Session-1

Setting the Stage

‫السماوراظنم‬،‫داع‬
O
b
j By the end of this session, participants will be
e able to:
c
t ▪ Know each other.
i ▪ Become acquainted with the flow and scope
60 minutes
v of the 2-day training.
e
s

Session Plan
# Steps Resource Material
Keep a file cover, notepad and pen on the tables, one for each Slide-1: Title
participant. Keep the participant handbook, the LGS Guidebook,
Slide-2: Khush Amded
the pre-test, post-test, additional material and evaluation forms
separate, so that these can be distributed as and when. Display
1.
Slide-1(title of the two days’ workshop) before the participants
arrive in the hall. Once all the participants have arrived, click the
slide changer and display Slide-2.

Greet each participant warmly as they enter the room, with a smile
and handshake (by the male trainers) so that they feel respected
2.
and welcomed. Allow the participants to sit anywhere.

Show Slide-3 and tell the participants that you would now like to
Slide-3: Tilawat e Kalam
formally start the training. Tell the participants that before the
3. e Pak
formal proceedings, you would like to request a volunteer to recite
a few verses from the holy Quran.
Formally welcome the participants to the training hall. Ask them Slide-4: Workshop Title
about their travel, lodging, breakfast, and about their overall health. Slide
Congratulate them on being elected as LG members. Welcome Slide-5: Dua, Salam aur
them also on behalf of the LGS and UNDP. Nizam

st
Show Slide-4 to welcome them now to the 2-day training. Then Slide-6: Title of the 1
4. Session
show Slide-5, and welcome them to the first day of training. Tell
them that the Day is titled: ‘Ghaur Karo Ge tab Samjho Ge’. Ask
them what this means?

Show them Slide-6, and tell them that the first session is titled Dua,
Salam aur Nizam. And that is what you would like to do.
Session Plan
# Steps Resource Material
Tell the participants that the first step is to know each other. You Slide-7: Introduction
would like to do this through a systematic process. First you would
like to introduce yourself and your colleague. And then you would
like to ask each of them to introduce themselves. Then briefly
introduce yourself as follows: name, designation and the
organization you represent.

Then show Slide-7, and ask participants to introduce themselves in

terms of:
• Name
5.
• Designation in the VC/NC
• Name of VC/NC they represent

Demonstrate how you would like the participants to introduce

themselves by giving an example such as: ‘Maira Naam Haseeb Jan
Qazi hai, aur mai youth member hu, VC ABC se’.

Once everyone has introduced themselves, thank them. Tell them

that now you would like them to undertake a quick activity.

Tell the participants that one of the things that the management of Slide-8: Tarbiyat ka
this training would like to know is whether the trainers were able Ibtedaee Jaeza
to teach the participants anything. Ask them how change can be
measured? Emphasize that it can be done by testing the before
and after.

Tell them that you will also do the same. You will check the
participants knowledge before attending the training and after.
This requires you to ask them 10 questions. They must treat this
6. activity as a TEST. Therefore, they must not look into each other’s
papers, not discuss, nor peek into someone else’s test. Tell them
that the trainers will monitor them.

Tell them that if they are ready, you will begin. Then show Slide-8
and tell them that this is a Pre-test. And you will be doing a similar
test at the end of the training. Once again assure them that this is
not meant to challenge their abilities or competence but to check
how effective the trainers were in being able to teach them.

Show participants Slide-9 which has a sample question and Slide-9: Sample
demonstrates to the participants how to respond to a question
7. using the yes (√), no (X) and don't’ know symbols. Make sure
everyone understands this rating scale.
Session Plan
# Steps Resource Material
Then hand out the Pre-test forms. Tell them the participants to put
their name on the form. Tell the participants that the form has 10
questions and each Q has the three options. They must circle only
ONE option per question. Tell them that for those who may have
difficulty in reading the questions, you will read out the question
for them.

Then question by question show the slide and ask the participants Slides 10-20: Pre-test
to circle their choice of response. Make sure that the co-trainer and Questions
any other resource person in the room is assisting those who are
less literate. Keep showing the questions on the screen and have
the participants circle the answers. This activity should take about
10 minutes.

Collect the pre-test forms and count them to make sure that all the
participants have submitted the form. Put the marked forms in an
envelope marked ‘PRE-TEST’ and give them to the management.

Now place the number tents on each table. REGROUP the tables
as follows:
• Ask all the chairpersons to stand up. Number 1,2,3,4 and 5 and
designate them to the tables.
• Then ask the minorities members to stand up and do the same.
• Ask the farmers or peasant workers to stand up, and do the
same. And finally, designate numbers to the general members
8.
and ask them to join the groups at the table. Do not include the
female participants in the regrouping exercise. Let them sit
together at a place they are comfortable.

Make sure that there is at least one member at each table who can
read and write.

Now distribute the pack of material for each participant, i.e., the Training Material
participant handbook and the reference material. Ask the • Participant
Handbook
participant to write their names on the top of each • Rules of Business
book/document. Ask those who can write to facilitate those who
cannot.
9.
Tell the participants that throughout the training you will be
referring them to the Participant Handbook. They should therefore
constantly make use of these documents. Introduce participants to
the structure of the Handbook.
Session Plan
# Steps Resource Material
Ring the bell to capture participants attention. Tell them that you Slide-21: Carpenter
would now like to engage them in a small group discussion where Story

they have to, as a group, must respond to specific questions. But Annex – Story 1: The
before doing that, you would like to tell them a STORY. Carpenter

Show participants Slide-21 and tell them the carpenter story (Story-1,
Annex ). Explain that whatever they do at their local level today will have
implications for them, their children, and their children.

Tell the participants that there was a system of governance that

existed before the merger. Ask them what that was? Tell the groups
that you would like them to do a quick activity in their groups. Show
them Slide-22 and tell them that they must discuss the 4 given
10. questions. They can either note the responses to the questions, or
remember them: Slide-22: Discussion
Questions
1. What were the advantages and disadvantages of the previous
system of governance?
2. What is the local government system? Do they expect it to be
different or similar to the previous system?
3. People have voted members of the VC/NC. What are their
expectations from the new LG system?
4. What steps should be taken to make the new LG System successful?

After 15 minutes, once all the groups have had a chance to discuss,
stop the discussion and one-by-one, discuss each point in the
plenary.

Share the 2-day Training Agenda. Make the description fun – like a Slide-23-24: Training
trailer so that one looks forward to seeing the movie! Conclude that Agenda
11. the participants can expect some very useful information as a
result of this training, which they can then immediately apply with
regard to their VC/NCs.
Now display Slide-25 and emphasize why each norm is so Slide-25 – Workshop
important. Highlight about the cell phones, the break timing (and Norms
how these can be slightly flexible) and about the about the
emergency exits and washrooms. Also, the fact that everyone who
12.
are participating – male, female, chairperson, general member,
minorities – all are special and important, and you would like
everyone to participate actively.

Once again thank everyone for being there, and bring Session-1 to
13.
a close.
 Session-2
An Overview of Local Government System and Decentralization

‫کلھجدالھکاج۔اقمیموکحتماکاظنم‬
O By the end of this session, participants will be
b able to:
j
e ▪ Describe the concept of local Government
c ▪ Know the history, comparison of the LG
t system with 2013 and 2019
i ▪ Explain the benefits of Decentralization
75 minutes
v ▪ Structure of Tehsil Local Government, Tehsil
e Local Council and VC/NC
s

Session Plan
Resource
# Steps
Material
Ask the participants how many of them have been called a nazim Slide-26: Jhalak
instead of a chairman? How many of them have been called a councillor Diklaja – Muqami
Hakoomat ka
instead of a member? Tell the participants that this is because the local Nizam
governments are NOT a new phenomenon. They have been in
existence for many decades, and there have been many variations and
changes over that time.
1.

Show Slide-26 and tell the participants the Session title, and that the
session will focus on what is Local Government, why is it important, how
it changed over the last decades, and how can it lead to more
sustainable development.

Ask the participants if they like to listen to stories. Most people do. Tell Slides-27-28:
them that you would like to tell them an interesting story of a King called Story of Raza
Khan Badshah
Raza Khan Badshah. Tell them to carefully listen to the story, and note
– mentally or on their notebook, the before and after situation in the
story and the lessons that we can learn.

