RURAL ENERGY PLANNING & ENVIRONMENTAL MANAGEMENT (REPEM)
TRAINING COURSE REPORT 23rd September – 12th October, 2007
MANICALAND PROVINCE, ZIMBABWE
COMPILED BY AFRICAN PRIDE CONSULTANCY SERVICES
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Edited By:
Practical Action Southern Africa October 2007
Contents Table
SECTION I INTRODUCTION TO SADC REPEM Lasten) ................................. 4
SECTION II INTRODUCTION TO THIS COURSE............................................. 4
SECTION III COURSE OBJECTIVES ................................................................... 5
Aim and Objectives......................................................................................................... 5
SECTION IV PARTICIPANTS STATISTICS ......................................................... 6
Participants Profile.......................................................................................................... 6
Gender Disaggregated Profile of Course Participation at Course Inception and end of
course .............................................................................................................................. 7
Participants Knowledge Levels at Course Inception ...................................................... 7
REP & EM Participants Knowledge Levels .................................................................... 7
Topic ................................................................................................................................ 7
Participants’ Expectations............................................................................................... 8
Facilitation ...................................................................................................................... 8
SECTION VI COURSE DIRECTOR’S EVALUATION ....................................... 11
Workshop Evaluation.................................................................................................... 11
Module 1 Introduction and Over-view...................................................................... 12
Module II Data Collection and Survey methods.................................................... 13
Module III Energy Planning ......................................................................................... 13
Module IV Environmental Management ...................................................................... 13
Module V Energy and Environment Policy Institution ................................................ 13
Field Trips..................................................................................................................... 14
SECTION VII CONCLUSIONS AND RECOMMENDATIONS’.......................... 16
i) Pre-course Preparations ............................................................................................. 16
Course Content and Delivery........................................................................................ 16
i) Overall comments ................................................................................................. 16
ii) Module specific recommendations ....................................................................... 16
ii) Post Course Follow-up.......................................................................................... 18
APPENDIX COURSE TIME TABLE ......................................................................... 19
APPENDIX LISR OF PARTICIPANTS AND ADDRESSES .................................... 19
ATTENDANCE REGISTER........................................................................................ 19
1. Introduction to the SADC REPEM program 2. Introduction to this
course 3. Course objectives 4. Participant statitsics (Numbers,
country, gender, sector, qualifications, etc.) 5. Participant Course
evaluation (statistics, etc.) 6. Course Director's evaluation of the
course 6. Conclusions 7. Appendix Course Time table 8. Appendix List of
participants and addresses
SECTION I INTRODUCTION TO SADC REPEM
The SADC REPEM course is a regional training course aimed at building the capacity for
decision makers, planners and development workers with a rural development focus
within the region. It has been recognised that one of the main barriers in developing the
rural energy sector has been lack of capacity and thus this course was tailor made to
specifically address this gap.
The challenges facing the rural energy sector in the SADC region is the high poverty
levels and low access levels to modern and affordable sources of energy. Thus the
majority of the population has been relegated to the continuous use of firewood.
Currently biomass fuels dominate the energy balance of all the member states of SADC.
Over 80% of the population rely on biomass and there are signs that in some countries the
percentage use is increasing and not decreasing (e.g. in Tanzania, Malawi, Zambia,
Mozambique and Zimbabwe), which has been attributed to the decline in purchasing
power of the people. The region has one of the lowest levels of consumption of
commercial energy in the world.
Despite all the above challenges, the SADC region has an enormous energy potential,
especially in coal, oil and hydro. These resources are poorly and unevenly developed,
hydro in particular has suffered from a lack of inputs. There continues to be a
dependency on imported oil and on imported capital. Hence there is a need for energy
planning in SADC to place more emphasis on demand side issues as well as giving
special attention to rural energy planning and environmental management. The need
for special consideration for rural energy planning and environmental management as a
specific component within national energy planning is quite critical and forms the basis
of justification for this course.
SECTION II INTRODUCTION TO THIS COURSE
The training course is split into sub modules that interlink with each other. These
modules gave both theoretical and practical demonstrations using cases from Southern
Africa. The following constituted the main topics of the document.
