Developing a case study, developing an advocacy plan and implementing your plan
This assignment is different to your previous two assignments as it will be done as a group. It also consists of two different sections which you will submit at different times.
The two sections are:
Section 1: Case study
Section 2: Developing an advocacy plan and implementing your plan.
Below are instructions for developing your case study as well as instructions on what you need to submit as your assignment. We will be sending you the instructions for the second part of your assignment, developing an advocacy plan and implementing your plan when you have finished section 1.
Section 1: Your case study
Deadline for case study report: 31st August 2015
Instructions for writing up your case study
During Module 3 you have been given the opportunity to develop and plan your case study. Now you need to write it up. We suggest you go through the following steps to do so.
- Decide who is going to write what section
- At your first mentorship group free write these sections together and read them back to each other for comment
- Work on your sections until the next mentorship session
- Swop your section with someone else in your group so that they can read it, comment on it and add to it.
Put all the sections together including photographs and give it to someone in your anchor organisation to read and comment on. If you don’t have anyone in your anchor organisation you can give it to one of the research team being: Jane, Jessica, Victor or Thabang.
- Finalise your case study by all reading it to make sure it is okay.
- Reflect on what it was like to write your case study together and write this up.
- Share it with your anchor organisation and/or the provisional water caucus.
- Your case study as an assignment
Remember the format of a standard case study from Victor’s presentation in Module 2. You can either follow this format or develop your own format but you need to make sure that you clearly state your evidence and separate out this evidence from your argument but use the evidence to back up your argument. This is the core skill of writing a case study.
A: Your case study
You will be assessed on how well you have answered the following questions which relate to the sections of a Victor’s case study format.
- Why this case? (an introduction)
- How do we know? (Your approach)
- What is the evidence?
- What do we argue?
- What do we conclude?
Remember to use your core questions to guide your writing.
B. Reflecting on your case study
In the final section of your case study write down some reflections on what you have learnt by writing and sharing this case study. Answer the following questions
- What did I learn from writing up this case study? What did I learn about working in a group
- What did I learn from sharing this with my anchor organisation or the provincial water caucus?
Show evidence of having given your case study to someone to comment on by summarising what their main comments were and how you responded to them.
Section 2: Developing and implementing an advocacy plan
For the next stage of the NWRS2 citizen monitoring project you will prepare an action plan in collaboration with your anchor organisation and provincial water caucus (this will need to be sent to EMG before the final tranche of money is transferred).
As a learner, you will be assessed on the implementation of the first stages of the plan and your reflection on it (Part C of this document).
This might look like a daunting list, but you’ve already started a lot of the work and done some of the exercises in Module 3 and through your mentorship meetings.
PREPARING FOR YOUR ACTION PLAN
- Read the minutes[add link to minutes here] from all the social learning modules
- Read all your assignments and review all the exercises you’ve done in your mentorship meetings
- Focus on the case study you have written up
- DESIGNING FOR ACTION
Answer the following questions to develop the motivation for your action plan.
- What do you not want your situation to look like? Be as specific as possible. Remember this is influenced by our principles and values.
- Turn what you don’t want into a positive statement. Here are examples that Jane and Jessica have done based on your statements from Social Learning Module 3. Please feel free to change both what you don’t want (the original statement), as well as how this is expressed positively.
Examples of statements of the change we want to see:
Western Cape: We don’t want to see government outsourcing water services.
Positive: we want to see government taking responsibility for providing water.
Eastern Cape: We don’t want to have a situation where we lose flora and fauna or degradation and deforestation and a community that is ecologically unaware.
Positive: We want the community to be ecologically aware and to protect flora and fauna.
Mpumalanga: We don’t want people to be short of water or for medicinal plants to be scarce.
Positive: We want people to have enough water and for medicinal plants to be abundant.
Vaal: We don’t want the exclusion of spiritual water users in CMFs and legislative processes from now on into the future.
Positive: We want spiritual water users to be included in CMFs and legislative processes from now on into the future.