Use Slides 27-28, and the story on Handbook Page 7, and dramatically
2. narrate the story. Do NOT read out the story

Once complete, ask the participants what was the before situation. Ask
them how the King changed the system. What exactly did the King
change? What difference did the change make?

Look for responses such as:

• Devolution of power – financial and administrative
Session Plan
Resource
# Steps
Material
• Decentralization of decision making
• Distribution of resources based on equity versus equality
Ask the participants what they understand by equality and equity. How Slide-29: Story of
are these terms different? Explain the difference by using the story of Stork and Cat
the stork and the cat. Explain that sometimes equitable or unequal
3. measures need to be taken for equal results. Ask for some examples.
Tell them that in order to have women participate in off station training, the
project is funding Mehram to attend the training along with the women.

Tell the participants that based on the previous story, let us evolve the Slides 30:
definition of LG. Refer them to Page 8 of the handbook, and read out Definition of LG
4.
the given definition, explaining as needed.

Refer once again to Page 8, and ask the participants what it means
when we say that local governments serve as nurseries? Ask them what
can one find in nurseries?

Emphasize that one finds seeds, saplings and plants in pots which can
be used to grow larger trees. Ask the participants if they know anyone
who was seeded at the local level, and has today reached a level where
5.
she or he can make a significant difference. It is likely that the
participants may give the following, and other, examples:

• Minister Mahmood Khan was once a Tehsil Nazim, and today is the
Chief Minister.
• Minister Kamran Bangash started as …….

Ask the participants if they have heard the term ‘sustainable Slides-31-32:
development’. Tell them that sustainable development is development that Sustainable
Development
meets the needs of the present without compromising the ability of future
generations and everyone concerned (the poor, the vulnerable, the well off,
women/men, minorities, etc) to meet their own needs.
6.

Refer participants to Page 8, and using Slide-31 and 32, explain that
sustainable development is possible only when those leading
development practice and aim for specific results.

Tell the participants that as mentioned before, LG is NOT a new Slides 33-36:
phenomenon, even though it is new for the merged districts. Tell the Comparison
7.
participants that though there is a history dating back to 2001, you
would like to help them understand the key differences between the
Session Plan
Resource
# Steps
Material
Local Government Act 2013 and the current Act that are based on the
Amendments made in 2019 and 2022.

Using Slides 33-36, compare the key features of LG Act 2013 with the
Amended LG in 2019/2022. If time permits, briefly explain the spirit of
why these amendments were made.

Refer again to the story of the King. Ask participants to think back to
what was decentralized? The responses you are looking for are:
Financial and Administration. Show Slide-37, and refer participants to
8.
Page 9. Tell the participants that there is yet another dimension of
decentralization, i.e., political. Briefly explain all three points.

Tell the participants that to conclude the concept of decentralization, Slides 38:
you would like them to think once again of the specific benefits of Comparison
decentralization at the local level. Refer participants to Page 10, and
using Slide-38, ask them to discuss in their groups the given words and
visuals, and how it links to decentralization. E.g., what is shirakat, and
9. how does this link to decentralization? Explain that this is one reason
why the council has members that represent women, farmers,
minorities, etc. If time permits, link this discussion with responses given
by the participants in the first session (advantages and disadvantages
of the previous system of governance).

Tell the participants that you would like to conclude this session with Slides 39-41: Fill
one last activity. Refer them to Page 11 and show them Slides 39-41. in the Blanks

Ask them to take 5 minutes to fill out the 9 blank spaces on the two
10. Slides 42-43: The
given visuals. After 5 minutes, use Slides 42-43 to reflect the answers LG Structure
Refer participants to Page 12 for the solution.

Ask participants what are the links between the VC/NC, the Tehsil Slides 44: Tehsil
Council and three Tehsil Local Government? Encourage responses and Local Council
conclude as follows:

• Chairman VC/NC is an ex-Officio member of the Tehsil Council.

11. • Members on the reserved seats in the Tehsil Council represent their
VC/NCs.
• VC/NCs identify the development needs of their areas for the
reference and response of the Tehsil Local Government.
• VC/NCs facilitate the Tehsil Local Government to perform its
functions.
Session Plan
Resource
# Steps
Material
• VC/NC assists the Tehsil Local Government to perform assigned
tasks.

Conclude the Session by thanking participants for their active

participation. Tell them that while this Session focused on the structure
12.
of the LG. The next Session will highlight the roles and responsibilities
of the LG.
 Session-3
Local Government - Scope of Work and Responsibilities

‫ڑجوےگوتڑبوھےگ۔اقمیموکحتمےکاومراورذہمداری‬
O
b By the end of this session, participants will be
j able to:
e ▪ Introduce the participants to some of the key
c stakeholders of the LG system with whom
t they must interact.
i ▪ Describe the roles and responsibilities of the
75 minutes
v key stakeholders of the LG system, and
e understand who is responsible for what.
s

Session Plan
Resource
# Steps
Material

RECAP

Tell the participants that one of the most frequently asked questions
by the elected representatives, and of the elected representatives, is
about their ROLES. What are we supposed to do? What difference
can we make?

Since the LG is a new for the merged districts, people are confused
1. about the roles and responsibilities of the various LG stakeholders.
However, as per law, every stakeholder in the system has some
specific roles to play. Slide-45: Roles and
Responsibilities
Show Slide-45 and tell the participants that this Session will clarify
the roles and responsibilities of some key LG stakeholders.

Tell the participants that they can play an effective leadership role Slide-46: Overview of
within their VC/NC only when they are aware of their roles and the Structure
responsibilities, i.e., they know what they are mandated to do. Refer
participants to Page 12 of the Handbook, and show them Slide-46.
Tell them that in this session they will learn about key functions, roles
2. and responsibilities of 5-key stakeholders within the LG system, i.e.,

1. Tehsil Local Government

2. Tehsil Council
3. Chairman VC/NC
4. Village and Neighbourhood Council
Session Plan
Resource
# Steps
Material
5. Assistant Director
6. Secretary VC/NC

Tell the participants that as highlighted before, the VC/NCs are an Slide-47: Tehsl Local
integral part of a Tehsil Local Government. Many VC/NCs together Government
form a Tehsil LG. So, it is important to know what is the core function
3. of a Tehsil LG. Refer participants to Page 13, and using Slide-47,
explain the three broad functions of a Tehsil Local Government. Use
the structure discussed in the last session to elaborate further.

Tell the participants that the next step is to understand the overall Slide-48:
roles and responsibilities of the Tehsil Local Council. Make sure that Responsibilities of the
Tehsil Local Council
the participants understand the difference between the Tehsil LG
and the Tehsil Council.

Refer participants to Page 13. Explain to the participants that while

there are 12 broad areas of roles and responsibilities of the Tehsil
Local Council, these can be categorised in three broad areas as
follows:
1. Manzoori
4.
2. Intekhab and Qayam
3. Jaeza and Sifarashat

Tell the participants that you will now introduce them to each of the
12 roles and responsibilities. You would like them to label which of
the above explained category it belongs to. Show Slide-48.
Encourage responses and make sure that participants understand
that 1-4 are related to Manzoori, 5-10 are linked to Intekhab and
Qayam, and 11-12 are related to Jaeza and Sifarashat.

Tell the participants as members of the VC/NC, it is imperative for Slide-49 - 53: Roles &
them all to know about the roles and responsibilities of the Responsibilities of the
Chairman VC/NC
Chairman VC/NC so that you can hold him accountable. Ask the
5. participants what they think are the roles of the Chairman. Then
using Page 14, the Slides 49-53, and appropriate examples, highlight
the 9 roles of the Chairman VC/NC.

Tell the participants that one of the most important messages of this Slides 54-56: Roles
session is to understand the roles and responsibilities of the VC/NC and Responsibilities
6. of VC/NC
as a Council. These roles must be understood and OWNED by every
member of the Council. Tell the participants that there are 13
Session Plan
Resource
# Steps
Material
responsibilities of the VC/NC given in the Rules of Business that will
now be highlighted through an activity.

Tell the participants that you will assign two roles and responsibilities
to each table. You would like the group to discuss, for each assigned
role, the following:
• What is this role/responsibility?
• Why is it important?
• How should the VC/NC implement this role and responsibility.

