A Learning Package For Capacity Development

ALearningPackageforCapacityDevelopment: LearningtoChangeCapacityDevelopmentPractice
ScopingStudy

PreparedfortheWorldBankInstitute incollaborationwiththe LearningNetworkforCapacityDevelopment

This paper is a working document. It expresses the views of the consultant and does not imply an endorsement by WBI or LenCD. Comments are welcome !
Please send to : jennycpearson@gmail.com, Mnelson1@worldbank.org, or thomas.theisohn@gmail.com
JennyPearson Consultant June2010
Contents
Listofboxesanddiagram .................................................................................................................. 2 Listofabbreviations .......................................................................................................................... 2 Acknowledgements ........................................................................................................................... 2 1. 2. 3. 4. Executivesummary........................................................................................................................ 3 Introduction................................................................................................................................... 5 Theneedforalearningpackage.................................................................................................... 6 Aresponsetotheneed ................................................................................................................. 9 4.1FocusonAfrica ............................................................................................................................ 9 4.2Thetargetgroup ........................................................................................................................ 10 5. StrategicConsiderations.............................................................................................................. 11 5.1Workinggroup:membershipandroles ..................................................................................... 11 5.2Accreditation,certificationandqualityassurance .................................................................... 12 5.3Reviewofexistingresources ..................................................................................................... 13 5.4Ongoingdevelopment ............................................................................................................... 13 5.5Resourcerequirements ............................................................................................................. 14 6. Didacticconsiderationsfordevelopingalearningpackage ........................................................ 15 6.1Preamble.................................................................................................................................... 15 6.2Designforoptimumimpact ....................................................................................................... 15 6.3Content ...................................................................................................................................... 17 6.4Suggestedoutlineofapackage ................................................................................................. 18 6.4.1Purposeandobjectives....................................................................................................... 18 6.4.2Templateforindividualmodules ........................................................................................ 18 6.4.3Suggestionsformodulesinthepackage ............................................................................ 20 7.Nextsteps ........................................................................................................................................ 22 7.1Disseminationandconsultation ................................................................................................ 22 7.2Workinggroupformationandfirstactivities............................................................................. 22 Appendices: ......................................................................................................................................... 24 Appendix1:SamplemoduleTrainingandBeyond:LearningPracticesforCD ................................ 25 Appendix2:TermsofReferencefortheScopingStudy .................................................................. 33 Appendix3:InceptionNote............................................................................................................. 34 Appendix4:PreliminaryListofExistingResources ......................................................................... 38
LearningPackageforCapacityDevelopment:ScopingStudy
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Listofboxesanddiagram
Box1:Summaryofstrategicconsiderationsfortheworkinggroup Box2:Summaryofdidacticconsiderationsfordevelopingalearningpackage Box3:Sampletemplateformodules Diagram:Relationshipsbetweenhorizontalandverticalcommunitiesofpractice 11 15 19 17
Listofabbreviations
AAA ACBF ADA ADB AE AFDB AfLP AusAID CD CDRA CDSF CIDA CoPs DANIDA EC ECDPM FAO IDS INTRAC JICA LenCD NEPAD NGO OECDDAC SIDA SSC UNDP USAID WBI AccraAgendaforAction AfricaCapacityBuildingFoundation AustrianDevelopmentAgency AsianDevelopmentBank AidEffectiveness AfricanDevelopmentBank AfricanLearningPlatform AustralianAgencyforInternationalDevelopment CapacityDevelopment CommunityDevelopmentResourceAssociation CapacityDevelopmentStrategicFramework CanadianInternationalDevelopmentAgency Communitiesofpractice DanishInternationalDevelopmentAgency EuropeanCommission EuropeanCentreforDevelopmentPolicyManagement FoodandAgricultureOrganisation InstituteofDevelopmentStudies InternationalNGOTrainingandResearchCentre JapanInternationalCooperationAgency LearningNetworkforCapacityDevelopment NewPartnershipforAfricasDevelopment NongovernmentalOrganisation OrganisationforEconomicCooperationandDevelopmentDevelopmentAssistance Committee SwedishInternationalDevelopmentAgency SouthSouthCooperation UnitedNationsDevelopmentProgramme UnitedStatesAgencyforInternationalDevelopment WorldBankInstitute
Acknowledgements
IwouldliketothankMarkNelsonandKofiAnaniofWBIforcommissioningandsupportingthis study.IwouldliketothankThomasTheisohn,LenCDCoordinator,underwhoseguidancethework hasbeenconducted,andJoanneBurke,fortheirsubstantiveinputs.Mythanksalsotothemany otherpeople,toonumeroustolisthere,whorespondedtotheInceptionNotewithencouragement, goodideasand,insomecases,importantdocumentsthathelpedbuildthepictureofexisting resourcesandcurrentinitiativestoenhancethepracticeofCD.Mostimportantlymanyalso expressedinterestinbeinginvolvedasthisinitiativegoesforward.
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1. Executivesummary
