Guidelines for Transferring Effective Practices
A Practical Manual for South-South Cooperation
Commissioned by :
CityNet, Regional Network of Local Authorities for the
Management of Human Settlements
UNDP Special Unit for Technical Cooperation among
Developing Countries (TCDC)
UNCHS (Habitat) Best Practices and Local Leadership
Programme (BLP)
The designations employed and the presentation of the material in this publication do not imply the expression
of any opinion whatsoever on the part of CityNet, UNDP Special Unit for TCDC and UNCHS BLP concerning
the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its
frontier or boundaries. The views, figures and estimates set forth in the papers presented in this publication are
the responsibility of the authors, and should not necessarily be considered as reflecting the views or carrying
the endorsement of CityNet, UNDP Special Unit for TCDC and UNCHS BLP.
This publication has been issued without formal editing. All material in this publication may be freely quoted
or reprinted, but acknowledgment is requested, together with a copy of the publication containing the quotation
or reprint.
First printing by Mitrnara Printing Bangkok, Thailand, November 1998.
Photo credit: Dr. Hari Srinivas (cover photos)
HS\546\98
ISBN-92-1-131405-4
CityNet
Regional Network of Local Authorities for the Management of Human Settlements
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United Nations Development Programme (UNDP)
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United Nations Centre for Human Settlements (UNCHS)
Best Practices and Local Leadership Programme
P.O. Box 30030 Nairobi, Kenya
Tel: (254-2) 623 029
Fax: (254-2) 623080
E-mail: [email protected]
Web: http://www.sustainabledevelopment.org/blp
Please address inquiries for copies of this publication to: Secretary-General of CityNet
ii
CONTENTS
Foreword ..............................................................................................................................iv
Acknowledgements ................................................................................................................vi
Acronyms.............................................................................................................................vii
Key Concepts and Definition of Terms in this Manual ........................................................viii
I.
INTRODUCTION ..............................................................................................................1
II.
PEER-TO-PEER TRANSFERS .............................................................................................5
III.
ELEMENTS OF A TRANSFER ............................................................................................10
IV.
TRANSFERS: OVERCOMING MAJOR OBSTACKES AND CHALLENGES..................................19
V.
CONSIDERATIONS FOR THE SELECTION OF PARTNERS AND PROJECTS...............................25
VI.
LESSONS LEARNED FROM THE TRANSFER PROCESS .........................................................28
VII.
MONITORING, EVALUATION AND FEEDBACK: STRATEGIES FOR PROMOTING
SUSTAINABLE TRANSFER ..............................................................................................34
ANNEXES .............................................................................................................................36
Annex 1: CityNet - Supported Transfers 1993-1998............................................................... 36
Annex 2: UNCHS (Habitat) BLP Best Practices Reporting Format ........................................ 38
Annex 3: Best Practices and Local Leadership Programme Partners and Affiliates List
(as of October 1998) .............................................................................................. 44
Annex 4: Worksheets............................................................................................................. 48
LIST OF FIGURES
Figure 1:
Figure 2:
Figure 3:
Figure 4:
Elements of Transfers ............................................................................................. 12
Actors and their Role in Transfers .......................................................................... 14
Key Components of a Transfer ............................................................................... 18
Scales of Transfer Agreements ............................................................................... 26
iii
FOREWORD
“Most great ideas have been thought of before... But it is precisely
because most great ideas have been conceived and even attempted by
others that it behooves all visionaries to look backward as well as forward
— learning from what has been tried increases the likelihood that a
particular vision will succeed.”1
The Habitat Agenda recognizes partnerships, networking and decentralized forms of
cooperation as effective capacity-building strategies to meet the goal of more sustainable
human settlement development. Transfer is one form of decentralized cooperation and
presents several advantages over conventional forms of technical assistance and cooperation.
Its most important advantages include the following:
•
•
•
•
It is a demand-driven process in which one party seeks to learn from a peer without
any pre-conditions or other agendas;
It is an effective source of inspiration and a potential instrument of change based on
the principle that “seeing is believing;”
It is a cost-effective means of matching supply with demand for information,
knowledge, expertise and experience; and
It is a multi-dimensional form of learning which typically combines political,
administrative, technical and managerial dimensions that are difficult to address in
more formal learning environments such as seminars, conferences, training courses and
expert advice.
This guide represents work in progress and is an attempt by CityNet, UNDP Special Unit for
TCDC and UNCHS (Habitat) to share lessons learned from a series of pilot transfers involving
best practices in improving the living environment. These transfers were initiated as a followup to the City Summit (Habitat II) held in Istanbul, Turkey in June 1996, and involved over 30
cities, NGOs and communities. These transfers were based on the realization that many of the
highly successful solutions documented by the Best Practices Initiative for Habitat II
addressed common social, economic and environmental issues and problems. With the
generous support of the UNDP, many transfers were enabled and facilitated by CityNet, most
of them using the conceptual and methodological framework developed by the Best Practices
and Local Leadership Programme of UNCHS (Habitat). These transfers took place between
1993 to 1997 and were discussed and appraised during the TCDC Forum on Transfers of Best
Practices held during the CityNet’97 Yokohama Congress on “Strengthening Partnership
among Asia-Pacific Cities” in November 1997.
While this guide is addressed specifically to South-South transfers involving cities and nongovernmental organizations, it is also based on experiences and lessons learned in other
regions and other forms of transfers. These include the seminal work carried out by the MegaCities Project, the continuing work of the Federation of Canadian Municipalities and the
successful transfers between civic organizations in developing as well as developed countries
and contexts.
1
Kaufman, H., “The Role of NEPA in Sustainable Development,” Environmental Policy and NEPA Past, Present and Future, page 313. St. Lucie Press 1997.
iv
It is hoped that governments at all levels, civic organizations and the international community
at large will be able to continue to enrich and improve this guide by sharing with us their own
good and best practices, their transfer experiences and lessons learned. By pooling our
knowledge and experiences, we can effectively support each other in the implementation of the
Habitat Agenda and in meeting the goals of making our cities more livable through sustainable
urban development.
CityNet, Regional Network of Local Authorities for the Management of Human Settlements
UNDP Special Unit for Technical Cooperation among Developing Countries (TCDC)
UNCHS (Habitat) Best Practices and Local Leadership Programme (BLP)
v
ACKNOWLEDGEMENTS
This manual is intended as an user-friendly guide for cities and organisations wishing to
engage in the transfer of effective practices. This publication provides basic information on
some of the conditions, methods, and tangible benefits of the transfer of good and best
practices, and will hopefully serve as a reference source to others wishing to undertake such
best practices.
The production of manual is a joint effort between CityNet, UNDP Special Unit for Technical
Cooperation among Developing Countries (TCDC) and the Best Practices and Local
Leadership Programme (BLP) of UNCHS (Habitat).
CityNet would like to thank those cities and organizations whose best practices are described
in this manual. These cities and governments are the City of Yokohama, Japan; the City of
Bangkok, Thailand; the City of Olongapo, the Philippines; Tansen Municipality of Nepal; the
Urban Local Authority of Kandy, Sri Lanka; the Sukkur Municipal Corporation (SMC) and
Sindh Katchi Abadi Authority (SKAA) in Sukkur, Pakistan. The non-governmental
organizations are the Self Employed Women’s Association (SEWA) Bank of Ahmedabad,
India; the Society for the Promotion of Area Resource Centres (SPARC) of Bombay, India;
SEVANATHA of Sri Lanka; and the Orangi Pilot Project Program and Research and Training
Institute (OPP) of Karachi, Pakistan. The lessons learned from the experiences of these cities
and groups are truly a resource to all those interested in South-South cooperation apart from
the transfer of best practices.
We would like to gratefully acknowledge UNDP Special Unit for TCDC for financially
supporting these Guidelines as well as the TCDC Forum during the CityNet’97 Yokohama
Congress held in November 1997 where many practices and transfers were presented and
evaluated; and UNCHS (Habitat) for co-funding and assisting in the preparation of the
Guidelines. We would specifically like to acknowledge Mr. Nicholas You, Coordinator of
BLP of UNCHS (Habitat) for his support in initiating the project, substantive inputs in the
drafting of these Guidelines and in soliciting feedback from several partners.
Special thanks also go to Dr. Akhtar Badshah of the Asia-Pacific Cities Forum for his work in
drafting the Guidelines, Dr. Hari Srinivas of the Tokyo Institute of Technology for editing,
cover design and graphics, and Ms. Melanie Hurley of Harvard’s John F. Kennedy School of
Government for proof-reading and editing the final manuscript.
We sincerely hope these Guidelines will be a useful tool for transferring effective practices in
various fields, and in promoting South-South cooperation.
Dato’ Lakhbir Singh Chahl
Secretary-General, CityNet
November 1998
vi
ACRONYMS
BLP
CBO
NGO
TCDC
UNCHS (HABITAT)
UNDP
Best Practices and Local Leadership Programme
Community-Based Organization
Non-Governmental Organizations
Technical Cooperation Among Developing Countries
United Nations Centre for Human Settlements
United Nations Development Programme
vii
KEY CONCEPTS AND DEFINITION OF TERMS IN THIS MANUAL
The sharing and exchange of knowledge, expertise and experience have always been effective
means of learning. Recently, however, the advantages of networking, partnerships,
decentralized forms of cooperation and the use of information and communication technology
have been recognized as complimentary means for fostering the sharing of new ideas and
solutions as well as the strategies for their adaptation and implementation. These means were
formally recognized by the Habitat Agenda. This Global Plan of Action and policy framework
for sustainable urban development was adopted by the Member States of the United Nations
with the commitment of all major groups of actors for its follow-up and implementation.
What are Best Practices?
Best practices can be defined as initiatives that have a tangible impact on improving people's
quality of life and living environment; result from a partnership between two or more actors or
stakeholders; and proven to be sustainable in their social, economic, environmental and
cultural components and/or through lasting changes in policy and decision-making, use of
resources and management systems.2
The international community has also adopted a common reporting format for documenting
and disseminating good and best practices and a common set of criteria and considerations for
evaluating them.
Peer-to-Peer Learning
Peer-to-peer learning, as it is used in this guide, is the process of exchange of knowledge,
know-how, expertise and experience between people and organizations that have similar roles
and responsibilities and face similar issues and problems. It is a form of decentralized
cooperation that implies a demand-driven process in which one party is willing to learn and the
other party is willing to share the lessons derived from its own experience. This type of
learning may take many different forms, including formal training, coaching, expert inputs and
advisory services, site visits, study tours, staff exchanges and joint ventures. While none of
these forms are excluded, this guide does not deal specifically with formal training, for which
there is an abundance of material. Nor are joint ventures addressed, for which more material
needs to be collected and analyzed to create a body of knowledge that can be readily applied
to the intended users of this guide, notably the public, private, community and nongovernmental sectors.
What is a Transfer?
A transfer is a structured process of learning. Key components of a transfer can be identified
as “knowledge derived from real-world experience together with the human expertise capable
of transforming that knowledge into social action.” A transfer implies, at a minimum, the
identification and awareness of solutions, the matching of demand for learning with supply of
experience and expertise and a series of steps that need to be taken to help bring about the
desired change. Such change may range from policy reform, management systems and
technology to attitudes and behavior. Transfers may be fully or partially facilitated and
supported by a third party. Third parties can be an external support agency such as UNDP or a
2
Decision II/7 of the 2nd Session of the Preparatory Committee for Habitat II, subsequently adopted by
the General Assembly at its 49th session.
viii
bi-lateral donor, a capacity-building institution such as UNCHS (Habitat) or a networking
organization such as CityNet. In most cases, however, transfers are undertaken on a bilateral
basis.
What is a Best Practice Transfer?
A “best practice transfer” in this guide further refines the peer-to-peer-learning concept and
process. It provides a tangible basis for learning based on proven solutions to common
problems or issues. Nicholas You of the Best Practices and Local Leadership Programme
(BLP) states that a best practice transfer becomes both feasible and desirable when “an
organization recognizes that another organization has successfully implemented a solution for
a set of problems or issues which the former is seeking to address and is willing to inspire its
own actions based on lessons derived from that success.” This implies not only a willingness
to learn and a willingness to share, but also a willingness to change based on lessons learned.
Networking
The concept of networking has evolved considerably in recent years, from a means of
establishing useful contacts to a tool for building capacity. Much of this evolution has been
prompted by the use of information and communication technology, allowing people to access
and to share information quickly and cheaply. Networking has been recognized by the Habitat
Agenda as an important means of building capacity, allowing for vast improvements in the
search for and use of data, information and knowledge. Networking becomes a particularly
useful tool in peer-to-peer learning and best practice transfers by enabling partners to access
information, tools and methods. As progress is made in the widespread use of and access to
information and communication technology, virtual peer-to-peer learning will become a
reality. However, for the purposes of the present guide, networking is perceived as an
important means of accessing information, matching supply with demand for expertise and
experience and of sharing lessons learned. It is not intended to replace the face-to-face
dimension of peer-to-peer learning.