Tell them that you will give them one example. Refer participants to
point 6 on Page 15, i.e., SPORTS.
• What? To promote all kinds of physical and activities for the
people (men, women, female youth, male youth, boys and girls)
living in a certain constituency.
• Why? Sports are a requirement for any healthy population.
• How? Create open spaces for boys, youth and enclosed spaces
for women and girls. Introduce tournaments.

Now assign the remaining 12 role/responsibilities amongst the six

tables (2 per table) and ask the groups to discuss the what, why and
how of the given responsibilities. Give the groups 10 minutes to
discuss and then lead a discussion in the plenary following the
sequence of roles given on Page 15. Make sure that the what, why
and how is covered for each role and responsibilities.

Tell the participants that another very important category of Slides 57-59:
stakeholders, particularly for them as VC/NC members, are the Assistant Director
and Secretary
Assistant Director and Secretary Local Government.

7. Refer participants to Page 16 and highlight the roles and

responsibilities of the Assistant Director and the Secretary. Tell the
participants that the Secretary is generally a person who is trained
to support the Councils, and the VC/NC should access this support.

Tell the participants that the local governments have a significant Slide-60: Star Fish
role to play in changing the lives and destinies of the people of the Story
merged districts. As a new form of government, it may take them
8. time to become fully functional and make a difference to everyone.
However, they must start somewhere.

Conclude the session with the Star Fish Story.

 Annex
THE CARPENTER

An elderly carpenter was ready to retire. He told his employer, a building contractor, of his
plans to leave the house building business and live a more leisurely life with his wife and
extended family. He would miss the paycheck, but he needed to retire. They could get by.

His employer was sorry to see his good worker go and asked if he could build just one more
house as a personal favor. The carpenter said yes, but it was easy to see that his heart was
no longer in his work. He had lost his enthusiasm and had resorted to shoddy workmanship,
using inferior materials. It was an unfortunate way to end his career.

When the carpenter finished his work and his boss came to inspect the new house, the
contractor handed the front-door key to the carpenter. “This is your house,” he said, “my
gift to you,” What a shock! What a shame! If he had only known he is building his own house,
he would have done it all so differently. Now he had to live in the home he had built none
too well.

So it is with us. We build our lives in a distracted way, reacting rather than acting, willing to put up
less than the best. At important points, we do not give the job our best effort. Then with a shock
we look at the situation we have created and find that we are now living in the house we have built
for ourselves. If we had realized this earlier, we would have done it differently.

Think of yourself as the carpenter. Think about your house. Each day you hammer a nail, place a
board, or erect a wall. Build wisely. It is the only life house you will ever build. Even if you live it for
only one day more, that day deserves to be lived graciously and with dignity.

The plaque says, “Life is a do-it-yourself project”. Who could say it more clearly? Your life today is
the result of your attitudes and choices in the past. Your life tomorrow will be the result.
 Annex
MAKING A DIFFERENCE
 Session-4
Effective Working of a Local Government Council

‫تبیتےستبیکت‬
O By the end of this session, participants will be
b able to:
j ▪ Explain the importance of holding effective
e council meetings.
c ▪ Describe the roles to be played by council
t members and secretary during Council
i meetings. 150 minutes
v ▪ Understand the importance and process of
e making effective resolutions in the VC/NC
s council

Session Plan
Resource
# Steps
Material
Tell the participants that since the world began everyone has been
driven by two categories of work, i.e., personal or based on self-
interest, and two, that which benefits or contributes to the
community at large. Personal interests include building or having
own house, hujra, shop, kheti or other kinds of livelihood. However,
let us say I have a son or daughter whom I want to send to school in
my own area. Can I build my own school? If a family member is
unwell, can I build my own hospital? Or road? Obviously not.

What would it take to respond to and solve common needs? Of

course, one would need to come together, meet, dialogue. However,
1. Slide-61: Session Title
this is nothing new. Since olden days, this has been the way to
discuss and resolve issues. Earlier we relied on the jirga and will
continue to do so. However, the VC/NC is also like a jirga, elected by
the people.

As we saw in the previous session, the Council is a legal entity, and

has the mandate to meet to resolve people’s problems and resolve
the same. Show Slide-61, and tell the participants that this Session
will guide them on how to make their Council legally acceptable and
their meetings more effective.

Refer participants to page 17, and tell them that you would like to
2. cover some important points about Council meetings. Tell the
participants that the Local Government Act Section 112 and 113 (7th
Session Plan
Resource
# Steps
Material
Schedule Part II (i)) provides guidance on conduct of meetings and
conduct of business. The Government has provided Model By-laws
for conduct of meetings and conduct of business by VC/NCs.

Tell the participants that there is some essential business that must
be conducted in the very first meeting of the VC/NC as follows:
• VC/NC tenure is 4 years.
• Modify the available By-laws and ‘adopt’ the same through a
voting process in the Council, so that the council and its meetings
can be legalized.
• Set an annual calendar, with dates on which the VC/NC will meet.
It is mandatory for the VC/NC to hold at least one session every
month, while for the Tehsil Council would hold 35 sessions in a
year.
• In case General Members have come into VC/NC unopposed,
s/he will be elected as Chairperson. It is the Chairperson who will
also act as Presiding Officer at Council meeting.

3. Using Slides 62-65, explain some key terminologies. Slides 62-65: Key
Terminologies
Types of Sessions – Ordinary, special and emergency

Differentiate between different types of meeting with examples.

Explain as follows:
• Ordinary Sessions: held for discussing the routine matters with
open agenda.
• Special Session: held for discussing a one-point agenda such as
Slides 66-67: Types of
4. a budget.
Ijlas
• Emergency Session: held to cope with any emergency situation
such as earthquake, flood etc.

Explain that all meetings require a quorum, i.e., minimum

attendance to qualify the meeting as legally acceptable which is 33%
of the total membership.

Essentials of a Session: Using Slides 68-74, and referring participants

to Pages 18-20, briefly explain that there are three phases to a
Slides 68-74: Before,
5. Session or Council Meeting:
During and After

Before
Session Plan
Resource
# Steps
Material
• Who will convene the session?
• Who will issue the invitation for session?
• How the notice is issued?
• What the mentioned in the notice for session?
During
• What is the minimum duration of a council meeting?
• What is a motion, resolution and call attention notice?
• How much time is fixed for question answers?
• Procedures of asking questions.
• Types of questions.
• Number of questions that can be asked by a member per
day.
• Admissible and non-admissible questions.
After
• How & by whom the record of the session is maintained?

Explain that every Council meeting has a set Agenda as follows:

1. Tilawat
2. Confirmation of minutes of last Session
3. Questions/Answers
4. Previous deferred questions
6. Slides 75
5. Instructions from the Government
6. Reports from various committees
7. Resolutions
8. Any other item (time permitting)

Tell the participants that you would now like to demonstrate a

‘VC/NC council meeting in progress. Use the attached script to set Slides 76
Mock Role Play
7. up the role play. Make sure that those who will play a role are well
Script:
briefed during the tea break.

After the role play, check the participants understanding of the key
terminologies used during the role play. Raise the following terms in
the plenary and make sure that participants can respond to you
quite easily.
8.
• Notice: A Latin word meaning informing someone in writing
• Quorum: Means the minimum number of members required to
run a Session
• Motion: A proposal from a member for approval of the Council
Session Plan
Resource
# Steps
Material
• Minutes and Attendance Register: A register for maintaining
record of the session
• Decision on Resolution: Taken by asking for a simple majority.
• Call Attention Notice: To draw the attention of the Chairman to
an urgent situation.
• Casting Vote: The vote a chairman casts in case of a tie.
• Meeting Duration: Minimum 3 hours for VC/NC and 5 hours for
Tehsil Council.
• Leave for Council Members: Raised by the member or on his/her
behalf, and granted by the Presiding Officer after the question
hour.
• Member Resignation: Submitted by member or on his/her behalf
to the Chairman.
• Vacant Seat: Can happen if a member resigns, or a member is
absent for three consecutive meetings without reasonable cause
and without informing the Council.
• Starred Questions: Responses can be given verbally
• Unstarred Questions: Responses must be given in writing
• Qabool Questions: Those questions that are acceptable
• Na Qabil e Qabool Questions: Those questions that cannot be
accepted

Ask the participants what they understand by the term resolution.