1. Gender and Energy
2. Rural energy technology assessment
3. Dissemination strategies for renewable energy technologies
4. Rural Energy Policy Issues
5. Institutional Aspects of Rural Energy Planning
6. Data Survey Methods
7. Biomass Energy Resource Assessment
8. Non Biomass Energy Resource Assessment
9. Application of Computerised Energy Planning Systems
The course was delivered over a 3 week period and it included class presentations and
field visits to consolifate the theoretical learning. Facilitators were rotaed to enrich the
presentation and
SECTION III COURSE OBJECTIVES
Aim and Objectives
The overall course was to strengthen the capability for effective rural enery planning and environmental management is the SADC region. The main theme of the course was ‘Integrated Rural Development and Rural Energy and Environment in the Context of Sustainable Development’. At the end of the planned three week course it was expected that the participants would have gained a general understanding of the concepts and practices in the application of techniques relevant to: • Basic energy principles • Characteristics of different energy technologies and their appropriateness for different scenarios • Gender aspects of rural energy use and environmneta; practices currently found in SADC countries • Data requirements • Environmnetal management and environmental impact assessment • Project Planning, Monitoring and evaluation • Energy policy and sustainable development. The course was targeted at decision makers, planners and managers involved in rural energy planning and environmental management from government, NGOs and the private sector in the Zimbabwe (and SADC region). Relevant areas included energy, environment, agriculture, rural development, planning, natural resources and forestry. The participants were expected to return to their respective workplaces and be able to apply the knowledge and skills gained in their work.
SECTION IV PARTICIPANTS STATISTICS
Participants Profile Name Sex Position Highest Qualification
1. Chuma Teukai
Nyasha
Male Researcher Honours Degree in Applied
Science
2. Joseph Hwani Male MScRE Student BScEd (Physics)
3. Moffat Kayembe Male Programme Officer (FCSL) Bachelors Degree
(Agriculture)
4. Clayton Zazu Male Coordinator – Research &
Development
MED in Environmental
Education
5. Farai Chabaya Male Intern MSc in Renewable Energy
Engineering
6. Jose Fernandes
Quilhas
Male Chief of Department Electrotecnition
7. Henure Mudoro
Matene
Male Electrotecnician Electrotecnition
8. Benny Ndonyo Male Treasurer Diploma in Accounting
9. Jonathan Chaniwa Male Accounts Advisor BAcc Honours
10. Chris Garikai Munyanyi
Male Town Planning Officer BSc Honours in Rural and
Urban Planning
11. Ngoma Joseph
Tembo
Male Deputy Head Primary Teachers Diploma
12. Lilian Chimphepo Female Environmental Officer MScE
13. Mungomezi Tatenda Female Provincial Head MBA Public Management
14. Patience Chabva Female CPEO Masters in Policy Studies
15. Chamisa Ulilia Female Food Security Monitor BSc Honours in Geography
and Environmental Studies
16. Hazel Vimbai
Sethaunyane
Female Livestock Project
Coordinator
BSc Agriculture (Animal
Science)
17. Joanne Rhoades Female Human Capital
Management Advisor
BCom (Politics &
Economics Majors)
18. Tafadzwa Chanyowedza
Female Management Advisor BA Psychology
19. Moyo Christinah Female Lecturer MSc Renewable Energy
20. Farida Uys Female TAS Advisor BA General
Team of facilitators had 2 female and 4 male facilitators. The participants were drawn
from government, parastatals, private sector, parastatals/ state university, and NGOS. Six
participants were drawn from the region, with two (2) participants from each country;
Malawi, Mozambique and Zambia. During the first week of the workshop 7 female
participants as well as 9 males were present. By the end of week and workshop there
were 11 male and 9 female participants.
Gender Disaggregated Profile of Course Participation at Course Inception and end
of course
Participants by Sector Male Female Total
Private Sector 2 3 5
Parastatal 1 2 3
Government 5 1 6
NGO 3 3 6
Total 11 9 20
Facilitators Male Female Total
Resource Persons 4 2 6
Support Staff 1 1
Total 4 3 7
Participants Knowledge Levels at Course Inception
At the beginning of the training course participants’ proficiency/exposure profile shows
an increased awareness and knowledge in gender, environmental impact assessment and
management, energy issues in general, climate change and renewable energy
technologies.
On the other hand the participants had less exposure to rural energy planning, Non-
biomass resource assessment, institutional aspects of both environmental management
and rural energy planning. Close to 50% of the participants also have had limited
exposure to environmental economics.