Learning Organizations
A best practice transfer is a partnership endeavor, with both the “supplier” and the “demander”
standing to learn and benefit from a well-structured exchange. As Ms. Ela Bhatt from SEWA
Bank summarizes the Bank’s experience as a supplier:
“Since we received the Best Practice Award at Habitat II in Istanbul and have become a
popular host for professional visits of all kinds, we have learned a lot, perhaps more
than those who came to learn from us. Responding to demands for information has led us
to reflect on our strengths and analyze our weaknesses. Receiving study tours and visits
has obliged us to become more effective communicators. We have, as a result, become a
veritable learning organization.”
Although the benefits that can be obtained by the demand-side may seem obvious, an
important factor contributing to a successful best practice transfer lies in the preparation of the
learning process, before, during and after the exchange. This guide proposes a four-step
process designed to help make the transfer as effective as possible. One of the lasting benefits
should be the development of a learning organization.
ix
I. INTRODUCTION
Background
Urban challenges are now being addressed by multi-stakeholder partnerships, as is shown by the efforts
initiated by multi-lateral organizations, governmental agencies, non-governmental organizations (NGOs),
community-based organizations (CBOs) and increasingly the business sector. These partnerships are key
ingredients to the effective implementation of best practices. During the past two decades, efforts have been
made to develop innovative approaches to urban challenges. Despite attempts made by foundations,
government agencies and multinational organizations to support these approaches, efforts to maintain existing
initiatives often fade when funding runs dry or the project ends.
Conventional urban development aid and assistance efforts are largely one-directional, i.e. assistance from a
donor to a recipient, typically involving funding and technical assistance. However, in recent years innovative
approaches have been promoted to complement conventional approaches. Peer-to-peer transfers promote
technical cooperation based on a better match between supply and demand for expertise and experience. The
UNDP Special Unit for TCDC supports high priority activities which emphasize the exchange of ideas,
3
experiences, policies and practices among developing countries in resolving their own development problems.
The Best Practices and Local Leadership Programme of UNCHS (Habitat) is a global effort in identifying and
disseminating effective urban solutions and in developing a Best Practices Database. Introduced at Habitat II,
this global effort has now consolidated with the biennial Dubai International Award for Best Practices in
4
Improving the Living Environment and a global network of capacity-building institutions dedicated to the
continuous identification, analysis and application of best practice knowledge, expertise and experience at both
the project and policy levels.
CityNet believes that the sustainability of peer-to-peer transfers depends largely on the cooperation and
exchange of ideas at the local level. Recently, a city member of CityNet asserted, “Technical cooperation with
other cities is more appreciated than financial support.” CityNet has been promoting peer-to-peer sharing and
dialogue in order to highlight the concept of transferring knowledge and experience.
The development for the exchange and dissemination of best practices  defined as initiatives which make a
tangible improvement to the quality of life  was the focus of the recent conference, “TCDC Forum:
Learning from Sustainable Urban Practices,” held in Yokohama in November 1997. This meeting was a
regional follow-up to the UNDP’s International Colloquium of Mayors and the Civil Society Organization
(CSO) Dialogue at the International Conference on Governance for Sustainable Growth and Equity in July
1997. The conference was designed to support the implementation of the Habitat Agenda through the
dissemination and exchange information on best practices.
Many international, bilateral and national organizations currently facilitate the transfer of technologies and
effective practices from one country to another through a range of complementary approaches and activities.
These initiatives include:
•
•
•
•
•
•
3
4
establishment of regional and national networks of urban practitioners
documentation and dissemination of effective practices
planning of international workshops
initiation of dialogues between cities
training activities
organization of study tours
UNDP Urban Development Unit, “Monograph on the Inter-Regional Exchange and Transfer of
Effective Practices on Urban Management,” page 28. New York, NY, October 1995.
For more information on the 1998 Dubai Municipality Award contact: <[email protected]>
Web: <http://www.sustainabledevelopment.org/blp> or <http://www.bestpractices.org>
1
•
•
cross-city consultation and technical assistance
5
initiation of the transfers and adaptation of effective practices between and within cities
Some of the most effective transfers have taken place between entities that are socially and economically
similar. South-South cooperation and networking are emphasized in this manual because many of the urban
challenges cities face in the South are not only the same, but can be addressed in similar ways.
City networks offer tremendous opportunities for the identification of common issues, problems and solutions
as well as the sharing of knowledge, expertise and experience. CityNet provides the exchange of expertise and
experience among various stakeholders. It networks among its member cities to identify information and
resources needs, and ways in which it can be satisfied.
UNCHS (Habitat) provides network support services for the sharing and exchange of information on, inter
alia, good and best practices, training and human resources development, housing and urban and
environmental management. TCDC supports the direct technical exchange and transfer of expertise between
cities (peers) as such exchanges have proven to be politically more acceptable, institutionally more viable and
economically more efficient.
This manual will focus specifically on decentralized cooperation through South-South cooperation and
networking in support of the sharing of information and transfer of lessons learned from best practice
initiatives. Emphasis is placed on the establishment of collaborative mechanisms and networks for the ongoing
transfer and exchange of information, results and ideas between urban practitioners. By following the steps
discussed in international and regional dialogues on the exchanges of ideas, experiences, solutions and
failures, participants in the TCDC and similar programs can and should look to their immediate neighbors for
collaboration.
Purpose
This manual is intended as a practical guide to help those engaging in peer-to-peer exchanges. Put forth by
CityNet, UNDP Special Unit for TCDC and the BLP of UNCHS (Habitat), these guidelines describe:
•
•
•
•
the benefits of decentralized cooperation
local peer-to-peer learning processes in support of social, economic, and environmental
initiatives
examples of lessons learned through visits, study tours and exchanges
the use of transfers as a management tool
The manual describes tools and steps recommended for both participants and hosts in exchange programs to
maximize the effects of peer-to-peer learning and South-South technical cooperation. The guidelines cover the
following components of the transfer program:
•
•
•
•
how to initiate an exchange
how to choose partners or projects for exchanges
what to seek from exchanges and related site visits
how to make the transfer effective
The manual also describes how an exchange can maximize the impact of transfers at the regional and local
levels.
5
Badshah, Akhtar, “One-Day Workshop to Initiate Capacities and Needs Matching Exercise Among
Mayors,” page 9. United Nations, New York. July 31, 1997.
2
Structure
The first section of this manual describes different types of transfers that have proven effective, followed by
guidelines for the selection of partners or initiatives and the recommended criteria to be applied. The next
section reviews what participants and hosts can gain from participation in a transfer or exchange. Finally,
guidelines for recommended follow-up actions on exchanges are presented.
Attachments
A series of six worksheets are provided as pullouts along with this manual. They outline the four steps to be
taken in the process of transferring best practices (Match Innovation to Need; Transfer Task Force; Adapt
Solution; and Implement Transfer).
•
•
•
•
•
•
•
Worksheet I:
Worksheet II:
Worksheet III:
Worksheet IV A:
Worksheet IV B:
Worksheet V:
Worksheet VI:
Four Principal Steps in Transfer Process
General Information
Detail of Problem
Participant
Host
Project Agenda & Timeline
Evaluation
The worksheets provide a checklist format to collate and evaluate the information needed for the transfer
process. They can also be used for training or for awareness-building exercises in the transfer of best
practices.
3
II. PEER-TO-PEER TRANSFERS
What Characterizes a Feasible Transfer?
Effectiveness and feasibility of a transfer depends largely on the quality of the practices that
are being transferred. Such practices are characterized by •
•
•
tangible, positive impact on living conditions
partnership between two or more public/private organizations
sustainability in its social, economic, environmental and cultural components
Such practices have shown that partnerships are a key component in making initiatives and
projects more sustainable; that the visioning process at the community level is empowering;
and that learning from good and best practices is an effective capacity-building tool.6
In an effort to advance visioning processes and networking capacities, transfers of lessons
learned are seen as components of a larger perspective, which facilitates the innovative
adaptation of effective practices.
Types of Transfers
In assessing the feasibility of a transfer, there are many factors to consider. First, it is
important to recognize the different types of transfers, which typically fall into three main
categories:
•
•
•
technical: the transfer of skills and technology applications/processes
informational: the transfer and exchange of ideas and solutions
managerial: a system or series of decision-making and resource allocation
processes that can be transferred and adapted
The program developed by Yokohama, Japan to control flood waters illustrates an example of
the technical transfer of skills or technology applications. Not only has the project reduced the
City’s floodwater problems, but also it has led to a much better use of the river-front. (See
Box 1.)
6
You, Nicholas, “Learning From the Best: New Paradigms and Tools for Decentralized City-to-City
Cooperation,” taken from abstract. TCDC Forum, Yokohama, Japan. November 23-24, 1997.
4
Box 1: Bangkok Learns from Yokohama’s Flood Control System7
Bangkok is situated in the downstream flat deltoid plain of the Chao Phraya River, a scant 27 to 56 km
from the river mouth. The city’s ground level is an average of 0.0 to 1.5 m above the mean sea level.
Bangkok suffers from frequent floods due to the low elevation and rapid urban construction that is
turning the natural land into buildings and urban structures.
A technical transfer was initiated by dispatching experts from the Sewage Works Bureau of Yokohama
to visit Bangkok in July 1997 to provide advice on flood-control strategies for Bangkok’s flooding
problem. Officials from the Bangkok Metropolitan Administration (BMA) became interested in this
project after hearing about the innovative flood control methods developed by the city.
The project concept is simple, focusing on the development of reservoirs and “retention ponds” which
store rainwater temporarily, especially in the early minutes of rain storms, to retard the outflow and
thereby reduce peak discharge volume. The project concept is applied in more than a thousand places
in Japan, but especially in the river basin around Yokohama.
Experts from Yokohama worked with officials from the BMA, showing them how to design “retention
ponds” within the urban fabric of the city. This was similar to the design developed and applied in
Yokohama and the Tsurumi River Basin area. Two engineers from the City of Yokohama went to
Bangkok for a week to work with Thai planners at the Bangkok City Hall and establish the validity of
this approach. The Thai engineers are now so confident of this approach that they are developing an
application handbook and a computer program with Chulalongkorn University in Bangkok to assist
architects and engineers in applying this effective urban flood control system country-wide.
The transfer and exchange of management systems or approaches have fostered many
relationships between local governments. A specific example of a transfer of a solid waste
management system is an exchange between the City of Olongapo in the Philippines and
Tansen Municipality in Nepal. (See Box 2.) The City of Olongapo implemented an integrated
garbage collection system that was coordinated by both the city government and local
residents. The aim was to develop a set of values on cleanliness and responsibility that the
residents would identify with, and adopt as their own. This approach has been adapted for use
in Tansen Municipality and is presently being transferred to Guntur in India.
7
Source: CityNet
5
Box 2: Solid Waste Management System in Tansen Municipality8
Representatives from Nepal’s Tansen Municipality, with financial support from CityNet, visited
Olongapo, the Philippines, in 1997. The purpose of the visit was to study and observe the integrated
Solid Waste Collection and Management Programme, which uses basic technology and focuses on
health, sanitation and environmental pollution improvement. Moreover, the visit was intended to
foster the possibility of transferring the successful experience in solid waste management for the
betterment of Tansen Municipality.
The Pollution Programme works to eliminate garbage from the streets and to improve public education
on sanitation, littering and garbage disposal. It plays a vital role in city schools in the information
campaign on integrated solid waste collection, and there is a social pricing system to make the City of
Olongapo “A Clean City”, with voluntary group involvement.
As a follow-up activity, Tansen Municipality has decided to prepare a Solid Waste Disposal Master
Plan, replicating Olongapo’s successful experience in managing solid waste. This plan includes the
preparation of Community Awareness and Cleanliness Programmes as a pilot project to educate people
on health, sanitation and the value of cleanliness. In order to implement this plan, Tansen
Municipality has received assistance from UDLE (Urban Development through Local Efforts
Programme). Tansen has already identified target areas for the implementation of the programme.
As a start, the Urban Hygiene and Environmental Education Programme (UHEEP) has been jointly
conducted with UDLE and Tansen Municipality. Training is being provided to local NGOs on the
minimization of production of solid waste and its reuse. Further, one teacher from each school of the
city is trained on school sanitation, reducing the volume of the production of garbage, environment
promotion and reuse disposal. Training on reducing waste disposal for a period of 10 days have been
run in different parts of the city with the assistance of local NGOs and 400 people have been trained.