2. How can we make this happen
a) Who do we want to influence? Draw or revisit your relationship map
i) Choose who (or what) you want to be in the middle – it could be your problem, your group, your anchor org, a river or a mountai
ii) Map out as many relationships as you can (refer to slides that Jane wrote for Social Learning Module 3)
Read your research questions again and choose the 5 to 10 most important relationships for you and your case study right now and think about these questions:
- Would you describe this as a positive or negative relationship?
- Why is this relationship like this?
- How do we want this relationship to be?
- What can we do to change or strengthen it?
You can answer these questions in your map, through colour coding and text?
b) What opportunities already exist
i) Who do we already have relations or partnerships with? (refer to your relationship map)
ii) What activities or processes/projects are we or the organisations/people we have key relationships with already involved in that relate to our research question/s and case study? Make a list.
Examples of opportunities that already exist
December is participating in the Sand CMF and raising issues in relation to plantations.
The WCWC has a history of dialogue with the City of Cape Town on water management devices.
Soso is engaged in permaculture gardening with a group of women.
Traditional Healers associations are engaging with the health dept. in the Vaal.
iii) Reflect on what has worked or not worked so far in relation to these processes and projects (what has been easy and what has been difficult?) What are your strengths and weaknesses? You can refer to doings sayings or relatings if this helps you.
c) Keeping in mind relationships, existing processes and your strengths and weaknesses, what are the key steps you need to take for:
i) Your case study
ii) Influencing policy (remember policy is the FULL policy cycle, not just what is in the documents)
iii) Building the social movement
Build on what you have already listed during Social Learning Module 3
2. MANAGING FOR ACTION
3. Develop an action plan table including:
i) Who is responsible for each step
ii) Who will be involved
iii) What resources do you need and can you get them
iv) How and when will you evaluate and reflect (this is an actual step that needs to be planned for by asking yourself the above questions)
Here’s an example of a table that you could use. Or you can design your own table. The examples of steps can be more or less detailed than the one below, depending on your needs. Remember to include a step on evaluation.
|Step description||Responsible person||Who else involved||Resource needs||Source of resources||Timeframe|
|Write deliverable 5 for the WRC||Jessica||Jane – writerHeila, Thabang, Victor – reviewers||Time1 night accommodation (JW&JB)Transport costs||WRC budget||31 August|
|Reflect on WRC project to date via team meeting||Jessica||Jane, Victor, Heila, Taryn, Thabang, Thabo, Londeka||TransportVenueAccommodationTime
|WRC budgetEMG officeVolunteer time||End September|
Now that you have planned for your steps, consider are they practical and can you achieve them? Adjust your steps and table to make them realistic
4. Develop a budget based on your action plan table
This should include how much money is allocated to each activity. You can include an extra column in your action plan where the total for each step is reflected
C. EVALUATING, REFLECTING AND DOCUMENTING FOR ACTION
When you implement your action plan, you need to keep a good record of what you are doing for the following reasons:
i) It provides evidence for what you’ve done
ii) It helps you report on your actions
iii) It helps you evaluate and reflect
This record should include minutes of meetings, reflections after meetings, attendance registers, reports, relevant websites, interviews you have done, etc. You have started a lot of this already through Assignment 2.
5. Include in your action plan:
i) How and who will record your activities
6. Reflect on the implementation of your action plan
This will happen at regular intervals, e.g. every three months. For your assignment you will do one reflection on the steps that you have already implemented. You can be guided by these questions in your reflections:
i) What did we want to achieve by now?
ii) How did we go about doing this? What worked and what didn’t?
iii) Can we see any change (or potential for change) in the situation? How do we know? This could include changes in relationships; changes in what people we work with know, say or do; changes in what I know, say or do; or changes in the physical environment.
iv) How will this influence what we do next? Revisit your action plan if necessary
7. Document your reflections
This will include 2 parts:
i) A collective reflection by everyone involved based on point 6 above
ii) An individual reflection from each learner, based on your personal experience and learning of this whole action planning and implementation process. Your personal reflection could include thinking about:
• the process of writing an action plan
• what it was like to work as a group
• 3 things you’ve learnt that you will use again
• Where things have been difficult or worked well and why in relation to implementing your planned steps
• Anything else you’d like to comment on