Introduction

This Unit deals with the design and financing of participatory mapping projects. The budget is an integral piece of the project design because all projects of this sort need financial backing. The project design may be modest if the area to be mapped is small with only one or a few communities within a circumscribed territory. A project design of greater complexity will be needed for larger, more ambitious projects involving extensive areas, numerous communities and a team comprised of many villagers and technicians. No matter the size of the task, the project must be carefully and thoroughly designed and a budget covering all of the activities must be developed. Funds should be secured before the mapping work begins.

Unit objectives / expected outcomes

After the completion of the Unit the trainee will be able to:

• discuss the dimensions of project design and financing;
• list the reasons for a (hypothetical or real) mapping project and its objectives;
• describe the methodology to be used and the sequencing of activities;
• calculate the project cost, develop a budget and devise a plan for raising funds to cover the project that describes the expected results;
• discuss the consequences of good vs. poor planning.

Content outline, main topics covered and suggested sequencing

This Unit focuses on the topics listed below:

1. Project rationale via problem tree analysis (Exercise No. 1) (60 min)
2. Project design and financing (PPT No. 1) (20 min)
3. Brainstorming for checklist and budget preparation (Exercise No. 2) (50 min)
4. Problem sharing and solution finding through the Margolis Wheel (Exercise No. 3) (50 min)

Components of the Unit

Exercises

• Exercise No. 1: Project Rationale via Problem Tree Analysis; to let participants appreciate the conceptual process leading to the formulation of a project rationale which in turn provides all of the necessary elements for formulating a sound project design and budget (60 min)
• Exercise No. 2: Brainstorming for Checklist and Budget Preparation; to develop a checklist of items to be considered in the formulation of a project budget (50 min)
• Exercise No. 3: Problem-sharing and Solution-finding through the Margolis Wheel; to stimulate discussion on fundraising strategies; to give individuals the opportunity to discuss problems they face or will face and to generate potential solutions for how to source funding (50 min)

Handouts for Trainee (to be distributed in printed format):

• Project Design and Financing (Handout4T)
• Mapping Indigenous Lands: A Practical Guidebook by Mac Chapin and Bill Threlkeld. Printout of Chapter 2, “Addendum: Project Design” (pages 26–29)
• Mapping Indigenous Lands: A Practical Guidebook by Mac Chapin and Bill Threlkeld. Printout of Chapter 3: “Finances: Preparing a Project Proposal and Securing Funds” (pages 30—35).
• Article: Mapping Indigenous Lands
• List of Additional Resources (see M07U01)
• Unit Glossary (Included in the Module Glossary)

Handouts for Trainee (to be distributed in digital format)

• Mac Chapin and Bill Threlkeld. 2009. Mapping Indigenous Lands: A Practical Guidebook.

Presentations

• PPT No. 1: Project Design and Financing, showing hot to plan project activities, develop a clear proposal, and budget to cover project expenses (20 min)

Duration

3 hours

Additional trainer resources

• Mac Chapin and Bill Threlkeld. 2009. Mapping Indigenous Lands: A Practical Guidebook. Center for the Support of Native Lands, Arlington, USA.
  tinyurl.com/yhzny84;
  “Chapter 2, Addendum: Project Design” (pages 26–29) and “Chapter 3: Finances: Preparing a Project Proposal and Securing Funds” (pages 30–35).
• A New Trail: Fundraising for Cultural Research and Land Use and Occupancy Studies. 2007. Prepared by the Aboriginal Mapping Network and Ecotrust Canada with support from the Walter and Duncan Gordon Foundation (updated version November 2007) Available online as PDF:
  tinyurl.com/yb3u9mm Last accessed: 19 November 2009

Equipment needed

Computer, beamer, three pin boards, pins, A5 cards (various colours), marker pens, scissor, masking tape, large sheets of paper and one watch or electronic timer, one object to make a noise (e.g. a cup and spoon or bell)

Additional downloads

• Download this page in MS Word format (additional information included)
• Download the complete unit