The transfer of ideas or solutions involves a series of processes that participants may want to
learn from and adapt locally. SEVANATHA, an Urban Resource Centre in Sri Lanka, has
adapted the savings and credit programmes of two Indian NGOs in low-income urban
settlements with the aim of starting income generating activities. The exchange of experiences
of locally as well as regionally implemented best practices was seen as a vital factor for
motivating local community groups in these settlements to see the value of locally based credit
and saving programmes. In this context, the achievements of SEWA Bank and SPARC in
organizing and empowering the poor urban communities were seen as programmes with the
most value and benefit for the SEVANATHA team. (See Box 3.)
8
Adapted from “Best Practices on Solid Waste Management of Tansen Municipality and Study Visit of
Olongapo City, Philippines”, CityNet case study, 1997.
6
Box 3: Income Generating Programmes for the Urban Poor Implemented in Sri Lanka9
SEVANATHA, a local Urban Resource Centre in Sri Lanka, mobilized a study tour of two Indian
savings and credit programmes that were initiated and implemented by local NGOs  SEWA Bank
(Self Employed Women’s Association) and SPARC (Society for the Promotion of Area Resource
Centre). Five participants, who have been involved in urban low-income community development
work, particularly in small group savings and credit programmes, were selected for the study visit.
SEWA Bank and SPARC both focus on empowering poor urban women to develop sustainable income
generating activities. SEWA focuses on women payment traders in Ahmedabad and organizes them
into a cooperative through which they can access credit and save their earnings. Originally a small
savings and credit programme, it has now grown into a larger banking institution. A unique aspect of
SEWA’s work has been that it has helped to provide an opportunity for women to sell their products at
their own sales outlet, which cut exploitation by middlemen and allowed them to link directly into the
mainstream market process.
This has given rise to a number of training and other assistance
programs such as day-care etc., to enable women to engage in their economic activities more
effectively.
SPARC undertakes effective community mobilization through a mahila milan, or women’s association,
that has created a sense of hope and strength in poor women who live in pavement huts in Mumbai.
The slum dwellers have been transformed into a resource group through community mobilization work
that includes training, information, exchange of experiences, and savings and credit programmes.
After the study visit, SEVANATHA prepared a package that is displayed in its offices and also
distributed to other provincial Urban Resource Centers (URCs) and local community organizations.
Further, it has undertaken a concerted effort to inform the urban local authorities and other
government organizations on the value of such programmes. Finally, a two-day workshop was held to
review the progress of the Community Savings and Credit Programmes implemented by the URCs,
utilizing the experiences of the study visits. One significant result of the transfer was changes made by
SEVANATHA in its lending policies based on lessons learned from SEWA Bank.
Several key questions should be answered before an agreement for a transfer is confirmed.
The following table is intended to serve as a guideline for participants and hosts in assessing
their level of preparedness for an exchange. The questions cover technical, socio-political,
economic and cultural criteria. It should be reviewed and answered by participants interested
in and/or involved in a transfer, since it helps in setting the overall framework within which a
transfer can take place.
9
Lessons Learned from a Study Visit to SPARC and SEWA Cooperative Bank in India by team
members of SEVANATHA, Sri-Lanka, CityNet case-study, 1997.
7
Key Questions When Considering a Transfer
Technical
Yes
No
Is the specific element of the best practice to be transferred
clearly defined?
Is the quality and quantity of human resources sufficient to
successfully implement the transfer?
Social/Political
Does the transfer have the broad-based support of the
community? (What is its role?)
Does the transfer have the support of key community
leaders and local government officials? (What are their roles
and responsibilities?)
Does the transfer have the support of the central
government? (What is its role?)
Does the transfer require any changes in legislation, policy
or institutional frameworks in order to take place?
If political change in any level of government is foreseen,
will this change affect the long-term success of the transfer?
Have women's issues and gender considerations been
incorporated into the transfer?
Economic
Have resources been secured for the transfer?
Have resources been secured for follow-up and long-term
sustainability of the transfer?
Are the funding and accounting mechanisms transparent?
Environmental
Are there special social, economic or environmental
considerations that could make the transfer difficult?
Are potential environmental impacts resulting from the
transfer addressed?
Cultural
If technology or management systems are involved in the
transfer, are these appropriate to local conditions?
The questions are not exhaustive, but rather should be used as guidelines for participants and
hosts in the evaluative phase prior to a transfer and adaptation of a best practice. Participants
and hosts for a specific project should broaden the list by developing other questions suited to
their particular case. By pursuing a detailed review prior to the transfer, participants and hosts
can take a proactive rather than reactive position.
8
III. ELEMENTS OF A TRANSFER
South-South cooperation offers government officials at all levels the opportunity to follow the
general shift in development thinkers who are beginning to shift from the old paradigm of
studying problems, to studying solutions instead.10 Increasingly, emphasis is being placed on
what works.
The elements required for an effective transfer are simple, but essential. This manual proposes
a four-part strategy for the design and implementation of a transfer and it identifies the
elements integral to the achievement of a successful transfer.
The process begins with matching supply with demand by documenting and exchanging
successful solutions through an intermediary that is knowledgeable about good and best
practices. Intermediaries typically include city associations, an NGO network, capacitybuilding institutions including UNCHS (Habitat)’s BLP, which maintains a database on good
and best practices, and CityNet, which has developed a roster of resource persons on a variety
of issues. The second stage involves establishing a ‘transfer task force’, that will be mandated
to adapt the innovation to the local context and implements the transfer. In the third stage, the
innovation is adapted to local conditions. Finally, the transfer is implemented and its impact
monitored through ongoing evaluations. A recommended option is the identification and
involvement of an intermediary to act as a go-between the participant and host throughout the
transfer process, to provide guidance and mediation as an objective third party in the transfer
process. The four-step process and the proposed roles of the intermediary are detailed in the
following chart. Step 1 involves matching supply with demand, where the intermediary plays
the role of a catalyst. Step 2 defines the scope of the transfer, and the intermediary is a
‘broker’ between the two parties. Step 3 is where transfer is adapted to the local conditions.
Here the intermediary’s role is that of a facilitator. The final step covers the actual
implementation of the transfer, and its evaluation. Here the intermediary is an evaluator.
Throughout the four step process, awareness building and media involvement are included,
along with monitoring and evaluation.
10
Badshah, Akhtar, “Our Urban Future: Sharing Approaches that Work”, page 3. New Jersey, 1998.
9
Four Principal Steps for Effective Transfers
STEP 1
MATCH SUPPLY WITH
DEMAND
§
§
Awareness of
relevant best
practices
Agreement in
principle to explore
possibilities of
exchange
STEP 2
DEFINE SCOPE OF
TRANSFER
§
§
§
§
Formation of
transfer committees
or task forces
comprised of key
stakeholders and
task managers on
both sides
Transfer feasibility
study (comparison of
respective indicators,
contexts and
obstacles)
Agreement and
signature of MoU
between stakeholders
Documentation of
lessons learned
(supply side)
§
§
§
STEP 3
ADAPT
STEP 4
IMPLEMENTATION AND
TRANSFER
EVALUATION
Adaptation of
transfer to local
context
Pilot demonstration
project
Documentation of
lessons learned
(demand side)
INTERMEDIARY’S ROLE:
INTERMEDIARY’S ROLE:
INTERMEDIARY’S ROLE:
CATALYST
BROKER
FACILITATOR
§
§
§
TRANSFER
Full scale
implementation
Assessment of
results
Evaluation report
INTERMEDIARY’S
ROLE:
EVALUATOR
AWARENESS BUILDING AND MEDIA INVOLVEMENT
MONITORING AND EVALUATION
Actors and Key Roles in a Transfer
Potential actors and their respective roles in a transfer may include:
1. Government: national, state and local officials representing relevant agencies,
departments or divisions;
2. City officials: elected and appointed officials, e.g., city councilors or mayor;
3. Professional and civic organizations: professional associations that play a
significant role in the community;
4. Non-governmental
and
community-based
organizations:
neighborhood
associations, local interest coalitions, etc.;
5. Private sector: local businesses and industry, particularly those directly affected by
the issues relating to the transfer;
6. Media: local, national and international media should be included as much as
possible in all planning, implementation and evaluation events to help raise
awareness and political support and provide visibility;
7. Academic/research organizations: academic and research organizations can offer
valuable insight and input into development projects and initiatives, including a
mediation and/or monitoring and evaluation role;
8. Foundations: local, national and international foundations are increasingly
interested in providing support to local development initiatives and projects and
many of them also have input to provide on various aspects of project design and
implementation;
10
Figure 1: Elements of a Transfer
Match supply with
demand
Explore possible transfers
with facilitators
CITYNET, and with
participants/ho
Catalyst
Intermedia
Refine and focus the
transfer:
Awareness
and
Media
• Form task
• Create feasibility
• Formalize
between
• Trade relevant
Broker
Intermedia
Monitoring
and
Evaluatio
Adapt the Transfer:
Facilitator
• Adapt the transfer to
conditions
• Create pilot
Implementation
and evaluation
11
Intermedia
Evaluator
Intermedia
1. Multilateral and bilateral support programs: represent a traditional source of
funding support, but are increasingly involved in networking and facilitating access
to information, technical and managerial know-how and expertise and information.
Suggested Actors and Possible Functions of Key Roles
Political
Support
Financial
Support
Government
X
X
City Officials
X
X
X
Professional
Associations
X
Media
X
Admin/Mgt.
Support
Facilitator/
Mediator
X
NGOs/
CommunityBased Organizations
Private Sector
Technical
Support
Academic/
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Research Organizations
Foundations
Multi- and Bi-lateral
Support Programs
X
X
X
X
The media should be included as an integral player in both the reporting of best practices and
their transfers, notably to help:
1. Raise awareness in the community of the transfer process,
2. Mobilize political support, and
3. Encourage greater transparency in the transfer process.
The media plays a critical role in building consensus and advocating for positive development.
By reporting effectively about what works in cities, the media can make a considerable
difference in how citizens view their cities, can lend an affirmative voice to this effort and can
play an effective watchdog role. Habitat II and the various forums leading up to it highlighted
the role of the media, and now many important mainstream newspapers, magazines, radio and
television programs periodically report on innovative and new approaches in solving social,
economic and environmental problems.
It is important to emphasize that there are no set paths or processes which need to be followed
in implementing a successful transfer. One of the necessary ingredients to a successful transfer,
however, is a willingness to “think outside the box.” Innovations and adaptations require
creativity in their design and application.
In the Town of Kandy, Sri Lanka, a shared solution was found for two different groups that
were both facing problems related to housing and infrastructure development. (See Box 4.)
An intermediary agency aware of the predicaments of the two groups facilitated collaboration
between the two groups and the implementation of a development program that generated
12
Figure 2: Actors and their Roles in Transfers
Multilateral/
Bilateral
Support
Foundations
Professional
and civic
organizations
1, 2, 3, 4, 5
Foundations
Academic/
Research
Organizations
1, 3, 4, 5
2, 4, 5
3, 4, 5
Community
1, 2
1, 4, 5
Media
City
Officials NGO
CBO
1, 2, 3, 4
Pvt.
Sector
Government
2, 3, 4
3, 4, 5
INDEX:
1 = Political
2 = Financial
3 = Technical
4 = Admin/Management
5 = Facilitation
13
employment for the low-income groups, provided necessary housing and resulted in a higher
quality infrastructure.
Box 4: Low-Income Housing in the Town of Kandy, Sri Lanka11
This case study highlights the bridging role of NGOs in brokering a transfer between a local authority
and community groups. The Kandy experience also emphasizes the need to bring all parties within
the local authority and the community to a clear understanding of new modes of working together.
Main Actors
Urban Local Authority of Kandy (ULA)
SEVANATHA (NGO)
National Housing Development Authority (NHDA)
Buddhist temple squatters
Community-based organization of the Menikkumbura community
Housing and Community Development Committees of the Urban Local Authority (HCDC)
Problem
The extremely poor squatters of Menikkumbura community were displaced from their shelters during
the floods of the rainy season, but the ULA and some voluntary organizations had been unable to find
suitable land where the squatters could relocate. At the same time, another poor community living on
Buddhist temple land had asked the ULA to obtain permission from the temple for a low-income
housing project on temple land. The ULA had no prior experience in undertaking community based
low-income housing projects. Though the people would be able to manage the cost of their house
construction, they were lacking the resources for water supply and drainage. Once the temple had
given permission, the ULA proposed bringing the Menikkumbura community into the low-income
housing project with the temple community.