Ask them what are the areas for which a resolution or motion can
Slides 81-87: About
9. be initiated? Explain using Slides 79-85. Ask the participants what
Resolution
should be kept in mind to finalize a resolution and have it approved?

Ask the participants what are Committees? What are the types of
Slides 88-94: About
10. Tehsil and VC/NC committees? What is the composition and function
Committees
of different Committees?
11. Conclude the Session and the Day with a quote or story.
 ‫یصحتوللکوکسن‬
‫االجسیکاکروائ‬
‫رکسپ‬
‫رولےلپےئلیکدراکرولگ‪:‬‬
‫‪1‬۔اکیربممالتوتےئلیک‬
‫‪1‬۔رئیچیم‬
‫‪2‬۔رکیسرٹیی‬
‫‪3‬۔رپزیاڈیئگنآسیف‬
‫م‬
‫‪4‬۔‪1‬ربمم(وہظراصبح) نٹشرپالہپارتعاض‬
‫‪5‬۔‪1‬ربمم(زہشاداصبح)سٹنمرپدورساارتعاض‬
‫‪6‬۔‪1‬ربمم(الہپوسال)‬
‫‪7‬۔‪1‬ربمم(دورساوسال)‬
‫‪8‬۔‪1‬اخوتنربمم(ےلھچپاالجسںیمرہاجےنواالوسال)‬
‫‪9‬۔‪1‬ربممرقاردادشیپرکےنےئلیک‬
‫‪10‬۔یٹیمکربمم‬
‫ح‬ ‫ت‬
‫اسرولےلپےئلیکبختنمدشہولوگںوکاتبدایاجاتےہ۔ہکآپرفضرکںیہکآجامہری صکنلوکسناکرسیتااالجسےہاورامتمربممانوک‬
‫منٹنگیکہگج‪،‬وتقاوراترخیاک‪4‬دنےلہپونسٹجیھبدایایگےہ۔اوراسونسٹےکاسھترئیچیماکانبایایگگنٹیماکاڈنجیایھبجیھبدایایگےہ۔‬
 ‫گنٹیماکدن‬
‫گنٹیمےئلیکوتسشنںیکتبیتنیعتمرکاتےہ۔وجہکدنمرہجذلیتبیتےسوہیگ۔‬ ‫رکیسرٹیی‪:‬‬
‫رئیچںیمرکیسرٹییاصبحےس‪ :‬یکوکرموپراےہ۔‬
‫یجانجباحرضربممان‪٪33‬ےسزایدہںیہ۔اورامہرےلک‪100‬ربممانںیمےس‪63‬االجسںیماحرضںیہ۔‬ ‫رکیسرٹیی‪:‬‬
‫االجسیکاکروائےکاباقدعہآاغزےسےلہپںیمانجبومولیاصبحےسزگارشرکانوہںہکوہرقاندیجمیکالتوت‬ ‫رئیچیم‪:‬‬
‫رفامںیئ۔‬
‫رقآناپکیکالتوترفامےتںیہ۔‬ ‫ومولیاصبح‪:‬‬
‫االسمومکیلعوخانیتورضحات۔ںیمآپاکرگشرگاروہںہکآپوتقاکنلرکاسامہاالجسںیمرشکیوہےئ۔اسیج‬ ‫رئیچیم‪:‬‬
‫ہکآپوکولعممےہہکامہرادورسااالجس‪25‬اوتکربوکوہااھت۔اورآپبسوکولعممےہہکمہےناساالجسںیمھچک‬
‫مٹ‬
‫امہاعمالمترپثحبیکیھت۔اورھچکامہےلصیفےیکےھت۔ارگہچاساالجسیکاکروائےک نٹشےھجمآپوکاساالجس‬
‫تھٹی‬
‫ےس‪3‬دنےلہپ جدےنیاچےئہےھت۔رگماسیجہکآپوکولعممےہہکڈنیےکالخفمہادقاامتںیمرصموفےھت‬
‫سجیکوہجےسںیموہآپوکںیہنجیھباکس۔رگموہسٹنمایھبآپےکاسےنموموجدںیہ۔ںیمآپوک‪10‬ٹنماکوتق‬
‫داتیوہںآپاسوکوغرےسڑپھںیلاورارگاسرپوکئابترکاندراکروہوتوہمہرکںیلےگ۔‬
‫‪10‬ٹنماکوہفقدایاجاتےہ۔‬
‫م‬ ‫م‬
‫ےھجمادیمےہہکامتمربممانےن نٹشدھکیےیلںیہاورارگیسکوکوکئارتعاضہنوہوتمہان نٹشیکوتقیسرکدںی۔‬ ‫رئیچیم‪:‬‬
‫وپاٹنئآفآرڈر‪---‬انجبےلھچپاالجسںیممہےنافصئےسقلعتماکیفثحبیکیھترگماساکوکئذرکانسٹنمںیم‬ ‫وہظراصبح‪:‬‬
‫ںیہنآایےہ۔‬
‫نکیلافصئےسہقلعتماعمےلمرپبسربممانقفتمہنےھت۔‬ ‫رکیسرٹیی‪:‬‬
‫رکیسرٹییاصبحوہثحباالجساکہصحیھت۔آپاسرپثحباورہلصیفوکانسٹنماکہصحانبںیئ۔اورانسٹنمںیمرضور‬ ‫رئیچیم‪:‬‬
‫ڈاںیل۔‬
‫انسٹنمںیماھکلےہہکںیمےناہکاھتہکےھٹیماپینےئلیکںیمہہمکحمآاپبیشےسابترکںیےگ۔ہکبجںیمےناہکاھتہکمہ‬ ‫زہشاداصبح‪:‬‬
‫اینپدمدآپےکتحتوارٹپمپاگلرکاسہلئسموکلحرکےتکسںیہاوراسابتاکسٹنمںیموکئذرکںیہن۔‬
‫آپحیحصہکرےہںیہوہسٹنمںیمرہایگےہ۔رکیسرٹییاصبحآپزہشاداصبحیکیہکوہئابتوکیھبسٹنماکہصح‬ ‫رئیچیم‪:‬‬
‫انبںیئ۔‬
‫رئیچیمربممانےس‪ :‬اسےکالعوہارگاوریسکوکارتعاضہنوہوتمہےلھچپاالجسےکسٹنمیکوتقیسرکےتںیہ۔اورارگبسقفتمںیہوتاانپاہھت‬
‫ڑھکارکںی۔اسداارثکتی(‪)٪51‬ےسسٹنموکوظنمریکاجاتےہ۔‬
‫ابمہوساالتیکرطفآےتنیہ۔ںیمہربممانیکرطفےساکیفوساالتوموصلۃوےئنجںیمےس‪2‬وساالتوک‬ ‫رکیسرٹیی‪:‬‬
‫اقلبوبقلاھجمسایگ۔اور‪2‬اٹسروساالتںیہنجاکوجابمہےسرحترییوطررپاماگنایگوجہکمہدعبںیمدےدںیےگ۔‬
‫دںیھکیریمیآپبسےسزگارشےہہکںیمہریغرضوریوساالتےنجیھبےسرگزیرکںیاسےسوتقاکایضءوہات‬
 ‫ےہ۔اسیجہکاکیوسالوموصلوہاہکاپاتسکناوراڈنیلگنےکدرایمنوہےنواالچیموکنےتیجاگ۔ہیاکیریغرضوری‬
‫وسالےہ۔اورآپےسزگارشےہہکااسیہنیکرکںی۔‬
‫اسیجہکآپوکولعممےہہکابتوہےنواےل‪2‬االجوسںںیم‪25‬وساالتوہےکچںیہ۔‪16‬ےلہپاالجسںیماور‪9‬‬
‫دورسےاالجسںیم۔اوراباساالجسںیمےھجمسجتبیتےسوساالتوموصلوہےئںیہںیمےناںیہنایستبیت‬
‫ےساےلگربمناالٹےیکںیہ۔‬
‫اربکاصبحآپاکوسالربمن‪26‬ےہ۔آپاانپوسالوپںیھچ۔‬ ‫رکیسرٹیی‪:‬‬
‫آپیکڈیٹپرنشمکاصبحےسالعےقیکسنکیوریٹےکاعمےلمرپاکہامہگنٹیموہئےہ۔ںیمہاسےکابرےںیماتبای‬ ‫اربکاصبح‪:‬‬
‫اجےئ۔‬
‫ڈیٹپرنشمکاصبحےنالعےےکاھتدیناروکالبرکدہاتییکےہہکالعےقیکرگنایناخصوطررپراتےکوتقڑباھدی‬ ‫رئیچیم‪:‬‬
‫اجےئاورہتفہوارروپرٹایہمرکےناکیھباھتدیناروکاپدنبیکایگےہ۔‬
‫رفدیاصبحآپاکوسالربمن‪27‬ےہ۔آپاانپوسالوپںیھچ۔‬ ‫رکیسرٹیی‪:‬‬
‫آپےنےلھچپدوننآسفےئلیکویپمکرٹرخدیےےھت۔آپےھجماتبںیئہکاسرپینتکالتگآئاورآپےناسرخدیاری‬ ‫رفدیاصبح‪:‬‬
‫رپانتکسکیٹادایکاھت۔‬
‫ںیماےنپاسھتاساعمےلمیکامتمافںیلئیھبالایوہں۔مہےنہیویپمکرٹ‪250000‬ںیمرخدیےےھتاورمہےناسرپ‬ ‫رئیچیم‪:‬‬
‫‪40000‬روےپسکیٹیھبادایکےہ۔‬
‫رپزیاڈیئگنآسیف‪ :‬اسیجہکآپوکولعممےہہکےلھچپاالجسںیمویکہکنامہرااکیربمماتپسہلںیمدالخاھتاورںیمہواہںاجاناھت۔اسےیل‬
‫وتقیکیمکیکوہجےسرمہیاکیاخوتنربمماکوسالرہایگاھت۔ابمہانےسزگارشرکےتںیہہکوہاانپوسالشیپ‬
‫رکںی۔‬
‫اخوتنآپاانپوسالوپںیھچ۔‬ ‫رکیسرٹیی‪:‬‬
‫مہےنوخانیتےئلیکاکیالسئرٹنسانبےنےئلیکڈنفزصتخمرکےنیکدروخاتسیکیھت۔اتبایاجےئہکاسابرےںیماب‬ ‫اخوتنربمم‪:‬‬
‫تیکاکروائوہئےہ۔‬
‫ریمیاکیگنٹیموسلشورئیفلیڈاپیرٹنمٹےسوہیکچےہاوراوہنںےنالعےقاکاےلگامہرسوےرکےناکودعہیکےہ۔‬ ‫رئیچیم‪:‬‬
‫اسرسوےےکدعبزمدیاکروائیکاجےئیگاوروپریوکششرکںیےگہکہیالسئرٹنسدلجاقمئوہاجےئ۔‬
‫رپزیاڈیئگنآسیف‪ :‬امہرےوساالتاکہلسلسمتخوہایگےہ۔اوراسیجہکآپوکولعممےہہکامہرےزعمزربممادجماصبحرمعہےئلیکاجرےہ‬
‫ںیہاوراوہنںےنیٹھچیکدروخاتسدیےہ۔مہانےساےنپےیلداعرکےنیکالیپرکےتںیہاورانیکدروخاتسوک‬
‫وظنمررکےتںیہ۔‬
‫رپزیاڈیئگنآسیف‪ :‬امہرےاکیاورربمماردشاصبحاکیرقاردادشیپرکاناچےتہںیہ۔اردشاصبحآپےکاپس‪10‬ٹنماکوتقےہ۔‬
‫آپاینپرقاردادشیپرکںی۔اوراسرپثحبرکںی۔‬
 ‫امہرےالعےقےکربقاتسنیکدویاررگیئگےہاوراجونرادنرسھگرکربقوںوکرخابرکےتںیہاورابرشیکوصرتںیم‬ ‫اردشاصبح‪:‬‬
‫اپینیھبادنراجاتےہوجربقوںوکرخابرکاتےہ۔مہرقاردادشیپرکےتںیہہکامہرےاپسوموجدڈنفزوکاامعتسلرکےک‬
‫ربقاتسنیکاچردویاریوکریمعتیکاجےئاورربقوںوکرخابوہےنےساچبایاجےئ۔‬
‫ثحبےکدعبرقاردادوکاافتقراےئےسوظنمررکایلاجاتےہ۔‬
‫رپزیاڈیئگنآسیف‪ :‬اسیجہکآکپوکولعممےہہکمہےناکیلشیپسیٹیمکانبئیھتآسفریمعترکےنےئلیکیماسیٹیمکےکزعمزربممےس‬
‫دروخاتسرکاتوہںہکوہابتیکاکروائوکشیپرکںیاوراسہلسلسںیمارگوکئافسراشتںیہوتوہیھباتبںیئاتہک‬
‫انںیمارگتمیماچےئہوتوہاافتقراےئےسوظنمررکںیکس۔‬
‫یٹیمکربممافسراشتشیپرکاتےہ۔ہکاساسلےنلمواےلڈنفےس‪٪25‬درتفیکریمعتےئلیکصتخمیکاجےئاوراقبایرمقوہےن‬ ‫یٹیمکربمم‪:‬‬
‫وایلآدمینےسرخچرکےکدرتفیکریمعتلمکمیکاجےئ۔‬
‫رپزیاڈیئگنآسیف‪ :‬انافسراشتوکثحبےکدعباافتقراےئےسوظنمررکایلاجاتےہ۔‬
‫ئ‬
‫اسیجہکآپوکولعممےہہکدااینلاصبحامہرےزعمزربممںیہوہےلھچپ‪2‬االجوسںںیمرشکیںیہنوہےئ‪،‬انوکاتب‬ ‫چیم‪:‬‬‫ر‬
‫دںیہکآےنواےلاالجسںیمارگرشکیہنوہےئوتانیکرتینک‪3‬اگلاتراالجوسںںیمرشکیہنوہےنیکانبرپوسنمخرک‬
‫دیاجےئیگ۔‬
‫ارگوکئربمموکئامہابترکاناچاتہےہوتوہاہھتڑھکارکےکرکاتکسےہ۔اسیجہکآپوکولعممےہہکامہرا‪VC/NC‬اک‬
‫االجس‪3‬ےٹنھگاکوہاتےہہکبجآپآج‪4‬ےٹنھگتھٹیبرےہاورتہبامہولعمامترفامہںیکسجےکےیلںیمآپاکرکش‬
‫زگاروہں۔االجسیکاکروائاےلگاالجستسجاکڈنیلکرآپوکےلہپیہدےدایایگےہتوئمرخیکاجیتےہ۔‬
 Session-5
Local Government Budgeting Process