ThisScopingStudy,commissionedbytheWorldBankInstitute(WBI)incollaborationwithLearning forCapacityDevelopment(LenCD),isoneofarangeofresponsestopromotemoreeffective capacitydevelopment(CD)practices.Theunderlyingpremiseisthatfieldlevelpractitionersin multipleconstituencieswouldbenefitfromacomprehensivelearningpackageonCD.Thescope andtimeframedidnotallowforconsultationwithallpossibleinterestedparties,sothisstudyisa firstarticulationofhowaCDlearningpackagemaybeapproached.Itishopedthatthispaperwillbe sharedwithrelevantpartiesandgeneratetheinterest,energy,financeandotherresourcestotake theprocessforwardinacollectiveeffort,possiblyasaworkinggroupundertheumbrellaofLenCD. ThefocusofthisstudyisonAfricainresponsetoneedsexpressedbyAfricanagents.In2009LenCD andtheOrganisationforEconomicCooperationandDevelopmentDevelopmentAssistance Committee(OECDDAC)undertookconsultationswiththeNewPartnershipforAfricasDevelopment (NEPAD),theAfricanCapacityBuildingFoundation(ACBF)andotherstoexploreanAfricanLearning Platform(AfLP)forCD.InJanuary2010theAfricanUnionadoptedNEPADsCapacityDevelopment StrategyFramework1,providingapoliticallyendorsedreferenceforCDinitiativesintheregion. Thevastarrayofknowledge,informationandinitiativesavailablefrommultiplesourcesmakesit clearthatthereisarapidlychangingdynamicaroundallaspectsofCD.Emergingunderstanding abouttheneedfornewapproachestoCDiscreatingdiverseneedsforlearningandchangefor developmentactorsatalllevels.Thereisalsogrowingrecognitionthatcapacityandits developmentareareasofknowledge,skillsandpracticeintheirownright.Withinthisscenariothe spreadofknowledgeandskillsforeffectivesupportofCDisveryuneven.Many,especiallyat countrylevel,arestrugglingtounderstandwhatisrequiredofthemwithinthechangingparadigm articulatedintheParisDeclarationandAccraAgendaforAction.Asitisnotpossibletomeetall needsatalllevelsaprimegrouptotargetarepractitionersworkingaschangeagentsatcountryor sectorlevel.Initialeffortswouldthereforefocusonproducingapackagethatdifferentinstitutions andagenciescouldaccessandadapttooffertodiversegroupsofpractitioners. AsyettherehasbeennoattempttodefinethepracticeofCDorthecompetencesrequiredfor effectivepractice,sotherearenogloballyrecognisedlearningortrainingprogrammes,orCD qualifications.Thisisoneofthereasonswhy,despitetheplethoraofinformationavailable,virtually noneofitisintheformofaccessiblelearningresourcesforpractitioners.Thisinitiativeaimsto furthertheprocessofbuildingacommonunderstandingandlanguageofCDandtherebyreinforce acommunityofpracticethatconnectshorizontallyandverticallywithmanyotherdisciplines.The packagehasthepotentialtobeastrongcatalystforcontinuedanalysisandbringingbacklessons frompractice.Itshouldmakemaximumuseofexistingresourcestobridgecurrentpracticesand createacommonreferencethatcanlaterbeadaptedformultiplecontexts. Thesuccessofthisinitiativedependsontheengagementofagroupthathasthediverseskills, resourcesandenergyforcreativecollaborationtoachieveasharedgoal.Relevanceand sustainabilityinAfricawouldalsodependonlocalleaderstakingownership,togetherwithongoing financialandotherresourcesupportfromstakeholderselsewhere.Inaprocessofcocreationthe perspectiveprovidedbyAfricaninstitutionswouldensurebothrelevancetocontextandlocally resourcedmaterials.Effortsareunderwaytolauncharegionallearningplatformthatcouldbe instrumentalindevelopmentanddisseminationofthepackage.Further,duetoextensiveaccess toinstitutionsandnetworksacrossthecontinentsuchalearningplatformwouldalsobewellplaced todrawtogetherlearningemergingfromtheuseofthepackageinAfrica. 1 NEPADSecretariat(2009)CapacityDevelopmentStrategyFrameworkavailableat
http://www.oecd.org/dataoecd/1/11/43508787.pdf
LearningPackageforCapacityDevelopment:ScopingStudy Page3
ThepressingneedisforapackageofferingbasicknowledgeandskillstobringaboutchangeinCD practice,inanattractiveformthatencouragestakeupbymultiplestakeholders.Inordertomake practicalresourceseasilyavailabletoasmanyaspossiblethepackageshouldbeavailableasopen source.However,thisraisesthebigchallengeofhowtoensureconsistencyandqualityifmultiple agenciesareablefreelytoadaptanddevelopthepackageanditscontentaccordingtotheircontext andneeds.Qualityassurancemechanismswouldneedtobeinplacefromtheoutset,ifthe packageistobeeffective. Theprinciplesguidingdidacticconsiderationsfordevelopingthepackageshouldbe:aninitalfocus onAfrica;afocusoncountrylevelpractitioners;maximumuseofexistinglocalresources;emphasis onapracticalapplicabilityacrossalldimensionsofdevelopment;and,adaptabilitytolocalcontext, withdefaultmaterialsifneeded.Themainquestionthataworkinggroupwouldneedtoaddressis Whatoutcomesandlevelofimpactshouldthelearningpackagetrytoachieve?Tochangethe practiceofCDrequiresbuildingcompetencies,whichinturnrequiresworkingwithadultlearning methodsthatenhanceselfawarenessandpersonalmastery,withoutwhichthereislittlelikelihood ofanysignificantchangeinhowpeoplework.Anythingdevelopednowshouldnotbeconsideredas afinalproductbutratherasasetoflivingdocumentstobeupdatedregularlyinresponsetonew learning.Thus,thereisalsoaneedfordynamicmechanismstobringlearningfromuseofthe packagebackintoongoingreviewanddevelopmentprocesses.Aswellasongoingfinancialsupport thiswouldrequirepartneringwithagentswhohaveagenuineinterestinspecificmodules. ThisstudyofferssuggestionsforapackageentitledLearningtoChangeCDPractice,including purpose,objectives,atemplateformodulesandasamplemodule.Suggestionsformodulesinthis corepackageare:CDbasics;UnderstandingCDinworkplacerealities;Assessmentand measurementofcapacityandCD;Changingpracticeinplanningandimplementation;Learning practicesforCD;MonitoringandevaluatingCD;and,Implicationsforpractice.However,afterit hasassessedpriorityneeds,theworkinggroupwouldhavetodecideifthisoranotherapproach wouldbemosteffectiveinmeetingtheidentifiedneeds.Applicationtosectorsorthematicareasis morecomplex,especiallywhenattemptingsimultaneouslytosupporttheemergenceofacommon languageandapproach.Therearemany,notmutuallyexclusiveways,inwhichthedecisionsabout subjectscanbeapproached. Preliminaryindicationsarethatworkinggroupmemberswouldneedtosharethefollowingroles andtasksbetweenthem:managementandcoordinationoftheoverallprocess;funding; participantresearchandcompetencespecification;moduledevelopment;peerreview;pilot delivery;developmentofqualityassuranceprocesses;and,ongoingreviewandupgradingof contentandprocess.Giventherangeofphilosophical,practicalandresourceissuestheworking groupwouldneedtoresolvebeforetheystartcocreatingthepackageitwouldbehelpfulifthey cametogetherinaninceptionworkshoptomapoutthewayforward. NextstepsincludedirectcommunicationwithkeyAfricanpartnersandintroducingtheinitiative intorelevantprocessesinAfrica.Theinitiativeshouldalsobelinkedintoseveralimportantglobal fora,includingthosepreparingCDinputsfortheSeoulHighLevelForumin2011.Ifprovisional fundingandaworkinggroupareinplacebySeptemberapackagecouldbeavailableforusebythe middleof2011.Atthisstagetherearetoomanyunknownfactorstoformulateabudgetfor anythingbeyondfirststeps,butclearlytherewouldbeconsiderableresourceneedstobemet. ThoseinterestedtoexplorejoiningtheworkinggroupshouldcontactKofiAnaniatWBIon kanani1@worldbank.orgorThomasTheisohn,LenCDCoordinatoronthomas.theisohn@gmail.com
2. Introduction
ThisScopingStudyhasbeencommissionedbytheWorldBankInstitute(WBI)inconjunctionwith LearningforCapacityDevelopment(LenCD)andisoneofarangeofresponsesinitiatedtopromote moreeffectivecapacitydevelopment(CD)practices.Theunderlyingpremiseofthisparticular initiativeisthat: Fieldlevelpractitionersinmanydifferentconstituencieswouldbenefitfromparticipating incomprehensivelearningpackageonCD. Suchapackagewouldaddvaluebecause,foravarietyofreasons,existingresourcesarenotmeeting practitionerslearningneeds.Themostnotablereasonisthatresourceshavenotyetbeenpulled togetherintogenericlearningmaterialsthatpromoteacommonlanguageandunderstandingofCD, canbeuniversallyappliedandofferclearguidanceforpracticechange.Alearningpackageof modulesthatprovidematerialsaboutcoreCDknowledgetogetherwithclearguidanceabouthow todeliverthemwouldhaveextensiveapplicabilitywhichshouldpromptsignificantlevelsof uptake.Widespreaduptakeofsuchapackagewouldcontributetocreatinghorizontalcommunities ofCDpracticeacrossallsectorsandthematicareas.Thisinturnwouldeventuallycontributetothe practiceofCDbecomingmorecohesiveacrossalldimensionsofapplication. Thetermsofreference(seeAppendix2)andtimeframeforthisScopingStudydidnotallowfora broadconsultationwithallpossibleinterestedparties.Whileithasbeendecided,forreasons explainedbelow,initiallytofocusonAfricaandcountrylevelpractitionerstheintentionistocreate somethingthatcaneasilybeadaptedformultiplecontexts.Thereisaneedtobegintheprocessof developingasharedapproachtoCDpracticethroughofferingastrongbutsimpleandadaptable frameworkthatpromotesacommonunderstandingandlanguageofCDhoweveritisused accordingtosubject,sectororthematicarea.Assuchthepackagehasthepotentialtobeofvalue tomultiplestakeholders.ResponsestotheInceptionNote(seeAppendix3)thatprecededthestudy indicatethatthereareanumberofagencies,institutionsandindividualsinterestedincontributing indifferentwaystotheprocessofcocreating,deliveringandmaintainingalearningpackageforCD. Itishopedthatthispaperwillgeneratetheinterest,energy,financeandotherresourcesfora workinggrouptocometogether,underLenCDcoordination,totaketheprocessforward. Thisstudywilldiscuss: Theneedforalearningpackage Theresponsetotheneed Strategicissuesthattheworkinggroupwouldhavetoaddressinordertotaketheinitiative forward,includingtherolesandtaskstobeallocatedbetweenthemandtheissuestobe consideredforfuturephasesofongoingdevelopmentandavailabilityofthepackage Didacticconsiderationsfordevelopingthepackage,includingpreliminarysuggestionsfor contentandprocess Nextsteps Apreliminarylistingofexistingresourcesthatmightprovehelpful