Process of Resolution
The ULA sought assistance from SEVANATHA, an NGO, which had experience in implementing
community-based approaches using the CAO methodology. SEVANATHA agreed to advise the ULA
and to conduct training workshops in the two communities to prepare it for the project. In this way,
the NGO acted as a mediator between the Menikkumbura community, the temple community and the
ULA. The project was implemented. The provision of infrastructure at low cost was realized through
the use of the Community Construction Contract (CCC) that enabled the municipality to hire
community members to install drainage and water supply systems. This generated employment for
low-income groups and resulted in a higher-quality, more appropriate infrastructure.
Facilitation of Collaboration
The HCDC is the institutional structure created to find solutions for low-income housing and
infrastructure problems, set guidelines and facilitate implementation of development programs. It
facilitates links between all the actors. Chaired by the mayor, the HCDC is part of the ULA and its
committee consists of elected members, governmental officials, NGO representatives and CBO
representatives. It meets once each month.
The Town of Kandy’s success was in partnering with a group of poor squatters of
Menikkumbura community and a similar group living on the Buddhist temple land, through the
facilitation of an intermediary. This led to a successful resolution of the problems of the
respective groups. This experience is just one example of the various roles and participants
that can be involved in an initiative.
11
UNCHS (HABITAT) and CityNet, Partnership for Local Action, page 74.
Bangkok,
1997.
14
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Flexibility: Fundamental to the Transfer Process
Flexibility is a requirement for any transfer process. Not all obstacles can be predicted, but
through the transfer process, participants can learn from hosts about what to expect and can in
turn minimize the impact of obstacles. By weaving flexibility into the design flow of a project,
all parties involved can work proactively towards overcoming challenges, rather than
reactively.
Key Indicators for the Effective Transfer of Practices
A transfer can be deemed successful even if it has encountered several obstacles during its
development and implementation. The following process indicators provide a checklist for
actors involved in the transfer process. They should be viewed as a tool for assessing an
initiative’s development and effectiveness.
Process Indicators for the Effective Transfer of Practices
PARTICIPATION
Does the transfer involve and/or promote participation of all possible stakeholders?
TRANSPARENCY
Is the transfer process open and accessible to all stakeholders?
ACCOUNTABILITY
Are mechanisms in place to ensure accountability for actions and responsibilities of all partners
involved?
INCLUSION
Is the participation of all potential stakeholders considered in the transfer’s design?
FINANACIAL FEASIBILITY
Are resources and/or funding available to realize and sustain the initiative? Are funding
alternatives identified?
SUSTAINABILITY
Does the initiative consider the economic, environmental and social needs without trading off one at
the great expense of the other, now or in the future?
These indicators should provide participants with a framework for qualitative feedback on the
status and success potential of their initiatives. It is recommended that as the actors develop
and proceed with the transfer process, additional indicators be considered.
Technical indicators should also be identified and adopted by transfer participants so that
administrative and technical considerations can be assessed throughout the implementation
phases. Following is an example of suggested technical indicators for a transfer involving a
local authority.
15
Technical Indicators for the Effective Transfer of Practices
POLITICAL
• Timing of elections
• Recent policies adopted or changed
• Number of years before next national and/or civic elections
ADMINISTRATIVE AND MANAGERIAL
• Indicators pertaining to roles and responsibilities and degree of autonomy
• Indicators pertaining to organic structure of the organization, number of employees
per service, number of employees per thousand population
• Indicators pertaining to size of budget, percentage of own revenue, sources of
grants, revenue per capita, etc.
• Indicators pertaining to performance, e.g. cost per unit of service delivered
• Indicators pertaining to proportion of professional staff
• Indicators pertaining to types of services delivered and by whom
SOCIAL and ECONOMIC
• Number of women involved
• Number of households below poverty line,
• Literacy rate
• Infant mortality rate
• Crime rates
• Per capita income
• Household connection levels
• Median price of water
ENVIRONMENTAL
• Per capita production of waste
• Percentage of waste recycled
• Per capita consumption of water, electricity, etc.
CULTURAL
• Religious composition of the society
• Ethnic make-up
• Other special considerations
In addition to indicators, it is recommended that partners develop a mission statement and
goals for their transfer. These should incorporate the use of process and technical indicators
as well as what hosts and participants would like to achieve through the transfer. The mission
statement and goals should be referred to frequently throughout the transfer process, both as a
means of assessing progress and as a reminder of the original objectives and scope of the
initiative.
16
Review of Key Components of a Transfer
In summary, the key elements to a transfer should include the following:
•
•
•
•
•
•
•
Information Dissemination and Exchange: Dissemination of innovative practices
as a means for initial matching of supply with demand for knowledge, expertise and
experience.
Roles and Responsibilities of Actors/Stakeholders: Further matching of supply
with demand in identifying and defining the social, economic and environmental
issues to be addressed and the roles and responsibilities of hosts and participants.
“Matched” Solution to Problem: Negotiation by two parties for a transfer
commitment by recognizing that the host has been successful in implementing a
process or solution from which the participant is willing to learn.
Education and Adaptation: Participants learn from hosts through site visits and
surveys of the local application of program. Plans of the transfer are widely
publicized so that any potential stakeholders are aware of the proposed plan, and to
encourage “ownership” by the community at large.
Implementation Plan: A plan and/or feasibility study for the adaptation and
implementation of the transfer is developed.
Transfer: Initially, a pilot demonstration should be undertaken to test the viability
of the program followed by a full-scale transfer.
Follow-up: Monitoring and assessment of the effectiveness and impact of the
transfer
Figure 3: Key Components of a Transfer
Information
Knowledge, expertise
Host
Soluti
-- Matchi --
Probl
Participant
Site visits,
Roles
responsibi
Surveys,
Roles
responsibi
Implementation
Pilot/De
Monitoring &
Target community
17
IV. TRANSFERS: OVERCOMING
MAJOR OBSTACLES AND CHALLENGES
Many challenges and obstacles can impede the successful implementation and adaptation of a
transfer. By recognizing common obstacles, participants and hosts can make better use of
their resources and time, and focus on issues involved in ensuring an effective transfer. For this
reason, it is highly recommended that peer-to-peer learning and study tour exercises involve
multiple stakeholders, including elected officials, technical and managerial staff and community
leaders as well as other key stakeholders. As Nicholas You of UNCHS (Habitat) underlines:
“Often, only a mayor can convince another mayor that the political risks involved in change
are acceptable and well worth taking.”
Transfers involving local government
As stated in Partnership for Local Action, “Local governments, working with civil society and
community groups, have a better chance of making appropriate decisions and taking timely
and sustained action to make their cities more livable. Together they should identify problems,
design solutions and seek collaboration and the necessary external resources to implement
solutions.”12
Best practices, by definition, involve partnerships in various forms of city management,
planning and decision-making. Their transfer implies that similar processes be adopted or
adapted by the participants in the transfer process. Such transfers involving local authorities
should be viewed as a capacity-building exercise (a gradual process of change involving
individual as well as organizational attitudes, cultures and behavior patterns).
There are several obstacles that can affect the transfer process and need to be overcome. They
can be both internal and external to the transfer participants - political resistance, staff
resistance, inappropriate rules and regulations, corruption, inter-departmental differences, little
or no local participation.
12
UNCHS (HABITAT) and CityNet, Partnership for Local Action, page 47.
Bangkok,
1997.
18
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Overcoming Obstacles in the Transfer Process
Obstacles13
Responses
Political Resistance to Change
Face-to-face meetings and discussions
between elected officials can help overcome
reluctance to engage in institutional change.
Peer-to-peer learning and on-the-job training
can help empower staff and allay “fears” that
new ways of doing things may affect one's
power base or cause major disruption in
“standard operating procedure”.
“Seeing is believing”  peer-to-peer learning
and study tours can often be more convincing
than textbook solutions, and help create the
awareness and understanding of the need to
modify outdated rules, regulations and norms.
Best practices have, in many cases, forged a
“win-win” situation thus overcoming the
traditional “win-lose” options that underlie
corrupt practices. The involvement of multiple
stakeholders and partners also contributes
directly to more transparent and accountable
processes.
Study tours and staff exchanges involving a
team of decision-makers and stakeholders can
help forge a team spirit and break down
fiefdoms. They can also provide an
opportunity to re-examine the respective roles
and responsibilities of different work units.
Through best practice transfers, the
effectiveness of partnerships with grassroots
and community-based organizations can be
effectively demonstrated.
Staff Resistance to Change
Inappropriate Rules and Regulations
Corruption
Inability to Work Across Departmental or
Divisional Boundaries
Little or No Local Involvement in Policy
Formulation and Decision-making
Building on New Opportunities
Beyond the practice actually being transferred, transfers also open the door for other kinds of
positive changes, particularly within the following areas:
• Policy reform
The transfer of a best practice provides a unique opportunity for policy change and
reform. The transfer process not only constitutes a legitimate reason to engage in
broad-based consultations and dialogue with the host community but also a chance
to look at how others have introduced participatory planning and decision-making
processes and passed new legislation, codes or by-laws.
•
13
Ensuring transparency and accountability
Ibid. Pages 47-48.
19
A best practice transfer involving multiple stakeholders and actors in all stages of
design and implementation can help introduce new levels of citizen involvement
and help ensure transparency and accountability.
•
Empowering and enabling the local community and non-governmental
organizations
Best practice transfers also provide an opportunity to empower local communities by
recognizing and acknowledging their potential and real contributions to bettering
their own living environment.
The impact of partnerships is well illustrated by one transfer that involved many different
participants. Three poor communities, Gol Tikri, Kaan 18-19 and Bhusa Lane, located in the
Municipality of Sukkur, Pakistan, were faced with a sewer problem that posed significant
threats to their health and homes. (See Box 5.) Through the facilitation of a partnership
between the three communities and several municipal agencies, the members of Gol Tikri,
Kaan 18-19 and Bhusa Lane constructed a sewer system. Thus, the flooding and resulting
health threats from contaminated water were solved for the communities’ residents by the
residents themselves.
A key actor in this case was the non-governmental organization called the Orangi Pilot Project
Program (OPP)14 Research and Training Institute, which had faced a similar problem in
Karachi, Pakistan. (See Box 6.) The OPP provided the training for the project director, social
organizers, municipal counselors and community activists in the Sukkur sewer project.
Without the OPP’s training and advice, as well as its Orangi model, the Sukkur project would
not have developed as it did.
Despite the successful completion of the project in Sukkur, it did face several obstacles during
its development. The division of responsibilities between the actors was as follows:
Sewer Project in Sukkur, Pakistan
Government:
External Responsibilities
Community Residents:
Internal Responsibilities
Empty the pond
Construct latrines
Construct trunk sewers
Lay local sewerage lines
Provide treatment plant
Construct collector drains
The Sukkur Municipal Corporation (SMC) did not have the capability to fulfill its designated
responsibilities. There were many delays in external work because the SMC lacked the
technical capacity, financial resources, accountability and managerial know-how.15 The
obstacles posed by the SMC affected not only the technical aspects of the project, but also
delayed its progress through poor organization and hiring decisions for contractors integral to
the project. Upon closer analysis, there is much to be learned from the obstacles the Sukkur
project faced.
14
UNDP/TCDC, Monograph on the Inter-regional Exchange and Transfer of Effective Practices on
Urban Management, pages 64-67. New York, 1995.
15
UNCHS (HABITAT) and CityNet, Partnership for Local Action, page 97. Mitnara Printing
Bangkok,
1997.
20
Box 5: Infrastructure and Sewage in Sukkur, Pakistan16
This case study highlights how the structure and organization of partnerships impact the efficacy of
projects.
Main Actors
Sukkur Municipal Corporation (SMC)
Orangi Pilot Project Program Research and Training Institute (OPP)
Residents of Gol Tikri, Kaan 18-19 and Bhusa Lane (three poor communities in Sukkur)
Public Health and Engineering Department (PHED)
Sindh Katchi Abadi Authority (SKAA)
Problem
The poor squatters of Gol Tikri, Kaan 18-19 and Bhusa Lane live next to an abandoned stone quarry
that was used to dispose of waste water, garbage and excreta. Shallow open drains or lanes carried
effluent to the old quarry. It began filling and became a large, stagnant, sewage pond covering 28
acres. Many lanes became waterlogged and houses near the pond suffered from overflow and flooding.
The SMC and SKAA had little experience with infrastructure problems involving poor settlements.
Two small pumps were installed by SMC but they were ineffective.
Process of Resolution
The SKAA asked the OPP to help replicate their successful model to solve the problem. Residents
agreed to do the internal work, such as installing latrines, local sewerage lines and collector drains,
and the government agreed to do the external work, such as emptying the pond and building trunk
sewers and a treatment plant. Social organizers were appointed from within the community to coordinate with households. OPP provided training for all of the actors in various aspects related to the
internal and external work. SMC recruited two social organizers from another government program to
co-ordinate external and internal construction.