‫املےہوتاچلےہ‬
By the end of this session, participants will be
O
able to:
b
▪ To define, understand and describe
j
preparation of budget.
e
▪ To know about the basic terms and heads
c
used in the preparation of Budget
t
▪ To know about the types, benefits and
i 90 minutes
purpose of Budget
v
▪ To prepare Budget under Local Government
e
Act 2013, 2019, 2022 and TMA Budget Rules
s
2016.

Session Plan
Resource
# Steps
Material
Recap
Tell the participants that before we transition to the next important
session on budgeting, you would like to recite interesting Pushto
poetry about budget. They must listen carefully, because your will
ask them to explain what they understood. Narrate the following
quotations:

• Khalaq awre kaal pa kaal da budget nom

1. • Da khabara her yawo kas ta da maloom
• Chi elan da budget washe ajeeba da
• Her sarai she nasape pa zara makhmoom
• Da petrolo kimat wali domra zayat show
• Dagh swal zama na wokro yaw mashom
• Tanghagani penshanona na ziyatege
• Malomege chi wazir sahib dai shom

Ask the participants what they understand by the term Budget? Ask
them how many of them have never heard the term budget? It is
likely that everyone will know the word ‘budget’. Either because the
2.
Government presents a budget in June and discussions on budget
happen in print and social media.
Session Plan
Resource
# Steps
Material
Ask participants how many make a monthly home budget? Ask those
who raise their hands as to what they keep in mind while making this
budget? Some responses will be: how much money will be received;
keeping money aside for major regular expenses, such as rent,
utilities, fees, food and groceries, etc. Keeping some money aside for
emergencies. And then, if money is left over, consider investments
and development.