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3. Theneedforalearningpackage
ThelongtermdebateabouttheeffectivenessofCDhasresultedinanemergingunderstandingthat thereisaneedfornewapproaches.Thisinturniscreatingdiverseneedsforlearningandchange amongdevelopmentactorsatalllevels,linkedtoagrowingrecognitionthatcapacityandits developmentareareasofknowledge,skillsandpracticeintheirownright.Neverthelessthe impetusforchangecreatedbythenewunderstandingoftenmeetsresistanceinthenormsand traditionalpracticesofestablisheddisciplines,whichcreateschallengesforintroducingnew practices,despitethepressingneedforadifferentapproach. UntilrecentlyanyattentiongiventothepracticeofCDwasprimarilyfoundintheLogframesof sectoralprojectswhereitwasrootedintechnicalconsiderations.Inthiscontext,becauseofthe projectfocus,thestartingpointforCDactivitiesandinputswasalmostexclusivelybasedon technicalassessmentsunderpinnedbyanassumptionthatcapacitywouldemergeifactivitieslike trainingwerefactoredintoprojectdesign. LearningaboutCDwasalsosomewhatconfinedtothelargemultilateraldonoranddevelopment agenciessuchastheWorldBankandtheUnitedNationsDevelopmentProgramme(UNDP),to specialistinstitutessuchastheInstituteforDevelopmentStudies(IDS),theEuropeanCentrefor DevelopmentPolicyManagement(ECDPM)andtheAfricaCapacityBuildingFoundation(ACBF)and tonongovernmentorganisations(NGOs)suchastheCommunityDevelopmentResource Association(CDRA)andInternationalNGOTrainingandResearchCentre(INTRAC).Initiativessuch asLenCDhavestartedtoaddressCDinmorecomprehensiveways,butitisonlyinveryrecentyears thatanyuniversityhasofferedmodulesaboutCDaspartofdevelopmentstudiesprogrammes2. TherehaveyettobeanyinitiativestodefinethepracticeofCDasaprofession,ortospecifythe competencesrequiredforeffectivepractice,thustherearenogloballyrecognisedqualificationsor learningortrainingprogrammesforCDpractitioners. Recentstudies,suchasCapacityChangeandPerformance3fromECDPM,arereinforcingthe significantandgrowingchangesinunderstandingaboutCDthathavebeendevelopingoverthelast twodecades.Afurtherthrustforchangeisarisingfromstudiesandresourcesfromacademic institutesandbodiessuchastheOrganisationforEconomicCooperationandDevelopment DevelopmentAssistanceCommittee(OECDDAC)thataresheddinglightontheissues,challenges and,insomecases,successfulresponses.ThelatestIDSBulletin4notesthatunderstandingofCDis nowembeddedinthreemajorperspectivesandthatallthreearerequiredforacomprehensive articulationofCD.Theytheyshouldnot,therefore,beconsideredasmutuallyexclusive: Atechnicalsolutiontoatechnicalproblem Adiscourseconcealinganagendaofpower Anaspirationforemancipatorydevelopment Thishelpstoillustratethepointthatpreviousassumptionsabout,andapproachesto,CDbeinga technicalproblemwereflawedinthattheywerenotsufficientlycomprehensiveadequatelyto addresscapacityissuesinthecomplex,multilevelledandinterconnectedcircumstancesof developingcountries.
TheonlytwothatthereportauthorknowsofatthistimeareacourseintheMasterofInternational DevelopmentPolicyprogrammeatDukeUniversity,USAandmodulesonCapacityDevelopmentfor SustainableDevelopmentintheMasterofPublicAdministrationprogrammeatAddisAbabaUniversity, Ethiopia 3 Baser,Heather,PeterMorganetal(2008)CapacityChangeandPerformanceStudyReportECDPM,Maastrict
4
2
Clarke,PeterandKatyOswaldIntroduction:WhyReflectCollectivelyonCapacitiesforChange?In
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ReflectingCollectivelyonCapacitiesforChangeIDSBulletinvol.41:3May2010,IDSBrighton
Havingrecognisedtheshortcomingsofpastapproachesmanymajordonorsandinstituteshave formulatednewstrategiesthatincorporatemoreholisticapproachestoCD.Somedonorsand instituteshavealreadydevelopedpolicies,toolkitsandotheraids,andprovidedtrainingeventsto introducetheirheadquartersandfieldstafftothenewthinking(seeAppendix4forapreliminarylist oftheseresources).Whathasyettohappenisfortheflowofinformationandnewthinkingto reachdownfrompolicyandstrategyleveltocreatesubstantivechangeatthelevelofincountry implementation.Oldhabitsdiehardandwhentheyexistonthescaleoftheglobaldevelopment sectoritnecessitatescomprehensiveandlongtermchangemanagementinitiativestointroduceand integratenewwaysofworkingthroughouttoalloperationallevels.Someagenciesinthenon governmentalorganisation(NGO)sectorarealsofocusingonhowtochangethepracticeofCDto makeitmoreeffectiveatprojectimplementationlevelandwithinthedifferentcommunitiesand groupswithwhomtheywork. Complementarytotheworkbeingdonebyallthesedifferentinstitutesandagenciesarethe growingnumberofwebsitesandportalsfocusingondifferentaspectsofcapacityandits development.Butevenso,muchofwhatisavailableisstillintheformofreportsaboutprojectsand studies,withasmallerproportiondevotedtotoolsandtechniquestoimproveimplementation.A parallelstudytothisone,beingconductedbytheImpactAlliance5,istitledHowtoeffectively connectCDknowledgeresourcesforuptakeandupscaling?Theobjectiveofthatstudyisto explorehowtherapidlyevolvingopportunitiesoftheinternetmightfeasiblybeappliedwithinthe communityofcapacitydevelopmentlearningplatformsandwebsitesenablingamorerationaland interconnectedcapacitydevelopmentcommons.Itwillidentifyopportunitiesforimprovingan imperfect,fragmentedarchitecturethatcangenerategreatervalueandimpact. Reviewingthewholespectrumitisclearthattheplethoraofnewinformationandinitiativesare resultinginarapidlychangingdynamicaroundallaspectsofCD.Withinthisscenariothereisa veryunevenspreadoftheknowledgeandskillsneededforeffectivesupportofCDinanygivenset ofcircumstances,andagrowing,thoughfragmentedbodyofknowledgeaboutwhatworks.Some institutes,agenciesandindividualshaveagreatdealofknowledgeabouttheconceptsandtheories, whileothershavesignificantexpertiseinpracticebuthaveyettodrawthatexperienceintolearning thatcanbesharedwithothers.Neverthelessitisprobablytruethatmany,especiallyatcountry level,arestillstrugglingtounderstandwhatisnowrequiredofthemwithregardtoCDwithinthe changingparadigmofdevelopmentasarticulatedintheParisDeclarationandAccraAgendafor Action(AAA).Becauseofthetimeitcantakeformessagestofilterdownsomepractitionersremain unawareofanyneedtochangehowtheywork.Additionally,changealwaysgeneratesresistance, sotherearealsothosewhodonotwanttoembraceiteventhoughtheymightunderstandverywell whatisneededandwhy. Thissituationraisestwoimportantquestions: Why,ifthereissomuchinformationavailable,isitnotyetbeingusedinwaysthatare leadingtoeasilyaccessiblelearningresourcesforthepracticeofCD? Undoubtedlyalotofgoodmaterialsarealreadyavailabletooffertoanyoneinterestedinthe practiceofCD.Thereareseveralinterrelatedreasonswhytheseresourcesarenotbeingputto practicaluse: AsmentionedaboveCDisonlynowbeingrecognisedasafieldofstudyandpracticeinits ownright.UntilrecentlyCDknowledgehasbeenscatteredacrossmultipleother institutions,agenciesanddisciplines,withoutanyattempttopullittogetherintoa coherentbodyofknowledgethatcanstandalone.Theresultisfragmentationandthereis noeasywaytoachievecoherenceacrossthedifferentsourcesandperspectivestheyhold.