There were many delays in the external work because the SMC lacked technical capacity, financial
resources, accountability and managerial expertise. First, there were frequent changes of officials
within the project. Also, SMC failed to operate the pumping station to empty the pond regularly and
efficiently. In addition, SMC chose a contractor for the trunk sewer who had no experience, and plans
and estimates of the project disappeared. The work was completed late and cost more than three times
the initial estimates made by OPP. However, the residents mobilized, financed and successfully
managed construction of the internal work by themselves. They learned technical and managerial
skills and collectively pressured the government to fulfill its commitments.
Facilitation of Collaboration
OPP was the main catalyst that brought the actors together through training and advising. The social
organizers recruited by SMC coordinated external and internal construction by interacting with all
involved parties. Also, the project office was set up in the area and was open in the evening, providing
residents with easier access to the project. It became a place for gathering and discussion.
16
Ibid. Page 97.
21
Box 6: The Orangi Pilot Project: A Low-Cost Sewer and Housing Program by LowIncome Residents in Karachi, Pakistan17
This case study, set in Orangi District, Karachi, Pakistan, represents a case in which a low-income
community installed a sanitation system with the assistance of an NGO.
Main Actors
Orangi Pilot Project Program Research and Training Institute (OPP)
Residents of Orangi
Local community groups
Problem
Orangi is an unauthorized settlement within Karachi with approximately 800,000 inhabitants.
Initially, there was no public provision for sanitation and most residents used bucket latrines that were
emptied periodically into the unpaved lanes between houses. However, the cost of having local
government install a sewage system would have been too high for the low-income residents.
Process of Resolution
A local NGO, the Orangi Pilot Project (OPP), initiated a self-help sanitation system that has been very
successful. Meetings were held between staff of the NGO and residents to explain the benefits of such
a system and to offer technical assistance. Lane leaders were elected who formally applied for
technical help and organized the local project. Technicians from the OPP drew up plans for the local
scheme and the sewers were then installed with maintenance organized by local groups. As the
project’s feasibility became apparent, other stakeholders in Orangi showed interest in getting involved.
To date, nearly 70,000 sanitary pour-flush latrines have been constructed.
Low-Cost Financing Strategy
A vital aspect of the project has been its low cost. Simplified designs and the use of standardized steel
moulds reduced the cost of sanitary latrines in manholes to less then one-quarter of contractors’ rates.
The cost of sewerage lines was also greatly reduced by eliminating the profits of the contractor. The
average cost of a small-bore sewer system is no more than US $66 per house. Today almost 75 percent
of Orangi residences have sanitary latrines with an underground sanitation system.
Obstacles Encountered and Responses Given in Sukkur, Pakistan
•
Obstacle: Government initially made technology choices that were difficult to
implement; initial plans were inconsistent with needs of the low-income groups;
historical hostility between state agencies and low-income groups; lack of training
for officials in partnership building.
Political changes and low expertise levels of government officials in given subject
resulted in significant obstacles.
Lessons Learned: It is essential to assess realistically the relationships between all
actors involved in the project and to ensure that the planning process involve all
stakeholders, beneficiaries in particular.
•
17
Obstacle: Underestimation of costs of project and failure to address long-term
funding for financial sustainability of project.
Choguill, Charles L. and Marisa B. Choguill, “Sustainable Infrastructure for Low-Income
Communities,” Sustainability, the Environment and Urbanization, pages 97-98. Earthscan
Publications Limited, 1996.
22
The funding structure, both short-term and long-term, should be determined prior
to the project’s initiation. Alternative funding sources and strategies should be
identified in the event that costs exceed initial estimates, or primary funding
sources fail to follow through on commitments.
Lessons Learned: A monitoring and evaluation system is essential so that progress
on the project or initiative can be assessed at each phase. Changes in funding levels
should be reflected in project revision and re-design, if necessary, again involving
all stakeholders.
•
Obstacle: Lack of clear leadership roles and responsibilities.
In the Sukkur project, a general lack of respect for the different lead actors had an
impact on the project because relations between the residents and government
officials became increasingly strained as certain responsibilities of the government
were either completed at a low level of quality or not at all.
Lessons Learned: The role of an intermediary (third party) during the project’s
negotiation and implementation phases can help defuse conflicts and friction, and
help define the respective roles and responsibilities of each actor involved.
•
Obstacle: Lack of transparency in project design (objectives) and implementation.
It is essential to a project’s long-term and short-term success that the public is
allowed to participate in the project’s development and that the process is
transparent.
Lessons Learned: In the Sukkur project, a project office was set up in the area.
The office was open during evening hours so residents could access the office to
ask questions, gather and discuss its progress.
23
V. CONSIDERATIONS FOR THE SELECTION OF
PARTNERS AND PROJECTS
Although successful transfers take place every day involving different countries, regions and
actors, there are several considerations that can help enhance the effectiveness and efficiency
of a transfer process. These considerations include:
•
•
•
•
•
•
•
a common or shared set of problems and issues
similarities in social, economic and demographic contexts
local support for such partnerships and co-operative exchanges
similarities in social, economic and demographic contexts
a mutual commitment to share and to learn
documented evidence of a proven solution in the form of a good or best practice
an understanding of the similarities and differences in administrative and political
contexts and procedures
Many best practices involve smaller NGOs/CBOs and municipalities which may have limited
capacities to engage in transfers. An important indicator of whether such a host is capable of
engaging in a transfer is to ask whether the initial practice has been scaled-up locally and
whether it has actively engaged in training and/or advocacy.
By learning from the successes and failures of similar approaches to solutions, participants can
save the costs associated with trial and error. Further, by utilizing the above considerations
for the selection of partners and projects, participants increase their chances of effectively
transferring a best practice.
Negotiating a Partnership Agreement for a Transfer
Generally speaking, participants requesting to learn from the host will receive a positive
response; however, it is incumbent upon both the participant and the host to clarify their
respective expectations and obligations. Without such clarification, there is a risk that hosts
may undertake elaborate preparations for what ends up to be a visit, or that participants may
be sending, at considerable expense, an entire team of people to find that the host lacks the
capacity and preparedness to engage in a systematic peer-to-peer learning process. For this
reason, it is important to be aware of the different types of peer-to-peer learning and
exchanges that are possible, as well as their implications for both the participant and the host.
Some of these types are briefly listed below:
•
Study tours: These are relatively common and easy to organize. They necessitate
a formal exchange of letters regarding the object and purpose of the visit by the
participant, a setting of dates and number of people involved. Advantages include
ease of organization and a low level of expectations for both parties. The
effectiveness of a study tour can be greatly enhanced by prior exchange and sharing
of information on key indicators, by focusing on specific issues for learning and
exchange and by well-matched counterparts.
Figure 4: Scales of Transfer Agreements
24
Types of technical cooperation
agreements.
Study
Host
Participant
Study tour with action
Staff
Staff
Technical Co-operation Agreement
Long term peer-to-peer learning,
Twinning Arrangements
•
Study tour with action planning: A more elaborate transfer process which
involves formal and prior exchange of information regarding the intent of the
partner to learn from the host within the framework of an ongoing or about-to-be
implemented action plan. This will require the hosts to reflect on their lessons
learned and to share their knowledge and know-how on various aspects of design,
implementation, decision-making and impact assessment. The main advantage is a
more detailed mutual understanding of the needs, contexts and priorities of the host
and participant situations. This process demands much more preparation on behalf
of both parties and a serious commitment to mutual learning and exchange.
Expectations for both parties should be clearly stipulated in terms of reference for
the study tour and any follow-up activities.
•
Staff exchange: Similar to above and recommended as a follow-up to a study tour
whereby staff, usually from the participants’ side, stay with the host for the purpose
of on-site, on-the-job learning and coaching. It can also involve the host sending
staff to the participant for follow-up co-operation during critical phases of
implementation. This form of exchange can be very effective. In terms of
preparation, at a minimum, terms of reference should be agreed to. In cases of
prolonged exchanges, other administrative arrangements should be clearly settled.
•
Technical co-operation agreement: An agreement which may encompass all of
the above plus the use of or secondment of technical staff and/or experts from the
25
host to the participant. Such an agreement usually involves some costs, such as
travel and accommodation, and may also include contractual arrangements. Clear
terms of reference should be used to ensure that all aspects of the co-operation
agreement are fully discussed, agreed to and approved by both parties.
•
Twinning arrangements: A long-term commitment on behalf of both parties
involved to systematically engage in peer-to-peer learning, exchanges and study
tours. Twinning arrangements usually involve sharing and exchange at all levels,
including the political, social-cultural and technical dimensions.
4 44
Checklist for an Effective Partnership Agreement
Develop clear and achievable mission and goals
Identify type of partnership agreement
Develop estimated timeline
Secure required resources
Set clear expectations
Provide necessary staffing and training
26
VI. LESSONS LEARNED FROM THE TRANSFER PROCESS
Several organizations are actively promoting transfers and lessons learned from transfers
facilitated by CityNet or initiated by UNCHS (Habitat) and/or TCDC. These cases show that
transfers are an effective, important tool in managing the urban development process. Below
are some of the practical lessons drawn from actual transfers.
1. Visits provide hosts with an opportunity for learning, capacity-building and
evaluation. Hosts can learn from visiting teams, and also benefit from reviewing
and further improving their ongoing good and best practices.
2. Transfers should focus on the process that made innovations possible and not just
on technology or know-how. Staff exchanges and visits should be conceived as an
action-planning exercise to help participants share experiences on the processes
involved and to assess opportunities and constraints for adaptation or transfer.
3. Visiting and host teams should be matched and should include various actors:
decision-makers, community leaders, technical and managerial staff, as well as
other relevant stakeholders. In addition to focusing on the current good or best
practice, identify other aspects of current work of potential interest to participants
such as other projects, management and information systems, etc.
4. Learning can take place at individual, organizational and institutional levels, and
therefore there are different types of transfers can take place: NGO-NGO, NGOcity, city-city or institutional programs. The transfer of process skills, such as
participatory planning, conflict resolution, mediation, community mobilization and
participation are as important as technical skills and know-how.
5. Assessing the cost-effectiveness of initiatives is an important aspect of the learning
and transfer process.
6. There is a need to understand the local administrative/political and social/economic
context in order to fully assess the opportunities and constraints to a successful
transfer. The costs involved in peer-to-peer learning and exchanges, particularly
within a given region, are often lower and more cost-effective than using experts or
consultants or sending staff to supply-driven training courses.
The CityNet Yokohama Congress showed participating mayors that “cities can learn from
each other.”18 CityNet-organized exchange visits have demonstrated that mindset can be
broken and that exchanges produce focused learning for both visitors and host organizations.
18
CityNet and UNDP Special Unit for TCDC, “CityNet ’97 Yokohama Congress,” Portside Printing
Co., Ltd., Japan, 1997, page 56.
27
General Lessons Observed from Effective and Innovative Transfers
1. Product champions play a critical role in the transfer process
2. Successful implementation of transfers requires partnerships — a participatory,
integrated and flexible approach
3. Transfer provides a non-crisis incentive for cross-cultural collaboration
4. Transfer is not only a product but also a process
5. Extraneous factors can derail a transfer
6. Open-ended learning works best
7. Failures teach as much as success
8. It is important to celebrate the replicator
The conclusions of the Seminar on Learning from Best Practices,19 involving the 10 Dubai
International Award-winning Best Practices, held in Dubai, 4 October 1998, further
demonstrate the opportunity for learning and development from best practices. The lessons
learned from these best practices offer insight into the potential range of areas for transfers.
They also highlight elements and processes underlying many best practices that could serve as
the basis for transfers.
1. Empowering People  The 1998 Dubai International Award-winning best practices
clearly demonstrate the value of empowering people and their communities in improving
the living environment. The evidence of this empowerment is highlighted in several best
practices where people, especially those living in low-income and squatter settlements have
been able to gain access to jobs, shelter, land and basic services. One example of how this
was achieved is the Community Infrastructure Programme of Dar-es-Salaam, Tanzania:
•
CIP, Dar-es-Salaam: Dar-es-Salaam City Council in realizing that it could not meet all its
residents' demands for basic services, developed a Community Infrastructure (Upgrading)
Programme to assist communities to improve their own neighborhoods. The Programme,
initiated in 1995, works closely with communities to enhance their planning,
implementation and monitoring activities and with the City Council to improve its ability to
work with communities to implement infrastructure projects. In Tabata, a low-income
neighborhood, the water supply system is being run and paid for by the residents
themselves, and revenue generated is, in turn, helping to finance solid waste collection. In
addition, the community is contributing 5 per cent of the capital cost of trunk infrastructure
and by doing so, successfully negotiated a higher standard of road than initially funded by
the World Bank. The strong sense of community responsibility is helping to ensure longterm sustainability of the Programme.