REP & EM Participants Knowledge Levels
Topic Total No Knowledgeable New Area
"Yes" % "No" %
Energy Planning (REP) 17 3 18 14 82
Environmental Management 17 10 59 7 41
Gender 17 14 82 3 18
Data Needs and Surveys for REP and EM 17 5 29 12 71
Biomass Energy Resource Assessment 17 6 35 11 65
Non-Biomass Energy Resource Assessment 17 2 12 16 94
Energy 17 11 65 6 35
Environmental Impact Assessment 17 11 65 6 35
Environmental Economics 17 9 53 8 47
Institutional Aspects of Environmental Management 17 6 35 11 65
Rural Energy Policy Issues 17 5 29 12 71
National Environmental Action Plan 17 5 29 12 71
Institutional Aspects of Rural Energy Planning 17 2 12 15 88
Climate Change 17 12 71 5 29
Renewable Energy Technologies 17 12 71 5 29
Participants’ Expectations
Participants’ expectations can be summed as:
• Would like to learn more and learn all that the course has to offer.
• Need for aspects about practical aspects of the topics
• Enhance knowledge in the work that is currently being carried out.
• Participate, learn and contribute.
• Need more knowledge that can help to influence national policy matters.
• Opportunity for breaking into a new business sectors hence the need to learn from
scratch.
Facilitation
The learning environment was facilitated by several resource persons with varied
backgrounds namely, research and teaching, energy and environment project planning,
implementation and management; technical experience in engineering and designing,
policy, and dissemination.
Facilitation methods used include the following: lectures, video clips, photo-galleries,
power point presentations, group discussions, plenary discussions, case studies, and field
visits. Great efforts were made to draw on the country specific input so as to capitalise on
the rich experience from the SADC region.
SECTION V PARTICIPANTS COURSE EVALUATION
1) Venue Change
The participants enjoyed movement to three venues, inspite of the hustles of
packing and repacking. Rhodes Inyanga had the overall best facilities, whilst
the Holiday in had highly rated accommodation facility, but had the least
rating for the conference facility. Mount view conference facilities were
satisfactory, but accommodation and meals received the least rating of the
three facilities. However having stayed at the least rated venue at the
beginning created a sense of gradual change for the better.
2) Timing of Course
All the participants found the timing good. Springtime was best timing with
little rain and more severe cold spells. This enabled participants to deliberate
without the external challenges of fatigue due to high temperatures.
3) Duration
There were a mixed responses, with three weeks being deemed adequate,
though some participants felt the course could be reduced to two weeks or two
and half weeks.
4) Group dynamics and participants mix
The participants expressed overall satisfaction at the range and gender mix of
the group. However there were some disappointments that there was no
representation from the electricity utility subsidiaries and neither from the
Ministry of Mines. There was an expectation for more regional representation,
though it was explained that this was initially a Zimbabwe country initiative
that also brought in Practical Action’s regional partners.
One organisation had four participants two of whom were self-sponsored.
There were sentiments that this was an over-representation.
Participants contributed to energisers and this brought in variety.
5) Facilitation
The participants were overall satisfied with the competence of the facilitators.
The participants enjoyed the variety.
6) Course Content
Feed back on the course content was that it measured to expectations, as well
as helped to bring in more new knowledge. Highlights for most participants
were the field visits.
7) Follow-up to course
Participants were keen on going back to put into practice what they had learnt,
by looking for opportunities to influence policy by ensuring that the rural
energy planning component/element is factored in planning, environmental
impacts of all developments are positive and that gender equity is central in
the transformation processes.
SECTION VI COURSE DIRECTOR’S EVALUATION
Pre-workshop preparations
Much care was taken to select and plan for the course by Practical Action. However the
final week preparations had some hiccups some owing to the harsh operational
environment in which there are challenges faced by service provides. A pre-visit to the
course venues would have been helpful in helping to match the marketed services and
actual service delivery. For instance a venue may offer photocopying facilities but the
quality may be bad. The same with access to Internet: in one venue it was very slow and
eventually not used by the team members.
A physical check using field staff or other contact in the regions may go along way in
helping to plan effectively.