5
www.impactalliance.org
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Sometimesthereissomuchinformationitisoverwhelmingandunusable.Thus,despitethe effortsofvariousinitiativesandinformationportals,theknowledgeisverybroadlyscattered andnoteasytoconsolidate ThegenerallackofclearCDpoliciesatnationallevelsandindonoragenciesresultsina situationwheretherearenostrongmotivatorstopromptlearningaboutCDinorderto developandapplyaninformedapproach Evenwithinbiginstitutionsthereisalackofacoherentsetofmodulesavailabletodeepen staffknowledgeonCD(especiallystaffininstitutessupportinglocalgovernments)6.Thisis becausetheseinstitutionstendtocreatetheirresourcesandtrainingaroundtheirown institutionalinterpretationsandprogrammaticneedsforCDratherthantakingamore genericapproachthatcrossesallsectorsandthemes.Oneresultisthatthereislittle crossoverandintegrationoflearningbetweendisciplinesandsectors,eachofwhichtends tocontinueoperatingasasilowithfew,ifany,connectionstoothers Becauseresourceshavebeenconceivedfromdifferentperspectivesmanyarenotyetina formatthatiseasilyaccessibletomultipleusersorforthosewhowanttolearnfor differentpurposes.Donorsandacademics,forexample,needinformationpresentedin waysthatcanhelpthemformulatepolicyortheory,whereaspractitionersneedresources presentedinawaythatfacilitatesapplicationwithinworkenvironments.Thusthosewho accessresourcesneedtohavethetimeandskillstointerpretandadaptthemtotheirown needsandcontextand,eveniftheyhavethenecessaryskills,fewfieldpractitionershave thatsortoftimeavailable ArelatedpointisthatthereisalotavailableforpeopletoreadaboutCDthataddresses intellectualneedsforunderstanding,butlittlethatguidesandsupportsthemthrough processestochangehowtheyworktobecomemoreeffectivesupportersofCD.Thereisa lotofdifferencebetweenthetwo,justasthereisadifferencebetweenreadingthetheory ofridingabicycleandactuallygettingononeandbecomingaproficientcyclist
ForthosewhodowanttolearnmoreaboutCDandhowtosupportiteffectively,where aretheysupposedtogoiftheyarenotworkinginanorganisationthatoffersthemthe relevantresources? AsnotedaboveCDisonlyjustbeingrecognisedasalegitimateandnecessarycourseof studywithinlargeracademicprogrammes.Itdoesnotyethaveanyformalprofessional statusanywhere,sotheroutetostudyandaccreditationasapractitionerprovidedin otherprofessionsisnotavailable.Evenifmorewereonofferacademicallyitwouldnot fulfilmuchoftheneedbecausefewpeopleeitherwantorneedtoundertakemasterlevel studyinordertoaccessonecomponentoftheprogramme MostusuallyCDisaddressedwithininstitutesaspartoftrainingorworkshopsonspecific sectorsubjectsandwhilenotwithoutitsbenefits,thisapproachdoesnotoffer comprehensivecoverageofCDissuesortheopportunitytoexperiencedifferent methodologies.Forthemajoritytheresultislittlemorethanraisedawarenessofthe needfordifferentthinkingandapproachestoCD.Someshorttrainingcoursesofferedby institutesandNGOsgosomewaytoaddressingtheneeds,butcurrentlyalmostnonefocus specificallyonCDinitsownright.Changedpracticerequiresbothmoretimeandadifferent approachandatthispointintimeverylittleexiststomeetthatneed
CommentmadeinresponsetotheInceptionNote
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4. Aresponsetotheneed
4.1FocusonAfrica
WhileultimatelyaCDlearningpackageislikelytohavewideusageandbenefits,thisScopingStudy hasbeencommissionedtofocusspecificallyonAfrica.Thisisinresponsetoneedsalready expressedbyAfricanagents.In2009theNewPartnershipforAfricasDevelopment(NEPAD) launcheditsCapacityDevelopmentStrategyFramework7(CDSF),whichwasadoptedbytheAfrican UnioncouncilinJanuary2010.TwoofthesixcornerstonesoftheCDSFareskillsandresourcesfor developmentandcapacityofcapacitybuilders,bothofwhichcreateanimpetusforaddressing learningneedsaboutCD.InNEPADsworkthereisbothdemand,andpotentialbenefit,fromthe availabilityofagenericlearningpackageinsectoraladaptations,inparticularinenergyand agriculture. In2009LenCDandtheOECDDACworkedwithNEPAD,ACBFandotherpartnerstopreparethe groundforanAfricanLearningPlatform(AfLP)toconnectCDinitiativesintheregion.Theinception reportfortheAfLP8notedthatafocusonCDlearningwouldservehelpfulpurposessuchaslinking goodpracticesinAfricaandelsewhere,andfosteringconnectionsamongcommunitiesofpractice (CoPs)thathaveastakeinCD.ItisintendedthattheAfLPwillofferproductsandservicesthatwill addvalueinareasofexpresseddemand,suchas: MakingCDknowledgeandpracticeinAfricamoretransparentandaccessible Fosteringcrossregionallearningexchange Encouraginggreaterinteractionamongdiversecommunitiesofpractice Facilitatingthecodification,exchangeanddisseminationofCDrelatedknowledge Creatingacontinentwidenetworkofcompetencyandexpertise9 ThisintentionmeansthattheAfLPispoisedtobecomeacentralclearinghouseforvarious resourcesandassuchitwouldbewellplacedtobecomeahomeforthelearningpackage. Further,duetoextensiveaccesstoinstitutionsandnetworksacrossthecontinentAfLPwouldalso bewellplacedtodrawtogetherlearningemergingfromtheuseofthepackageinAfrica.AfLPs operationalmodalitiesarestillbeingdevelopedsoitisnotyetpossibletosayexactlyhowallthis thatmighthappen.ButasNEPADwastaskedinMarch2010totaketheleadindevelopingaregional platformcombiningCD,AidEffectiveness(AE)andSouthSouthCooperation(SSC)theplatformmay belaunchedinfall2010.Whatshouldbenoted,however,isthatAfLPwouldneedtobegiventhe necessaryresourcesupportifitistobeactivelyinvolvedincreating,disseminatingandfollowingup onuseofthepackage. TheAfLPreportidentifiedanumberofAfricanuniversitiesandlearninginstitutesalreadyholdinga bodyofCDknowledgethatcanformthebasisoflearningmodules.Thestudyalsonotedthat thereareexistingconsortiaondifferentsubjectareas.Asearchofdevelopmentsectorportalsor theInternetgenerallyalsorevealsalargeandvibrantcommunityofAfricaninstitutesandagencies workingondifferentaspectsofCD,someofwhicharealreadycollaboratinginnetworks.Itishoped thatworkingwitheducationalandlearninginstitutesandtheirnetworkswouldstimulateusage andadaptationbydiverselocalCoPswithouttheconstraintssoofteninherentintheboundaries ofdonorledinitiatives.
7 NEPADSecretariat(2009)CapacityDevelopmentStrategyFrameworkavailableat
http://www.oecd.org/dataoecd/1/11/43508787.pdf 8 Adams,Laurencia(2009)BuildinganAfricaLearningPlatformonCapacityDevelopment:Achievingthe CapacityDevelopmentPrioritiesintheAccraAgendaforActionavailableat http://sites.google.com/site/lencdorg/regionalworkinggroups/focusinafrica 9 Adams,op.cit.