Equally compelling, however, are those examples where people have been allowed and
enabled to take their fate in their own hands, to gain a sense of ownership and of
control in decisions that affect the quality of their working environment.
19
“Learning from Best Practices, Conclusions of the Seminar on Learning from Best Practices”,
Nicholas
You, Coordinator, Best Practices and Local Leadership Programme, Dubai, 4
October 1998.
28
•
Interface Inc.: In 1994, Ray C. Anderson, the CEO and Chairman of Interface Inc., a large
carpet and interiors manufacturer, decided to convert Interface to a "restorative" enterprise
by achieving sustainability in all its operations. Today, within the company of 7,400
employees, managers are responsible for implementing sustainability within their own units
and sharing best practices and challenges with other units. Their active involvement led to
the unleashing of creativity and the implementation of new ideas on several fronts:
eliminating waste and benign emissions; using renewable energy; closing the loop through
cyclical material flows; making transportation more resource-efficient; redesigning
marketing and service delivery; and creating a more environmentally-aware community.
The programme has also extended to partners, suppliers and customers through such
initiatives as "greening the supply chain" and networking through business associations,
conferences and sustainability organisations. Since 1994, the company has saved an
estimated US$ 50 million and its stock price has quadrupled.
2. Formalizing and Strengthening Mechanisms for Participation  One of the criteria
used for defining and selecting a best practice includes sustainability in terms of lasting
changes to decision-making and management processes. One of the key lessons learned
from several best practices is the necessity to strengthen and formalize participatory
decision-making processes. Furthermore, the need for such strengthening is equally evident
at the city-wide level as in Naga City, Philippines, or in dealing with a particular issue such
as in Medellin, Colombia.
•
Naga City: The 1991 Local Government Code mandated local governments to promote
people's consultation and participation in local development planning. Naga City, however,
found that it lacked the capacity to enforce the Code. In December 1995, it enacted the
"Empowerment Ordinance of 1996", which officially recognized grassroots organisations,
under the umbrella of the Naga City People's Council (NCPC), as legitimate actors in local
development planning. The Ordinance institutionalized people's participation in urban
planning and management, thereby facilitating a working partnership between the publicprivate and community sectors. As a second step, the Naga City Participatory Planning
Initiative was launched. As a result, people's participation in local development has been
greatly enhanced, thereby heightening citizens' sense of ownership in urban programmes
and projects.
•
Medellin, Colombia: considered one of the most violent cities in the world where urban
crime and violence have quadrupled in the last decade, largely due to a sharp rise in drug
trafficking, rapid population growth and economic stagnation. In 1990, a process of
consultation that involved the central government, UNDP, non-governmental
organisations, academics, researchers and community leaders resulted in an action plan to
cope with the critical insecurity created by narco-traffic. The initiative resulted in a
community-based model of public participation in local administration. Sub-centers in
various low-income neighborhoods promoted education, health, nutrition and civic
participation. Through these sub-centers residents are working in partnership with the
government, the local authority and the private sector to reclaim their communities and
neighborhoods.
3. Transparency, Trust and Openness  Once participatory processes have been
established for a specific project or initiative, the need for maintaining and nurturing these
processes remains an ongoing challenge requiring increasing levels of transparency, trust
29
and openness. The returns can be, however, very rewarding, as the same processes can be
applied to solve other and often more complex issues and problems and perhaps more
importantly, to transcend the vagrancy of periodic political change.
•
Xalapa, Mexico: On the outskirts of Xalapa in the State of Vera Cruz, Mexico, a lowincome squatter community successfully negotiated with city and State authorities to
improve its living environment. In 1991, the Union of Tenants and Housing Applicants, a
community organisation, developed a Plan for 80 low-income neighborhoods in Xalapa's
periphery, which was approved by the State and city authorities. Approval of the Plan was
a major breakthrough allowing for the squatter community to be officially recognized as
part of the city. To implement the Plan, the community has since received support from the
Ford Foundation and NOVIB, a Dutch NGO, for training on housing and planning issues.
Building on the strength of this recognition, in 1997, CENVI, a Mexican NGO, initiated an
Integrated Social and Urban Improvement Plan, which included a housing project, a
women's credit scheme and nutrition and education projects in the area further
strengthening the direct involvement of people and communities in deciding on the ways
and means of improving their quality of life.
•
Zabbaleen, Egypt: In Cairo, the zabbaleen (garbage collectors or scavengers) are not only
selling products made from garbage they have collected and recycled, but are successfully
influencing government policies for the urban poor. The zabbaleen collect and recycle over
600 tones of domestic waste a day, or approximately one third of the waste produced by
the residents of the city. Revenue generated from recycling activities have been invested in
housing, infrastructure and basic services, thereby contributing to the health and welfare of
the community. A joint effort of the private sector and NGOs, this initiative serves as an
excellent example of how solid waste collection can not only become an income-generating
activity among marginal groups, but also help improve the urban environment as a whole
and the living environment of the urban poor. The initiative is now embarked on a new
phase of expansion including separation of domestic waste by a residential neighborhood
and building and operating a new industrial complex devoted to recycling.
4. Strategic and Comprehensive Planning  The Habitat Agenda and Agenda 21 clearly
recognize the need to address social, economic and environmental problems in a holistic
manner. This requires forward-looking policies and visionary strategies backed up with
indicators for assessing progress and effectiveness along the way. Both Malaga, Spain and
Zhuhai, China are preserving their cultural and historical heritage while addressing the
demands for rapid expansion and a healthier living environment.
•
Malaga, Spain: During the last 20 years, the city of Malaga in Spain has experienced a
rapid growth in its tourist industry, doubling its population to over half a million people and
contributing to the deterioration of its urban infrastructure and environment. In 1995, the
City approved the Malaga Green Charter which focuses on rehabilitating the historic city
centre, providing environmental services throughout the metropolitan area and the
environmental remediation of a toxic waste site to be converted into a waterfront park. As
a result, several historic buildings have been conserved, public spaces, including parks, have
been created, a waste water treatment plant has been built and a beach has been recovered.
Moreover, indicators are regularly used to monitor progress of the plan. In this way, the
city has illustrated how Agenda 21 and the Habitat Agenda can be implemented at the local
level.
30
•
Zhuhai, China: Once a poor fishing village, Zhuhai in Guangdong Province, Southern
China, has become a model city for comprehensive urban planning and environmental
management. In 1980, the Zhuhai municipal government constructed a new urban district
covering 56.2 square kilometers, improving the city's infrastructure, expanding its space for
further development and improving the city's air and water quality. The success of the
initiative -- dubbed the "Destiny Project" -- has not only won the city many national honors,
but has encouraged other cities to replicate Zhuhai's efforts at urban renewal and
environmental management.
5. Leadership and Change  Every best practice has overcome a worst practice with the
latter too often equated with “accepted practice” or “business as usual”. Leadership,
including the courage to “think outside the box” to effect changes in attitude, behavior and
standard operating procedures has proven to be an essential ingredient to effecting change.
•
Surat, India: Surat Municipal Council was regarded as one of the most moribund
municipalities in India. Its inability to perform adequately was demonstrated in September
1994 when a plague outbreak hit the city and the municipality was unable to contain it. At
the time only 45 per cent of the city's residents had access to water and sanitation services
and the maintenance of drains, streetlights, parks, roads and schools was erratic at best. In
May 1995, the Municipality designed and implemented a comprehensive and participatory
plan, including 47 projects focusing on road systems, traffic management, water supply,
sewerage, storm water drainage, gas, electricity, slum upgrading etc. An upgraded
management system, instills accountability, ensures transparency and creates public
awareness. In a span of 18 months, Surat was judged the second cleanest city in India. Just
before receiving the 1998 Dubai International Award, Surat City was put to the test again
by severe flooding. This time there was no epidemic and life returned to normal after only a
week.
Often, this leadership role, is assumed by an external change agent or product champion as
is the case with the Kipepeo Project in Kenya.
•
The Kipepeo Project: Arabuko-Sokoke Forest on Kenya's north coast is per-urban island
of bio-diversity threatened by both subsistence farming and tourism development.
Harboring six globally-threatened bird species (and rated the second most important forest
in Africa for bird conservation), four threatened mammals and unknown number of other
species, it was surrounded by farmers, whose mean per capita income was less than US$
50. A 1991 survey of those living near the forest revealed that 96 per cent wanted to chop
it down, owing to wildlife crop raiding and the need for more land. Such an event would
have been considered “business as usual” in a region where nature and wildlife conservation
is often perceived to be at the expense of the livelihoods of a rapidly growing population.
The Kipepeo project responded to this challenge by demonstrating that maintaining biodiversity can not only benefit the community but also constitute a viable model of ruralurban co-existence. The project has trained 150 farmers to rear forest butterflies using tree
leaves. The butterfly pupae are exported to Europe and North America. Since 1994,
Kipepeo has earned over US$100,000 in foreign exchange for Kenya and has paid out over
US$ 35,000 to farmers. A 1998 survey of the farmers showed a major turnaround in
attitude: 84 per cent now want to preserve the forest. Moreover, monitoring has shown no
adverse impact on the wild butterfly population.
31
A Continual Learning Process
Learning is critical to the advancement of effective transfers. After a transfer has taken place,
all participants and stakeholders should meet to discuss and identify the lessons learned. Since
no two transfers will be the same, it is unlikely that the lessons learned will be identical from
each transfer. Yet it can be assumed that over time, effective transfers will share a
fundamental set of lessons so that eventually they might help to guide future transfers.
Role of Intermediaries and Networks
The exchange of information and experience among local urban organizations can only take
place with accurate and current information, which is increasingly being transmitted through
intricate networks. Intermediary organizations such as international, bilateral, and national
organizations, universities, think tanks, and NGOs are opening up channels of contacts and
communication among cities in the developing countries. This collection of information on
best practices is a critical aspect of exchange and transfers. The role of intermediaries is an
important aspect in this process as they provide the necessary guidance and expertise for the
successful implementation and continuation of a project. Networks, on the other hand, provide
the necessary information for transfers and exchanges, promote the idea of mutual
collaboration and serve as avenues for effective communications. Networks such as CityNet
and BLP play all these roles, serving as repositories of information but also actively sharing
information and expertise and often co-sponsoring transfers.
32
VII. MONITORING, EVALUATION AND FEEDBACK:
STRATEGIES FOR PROMOTING SUSTAINABLE TRANSFERS
Evaluation is an opportunity to bring the principal stakeholders into a
dialogue to reconfirm, to adjust, and to redirect the program to be
instilled into the fabric of the organization.
The sustainability of a transfer and the implementation of an innovative practice rely upon the
follow-through process and an honest evaluation of both the innovation and the transfer. Prior
to the transfer, a clear monitoring plan should be devised to provide a framework by which
progress can be assessed, impacts measured in accordance with initial objectives or anticipated
results and the implementation process analyzed for lessons learned.
Assessments of the process, successes and failures should be scheduled both on a short-term
and long-term basis, with all key players represented. Feedback meetings should be public and
widely advertised so that all stakeholders have an opportunity to get involved in the ongoing
evaluation and follow-up processes.
A key aspect of monitoring is to identify the obstacles faced and keeping track of how they
were overcome. This will provide others with valuable information on how to avoid some of
the obstacles and also how to overcome them when encountered. It is important to remember
that every project runs into obstacles at some point in the implementation process, and during
the euphoria of success, these obstacles are often forgotten.
The effective transfer of a practice is not simply replication but rather an innovative adaptation
using lessons derived from successes as well as failures. Developing a solution applicable to a
community’s specific problem is itself a good practice and should be evaluated and
documented for the benefit of others.
Strategic Process for Program Evaluation20
STEP
PROCESS
Gather key participants together as a group to evaluate the
Impact Evaluation
results of the transfer
Develop a list of criteria from the previous stages of the
Constructive Critique
transfer process that best represents the critical factors of the
project
Using the criteria developed by the participants, develop a
Survey
survey-feedback instrument to be distributed to and
completed by community stakeholders, e.g., residents,
NGOs, businesses, government
Collect, compile and document survey results
Document
Identify key success and problem areas
Identify
Schedule on-going evaluative processes to highlight
Long-term
successes and discuss remedies/alternatives for problems
20
Ibid.
33
In the short-term, evaluation results should be documented and discussed to determine
whether modifications are necessary to the initial plan. Should modifications be deemed
necessary, the same processes used in developing the initial plan can be repeated, focusing on
the areas identified for change.
In the medium to long term, the transfer process, including its impact and its process should be
documented and disseminated widely to enrich the body of best practice knowledge. This
expertise and experience can be used by other people, communities and organizations, thus
continually enhancing the potential for matching supply with demand for South-South and
decentralized forms of co-operation.
