Chapter 2: State and Trends


Box 2.5.3: Nine component elements of systemic capacity building l l Performance capacity: Are the tools, money, equipment, consumables, etc. available to do the job?


Personal capacity: Are the staff sufficiently knowledgeable, skilled and confident to perform properly? Do they need training, experience, or motivation? Are they deficient in technical skills, managerial skills, interpersonal skills, gender-sensitivity skills, or specific role-related skills?


l


Workload capacity: Are there enough staff with broad enough skills to cope with the workload? Are job descriptions practicable? Is skill mix appropriate?


l


Supervisory capacity: Are there reporting and monitoring systems in place? Are there clear lines of accountability? Can supervisors physically monitor the staff under them? Are there effective incentives and sanctions available?


l


Facility capacity: Are training centres big enough, with the right staff in sufficient numbers? Are there enough offices, to support the workload?


l


Support service capacity: Have the necessary support services been clearly identified and are they available? They may be provided by the private sector.


l


Systems capacity: Do the flows of information, money and managerial decisions function in a timely and effective manner? Is there good communication with the community? Are there sufficient links with civil society?


l


Structural capacity: Are there decision-making forums where inter-sectoral discussions may occur and corporate decisions made, records kept and individuals called to account for non-performance?


l


Role capacity: This applies to individuals, to teams and to structure such as committees. Have they been given the authority and responsibility to make the decisions essential to effective performance?


Source: Adapted from Potter and Brough 2004


Broader stakeholder involvement Stakeholder involvement in policy-making and implementation is widely advocated for and provided in policy instruments in use on the continent. This is in recognition that greater information and broader experiences greatly contribute to the development of more realistic and effective policies, as well as improve their implementation. It is also in line with global instruments such as Agenda 21, which call for greater involvement of individuals and communities at all levels of decision-making (UNCED 1992).


Most countries have enacted legislation that provides for engaging and involving stakeholders through the environmental impact assessment (EIA) process. While this has taken varying forms shaped by individual country, peculiarities and sensitivities, common principles and practices such as eliciting public comments on EIA reports, publicising public hearings, notifying stakeholders


of


decisions and informing them of appeal process, are present. Local communities and other interest groups routinely demand EIAs on new projects in their areas.


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