page from the book out loud to the group and we then discussed the health lessons shown in the story. After the two meetings, each student received a book for two weeks to read independently and share with their families.

After I began keeping chickens and my community saw that they laid daily, my counterpart and I decided to hold short lessons on the basics of healthy chickens for the people in my sub-village of Haubi Maziwani. We have covered vaccinations, proper feed/nutrition, chick care, and how to make nesting boxes. The meetings are held in my counterpart’s courtyard and usually are attended by 4 to 7 people.

The vast majority of my community are farmers, so there is a wealth of knowledge on crop cultivation, including intercropping, composting, and seed germination in Haubi. However, many community members also keep chickens, but unfortunately do not find that they are able to get very many eggs from their flocks. I had gotten four hens very soon after I got to site, and soon everyone on my street knew that they were laying eggs nearly every day. There was a tremendous amount of interest in how local (kienyeji) hens were laying so often especially without a rooster, so my counterpart Mama Sware and I decided to host informal lessons on the basics of chicken husbandry. These lessons were held in my counterpart’s courtyard and used hands-on activities and practices to build knowledge and skills. We covered vaccinations, mixing nutritionally balanced feed, how to care for chicks, dealing with parasites, and how to build nesting boxes. My counterpart in particular was highly motivated to teach about nutritious chicken feed, since all of the ingredients were easy to find locally and it can make a huge difference in the health of a flock. Thanks to the lessons and enthusiasm, the flocks of ten families on my street got vaccinations and parasite medicine, which were administered by the people who attended the lessons. Six of the families have now started supplemental feeding and all ten have at least one nesting box for their hens to safely lay eggs. Not only was this a good way to build skills and effectively disseminate knowledge, but it also served as a capacity building opportunity for my counterpart, who was the primary leader in all of the lessons. Mama Sware and I are now considering doing a chicken project with a broader scope based on how well the mini lessons went!

The one thing I wish Americans knew about my country of service is how incredibly gifted the children are! They often speak two or three languages by the time they are in primary school, juggle a full day of school with chores like hauling water or firewood, and still have the energy to play, sing and dance all over Haubi. They are an incredible testament to the intelligence and resiliency of the Tanzanian people and are definitely the next generation of leaders.

The biggest lesson I have learned so far is that successful projects need to be based on community interest, rather than what I perceive to be community need. For example, the mini chicken husbandry lessons that my counterpart and I give every few weeks has had a much more significant impact than the times I have tried to give lessons on home gardens. This is because my neighbors are far more interested in how I get my chickens to lay eggs daily than they are with orange fleshed sweet potatoes, so I plan to focus on projects that already have significant community interest in the future.


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