Workshop Evaluation
i) Supplies: food and fuel shortages and power-cuts
All the hotels stretched themselves to ensure that the course participants were well
catered for inspite of food and fuel shortages, as well as electricity cuts. Rhodes Inyanga
had electricity cuts nearly daily, but it proved to be the best venue all-round (learning
environment, food and recreation).
i) Venue Changes
Venue change proved to be a great energiser: It brought an element of change and
expectation that proved to be critical in keeping the group together. Eastern Highlands
was a good region to host the course: though the first two days were very hot, later on it
was cool. It was easier to keep group alert and better motivated in cooler conditions,
though some had to purchase warm clothing to keep them comfortable. The lager number
of participants was from outside Mutate, hence they would not be tempted to return to
their offices, as was the case with a Mutate based participant who had to be called away
on pressing duty.
ii) Timing of Course
Good timing in the neural calendar, since most organisations still had some months to go
before year-end, hence there was less of year-end pressure.
iii) Duration
Three weeks were initially seemingly long, but later on the duration was sufficient.
However, weekends need to be kept free as much as possible to give people at least one
day for themselves.
iv) Group dynamics and participants mix
The group had a wide mix of experts and therefore it kept all the facilitators on their toes.
Initially there was impatience when the “new comers: in REP and EM made comments,
but through encouragement to adhere to set ground roles of mutual respect, the group
became more accommodating.
By the end of the course, participants could also critique each other but still maintain
amiable relations.
v) Facilitation
All selected facilitators were knowledgeable in their areas of presentation. Furthermore
they were able to adapt to the various learning environments. For hindrance when LCD
equipment was not available, or laptop would not work, they would use the next possible
facilitation tool. When electricity was available during daytime, outdoor sessions with
group discussions and plenary feedback became the most practical facilitation mode.
Facilitation styles used included a combination of several of these: plenary discussions,
lecturing, group discussions (groups were changed frequently), power point
presentations, reading from scripts, review of electronic documents, participants’
individual presentation from a given discipline or country specific experiences, as well as
video presentation. More of the later could have been inbuilt into the workshop.
There was tendency however for each facilitator to lean towards the style that best suits
their disposition. However caution must be taken not to over use given facilitation style.
Facilitators were understanding of limitations that were beyond the course organisers and
hosts.
Submission of adaptations to course materials would have been better done prior to the
course. However in almost all cases changes were made during the course of delivery.
The interwoven of the three components of the course: rural energy planning,
environmental management and gender analysis, proved an empowering approach. The
gender question was raised with nearly every presentation made given that most
facilitators were authorities in their assigned topics but had limited application of gender
concepts in their presentations.
Course facilitators were also very careful not to make presentations very technical given
that the larger spectrum of the participants can from a none-technical back-ground. The
technical aspects were simplied to the lowest possible level to ensure that the participants
were able to grasps the most basic concepts.
vi) Course Content
Material supplied in the modules is solid material that covers the course content well.
The areas that require more input are; gender component, case studies of RETS, and
Audio-video materials.
Module 1 Introduction and Over-view
The module is comprehensive, and will be greatly enriched by six monthly up-dates to
ensure that the data given is relevant. The time allocation for “gender and energy” is
limited and should be increased to two and half hours (2½ hrs) so as to effectively cover
the concepts, as well increase gender appreciation by reference to none
gender/environment application. Presentation on a ‘gender” needs to be multi-sectoral.
UNDP’s Human Development Reports can form a good basis of drawing on global
gender indicators.
Further to mainstreaming gender, on the overall, the course material does not link itself
with HIV/AIDS, which is part of the bioenvironmental factors that is one of the sub-
Saharan challenges.
The module also addresses energy in relation to development, however no effort has been
made to equate/ link with Millennium Development Goals (MDGs). The introductory
module thus needs to contextualise the development within the universal development
framework so as to set the stage for the policy and institutional framework deliberations.
Module II Data Collection and Survey methods
The module covers data collection and survey methods from the very basic concepts and
the knowledge levels to the sophisticated application of statistical models. The module
caters very well for participants who may not have had prior exposure to data collection.
Module content is easily adaptable for group work.
Module III Energy Planning
The module is well packaged and makes a concerted effort to simplify technical concepts
to enable the least technically inclined participants to understand the energy conversion
principles. The visual presentations in the form of illustrations and photographic and
video images have a positive demonstrative effect. However, there is room to improve on
the range, geographic coverage, as well as picture quality.
Furthermore, the module serves to introduce the concepts and demonstrate application.
For technologies that have been implemented, a resource guide will greatly help the
inquisitive student, particularly by drawing on lessons learnt and avoiding the unwanted
learning from mistakes.