The UNCHS (Habitat) Best Practices reporting format lends itself particularly well to
documenting successful transfers and has the added advantage that the transfer experience and
lessons learned are made widely available through a searchable database on the Internet as well
as on CD-ROM. The reporting format also contains a series of generic questions which can
be used for monitoring and evaluation purposes (see Annex 2).
Conclusion
This guideline for transferring effective practices has shown the value of peer-to-peer learning
and highlighted the key issues involved. It also shows the principal steps in the transfer
process; the different types of peer-to-peer learning and exchanges that are possible; the stages
of a transfer process; the key actors and supporting organizations; what cities and
organizations need to know before entering into a transfer agreement; and finally suggests an
evaluation process to assess progress and measure the effectiveness of the program. Through
examples of some of the transfers, this guide has provided both information and worksheets
that can be used in the transfer process.
Without sharing, innovations and best practices will remain islands of excellence in a sea of
“business as usual.” However, it is also important to know that transfer and peer-to-peer
learning are not a panacea, but a process requiring time, commitment and an open
participatory system that allows for different opinions and voices to be heard. Although the
benefits to the demand-side may seem obvious, hosts stand to benefit as well, through
developing their capacity as a “learning organization”, or one that continually grows in
knowledge of its own strengths, weaknesses, and challenges.
The organizers of this manuscript invite readers to submit lessons learned from their own
transfer experiences as well as comments and recommendations for the improvement of these
guidelines.
34
ANNEXES
Annex 1: CityNet - Supported Transfers 1993-1998
No.
Item
No. of
transfers
Period
1.
Study visit by Housing Urban Development Corporation
(HUDCO)/Human Settlement Management Institute
(HSMI) to the Government Housing Bank of Thailand,
the National Housing Authority of Thailand and the
Urban Community Development Office of Thailand,
Bangkok
3
1-12 March
1998
2.
Study visit by Guntur Municipal Corporation, India, to
the Integrated Solid-Waste Collection System in
Olongapo City, Philippines
1
9-12
February
1998
3.
Study visit by Bangkok Metropolitan Administration
(BMA) to the Orangi Pilot Project (OPP) in Karachi,
Pakistan and Community Participation for Clean
Surrounding - the Work of Exnora, Madras, India,
2
26 April - 5
May 1997
4.
Study visit by Inter-Indonesian Municipalities
Organization (IIMO) to the Urban Community
Development Office (UCDO) of Thailand, the
Government Housing Bank of Bangkok and Urban Basic
services for the Poor: Poverty Alleviation (UBSP)
through Community Co-operation in New Delhi
3
6 - 13 April
1997
5.
Study visit by Tansen Municipality to the Integrated Solid
Waste Collection System in the City of Olongapo,
Philippines
1
12 - 18
February
1997
6.
Study visit by SEVANATHA, Sri Lanka to the Society
for Promotion of Area Resource Centers (SPARC)’s
programme in Bombay, and Sewa Bank in Ahmedabad,
India
2
9 - 16
February
1997
7.
Study visit by Hue City People’s Committee to
Government Housing Bank of Bangkok, Thailand and
Urban Basic Services for the Poor: Poverty Alleviation
through Community Co-operation in India
2
13 - 19
January
1997
8.
Study Visit on Waste Management by Ho Chi Minh City
to Bangkok
1
23 - 28
September
1996
35
9.
Study Visit to Orangi Pilot Project (OPP) by Dhaka and
Rajshahi
2
11 - 20
March 1995
10.
Study Visit from UCDO to Surabaya
1
11.
Study Visit from Bombay to Singapore
1
12.
Study Visit from Ho Chi Minh City to UCDO
1
13.
1
14.
Exchange Visit between YUVA, India and UPA,
Philippines
Study Visit by Dustha Shasthya Kandra (DSK) in
Bangladesh to SEVANATHA on slum rehabilitation and
community mobilization
3-8
December
1994
22 - 23
November
1994
26 - 30
September
1994
July 1994
1
March 1994
15.
Exchange Visit between SPARC and OPP
1
March 1994
16.
1
March 1994
17.
Study Visit from Ho Chi Minh City, Vietnam to Wuhan,
China
TCDC Study Visit from Wuhan to Songkhla
1
18.
TCDC Visit by Hanoi to Kuala Lumpur, Malaysia
1
November
1993
November
1993
19.
Study Visit from SEVANATHA to Orangi Pilot Project
1
20.
Exchange Visits between Bombay and Shanghai
1
TOTAL 28
Period of visit = 1 week
36
SeptemberOctober
1993
November
1992
Annex 2: BLP (UNCHS) Best Practices Reporting Format
Please provide the following information when submitting your Best Practice:
The Best Practice
1.
Name of the Best Practice
2.
Address of the Best Practice
(including street, P.O. Box, City/Town, Postal Code, Country, Telephone, Fax and Email addresses. N.B. please ensure country and city-codes are provided for telephone
and fax.)
3.
Contact Person
4.
Type of Organisation: choose from the following
Central Government
Private Sector
International Agency
Academic/Research
Local Authority
Non-governmental
organization
Foundation
Media
Para-statal
Community-based
organization
Professional Association
Philanthropist
Other? _______
The Nominating Organisation (if different from above)
5.
Using the same format as for the Best Practice, provide the name, address, contact
person and type of organisation for the organisation nominating the Best Practice. In
some cases the Best Practice and the nominating organisation may be the same.
The Partners
6.
Using the same format as for the Best Practice, provide the name, address, contact
person and type of organisation for at least one partner organisation.
Type of Partner Support
7.
For each Partner, specify the principle type of support provided:
Financial Support
Political Support
Technical Support
Administrative Support
Other____________
Financial Profile (Optional)
8.
Using the table below, provide a financial overview of the annual budget of the Best
Practice, indicating the sources and general percentages of contributions from each
partner. Please also specify the name of each partner.
37
Budget ($)
Partner Contributions (% of Budget)
Partner A
Partner B
Partner C
Partner D
1998
1997
1996
1995
1994
Category of the Best Practice:
9.
From the list below, select no more than three themes describing the focus of your
work. Then, from the list following the categories select as appropriate, the subcategories that best describe the Best Practice:
Poverty Eradication:
income generation; job creation; vocational training; access to credit.
Economic Development:
enterprise development (formal and informal sectors); investment development;
capital formation; entrepreneurship; training; cooperative opportunities; microcredit.
Social Services:
education; recreation; health and welfare; public safety; crime reduction and
prevention.
Environmental Management:
pollution reduction; urban greening; environmentally sound technologies;
environmental remediation; environmental health; monitoring and control;
ecological sustainability; “green” accounting; incentives for sound management;
resource management.
Infrastructure, Communications, Transportation:
energy use, conservation and production; transportation and mobility;
communication and media; safe water provision; waste-management and
treatment; sanitation.
Housing:
affordable housing; homelessness; land tenure and security; access to housing
finance; construction industry; eco-logical design.
Land Use Management:
land-use planning; geographical information systems; development incentives;
open space conservation; land development; urban/suburban renewal.
Urban Governance:
public administration and management; partnership development; legislation;
public policy; human resources and leadership development; decentralization;
resource mobilization; institutional reform; management and information
38
systems; auditing; visioning; openness and transparency; monitoring and
evaluation; accountability; metro/urban-wide government.
Civic Engagement and Cultural Vitality:
community participation; social and cultural vitality; expression and animation;
civic education; the arts.
Gender Equity and Equality:
gender roles and responsibilities; gender specific needs; empowerment; access
to resources; control of resources; legislation; removing barriers to equity;
ethnicity; social integration.
Disaster and Emergency:
reduction of vulnerability; civic awareness and preparedness; contingency
planning; early warning systems; response capacity; hazard reduction and
mitigation; life-line systems; rehabilitation/reconstruction; risk assessment.
Production and Consumption Patterns:
waste reuse and recycling; energy efficiency; water use and consumption;
resource conservation; consumer awareness; producer responsibility;
production/consumption cycles.
Urban and Regional Planning:
localizing Agenda 21; capital investment programming; budgeting; communitybased planning; urban renewal; conflict management and mediation;
consultative process; cultural heritage conservation; regional planning; regional
resource planning; metro/urban-wide planning.
Technology, Tools and Methods:
software; hardware; management tools and systems; technology transfer;
research and development; planning tools and techniques; networking;
information and communications technology and systems; appropriate
technologies; training and capacity building; infrastructure technology.
Children and Youth:
0-9 years; 10 years to adult; health and nutrition; education and vocational
training (including day care and after school care); environmental programmes
with a youth focus; children’s participatory planning and leadership
development; recreational/ cultural programming; legislation/advocacy;
community support programmes; especially difficult circumstances (abuse,
child labor, war); vulnerable groups.
Architecture and Urban Design:
affordable/ecological design; green building; sustainable community design;
landscape design; historic preservation.
Older Persons:
39
safe/accessible dwelling design; participation; health; employment; multigenerational activities; transportation; group homes; financial security.
Use of Information in Decision Making:
indicators; mapping (GIS); management (MIS); use of ICT; improved
participation; research; policy making.
Level of Activity
10.
Select one of the following that best describes the usual level of activity:
Global
Provincial/State
Neighborhood
Regional (international)
Metropolitan
Village
National
City/Town
Eco-System
11.
Select the eco-system in which your initiative usually operates:
Arid/Semi-Arid
High Plateau
River Basin
Coastal
Island
Tropical/Sub-Tropical
Continental
Mountain
Summary
12.
In no more than 250 words, summarize the purpose and achievements of the initiative
Key Dates
13.
Provide no more than five dates and describe in no more than five or six words, their
significance.
Narrative:
14.
In 2000 words or less, use the following headings to describe your work, giving
consideration to the questions that follow:
SITUATION BEFORE THE INITIATIVE BEGAN
What was the motivation for developing the initiative?
What was the nature of the relations between key partners before the initiative?
What was the social, economic and environmental context of the location?
What were the issues/problems to be addressed?
PREPARING INFORMATION AND CLARIFYING PRIORITIES
How were stakeholders involved?
How were initiative priorities set and refined?
FORMULATION OF OBJECTIVES, STRATEGIES AND MOBILIZATION OF
RESOURCES
What were the objectives?
What actions were taken? How were the actions chosen?
How was political support mobilised?
How were resources mobilised?
Who assumed leadership roles in formulating the objectives?
40
Who assumed leadership roles in implementing the initiative?
PROCESS
What problems were faced implementing the initiative?
How were they overcome?
Which important problems remain?
RESULTS ACHIEVED
Were the objectives described in {c} above realised?
How were your results measured? Quantitatively? Qualitatively?
Were indicators used to measure results/impact? Which ones? How?
Was better co-ordination and integration achieved?
What impact has the practice had on local/national social, economic and
environmental policies/strategies?
What impact has the initiative had on institutional capacity at the national, subnational and local levels?
What impact has the initiative had on local or national decision-making,
including the institutionalisation of partnerships?
Were there any special opportunities for change?
How were these
opportunities taken advantage of?
What impact did the initiative have on the use and allocation of human,
technical and financial resources at the local/national level?
What impact has the initiative had on changing people’s attitudes and
behaviour?
SUSTAINABILITY
How was the integration of the social, economic, environmental and cultural
elements of sustainability achieved?
How were resources leveraged?
How was cost-recovery employed?
How is dependence on external resources addressed?
Is there a time-line for achieving self-sufficiency?
If loans are involved, how are they being paid back?
LESSONS LEARNED
What were any lessons learned from other initiatives that were incorporated
into your initiative?
What were the three most important lessons learned ?
How have the lessons learned been incorporated into the initiative?
TRANSFERABILITY
What can others learn from your initiative?
Has your initiative been replicated/adapted elsewhere? Where? By whom?
What is the potential for transferring all or parts of your initiative?
References
41
15.
Using the format below, please identify (and if possible submit, copies of) any articles
appearing in professional or other publications (including newspapers), focusing on the
Best Practice.
Title of Article:
Source (include author, publication title, volume/number, date, page number(s):
42
Annex 3: Best Practices and Local Leadership Programme
Partners and Affiliates List (as of October 1998)
"This list of partners and affiliates of the Best Practices and Local Leadership Programme of
UNCHS (Habitat) provides useful contacts of training and capacity-building organisations,
professional associations and other institutions. These partners and affiliates can help match
supply with demand for information and expertise on good and best practices and in brokering
and facilitating transfers. Please contact the BLP for updated lists at <[email protected]>."