Show the session title slide and tell the participants that today’s Slide-96: Session Title
important session is on the role of the VC/NC in making the council
Slide-97: University
budget. The title says: Maal Hein toh Chal Hein. Ask the participants if and Masjid
change can be achieved even in the absence of money? Give them
the two examples as follows:
- Shaukat sb’s example of what the situation was when the
University was first started – no place to sit, no office, no timely
3. salaries, but today it is an institute to be proud of. At the time
people, along with the VC and Director (grade 22 and 20) sat on
the floor and gave the exam. All resources were mobilized, but
there was a dream. Today, on the plaque is the name of the
person who first led this institution.
- Shaukat’s sb’s example of how the Imam of the Masjid managed
to clean the area by putting in own time and resource.

Tell the participants that while there is much that can be done on
self-help and motivation basis, making the VC/NC budget is one of
the roles of the VC/NC members. While making a monthly home
budget is an informal activity, making the LG budget is a formal
4. activity which has to be performed as per law. Explain that under
section 34 And 35 of LG Act 2013 and Budget Rules 2016, it is the
legal obligation for a LG to prepare its budget on prescribed manner
in due course of time.

Refer participants to Page 31, and show them Slide-98 to share with Slide-98: Definition of
Budget
them the definition of a budget. Show Slide-99 and tell the
participants that must remember that there are four features of a Slide-99: Features of
budget, i.e., a budget
5.
• It is a legal document
• It depicts anticipated income and expenditure
• It is for a specific time period
• It reflects priorities, policies, and programmatic directions of a
Session Plan
Resource
# Steps
Material
local government

Tell the participants that there are many different types of budgets.
Slides 100-102: Types
You would like to highlight three. Refer them to Page 31, and show
of Budgets
them Slides 100-102 to briefly explain, with examples, each type of
budgets, i.e., top down, participatory, and gender responsive budget.
6.
Spend some time on explaining Gender Based Budget. Show Slide- Slide-103: Steps
103 and highlight that one must take different measures for equal Example for Equity
and Equality
results.

Ask participants that whether personal or for the Council, what are Slide-104: Benefits of
the advantages of budgeting. Encourage responses, then refer Budgeting
participants to Page 32. Show Slide-104 and highlight the benefits of
budgeting. Elaborate the following: A budget is ….
1. Vehicle for forecasting.
2. Management tool for planning the mobilization and controlling
7. the utilization of resources.
3. Means of converting funds into tangible developmental projects
through motivating individuals to move towards the vision,
wishes and aspirations of members of the council.
4. Means of agreement for the execution of the developmental
schemes.

Tell the participants that before we continue with the topic on how
to prepare a budget, you would like to do a quick review of their
understanding of some basic terms related to budgeting. Ask the
participants to reflect their understanding of some key budgeting
terms:
• Collections/receipts
• Deficit/surplus
• Opening balance
8. • Closing balance
• Expenditures
• Charge expenditures
• Capital expenditure
• Revenue/recurring expenditure
• Non-developmental expenditure
• Developmental expenditure
• Contingencies
• Own sources
Session Plan
Resource
# Steps
Material
• Grants
• Donations/contributions trusts
• Endowments, on-going schemes
• Maintenance & repair (M & R)
• Original civil work

Make sure that everyone is involved, especially those who are quiet
and women, and it is not only some people who are constantly
contributing.

Refer to Page 32 to highlight the budget making process. Using Slides 105-106:
9. Process of Budgeting
Slides 105 – 106, explain that all steps must be followed to make
sure that the budget is participatory and equitable.
Ask the participants what are the sources of revenue for a VC/NC? Slides 105-108:
Sources of Revenue
After receiving their responses, refer participants to Page 33 and 34,
and highlight the sources of revenue for the Tehsil Local
10.
Government and the VC/NC (3rd schedule Part-I and Part-II). Show
Slides 105-108.

Use Slides 109-114 to instruct the participants to undertake the Slides 109-114
given activity on Page 35. If time is an issue, do the activity in the Activity-7:
Own source revenue
11. plenary. for VCNCs
Developing a budget
for VC/NC
Use Slide-115 to introduce participants to the Budget Form on Page Slide-115: Budget
Form
36. Tell them that there are two aspects to any budget, i.e., sources
of revenue and expenditure. Ask each group to develop a budget for
12.
a VC/NC. Once everyone has had a chance to complete, have 1-2
groups present their budget.

Conclude the session by highlighting the purpose and nature of

budgeting, and the environment in which it is developed and used.
Emphasise that developing a budget is a leadership role of the
Council members given the scarcity of resources and inequitable
13. distribution/access and control over resources by the inhabitants of
the area. It is through effective mobilization of resources, and the
budgeting process, that the Council can ensure equitable, just and
speedy development for the people of their area.
 Session-6
Annual Development Plan

‫اگلؤاورونسارو‬،‫انبؤ‬
O By the end of this session, participants will be
b able to:
j
e ▪ Describe the importance of planning and the
c skills and resources required to do so
t effectively.
i ▪ al Development Plan at the province, tehsil 120 minutes
v and VCNC level.
e ▪ Experience the process for developing an
s Annual Development Plan for their VC/NC.

Session Plan
Resource
# Steps
Material
Recap
Ask the participants if they have ever engaged in planning any activity
– at home, at work, at their union council level. Ask for some
examples and make sure to give simple examples such as planning
1.
for a wedding; planning to entertain guests; planning to construct a
room in your house, etc.

Ask the participants what do they think are some core qualities of
people who are successful in planning. Look for responses such as:
• Knowing the destination, i.e., why are you undertaking the
planning activity. E.g., particular type of wedding events for X
number of people; the size and shape of the room that needs to
be constructed; the capacity of the water pump that needs to be
installed; etc.
• Knowing how to break a large task into small steps.
• Capacity to bring multi-talented individuals to one platform.
• Knowing how to deal with large amounts of information and filter
that which is important and on priority.
• Etc, etc.

Show participants the title Slide-116, and tell them that this session Slide-116: Banao,
will cover a very important role to be played by the members of the Lagau aur Sawanro
2.
VC/NC, i.e., to collect, collate, analyse and prioritize
village/neighbourhood level information as described under the
Session Plan
Resource
# Steps
Material
Section 21, Sub-section I of the Act. Ask them what they understand
by Banau, Lagau and Sawanro?

Show participants Slide-117, and highlight that making a 3–4-year Slide 117: Role of
development plan is a key role of the VC/NC members. Tell the VC/NC in Making
Development Plan
participants that this medium-term plan contributes to the VC/NCs
3. Annual Development Plan. Ask the participants how many of them
have started making this plan in their respective constituencies? If
anyone has started the process, ask them how they did it.

Show Slides 118-119, and highlight that making a participatory Slides 118-119:
development plan requires the VC/NC council members to form a Forming a Team and
TORs
team. Explain that in order to develop a robust and adequate plan,
the first task would be to form a competent team, and bring other
talented people on assist and participate in this consultation
process. Ask the groups to make and note a list of the categories of
4. people they would include in their team. After 10 minutes, process
this step in the plenary. Ask the participants what kinds of people
would/could they mobilize on this team? What kinds of capacities
would be required? Data collection, collation and analysis;
developing survey forms; conducting surveys and interviews and
FGDs, etc.

Tell the participants that making a development plan requires a Slides 120-124: Step-
logical step-by-step process. Refer participants to page 38, and using by-Step Process
Slides 120-124, briefly highlight the 5 steps for preparing the ADP:
• Step-1: Identify stakeholder groups and develop area profile
• Step-2: Consult and hold focus group discussions with key
5.
stakeholders
• Step-3: Collate and analyse collected information
• Step-4: Prioritize development schemes & access to resources
• Step-5: Develop report for key stakeholders

Tell the participants that you would like them to undertake the above
steps through a practical activity. Ask participants to regroup at the
tables as a VC/NC. Narrate to them the following scenario:
6.
You have heard that an international organization is soon going to
announce a Rs. 6million grant for each VC/NC. Those VC/NCs that have
a vision, a ready 3-4 year development plan, and a prioritised one year
Session Plan
Resource
# Steps
Material
Annual Development Plan based on a participatory and equitable
process, will be able to immediately access this grant.

(20 minutes)
Tell the groups that as members of the VC/NC their first task is to
map their area as given on page 38. Give them flip charts and
markers and ask them to draw their area. Encourage women to
participate. Once complete, ask the groups to put up their charts.
Ask everyone to review and comment.