Module IV Environmental Management
Module is detailed in its treatment of environmental issues with a stronger bias to
land/water and biosphere issues and relatively less on climate change. The module
material is highly adaptable to group work by following the various stages of
Environmental impact assessment. A field trip similar to the mini-hydro power would
enhance the learning process if it were carried out three quarter way of the module. The
tail end field visit came after several assimilation of hypothetical situations, which could
have been eliminated had the visit been done earlier.
Module V Energy and Environment Policy Institution
Module unpacks the policy and institutional framework for both energy planning and
environmental management. The Zimbabwean experience offered many practical lessons,
which other countries could also relate. Regional has similar institutional development in
the sector. The module has room for critique of existing policies or for drafting new ones
for countries that do not have them.
Field Trips
a) The Temaruru Field Visit
The visit was to a site that houses a wind powered electrification plant, which
unfortunately was not fully functional due to various factors. That was a blessing in
disguise as it helped participants to have an opportunity to look at the sustainability
aspect of energy programmes with a more serious intent.
Project Location: Rusape in the Manicaland Province, Zimbabwe. It was just a few
hours drive from Rhodes Nyanga Hotel the second course venue.
The Project: A Wind Powered Electrification Plant. The plant was funded by GZT and
when they pulled out it was left to the community to manage and sustain the project. 7
shops, 1 school and a clinic benefited from the electricity generated by the plant
Overview of the observations: A lot of knowledge and resources i.e. human and
material had been invested into the project only to see it at the verge of collapse after 7
years of operation.
Field Visit Relevance: Participants had an opportunity to use an observed rather
documented case study for their practical analysis on Project Cycle/Results Based
Monitoring & Evaluation and the impact was great. This was evidenced by their reports
on how best the project could have been planned for; and how it could still be sustained.
Excellent recommendations came out of the group discussions, which could help revive
the project and give it a new lease of life i.e. if funding for the process could be secured.
(See Appendix 4 for the Hypothetical Result Chain for the Temaruru Village Wind
Powered Electrification Project.)
Recommendations:
• The objectives of the visit were not fully realised because the visit came on a
Sunday and therefore it was not possible to interview most beneficiaries of the
project, especially those who were involved at planning, inception and handover
stages of the project.
• Drawing up of areas of observation, types of questions to ask and a pre-visit
discussion would help participants focus on course relevant observations and
interviews.
• A write up of the initial project proposal, funding information and evaluation
reports for the first three years would also help participants to have objective
evaluation and use the lessons learnt to evaluate similar energy projects in their
various areas of operation in their respective countries.
b) Nyafaru Field Visit
Project Location: Nyanga North
The Project: Mini-hydro project established in 1988
Overview of the observations: A practical demonstration of how carefully engineered
project that has been operational for years continues to have an impact to the community.
Field Visit Relevance: The field visit was relevant since the main focus was that of
conducting an Environmental Impact Study
This was an enriching experience which generated discussions both in the field and
during interview with a wide range of stake holders who include the power plant minder,
school community (teachers and children), and community members, some of whom
were at project inception.
Recommendations:
a) Field Visit was done on a Saturday; one member of team could not visit the site
for religious reasons. Also the clinic was closed on a weekend and hence part of the plan
of visiting the health centre was not realised.b)This or similar site is highly recommended
for future visits.
c) Practical Action team to implement aspects that were not very prominent two decades
ago such as women’s empowerment, disaster mitigation and prevention for exam
v) Follow-up to course
Course participants expressed an interest in continued networking and information
sharing. The course conveners would play the lead role and participants would also take
initiative to share information, which they come across.
SECTION VII CONCLUSIONS AND RECOMMENDATIONS’
i) Pre-course Preparations
1) Selected course participants to be asked to prepare country case studies as pre-
workshop preparations so that these can be used as part of the course material.
2) Internet research and guide to resources with hyperlinks to be up-dated every
six months. The resources can be drawn from various regional networks.
3) Photo-gallery and video resources to be up-dated annually.
4) Facilitators to submit up-dated course material at least 2 weeks prior to the
course.
5) Electronic and hard copies of course material to be ready at least a week
before the workshop. Appropriate branding of all promotional materials to be
done so as to effectively accredit the sponsors and the hosts. This should
include file covers, caps/ sunhats, T-shirts and pens.
6) Physical check of all venues to be visited at least 30 days prior to course
implementation will help give a good estimate of what the course coordination
team needs to put in place well in advance.