4.2Thetargetgroup
Manydifferentactorsindevelopmentandaidcouldultimatelybenefitfromtheprovisionoflearning modulesaboutCD.Thelistincludesgovernmentofficials,academics,technocratsinaidagencies, policymakers,donors,countrylevelandsectorspecialists,staffofNorthernNGOsandlocal practitionersinSouthernNGOsandcivilserviceorganisations.Withtheprovisothatthereis frequentlycrossoverbetweenthesecategoriesaspeoplemovebetweenagenciesandordifferent roles,averysimplesegmentationofthedifferentgroupsconcernedwiththepracticeofCDis: PersonnelingovernmentanddonorinstitutestowhomothersareaccountableforCD results:thepolicymakers,departmentdirectors,countryorregionalprogrammeofficers andsoon Personneltaskedwithbeingchangeagentsatcountryorsectorlevel:theyaretechnical expertsengagedwithCDonthebasisoftheirknowledgeandexpertiseinotherdisciplines andwhoneedtohavebotharepertoireofCDtoolsandtechniques,andunderstandingof howandwheneachshouldbeused.Theymightbenationalorinternational,staffor consultants,employedincountryinstitutesordonoragencies,aschangeagents,advisorsor researchers Personnelworkingatimplementationlevel:localdevelopmentworkerswhoarealso workingprimarilyonthebasisoftechnicalexpertiseandwhoneedtointegrateCDpractices intotheirwork Personnelworkingininternational,regionalandlocalsupportinstitutes,withindonor agencystructuresresponsibleforstaffdevelopment,universities,learninginstitutesor NGOs,andalsoasindependentconsultants:theyaretaskedwithprovidingthevarious formsofsupport,includingtraining,thatothersneedinordertobeeffective TobeeffectiveinhowtheyworkwithCDallofthesedifferentgroupsneedtohavesomecore competencies,thoughtherewould,ofcourse,bevariationsinthecompetenciesrequiredaccording torole.Itisimpossibletoaddressneedsforallgroups,levelsorsectorsatonce,so,inresponseto theexpressedneedtobuildthecapacityofcapacitybuilderstheintendedbeneficiariesofthe learningpackageare,inthefirstinstance,tobethepractitionersworkingatcountryorsectorlevel. Thequestionofhowmanysuchpractitionersexistandneedaccesstoalearningpackagecannotbe answeredwithanydegreeofaccuracy.Itisaworkingassumptionofthisstudythatthereare enoughpractitionersworkinginAfricaandinneedoflearningaboutCDtomaketheproposed initiativeviableandworthwhile.Itisnot,however,practicalforanyinitiativeofthisnatureto considerworkingdirectlywiththatgroup.Theinitialfocusshouldthereforebeondevelopinga packagethatdifferentinstitutionsandagenciescanaccesstooffertodiversegroupsof practitioners.Thusthisstudyisconcernedwithsettingouttheissuesandofferinganinvitationto interestedpartiestojoininaworkinggroup.Oncetheworkinggrouphascometogethertheywould needtoidentifyhowtheycouldresolvethekeyissuesraisedinthisstudy,forexample,howtoget anaccurateassessmentandarticulationoftargetgroupneeds,whatlevelofimpacttheyhopeto achieveandhowitcouldbemeasured,theresourcestheyalreadyhaveattheirdisposalandwhat elsetheyneed,togetherwithotherissuessuchascertificationandqualityassurance. Toreiteratetheultimatetargetparticipantsarethosenationalorinternationalstafforconsultants, employedinavarietyofrolesincountryinstitutesordonoragenciestosupportchangeandreform processesatthecountrylevel.Thisstudyisconcernedwithpromptingtheformationofaworking grouptocollaboratetogethertococreatesomethingthatthosepractitionerscanapplyinthe cultureandcontextoftheireverydayworkrealities.
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5. StrategicConsiderations
Box1:Summaryofstrategicconsiderationsfortheworkinggroup 1. Howthegroupmemberscouldallocaterolesandtasksbetweenthem 2. Thedesiredoutcomesintermsofuptakeandlevelofimpacttoaimfor 3. Themosteffectivewaystoaccessandutiliseexistingresources 4. Howtomakethepackageavailable,towhomandbywhatmeans.Anyfinancialconsiderations arising 5. Howconsistencyandqualitycanbeassuredifmultipleagenciesareablefreelytoadaptand developthepackageanditscontent 6. Thebestmechanismsforclosingthelearningloopsinordertoreviewandupgraderegularly 7. Whatresourceswouldbeneededforshortandlongtermsupportoftheinitiativeandhowto accessthem 8. Whataccreditationproceduresmightbeconsideredforthelongterm 9. Theopportunitiesandcapacitywithintheirownagenciestoworkwiththelearningthat engagementinthisprocessmightcreate
5.1Workinggroup:membershipandroles
Thesuccessofthisinitiativedependsontheengagementofagroupthathasthediverseskills, resourcesandenergynecessaryforcreativecollaborationtoachieveasharedgoal.Thusthe primaryconsiderationforworkinggroupmembershipshouldbebeinterest,commitmentand somethingrelevanttooffer.IntheprocessofcocreationtheperspectiveprovidedbyAfrican institutionswouldensurebothrelevancetocontextandlocallyresourcedmaterials.Relevanceand sustainabilityinAfricawouldalsodependonlocalleaderstakingownership,togetherwithongoing financialandotherresourcesupportfromstakeholderselsewhere.Thiscouldbeachievedbyhaving clearlinkagestotheAfLPfromtheoutset. Inordertoensurethatthepackageisbasedonstateoftheartthinkingandknowledgethemodule foreachsubjectareawouldlikelyneedthecontributionofexpertsfrombothacrossandoutsidethe workinggroup.Itisconceivablethattherewouldbeanumberofteamsdevelopingcomponentsof theoverallpackage.Onerolewithintheworkinggroupwould,therefore,betonegotiate, manageandcoordinatethecontributionofeachinordertoensurethatallmodulesandmaterials areconsistentinqualityandapproach.Thecoordinatinginstitutewouldneedtohavetheexpertise andstandingwithinthegrouptobeabletobringtogethertheideasandcontributionsofdifferent individualsandorganisationsandtoinsistonadherencetoagreedstandards.Otherrolesmay includeparticipantresearchandcompetencespecification,moduledevelopment,peerreview, pilotdeliveryanddevelopmentofqualityassuranceprocesses.Clearlyakeyrolewouldbeto providefunding,andsomeagenciesmightwishonlytogivefinancialsupportandnotbeotherwise engagedinthedevelopmentprocess.Itmightbethattheagenciesandindividualswhotakethe leadoninitialdevelopmentarenotthosebestplacedforongoingmaintenanceanddevelopment andthisissomethingthattheworkinggroupwouldneedtoresolveforitself.Soitwouldalsoneed tobedecidedwhoshouldberesponsibleforregularreviewofbothcontentandprocess. Untiltheworkinggroupcompositionisknownitcannotbepossibletoknowwhatcontributioneach membermightoffertotheprocess.Therewouldundoubtedlybearangeofphilosophical,practical andresourceissuestoresolvebeforethegroupcouldstartcocreatingthepackage.Onlywhen themembershavebeenidentifiedwoulditbepossibletogointomoredetailaboutwhatwould
needtobeaddressed.Dependingonwhotheyare,andwheretheyarelocated,itwouldprobably behelpfultohaveaninceptionworkshoptobringthem,andanyexpertswhomightcontributeon specificcontentareas,togethertomapoutawayforward. Afurtherissuethattheworkinggroupwouldneedtoresolveishowtomakethepackageavailable, towhomandbywhatmeans.Thepackagewouldofcoursebeavailabletoallworkinggroup membersforbothinternalandexternaluse.Beyondthatdecisionswouldneedtobemadeabout howbesttopromoteandmakeitavailabletootherusers,andthisagainneedsconsiderationinlight oftheroleoftheAfLP.Alinkedissueisaboutfinancialarrangements,becausemanylearning institutesrelyonincomefromservicessuchastrainingandfacilitationtosupporttheirbudget,so makingsomethingfreelyavailablecouldraisesomestrategic,financialandworkloadimplications. Thequestionsaboutwhomightbepaidandbywhomwouldneedclarificationatthestartinorder tohaveapolicyinplacebeforeanyusageofthepackagebyinstitutesoutsidetheworkinggroup. ThesecondmajorissueisaboutAccreditation,CertificationandQualityAssurance,whichis discussedinmoredetailat4.4below. Partnerswouldalsoneedtothinkabouttheirowninternalprocessesandwhatopportunitiesand capacityexisttoworkwiththelearningthatengagementinthisprocessmightcreate.Theseare internalinstitutionalquestionsthatcouldaffecthowthegroupworkedtogetherovertime.
