been raised as deep concerns by the workshop participants are those that impact directly on their daily lives, for example, lack of food, poverty, the lack of clean, drinkable water, the lack of water to grow food, the disintegrating sewerage systems resulting in cholera, safety and security given the political unrest and violence experienced in various communities, the politicisation of food, the deterioration of roads and therefore inability of emergency services such as ambulances to reach homesteads in the deep rural areas, as well as no access to medical facilities. The local and traditional authorities, as well as members of the Provincial Committees, assist in identifying suitable candidates for participation in the ward training workshops as well as candidates to be facilitators and trainers. CIVNET Programme staff members such as the Executive Director, the Finance and Administration Manager, the two Regional Co-ordinators as well as the Project Assistants have managed to built strategic relationships and networks with national, provincial, district and ward level authorities and public servants during the years that they have been actively engaged with civic education training. This has ensured easier access to communities and a less risky environment in which the training workshops take place. The relatively peaceful and stable environment between 2003 to 2005 made it possible to include an additional theme of “Participation and Development” to the overall civic education curriculum. It allowed the Head office and regional staff the space to engage constructively with the local authorities about the workshop curriculum. Each theme provides a methodological and content framework for information sharing and knowledge dissemination, that creates the foundation of individual and community empowerment. The axiom that “knowledge creates power” is particularly relevant and appropriate when reviewing and evaluating the CIVNET programme. During Phase One CIVNET introduced lobbying and advocacy training to its training programme. These skills contributed significantly to the outcomes of the training workshops and community “action plans” and were to become a critical part of the community activities during Phase Two. Not only were workshop participants provided with analytical skills to evaluate the causes and depth of their problems and grievances, they were also given the tools to follow up on their “action plans”, and most importantly to hold the relevant authorities and elected leadership in their respective wards accountable to deliver on undertakings made with the community. Some of the Project Assistants8 viewed this as a fundamental shift in CIVNET’s approach and one which differentiates CIVNET from other organisations working at grassroots in Zimbabwe. Within this problem solving paradym communities are not only encouraged to identify, in order of priority, their most pressing problems and needs but are also equipped to identify appropriate and achievable solutions to be taken up on with the relevant authorities and elected leadership. The lobbying and advocacy skills have empowered the communities with a new found confidence to engage the authorities and elected representatives, who have historically been remote, inaccessible and mostly unaccountable. The training materials of the civic education course are supported by reading materials and manuals provided by partner organisations such as the Africa Community Publishing and Development Trust (ACPDT). This is yet another indication of the mature and constructive way in which CIVNET undertakes its activities. 8 Because of their responsibilities and the role that they play in co-ordinating activities the Project Assistants that were interviewed were unanimous in wanting to change their titles to “Co-ordinator”. 10 THE CIVIC EDUCATION NETWORK TRUST (CIVNET)) IN ZIMBABWE – Sida EVALUATION 2008:51