Course Content and Delivery
i) Overall comments
a) More up-dated statistics are needed and reference material is needed.
b) Audio-visual and case studies would enrich the course material by
demonstrating the practical applications.
c) There is room for an additional module to deal with programming and financing
of renewable energy technology systems (see suggested module 6).
ii) Module specific recommendations
a) Module 1 Introduction and Over-view
i) Increase time allocation, and include more details on gender, analytical
frameworks and indicators.
ii) Gender presentation needs to concentrate making the case of gender
disparities in society and structural gender inequalities perpetuated by
patriarchy and replicated in institutions. Data sources that are not necessarily
energy related can be used. This will help bring a statistically based
appreciation of the gender gap.
iii) Include gender-mainstreaming checklist as part of resource material.
iv) There is need to subject each of the RETS to gender analysis at the end of the
presentation of the technological choices. RETS presentation should not go
into depth on data collection methods.
v) Bibliography needs to be up-dated to include relevant web sites, articles and
the hyperlinks.
vi) Additional material for the module to include information from other
stakeholders who have something to do with RETs, such as ZINWA, SIRDC,
ZERO, REA, EMA particularly in relation to hydro-power. (Zimbabwean
examples)
vii) Regional perspective on RETS is required, inclusive of large hydropower
projects.
viii) Visual simulations in the form of video, pictures etc are required to assist in
the conceptualisation of the RETs.
ix) Statistics require an up-date.
x) Additional information to include stove designing, biomass, biogas and solar
cooking.
b) Module 2 Data Needs and Surveys
i) Maintain sequence as is in the module. However the LEAP section can be
moved to the end. More practical work on LEAP desired.
ii) Glossary of terms needs to be added to the modules
iii) Level of detail needs to be suited to level of previous exposure.
c) Module 3 Energy Planning
i) Energy planning material needs to be up-dated with more information on
linking the Millennium Development Goals (MDGs) as was done during the
presentations.
ii) Gender and Development needs to be brought in this module as a stand-alone
module. Content to cover the history: WID, WAD and GAD. Further more the
UNDP GEM index can also be used as a tool, which is used to measure
gender equity. Concepts to be covered with glossary so as to ensure that there
is correct understanding of terms.
iii) Result Based Planning as planning tool to be developed as a unit.
iv) Gender material and case studies from Energia will greatly enhance the course
material.
d) Module 4 Environmental Management
i) MDGs as planning framework require a section in the first unit of the module.
ii) Practical aspects of doing EIA to be done step by step, however to leave
practical aspects for field trip.
iii) Bringing practical examples of TORs, Prospectus and EIA reports proved a
valuable assert. Participants would get an opportunity to critique samples.
e) Module 5 Energy and Environment Policy Institutions
i) Review of national energy plans produced an additional resource. Groups’
discussions have opportunity to review samples.
f) Module 6 Programming and Financing Energy Projects
This is a recommendation for an additional module to cover concerns on how to fund the
energy projects. This could also investigate the recast of the concepts under the
following:
• Energy services approach
• Result Based Planning as planning tool to be developed as unit.
• Energy and rights based approach.
ii) Post Course Follow-up
a) Practical Action to facilitate information sharing and linking participants
to existing networks.
b) Participants to share information with colleagues.
c) Executive workshop for senior managers to be held so as to sensitise
senior decision makers on issues related to the energy planning and
environmental management so to create a more conducive policy
environment for middle managers and practitioners in the field.