5.2Accreditation,certificationandqualityassurance
Participantsattendingcoursesofanynatureusuallyhaveexpectationsofbeingawardeda certificateattheend.Suchcertificatesareviewedasvaluableassetsforproofofprofessional developmentwhenseekingnewemploymentorstudyopportunities.Universitiesandotherhigh levelinstitutesdonotgenerallyissuecertificatesunlesstheyareassuredthatimportantacademic criteriahavebeenmetduringthestudyprogramme.Thereare,therefore,highexpectationson bothsidesoftheequationwhichraisesomepotentialchallengesifthelearningpackageforCDis tobemadeavailableforuptakebymultipleinstitutesandagencies. AttheheartofthesechallengesisthequestionShouldthepackagebefreelyavailablewithopen sourcestatusorshoulditsavailabilityberestricted?Opensourcewouldmeansimplyhavingthe packageavailableontheInternetforanyonetodownloadanduse.Restrictedavailabilitymight requireaprocessforaccreditinganyagency(withinoroutsidetheworkinggroup)thatwantedto makeuseofthepackage.Settingupthecriteriaandprocessesforaccreditationarecomplex processesthatwouldtaketimeandcouldprovetobeanunhelpfulblocktomakingthepackage availableassoonaspossible.Giventheaimofthisinitiativeistomakepracticalresourceseasily availabletoasmanyaspossible,andideallyassoonaspossible,themostpracticalsolutionmight beforthepackagetobemadeavailableasopensourceinthefirstinstance,whiletheworking groupconsiderstheissuesandimplicationsofaccreditationinthelongerterm.Thisapproach wouldhavetheaddedadvantageofensuringthatdecisionsaboutaccreditationaremadeinthe lightofanylearningthatemergesfromtherealitiesofimplementation,afterthepackagehasbeen putintousebyvariousinstitutesandagencies. Anotherwayinwhichaccreditationmightalsobeconsideredinthelongtermrelatestoindividual participants.Iffuturedevelopmentsofthepackagearesuchastoleadtoparticipantsgaining provencompetenciesitmighteventuallybepossibletohavesomeformofpractitioner accreditationschemeinplace.Whilethisisnotsomethingthatcanbeaddressedeffectivelyinthe earlylifeofthepackage,becauseofthevariouscomplexitiesinvolved,itmightbesomethingthat theworkinggroupwouldliketoconsiderasalongtermaim. Sustainabilityofthepackagewouldcallforqualityassuranceprocessestobeinplacefromthestart. Qualityassurancewouldbeneededforboththecontentandtheprocessofdelivery,andlinkedto
theongoingdevelopmentofthepackage.Thebigchallengewouldbetoworkouthowconsistency andqualitycanbeassuredifmultipleagenciesareablefreelytoadaptanddevelopthepackage anditscontent.Otherquestionsarisingthatwouldneedcarefulconsiderationifthepackageisto bothbeattractivetotheinstitutesthatmightdeliveryit,andachievemaximumuptakeand beneficialimpactonCDpractice,are: Howcanitbeassuredthatacertificatefromoneinstituteindicatesparticipationina processthathasthesamequalityandstandardsasanother? Inthecontextoflocaladaptationwhatshouldapotentialemployer,forexample,beableto understandwhenheorsheseesalearningpackagecertificate? Thesearenoteasyquestionstoanswerandtherecanbenoimmediatesolutionstothechallenges theypose.Itwouldthereforebeimportantfortheworkinggrouptohaveongoingqualityassurance highonitsagendasothatitremainedalerttopotentialproblemsandtriedtofindwaystoavoid them,ormitigatethemwhentheyarise.
5.3Reviewofexistingresources
Asdiscussedaboveasignificantarrayofmaterialsandsomecurriculaalreadyexist.Itisbeyondthe mandateofthisstudytoundertakeadetailedanalysisofexistingresourcesinordertoidentifythose thatmightberelevantandhelpfulindevelopingalearningpackage.Itwouldalsobeprematureto makesuchanassessmentbeforeadetailedparticipantprofilehasbeendeveloped.Itisalso importanttonotethattheintentionisnottoreplicatethemanytechnicalsubjectbasedtraining coursesthatalreadyexist,buttoofferanewapproachthatfocusesspecificallyonlearningfor changeofCDpractice. Neverthelesstherearegoodreasonstoensurethatreviewofexistingresourcesisaddressedearlyin anydevelopmentprocess.Inordertoensurelocalrelevanceandtobuildonexistinglocalexpertise, thestartingpointshouldbethedevelopmentofadetailedprofileoftargetparticipantsandtheir needs.Thiswouldalsobeguidedbythedefinitionoftherequiredlevelofimpactandrelatedcore competencies.Thespecificationoftheintendedendproductshouldbeguidedbyallthosefactors. Thoseleadingthedevelopmentprocesscouldthentakeaninventoryofwhatresourcesare availablefromwithintheworkinggroupandhowitfitstotheneeds.Preliminarygapsandneeds couldbeidentifiedfromtheinventory.Thereafterreviewofresourcesavailableoutsidethe workinggroupcouldidentifywhatexiststhatwouldfillgapsorenhancewhatalreadyexists.Few oftheexistingresourcesareyetintheformofeasilyaccessiblelearningpackagesthatothers coulddrawonforpracticalapplication.Itneedstobereiteratedthatalotofwhatexistsis embeddedinthebigdonorinstitutesandhasbeendesignedtomeettheirinstitutionalneedsand copyrighttypeissuesmightapply,evenforworkinggroupmembers.Someofthepotentialsources ofmaterialsarenotinthepublicdomainbutareheld,forexample,ondonorintranets.However, giventhevariouscooperativenetworksthatexist,suchasTrain4Dev,itshouldintheorybepossible fortheworkinggrouptonegotiateaccesstothoseresources,giventhattheendproductislikelyto benefitallstakeholderswithaninterestinCDinAfrica.
5.4Ongoingdevelopment
Anythingdevelopednowshouldnotbeconsideredasafinal,polishedproductbutratherasa livingdocumenttobeupdatedregularlyinresponsetonewlearning.Ensuringcontinuing relevanceandfreshnessofsuchapackagewouldposesomechallengesandthreeinparticular wouldneedtobeaddressedbytheworkinggroupduringtheprocessofdevelopingandlaunching thepackage: 1. TheneedtokeepabreastofnewlearningaboutcapacityandCDandrelevantregionalor globaldevelopments 2. Theneedfordynamicmechanismsthatbringlearningfromuseofthepackagebackinto ongoingdevelopmentprocesses 3. Theneedforfinancialresourcestosupportongoingdevelopmentprocesses
Partofthesolutiontothefirstofthesechallengeswouldbetoensuretheinvolvementofagencies andorCoPswithinterestsinparticularaspectsormodulesofthepackage.Formingacoalitionof activestakeholderscouldprovidethenecessaryfoundationforongoingrejuvenationofthepackage overtime.Thefirstandsecondofpointsalsolinktoconcernsaboutqualityassurance,asdiscussed above.Onewayofdealingwiththeneedsmightbetotaskoneoftheworkinggroupmembers usingthepackagefirstlytoundertakeregularreviewandrevisionofcontentandthenmake upgradesavailabletoall.Thatinstitutecouldalsomaintainandimprovethepackageitselfby conductingregularreviewsofthestructureandprocesswithallusersjointlytomake improvementsbylearningfromtheirownexperiences.That,however,wouldonlybepossiblewith agenciesknowntobeusingthepackage,callingforsomeformoftrackingmechanismtobeputin place.AsnotedaboveitmightbethatAfLPisbestplacedtoleadonthislongtermrolewith regardtothepackage. AfurtherpointforconsiderationofongoingdevelopmentisinlinewiththeprinciplesofgoodCD practice.Thereshouldbeperiodicprocessestoidentifyandassesstheimpactthatthelearning packagehashadbeyondtheknowledge,skillsandattitudesofparticipants.Thiscouldbeaddressed inmanywayssuchaslookingatchangesatorganisationallevel,oracrosssectorgroups,andsoon. Thiscallsforsomespecificationofoptimumimpactatthestart.Makingsuchassessmentscould onlybedoneincomprehensive,longitudinalstudies,whichwouldbedifficultandexpensiveto implement,butwithoutwhichitwouldnotbepossibletoknowiftheinitiativeiscontributingto significantandsustainablechangeofCDpractice.