Ask the groups if there are vulnerable areas or clusters in their

VC/NC that deserve greater attention in terms of development. Tell
them that as leaders they must promote equitable development
7.
ensuring that the needs of the vulnerable, and those left behind, are
met first.

Conclude this first stage by asking participants how the mapping

exercise has helped them, and what are the next steps. Make sure
that the following points have been covered: the mapping will reveal
which are the vulnerable communities, the vulnerable groups, where
different groups of people live, where the VC/NC resources are
located, etc.

Ask participants to refer to page 38 and ask them what is the second Slides 125-127:
step. Tell them that it is to identify those groups with whom they will Sample Forms
consult and have a dialogue with. During this stage one must make
sure that all key groups are listed, i.e., men, women, male youth,
female youth, children, farmers, minorities, traders, entrepreneurs,
etc. Give the groups 5 minutes to list the major stakeholder groups
with whom they would have a consultation in their VC/NC. This is one
reason why the VC/NC council has representation from women,
8. farmers/peasants, minorities – so that during consultations no one
is left out. Refer participants to page 39, and show Slides 125-127.
Tell them that these are some sample forms which can be used
during this process.

Give the participants 10 minutes to make a list of those with whom

they would consult during the planning process. Debrief briefly in
the plenary.
Session Plan
Resource
# Steps
Material
Tell the participants that once the list of stakeholders is finalized,
then consultations and dialogue must be undertaken by the council
members and the planning team. The core intent is to identify two
things: Problems they face, and the resources that exist which can
9. be used to benefit the VC/NC. The consultations could be generic,
i.e., one can ask what are your major concerns or issues and what
resources exist in your mohallah, or it could be more specific, i.e.,
issues and concerns with regard to health, education etc.

Process the groups responses in the plenary. Tell the participants

that sometimes it is very difficult to overcome the ‘I know all’
syndrome and assume the problems faced by others. Give the
example of a tooth ache. Someone who has never experienced a
10.
toothache can never emphasize with someone who suffers from it.
Effective leaders are those who actually ask the right questions, and
LISTEN to the responses.

Ask the participants what will happen with the information collected Slide-128: Six Blind
through a consultative process? Will it sit on the shelf? If several Men
team members are engaged in the process, what would it take to
obtain the correct picture?

Tell the participants that collecting information is only one part of

the development planning process. The information will need
further processing, i.e.,
• Collation and analysis (so that proper inference can be make and
11.
conclusions drawn)
• Prioritization
• Report

Tell the participants the story of the six blind men and the elephant.
Show Slide-128 Explain the moral of the story, i.e., that a good plan
requires the collection of individual data, and then the consolidation
and analysis of the same.

Tell the participants that the process highlighted on Page 38 is only Slide-129-130: Khwab
a beginning. True leaders will use the information to fulfil a more se Tabeer Tak
12. significant agenda, a purpose. Refer participants to Page 41, and
using Slide-129-130, tell them that the most important thing they
can do is to use the information about the current situation to dream
Session Plan
Resource
# Steps
Material
up a vision for the future. Explain the visual on Slide-126 highlighting
each part of the visual, i.e., the current, the future, the opportunities
that can be tapped including what exists at community level, the
challenges that exist and should be managed, and an immediate,
medium term and long-term plan.

Tell the participants that true leaders can see that which others Slide-131: The Power
cannot. All the elected members of the Council are leaders. They of Purpose
must have the Power of Purpose. Tell them that you would like to Annex: Story
share with them a beautiful story. Show them Slide-131, and narrate
the Story on ‘The Power of Purpose’.
Note their points
on a flipchart
• Ask the participants to think of some dream or vision for their
VC/NCs that they would like to achieve on a priority basis. Ask
each group to offer you one point.
13.
• Ask them to brainstorm some opportunities, other than the
development fund.
• Ask them to identify one challenge per group.
• Ask them what are some leadership and communication
competencies that they must have to bring about change?

Note all these points on a flipchart for submission to the MAGP

management team.

Refer participants to Page 43 and ask them to do the exercise on Slides 132-134: Kaun
what resources are available where. Process the answers in the Kiya Karta Hein
14. plenary. Use Slides 130-132 to share the answers. Ask the
participants where else can council members leverage resources
from.
Conclude the session by once again reiterating the leadership and
visionary role of the Council members in planning the
15.
developmental change in their VC/NCs and mobilizing resources at
local, Tehsil and national levels.
 Annex
THE SIX BLIND MEN

There were once six blind men who stood by the roadside every day, and begged from the people
who passed. They had often heard of elephants, but they had never seen one; for, being blind, how
could they?

It so happened one morning that an elephant was driven down the road where they stood. When
they were told that the great beast was before them, they asked the driver to let him stop so that
they might see him.

Of course they could not see him with their eyes; but they thought that by touching him they could
learn just what kind of animal he was.

• The first one happened to put his hand on the elephant's side. "Well, well!" he said, "now I know
all about this beast. He is exactly like a wall."
• The second felt only of the elephant's tusk. "My brother," he said, "you are mistaken. He is not
at all like a wall. He is round and smooth and sharp. He is more like a spear than anything else."
• The third happened to take hold of the elephant's trunk. "Both of you are wrong," he said.
"Anybody who knows anything can see that this elephant is like a snake."
• The fourth reached out his arms, and grasped one of the elephant's legs. "Oh, how blind you
are!" he said. "It is very plain to me that he is round and tall like a tree."
• The fifth was a very tall man, and he chanced to take hold of the elephant's ear. "The blindest
man ought to know that this beast is not like any of the things that you name," he said. "He is
exactly like a carpet."
• The sixth was very blind indeed, and it was some time before he could find the elephant at all.
At last he seized the animal's tail. "O foolish fellows!" he cried. "You surely have lost your senses.
This elephant is not like a wall, or a spear, or a snake, or a tree; neither is he like a fan. But any
man with a par-ti-cle of sense can see that he is exactly like a rope."

Then the elephant moved on, and the six blind men sat by the roadside all day, and quarreled
about him. Each believed that he knew just how the animal looked; and each called the others hard
names because they did not agree with him. People who have eyes sometimes act as foolishly.
 Annex
The Power of Purpose

A man was walking down a road. He came across three brick layers. To the first bricklayer, he
asked: “What are you doing?” to which the bricklayer replied, “I’m a bricklayer. I’m working
hard laying bricks to feed my family.” The second bricklayer, responded, “I’m a builder. I’m
building a wall.” But the third brick layer, the most productive of the three and the future
leader of the group, when asked the question, “What are you doing?” replied with a gleam in
his eye, “I’m a masjid builder. I’m building a great masjid to The Almighty.”

All three people were working on the same wall, doing the same work, but with totally
different perspectives. For the first bricklayer, building the wall was a job. For the second
bricklayer it was an occupation. For the third bricklayer, it was a calling.
From this story, many analogies and applications can be drawn. Some of these include the
importance of:

Big Picture Thinking – Being able to see the end result and how your work contributes
to that end.

Attitude – A positive attitude and pride in what you are doing will show up in your work
and your motivation.

Connection to the Organization’s Mission – People who are rightly connected to

the organization’s mission, vision, values, and goals are happier, more engaged, and more
productive employees.
 Session-7
Role of VC/NC in Developing & Implementing Bye Laws

‫اےنپیھبںیہھچکاقونن‬
O
b
By the end of this session, participants will be
j
able to:
e
c
▪ Explain the important role of developing zeli
t
qanoon at VCNC level.
i 45 minutes
▪ Describe the process of how VCNC can
v
undertake zeli qanoon sazi.
e
s

Session Plan
Resource
# Steps
Material
Ask participants ‘what is law”? Explain that it is a system of rules that Slide-135: Session
demands regulated actions, the absence of which culminate in the Title
imposition of penalties. Ask the participants if such laws exist at
household or mohallah level. Share some examples. Explain that at
the household or mohallah level, some of these laws may not be
formal or written. However, when Federal, Provincial or Local
1.
Governments make and pass these laws, they become written
strictures that must be followed.

Show Slide-135, and tell them that this session will briefly cover their
role as VC/NC in zeli qanoon sazi.