Asian Institute of Technology (AIT)
Dr. Yap Kioe Sheng
Human Settlements Development Programme
Asian Institute of Technology (AIT)
Km 42 Paholyothin Highway,
P.O. Box 4, Klong Luang
Pathumthani, 1210 Thailand
Tel:
(66-2) 524 5610/5614
Fax:
(66-2) 5162126/5246132
E-mail: [email protected]
Web:
http://www.hsd.ait.ac.th
Centre for Developing Cities (CDC)
Dr. Lyndsay R. Neilson,
Centre for Developing Cities,
University of Canberra
Kirinari Street, Bruce ACT
P.O. Box 1 Belconnen ACT 2626, Australia
Tel:
(61-6) 201 2633
Fax:
(61-6) 201 5034
E-mail: [email protected]
Asia Pacific Cities Forum
Dr. Akhtar Badshah, Executive Director
2203, 246th PL. NE.
Redmond, WA-98053, USA
Tel:
(1-425) 898-9739
Fax:
(1-425) 989-9649
E-mail: [email protected]
Web:
www.apcf.org
Centro de la Vivienda y Estudios Urbanos
CENVI
ALEJANDRO SUAREZ, Director
Violeta 27, Copilco el Bajo, Coyoacan
Mexico D.F. 04340, Mexico
Tel:
(525) 550 4099
Fax:
(525) 550 0821
E-mail: [email protected]
Brazilian Institute for Municipal Admin (IBAM)
Marlene Fernandes,
1-Humaita, 22271 070 Rio De Janeiro, Brazil
Tel:
(55-21) 537 7595
Fax:
(55-21) 537 1262
E-mail: [email protected]
Web: http://www.ibam.org.br/
CityNet, Regional Network for Local Authorities for
the Management of Human Settlements
International Organizations Center, 5F, Pacifico
1-1-1 Minato Mirai, Nishi-ku, Yokohama 220, Japan
Tel:
(81-45) 2232161
Fax:
(81-45) 2232162
E-mail: [email protected]
Web:
http://www2.itjit.ne.jp/~citynet/
Canadian Urban Institute
Dr. Tibor Frank
1349 Birchwood Heights Drive,
Mississauga, Ontario, L5G 2Y3, Ontario, Canada
Tel:
(1-905) 271 2427
Fax:
(1-905) 271 3565
E-mail: [email protected]
Community Crime Prevention
Ms. Christiane Sadeler, Coordinator
150 Frederick Street, Kitchener
Ontario N2G 4J3, Canada
Tel:
(1-519) 575 4794
Fax:
(1-519) 575 4440
E-mail: [email protected]
Danish Technological Institute
Mr. Erik Toft, Information Officer
P O Box 141, DK-2630, Copenhagen, Denmark
Tel:
(45-43) 50 70 49
Fax:
(45-43) 50 70 50
E-mail: waitro @dti.dk
Future Base Vienna
Mag. Ariane Muller,
Rahlgasse 3, A-1060 Vienna, Austria
Tel:
(43-1) 5861011/ 586 1012
Fax:
(43-1) 586101133
E-mail: [email protected]
43
Development Planning Unit (DPU)
Patrick Wakely, DPU - University College of London
9 Endsleigh Gardens
London WC1H OED, United Kingdom
Tel:
(44 171) 388 7581
Fax:
(44 171) 387 4541
E-mail: [email protected]
Web:
http://www.ucl.ac.uk/dpu/
Global Eco-Network Europe
Prof. Declan Kennedy, Director
Ginsterweg 5, D-31595 Steyerberg,
Germany
Tel:
(49) 5764 93040
Fax:
(49) 5764 2368
E-mail: [email protected]
Dubai Municipality
H.E. Qassim Sultan,
Director-General, Dubai Municipality,
P.O. Box 67, Dubai, United Arab Emirates
Tel:
(971 4) 221141
Fax:
(971 4) 246666
E-mail: [email protected]
Web:
http://www.dm.gov.ae
Global Eco-village Network
Hamish Stewart
GEN Sectretariat, Skyumvej 101,
7752 Denmark
Tel:
(45 97) 936655
Fax:
(45 97) 936677
E-mail: [email protected]
Web:
http://www.gaia.org
El Agora
CLAUDIA LAUB, Presidente
Caseros 344, pido 3 oficina 27
5000, Cordoba, ARGENTINA
Tel:
(54 51) 210060
Fax:
(54 51) 210060
E-mail: [email protected]
Government of Spain
Jose-Luis Nicolas, Subdireccion General de
Urbanismo
Ministerio de Fomento del Gobieirno de Espagna
Madrid, Espana
Tel:
(34 1) 597-5891
Fax:
(34 1) 597-5884
E-mail: [email protected]
ENDA Tiers Monde
Malick Gaye,
Coordinator, RUP Team,
4 et 5 rue Kleber, BP 3370, Dakar, Senegal
Tel:
(221) 8220942
Fax:
(221) 8235157
E-mail: [email protected]
Web:
http://www.enda.sn
Harvard University Graduate School of Design
Dr. Mona Serageldin, Executive Director,
Unit for Housing and Urbanization
Harvard University Graduate School of Design
48 Quincy Street,
Cambridge, Massachusetts 02138, USA
Tel:
(1-617) 495 4964
Fax:
(1-617) 495 9347
E-mail: [email protected]
Web:
http://www.gsd.harvard.edu/uhu/
Fellow Indicators for Sustainability
Mr. J. Gary Lawrence
University of Seattle, Parrington Hall,
Box 353060
Seattle, WA 98195-3060, USA
Tel:
(1-206) 616 2035
Fax:
(1-206) 616 5769
E-mail: [email protected]
Housing Development Finance Corporation
Mr. Deepak M. Satwalekar, Managing Director
Ramon Hse 169 Backbay
Mumbai, India
Tel:
(91 22) 28 52 335/2850487
Fax:
(91 22) 2821 474/2046758
E-mail: [email protected]
Fundacion Habitat Colombia
LUCELENA BETANCUR SALAZAR,
Directora Ejecutiva
Carrera 5 no 69 - 94, Apartado Aereo 251716
Santafe de Bogota, COLOMBIA
Tel:
(57-1) 347-3066 / 347-3097 / 347-3108
Fax: (57-1) 211-6245
E-mail:[email protected]
Huairou Commission
Ms. Jan Peterson, Coordinator of the Supercoalition,
2 United Nations Plaza, c/o UNCHS (Habitat)
New York, New York 10017, USA
Tel:
(1-212) 963-8702
Fax:
(1-212) 963-8721
E-mail: [email protected]
44
Institute for Housing & Urban Development Studies
(IHS)
Ed Frank
Institute of Housing & Urban Development Studies
(IHS)
P.O. Box 1935, 3000 BX Rotterdam, The Netherlands
Tel:
(31 10) 402 1570/4021523
Fax:
(31 10) 404 5671
E-mail: [email protected]
Web:
http://www.ihs.nl
International Union of Local Authorities (IULA)
Peter Slits, Director
Laan Copes van Cattenburgh 60 A
2585 GC, The Hague
P.O.Box 90646, 2509 LP, The Hague,
The Netherlands
Tel:
(31-70) 3066066
Fax:
(31-70) 3500496
E-mail: [email protected]
Institute for Transportation and Development Policy
(ITDP)
Walter Hook, Executive Director, ITDP
611 Broadway, Room 616,
New York, New York, 10012, USA.
Tel:
(1-212) 260-8144
Fax:
(1-212) 260-7353
E-mail: [email protected]
Joslyn Castle Institute
University of Nebraska at Lincoln - Eco-Design
W. Cecil Steward, Dean, Professor of Architecture,
3902 Davenport St., Omaha, Nebraska 68131 USA
Tel:
(1-402) 595 1902/3
Fax:
(1-402) 595 1007
E-mail: [email protected]
Web:
http://www.unl.edu/
International Centre for the Prevention of Crime (ICPCCIPC)
Irvin Waller, Director General,
International Centre for the Prevention of Crime
380 rue Saint-Antoine Ouest
Montreal, Quebec H2Y 3X7, Canada
Tel:
(1-514) 288 6731
Fax:
(1-514) 987 1567
E-mail: [email protected]
Web:
http://www.crime-prevention-intl.org/
Prince of Wales Business Leaders
Ms. Jane Nelson, Director, Policy Research,
15/16 Cornwall Terrace
London NW1 4QP, London, United Kingdom
Tel:
(44 171) 3762884/4673647/4
Fax:
(44 171)467 3610
E-mail: [email protected]
International Council for Caring Communities (ICCC)
Professor Dianne Davis, President,
International Council for Caring Communities (ICCC),
24 Central Park South,
New York, NY 10019, USA
Tel:
(1-212) 688-4321
Fax:
(1-212) 759-5893
E-mail: [email protected]
Pratt Institute, Centre for Community and
Environmental Development
Dr. Ron Shifmann, Director, Pratt Institute
Centre for Community and Environmental
Development, 200 Willoughby Avenue,
Brooklyn, New York, USA 11205
Tel:
(1-718) 636-3486
Fax:
(1-718) 636-3709
E-mail: [email protected]
Web:
http://www.greatcollegetown.com/pratt/
International Council for Local Environmental Initiatives
(ICLEI)
Local Agenda 21
Michael Manolsen, Assistant Secretary General,
International Council for Local Environmental Initiatives
(ICLEI)
City Hall, East Tower, 8th Floor,
Toronto, Ontario, M5H 2N2, Canada
Tel:
(1-416) 392 1462
Fax:
(1-416) 392 1478
E-mail: [email protected]
Web:
http://www.iclei.org/
Programme d'Economie Environnementale Urbaine
et Populaire (PRECEUP)
Mr. Farid Yaker, Coordinator,
PRECEUP, 5, rue des Immeubles Industriels,
75011 Paris, France
Tel:
(33-1) 43720909
Fax:
(33-1) 43721681
E-mail: [email protected]
Social Venture Network Europe
Alex Cutler or Georgina Broke
4 Great James Street
London WC1N 3DA, U.K.
Tel:
(44-171) 242 4990
Fax:
(44-171) 242 5010
UNCHS (Habitat) Regional Office for
Latin America and the Caribbean
Mr. Stephen Walsh, UNCHS (Habitat) - LAC
Av. Presidente Vargas, 3131/1304
20210-030 Rio de Janeiro, Brazil
Tel:
(55 21) 515-1700
45
E-mail:
[email protected]
Fax:
(55 21) 515-1701
E-mail:
[email protected]
Sustran c/o Asia Pacific 2000
A. Rahman Paul Barter, Coordinator
SUSTRAN , P.O.Box 12544
50782 Kuala Lumpur, Malaysia
Tel:
(60-3) 2559122 25592240
Fax:
(60-3) 2532361
E-mail: [email protected]
Lars Ludvigsen
UNCHS Information Office
Room E6/1 Palais des Nations, 1211 Geneva,
Switzerland
Tel:
(41 21) 907 4683
Fax:
(41 21) 907 0033
E-mail: [email protected]
Together Foundation
Martha Vargas, Acting Director, Together Foundation,
55 East 75th Street, New York, NY 10021, USA
Tel:
(1-212) 628 1939
Fax:
(1-212) 628 4265
E-mail: [email protected]
Web:
http://www.together.org
Urban Management Programme
Regional Office for Asia and the Pacific
c/o Asian Institute of Technology (AIT)
Mr. Nathaniel von Einsiedel,
Regional Coordinator, UMP Asia-Pacific,
P.O.Box 4, Klong Luang, Pathumthani, 1210 Thailand
Tel:
(66 2) 524 6205
Fax:
(66 2) 524 5778
E-mail: [email protected]
University of West Indies
ASAD MOHAMMED, Director
Sixth Street, Barataria,
TRINIDAD & TOBAGO
Tel:
(1-868) 662-2002
Fax:
(1-868) 662-4414
E-mail: [email protected] / [email protected]
World Assembly of Cities and Local Authorities
Coordination (WACLAC)
WACLAC/CAMVAL Secretariat
18 rue de Saint-Leger, 1204 Geneva, Swizterland
Tel:
(41-22) 3103091
Fax:
(41-22) 3103270
E-mail: [email protected]
University of Pretoria
School of Public Management and Administration
Prof. Sibusiso Vil-Nkomo, Director,
School for Public Management and Administration,
University of Pretoria,
Pretoria 0002, South Africa
Tel:
(27-12) 420-3334
Fax:
(27-12) 342-4964
E-mail: [email protected]
[email protected]
Youth for Habitat
Youth Association for Implementation
Of the Decisions of the Habitat II and Agenda 21
Sisli Belediyesi 12 Kat,
Esentepe, Istanbul, Turkey
Tel/Fax: (90 212) 2889844
E-mail: [email protected]
UNCHS (Habitat) Fukuoka Office
Mr. Disa Weerapana,
8th Floor, ACROS Fukuoka Building
1-1-1 Tenjin, Chuo-ku,
Fukuoka 810, Japan
Tel:
(81-92) 724-7121
Fax:
(81-92) 724-7124
E-mail: [email protected]
46