5.5Resourcerequirements
Atthisstagetherearetoomanyunknownfactorstocreateabudgetforanythingbeyondthevery firststepsinthisinitiative,butclearlyifitgoesaheadtherewouldbeconsiderableresourceneedsto bemet. Developmentofalearningpackagewouldbedependingonthefollowingresourcesupport: Sufficientmemberstoformaviableworkinggroup Themeanstoconductaninceptionworkshopforworkinggroupmembers Themeanstoconductastudytocompileadetailedparticipantprofile,analysisoflearning needsandcompetencespecification Aleadteamtotakeresponsibilityforcocreationofthepackage,includingcoordinationand ensuringstandardsandconsistencyacrossthedifferentcomponentmodules ContributionsfrompeoplewithexpertiseinstateoftheartCDmethodologies Accessto,andpermissiontouse,curriculaandmaterialsalreadyinexistencewithinother institutesandagencies Establishmentofqualityassuranceandongoingdevelopmentmechanisms Themeanstoconductapilotofthepackage Virtualhome(s)forthefinalproduct Aninstitutetotakeresponsibilityforfeedbackmechanismsandongoingdevelopment Aninstitutetotakeresponsibilityformanagementoftheoverallprocess
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6. Didacticconsiderationsfordevelopingalearningpackage
Box2:Summaryofdidacticconsiderationsfordevelopingalearningpackage 1. Ensuringadherencetothefollowingguidingprinciples:afocusonAfrica;afocusoncountry levelpractitioners;maximumuseofexistingresources;afocusonlearningtochangepractice;a focusonauniversalapplicabilityacrossalldimensionsofdevelopment;and,easeofadaptability tolocalcontext,withdefaultmaterialstouseintheabsenceoflocalresources 2. Compilationofadetailedparticipantprofileandlistofdesiredcorecompetencestoguidethe developmentprocess 3. Agreeingthemosteffectivewaystoachievethecorecompetenciesspecifiedasoutcomes,i.e.a combinationofmethods,materials,timeandsequencingthatwouldtakeparticipantsbeyond thelevelofknowingtoselfawareness,personalmasteryanddoing 4. Howtobuildinandimplementappropriatepreandpostdeliveryactivitiestoensuremaximum transferoflearning 5. Ensuringthateffectiveuseofexistingresourcesdoesnotresultinreplicationbutcontributionto anewapproachthatfocusesspecificallyonlearningforchangeofCDpractice 6. Makingthepackageattractivetoensuremaximumtakeup
6.1Preamble
Thedidacticconsiderationsfordevelopingthepackageshouldbeguidedbythefollowingprinciples: afocusonAfrica;afocusoncountrylevelpractitioners;maximumuseofexistingresources;a focusonlearningtochangepractice;afocusonauniversalapplicabilityacrossalldimensionsof development;and,easeofadaptabilitytolocalcontext,withdefaultmaterialstouseinthe absenceoflocalresources. Theprocessfordevelopingalearningpackageofthisnaturewouldhaveseveralstrands,eachof whichhasitsowncomplexity.Itisnotintendedthattheissuesthatfollowshouldbeviewedasa seriesofstepstobeaddressedsequentially.Therealityisthatstrandssuchasdecidingoncontent, designingmethodsandreviewingexistingresourcesareallinterlinkedandwould,therefore,needto beconductedsimultaneously.Theissuesarediscussedseparatelybelowonlytoensurethateachis articulatedclearly.
6.2Designforoptimumimpact
Therearemanyfactorsthatneedtobetakenintoaccountinordertodesignforoptimumimpact. DesignconsiderationsarecoveredindepthinSeekingBetterPracticesforCapacityDevelopment: TrainingandBeyond10whichcouldprovetobeausefulresourcefordesignteamswhentheystartto workondetails.Someofthemoreimportantissuesforconsiderationarediscussedbrieflybelow. Theoutcomesandimpactthatcanbeachievedthroughanylearningactivityaredictatedbymultiple factors,ofwhichsomeofthemoreimportantarethetimeandresourcesavailable,theparticipants profiles,andthemethodsemployedduringandafterthelearningevent.Veryshortprocessesofa dayortwocanrarelydomorethanraiseawarenesswhileskillsbuildingandtheintroductionof learningpracticestakelongerandaremosteffectiveifspreadovermultipleevents.Thequestion
Pearson,Jenny(2010)SeekingBetterPracticesforCapacityDevelopment:TrainingandBeyondavailableat www.lencd.org
10
thatwouldneedtobeaddressedis:Whatoutcomesandlevelofimpactshouldthelearning packagetrytoachieve?Giventhatthetargetgrouparecountrylevelpractitioners,thepackage wouldlikelybedeliveredattheinterfaceofmultipledisciplinesandthusattemptingtointroducea consistentlateralapproachtoCD.Ifthepackageistocontributetochangeinanysignificantway,it wouldneedtoaimbeyondthelevelofknowingtofocusondoing.Effectively,thismeansdefining outcomesascorecompetenciesthatareapplicableacrossallsectors,whichrequiresamoreorganic approachandmoretimethanashortstandaloneevent.Asyettherearenoagreedcompetencies forCDpracticewithinthedevelopmentsectorandthisissomethingthattheworkinggroupandthe designteamswouldneedtoconsider. Theprimaryconsiderationindesigningalearningpackageforimpactatthelevelofpracticewould behowtoensurethatwhatislearnedduringtheactivityeventuallyresultsinbehaviourchangesin theworkplace.Thereisnowanimportantbodyofknowledgeabouttransferoflearning,whichis thetheoryandpracticeoflearningacquiredinonesetting,suchasatrainingcourse,being integratedintopracticalusageinanothersetting,mostusuallytheworkplace.Thisdisciplinehas identifiedsomeofthekeyfactorsthatfacilitatethespeedandeffectivenessofapplicationof learningasbeing:therelevanceofcontentandlearningmethodologytothelearnersneeds;the activeengagementandsupportoflinemanagers;anenvironmentconducivetoapplicationofnew ideas;and,accesstoappropriateresources.Thechallengesoftryingtobringaboutchangewithin CDpracticemakeitparticularlycriticaltoworkwithinthisdisciplinewhileatthesametimeensuring thatthepackageisattractivetomultiplestakeholderstoensuremaximumtakeup. Participantswouldnotfindthemodulesrelevantandusefuliftheywereunabletorelatethe contenttotheireverydayworkandcircumstances,orfoundthemtobealltheorywithnopractical applicability.Buildingcompetenciesalsorequiresthatwaystoenhanceselfawarenessand personalmasteryarepartoftheprocess,becausewithoutpayingattentiontothoseissuesthere islittlelikelihoodofanysignificantchangeinhowpeoplework.Thesefactorscallfordesignthat caneasilyfacilitateflexibleadaptationtotheneedsofdifferentgroupsofparticipants.Thusthe methodsandmaterialsusedinthemoduleswouldneedtovaryfromthestandardformatofa universityorinstitutetaughtcourseorworkshoptoincorporateadifferentrangeofactivities concernedwithexperimentationandreflectivelearningpractices.Atthesametimerespected institutesinvolvedindeliverywouldneedtobeassuredthattheywereworkingwithmaterialsand methodsthatstandthetestsofcredibilityforacademicrigour.Designwouldthereforerequirea carefulprocessofselectionandnegotiationaboutwhatcouldmeettheneedsofallconcernedto besteffect. Severalofthefactorsabovemakeitimportanttoincludepredeliveryassessmentofparticipants existingknowledge,skillsandattitudes,forexamplebyaquestionnaire.Theinformationfrompre deliveryassessmentsservesthreecriticalpurposes,inthatit: Allowsfacilitatorstoassesswhat,ifany,aspectsofthecontentorprocessneedtobe adaptedtobestmeettheparticularneedsoftheparticipantgroup Providesinformationaboutpotentialenhancersorinhibitorsoftransferoflearningtothe workplaceafterdelivery Providesthebaselinedataforpostdeliveryassessmentoflearningandchange Inorderthattheycouldapproachdevelopmentwithappropriateinformationtohandthegroup leadingthedevelopmentprocesswouldfirstneedtodevelopadetailedprofileoftheirintended participantsandthedesiredcorecompetencies.Relevantfactorsinclude:howcapacityandits developmentareunderstoodinthelocalcultureandcontext;thefavouredlearningpedagogies; understandingofthetypeofdevelopmentstrategiesandprojectsthatarecurrentlyunderwayinthe relevantcountriesorregion;and,takingaccountofpracticalmatterssuchastheoptimumtime
availablefordeliveryandthelocationoftheparticipants(itwouldnot,forexample,bepracticalto designapackagethatisformulatedforseveralshortdeliverysessionsifallparticipantshaveto travelgreatdistancestoattend)andanyotherfactorsrelevanttotransferoflearning.Itwouldalso beimportantnottocreatemodulesthatrequireresourcessuchasInternetaccess,becausesuch resourcesarenotnecessarilyavailabletoeveryone. Eventuallypractitionersmightaccesslearningmodulesindifferentwaysincludingelearning courses,countryledlearningeventsandselfdirectedstudy.Anylearningpackagedevelopednow couldpotentiallybethestartingpointforamuchbroaderrangeofformatsinthat,oncemodules havebeendevelopedandtested,theycouldbeadaptedforapplicabilityinothermedia.However thoseoptionscannotbeaddressedmeaningfullyuntilthebasicpackageisinplace.