APPENDIX COURSE TIME TABLE
APPENDIX LIST OF PARTICIPANTS AND ADDRESSES
ATTENDANCE REGISTER
Rural Energy Management and Planning Training - Manicaland Zimbabwe Attendance Register Name of Participant Sex Organisation September 07 October 07 Total Days 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12
1 Joseph Hwani M UZ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
2 Hazel Sethaunyama F FDT √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
3 Joanne Rhodes F Ernest & Young √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
4 Ulilia Chamisa F ACF √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
5 Zazu Clayton M SBRT UK O √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 18
6 Farida Uys F Ernest & Young √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
7 Farai Chibaya M Practical Action √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
8 Yeukai Chuma M Parliament of Zim √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
9 Tatenda Mugomezi F Min of Labour √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
10 Jonathan Chaniwa M Ernest & Young √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
11 Chris Munyanyi M Min of Local Gvt √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
12 Tafadzwa Chanyowedza F Ernest & Young √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
13 Christine Sibanda F Kwekwe Poly O √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 15
14 Joseph Tembo Ngoma M Min of Ed √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
15 Benny Ndonyo M EECZ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
16 Lillian Chimpepho F Mulanje District A √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
17 Moffat Kayembe M MMCT √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
18 Patience Chabva F EMA √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 19
19 Jose Fernando M Min of Energy √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 17
20 Henure Matene M Min of Energy √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ 17
Particpants List Ulilia Chamisa Box 6087
Geri or No 1740 Thomas Hill Road Riverside Geri
Self Tel-054-227324 Cell-0912280329 Cell-011867120
Yeukai Chuma Box CY 26 Causeway Harare
Parliament of Zimbabwe
Tel-04-700181ext2289 [email protected]
Lillian Chimphepo
Private Bag 9 Mulanje Malawi
Mulanje District assembly
Tel-26514660860 Cell-265889098
Joseph Hwani 4 Rowan Crescent Logan Road Hatfield Harare
UZ Cell-092417181
Joseph Tembo Ngoma
Box 320094 Lusaka Zambia or no.1646 Chilenje Lusaka Zambia
Ministry of education(EECZ)
Tel-00260979750438
To use Ndonyo's
Jonathan Chaniwa
3053 Upfront Ruwa Harare
Ernest and Young
Tel-04-750905/14 Cell-0912212475
[email protected] [email protected] [email protected]
Hazel Vimbai Sethaunyane
25 Crail Road Southdowns Gweru
Farmers Development Trust
Tel-054-226350 [email protected] [email protected]
Henure Mudoro Matene
12 RUA Bairro Texttoifrica Soalpo Chimoio Mozambui
Electronic Tel-25825124953 Fax-25825124433 Tel-258825699290
Chabva Patience
Cnr Main Street and Tongogara Box 651 Gweru Zimbabwe
Environmental Management Agency
Tel-263-54-222117/22084 Cell-011873038
Petronella Shoko
10 6th Avenue
Mabelreign Harare Zimbabwe
Self Tel-263-4-33186 Cell-263912951287
Tichaona Pesanayi
P o Box 2000 Mutare 81 Second street, Mutare Zimbabwe
Environment Africa
Tel-+263-02-63504 Fax-+263-20-67762 Cell+263-91-2-386438
[email protected] [email protected]
Chris Garikai Munyanyi
Dept of Physical Planning P. O. Box 146 Cnr Kalipati/Jahunda Road Gwanda
Ministry of Local Gvt, Public works and urban development department of physical planning
Tel+263-084-22803/5 Fax+263-084-22727 Cell+263-011-911-983
Clayton Zazu P. O. Box 1318 Kwekwe Zimbabwe
Sebakwe Black Rhino Trust-UK
Tel-025-50160 Cell-023 288 639 Cell-0912469822
[email protected] [email protected]
Christine Moyo 17 Hawthorn Avenue Southwood Kwekwe
Kwekwe Polytechnic
Tel-55-23387/22991/3 Fax-055-22104 Cell-011433692
[email protected] [email protected]
Moffat Kayembe
P. O. Box 139 Mulanje Malawi
Mulanje Mountain Conservation Trust
Tel 01-466282/779 Fax 01-466242 Cell 08891426
[email protected] [email protected]
Farida Uys Enerst and Young Angwa City Julius Nyerere/Angwa Street. Harare Zimbabwe
Enerst and Young
Tel 04-750905-14 Cell-011610958 Cell-011601129
Joanne Rhoades
163 Brooke Crescent Borrowdale Brooke Harare
Ernest and Young
Tel-750905-14 Cell-0912369165
[email protected] [email protected]
Benny Ndonyo Box 51288 Lusaka Zambia or 7022 Nyatwa Woodlands Lusaka Zambia
EECI Energy & Environment Concerns for Zambia
Tel+260955142685 Cell+00260978075255
Jose Fernandos Quelhas
Rwazo Setembro No.559 Chimoio Mozambique
Ministry of Energy Manica Province
Tel 002572443 Fax 0025724433 Cell 00258825992540
Paul Mushamba
P.O. Box GD 652. Greendale
ECOYSCHRON Tel 263 4 496723 Fax 263 4 495 628 Cell 091 2 2166 639
Tatenda Mungomezi
NESD. P.O. Box 522 Masvingo
Min of Labour tel039 2 6522 6/63555 Cell 011 784 621