Refer participants to the definition on page 45. Show them Slide 136- Slides 136-137:
Definition of Zeli
2. 137 and explain the given points.
Qanoon Sazi

Remind the participants about an earlier conversation on how Slides 136-137:

members can present resolutions. Refer participants to page 45 and Difference Between
highlight the difference between resolution and zeli qanoon sazi.
Use Slides 136-137 to present your points.
3.
Tell the participants that there are 30 areas where local
governments can make their own by-laws. These are highlighted in
the Rules of Business, Schedule Part ii. The Tehsil Local Government
and the VC/NC can only make by-laws in those areas which are
Session Plan
Resource
# Steps
Material
directly linked to their roles and responsibilities. Of course, all by-
laws made by the Tehsil Local Government would apply to the VC/NC
within their jurisdiction.

Tell the participants that Model by-laws also exist which councils can
use to adjust and adopt. One example is the meeting by-laws
referred to in Session-4.

One by one, verbally share the four scenarios given on pages 46-47 Slides 140-143: Case
show Slide-140-143. After each scenario, ask the following Scenarios
questions:
• Is this an example of resolution or zeli qanoon sazi?
• Is this a good example of resolution or zeli qanoon sazi?
4. • Explain your above answers

Conclude that scenario 2 is an example of zeli qanoon sazi. Tell them

that the next page provides an overview of how the zeli qanoon sazi
process works.

Refer participants to page 48 and using Slides 144-145, briefly Slides 144-145:
5. explain the process for zeli qanoon sazi. Use Scenario 2 to explain Process for Zeli
Qanoon Sazi
your points.
Finally conclude with some do’s and don’t regarding zeli qanoon sazi.
6. Make this step very brief. Do not show Slides. Just refer to page 49
of the handbook.
 Session-8
Role of Monitoring at VC/NC Level

‫الزمےہہکمہیھبدںیھکیےگ‬
O
b By the end of this session, participants will be
j able to:
e
c ▪ Describe VCNC’s critical role as an
t information resource and monitor various
i stakeholders. 60 minutes
v ▪ Explain some essential steps they can take to
e strengthen the VCNC’s monitoring role.
s

Session Plan
Resource
# Steps
Material
Link to the functions of the VC/NC and remind them of their critical Slide-148; Definition
role as a monitor on page 15 – point 1 and 9. Ask them how they of Monitoring
1. would define monitoring? Encourage responses. Refer participants
to Page 51 and show Slide 148.

Ask the participants why is monitoring required? Take some Slide-149: Why do we
monitor
2. responses, and then explain, point-by-point, using Slide-149. Refer
them to page 51 in case they wish to take notes.
Show Slide 150-151 and highlight what is the monitoring Slides 150-151: Local
3. commission, who are its members, and what are its responsibilities? Government
Commission

Ask the participants if the VC/NC can set up monitoring committees Slides 152-154: Set-
and what must be done to make these committees effective? Ask up, purpose and
4. responsibilities
them what are the responsibilities of these monitoring committees?
Show Slides 152-154 and refer participants to pages 52-53.
Explain the scope of work of monitoring committees by showing Slides 155-156: Scope
5. participants Slides 155-156 and referring them to page 53. of Work

Explain that there are some important do’s and don’ts of effective Slide 157: Do’s and
monitoring. Tell them that you would like to share a story to highlight Don’ts of Monitoring
this point.
6.
Share Saukat sb’s story of the Dutch consultant who visited an
overheated livestock pen. He could have outright criticized the pen,
but instead he praised what was good, and then suggested some
Session Plan
Resource
# Steps
Material
actions which could make the pen even better. So a positive and
constructive attitude is absolutely critical if one wants to bring about
a change in someone else’s behaviour.

Refer participants to Page 54 and Slide 157, and highlight some do’s
and don’ts.

Conclude the discussion on do’s and don’ts by sharing the story of Slide-158: Elephant
the elephant. Show Slide-158 and narrate the story. Explain that Story
sometimes people work in certain ways because they are now used
7.
to doing things that way. It is important to recognize this and develop
a positive strategy for bringing about change.

Briefly share the key points on KP Government’s Right to Information Slides 159-160: Right
8. and its importance for the people in their constituency. Show Slide to Information
159-160.
Show Slides 159-161. Share the instructions for the Activity and one Slides 161-163: Case
9. by one, present the case scenario and elicit a discussion in the Scenarios
plenary.
Finally refer participants to page 57 which presents the monitoring Slide 164: Monitoring
10.
form which is filled and submitted as part of the monitoring process. Form

Conclude the session by once again reiterating the importance of

11.
monitoring for council members.
 Annex

A man was passing by some elephants, when he suddenly stopped, confused by the
fact that these huge creatures were being held by only a small rope tied to their front
leg. No chains, no cages. It was obvious that the elephants could, at anytime, break
away from their bonds, but for some reason, they did not.

He saw a trainer nearby and asked why these animals just stood there and made
no attempt to get away. “Well,” trainer said, “when they are very young and much
smaller we use the same size rope to tie them and, at that age, it’s enough to hold
them. As they grow up, they are conditioned to believe they cannot break away.
They believe the rope can still hold them, so they never try to break free.” The man
was amazed. These animals could at any time break free from their bonds but
because they believed they couldn’t, they were stuck right where they were.

Like the elephants, how many of us go through life hanging onto a belief that we
cannot do something, simply because we failed at it once before?

Moral: Failure is a part of learning. We should never give up the struggle in life. You
Fail not because you are destined to fail, but because there are lessons which you
need to learn as you move on with your life.
 Session-9
Feedback and Workshop Close

‫بلابلب‬
O
b
j
By the end of this session, participants will be
e
able to:
c
t
▪ Reflect and rate their experience of
i 30 minutes
participating in this 2-day training.
v
e
s

Session Plan
Resource
# Steps
Material
Welcome participants to the last Session of the 2-day training. Show Slide-165: Title Slide
the title Slide 165. Tell them that you will use this time to do the Lub e Lubab
following:
• Workshop summary
1. • Post-test
• Feedback
• Action Plan
• Certificate Distribution

Use Slides 167-168 and remind everyone of what was done in Slides 167-168:
2. Summary
those sessions. Make it VERY BRIEF.
Tell the participants that the next step is to do the Post test. Remind Slides 169-178
3. them of the norms while doing this test. Repeat the process used
during the Pre-test. Use Slides 169-178 to complete the Post tests.
Tell the participants that you would now like some written and Slide 179-188:
Feedback Form
VERBAL feedback on the training. Use Slides 179-188 to first have
them complete the written feedback form.

4.
Then ask the groups to identify 3 things that they really liked in the
training and will be able to apply going forward. Please NOTE these
on a flipchart, and take pictures to submit to MAGP.

Conclude the training with Mullah Naseeruddin’s story. Show Slide Slide-189: Mullah
5. 189. Tell participants that even if they attend a 100 training, at the Naseeruddin
end of the day, the answer to whether their areas will develop or not
Session Plan
Resource
# Steps
Material
lies within THEM, not outside of them. NOT in whether development Story: Mullah
fund has been received. NOT whether they are paid a salary or not. Naseeruddin
The aspirations and dreams of those who voted for them lie in the
leadership of elected council members.
Bring the Workshop to a close. Thank everyone. Distribute the
6.
certificates and take a group photo.
 Annex
Mulla Nasurdin story

Here is a famous Mulla Nasurdin story; A man is walking home late one night when
he sees an anxious Mulla Nasrudin down on all fours, crawling on his hands and
knees on the road, searching frantically under a streetlight for something on the
ground.

“Mulla, what have you lost?” the passer-by asks. “I am searching for my key,” Nasrudin
says worriedly. “I’ll help you look,” the man says and joins Mulla Nasrudin in the
search. Soon both men are down on their knees under the streetlight, looking for the
lost key. After some time, the man asks “Nasrudin, Mullah, do you remember where
exactly did you drop the key?”

Nasrudin waves his arm back towards the darkness and says, “Over there, in my
house. I lost the key inside my house …..” Shocked and exasperated, the passer-by
jumps up and down and shouts at Mulla Nasrudin, “Then why are you searching for
the key out here in the street?”

“Because there is more light here than inside my house,” Mullah said.

But can the key be found? The right place to look for the key is the place where they
have actually lost it, even if there is less light there and it is the only place where they
can possibly find it. Similarly, we often look for answer outside ourselves when those
answers actually exist within.