6.3Content
Afactorinmakingthedecisionsaboutthemoduleswouldneedtobeconsiderationofhowtowork withthemanydifferentCoPstowhichCDislinked,whicharebothhorizontal,suchaschange management,andverticalwithinsectors.ThereisgreatpotentialforsynergybetweenCDinitiatives andtheseCoPstocreatecrossoverlearningthatisofbenefittoall.Thiswouldrequirethinking beyondtheCDsilotoseekallianceswithrelevantCoPs.Forexample,amoduleonchange managementwouldbeveryusefulforaCDlearningpackageandwouldbebestdevelopedand maintainedinalliancewithachangemanagementCoP.Thisinturnwouldcontributetodeveloping ahorizontalCDcommunityofpractice,asperthediagrambelow. Diagram:Relationshipsbetweenhorizontalandverticalcommunitiesofpractice11
Inthefirstinstancetheprimaryneedisforapackagethatwouldresultinparticipantsgainingcore CDcompetencies,presentedinwaysthattheycanunderstandandapply,andareapplicable whereverneeded.SuggestedmodulestocovertheseareasofcoreCDlearningaregivenat6.4.3 below.

Land,TonyandThomasTheisohn(2009)ConnectingCommunitiesofPracticeincapacity.orgIssue36April 2009,availableathttp://www.capacity.org/en/journal/archives/
11
Afterthecorepackagehasbeenestablishedthebiggestchallengewouldlikelybedecidinghowto extenditsrangetoaddressmorespecificneedsacrossbothhorizontalandverticalCoPs. Applicationtosectorsorthematicareasismorecomplex,especiallywhenattempting simultaneouslytosupporttheemergenceofacommonlanguageandapproachacrossallsectors. Thismakesitimportanttoapproachanycontentselectionanddevelopmentcollaborativelywiththe CoPsthatalreadyhavespecificexpertiseandinterestinthechosensubjects.Alistofpossibleways toapproachdifferentcontentselectionisalsogivenin6.4.3below.Thesignificantpointtonoteis thatallthepossiblechoicesarelargeandcomplexsubjectsintheirownright,anditwouldbe importanttoensurethattheyaredealtwithinwaysthatremainCDfocused,areconcrete,locally relevantandapplicable,ratherthanasabstractissuesthatdonotrelateclearlytoparticipants workplaceneeds.InthefirstinstancetheNEPADinitiativesonenergyandagriculturemightprove tobeusefullinkagesandtestinggroundsforhowtoadaptmodulesinordertolinktosectorneeds. Materials,suchascasestudies,needwheneverpossibletobelocallysourcedinordertoensure relevancetocontext,whichissomethingonwhichtheAfricaninstitutionscouldleadduringthe processofcocreation.Theneedcouldbeaddressedbyprovidingabasicstructureandprocess, togetherwithguidanceabouthowtoadaptthepackageforcontent,participantprofileandsoon, indicatingwherefacilitatorsareinvitedtoinsertlocalinformationandcasestudies.Makingthat sortofguidanceavailablewouldenableanyonetoadaptandapplythemodulesaccordingtotheir ownparticularcircumstancesandneeds.However,inrecognitionthatnoteverycountryhasa selectionofrelevantdocumentationreadilyavailable,themodulesshouldalsocomewithalistof suggestedmaterialstobeusedindefault.
6.4Suggestedoutlineofapackage
Thefollowingisofferedasanindicativeoutlineofthepurpose,objectivesandcontentofapackage oflearningmodules.Theobjectiveswouldbedifferentaccordingtothescheduleinthatdeliveryas asingleeventdoesnotprovideanyopportunitiestoworkwiththechallengesofimplementation thatfrequentlyprovetobethemostfruitfulsourceofmeaningfullearning. 6.4.1Purposeandobjectives Thepurposeofthelearningpackageistoprovidelearningopportunitiesandsupporttopractitioners whowanttochangeandimprovetheirpracticeinordertobecomemoreeffectivesupportersofCD. Bytheendofthelearningprogrammetheparticipantswillhave: Theoreticalunderstandingofcapacityandchangeandhowitappliestotheircontext Competencebasedonknowledgeandunderstandinghowtousearangeoftoolsand techniquestobecomemoreeffectivesupportersofCD Thethirdobjectivebelowwouldonlyberelevantifthecoursewasdeliveredasamodular programmeorhadafollowupeventbuiltintothedesign.Incorporatingreflectivelearningpractices thatcontributetoclosingthelearningloopsareoneofthemosteffectivewaystodevelopapractice basedbodyofknowledgeaboutwhatworks. GenerateddeeperlearningaboutCDthroughstructuredreflectionabouttheirown practice 6.4.2Templateforindividualmodules Inordertoaddressalltheissuesdiscussedabovethelearningmoduleswouldneedtobecreated usingadultlearningpedagogymethodologiesthatbothdrawontheparticipantsexistingknowledge andexperienceasthefoundationforintroductionofnewideasandinformation,andallowflexibility accordingtolocalcontext.Whileallmodulesshouldincorporatestandardfeaturessuchaslearning objectives,readinglistsandcasestudiestheprocess,methodsandexercisesusedcanbedecided accordingtocontextandtheparticipantgroup.Afinalpointisthatmodulesshouldbedesignedin
suchawaythateachiscompleteinitsownright,butalso,whenlinkedwithothers,ispartofa coherentpackage. Thetemplateusedfordevelopmentofthemoduleswouldneedtobesimpleenoughmaintainthe essentialcorefeaturesofgooddesignwhilebeingaccessibletoallandflexibleenoughthatitcanbe adaptedtolocalcontextandspecificparticipantsgroups.ThetemplateofferedinBox3belowgives anindicationofwhatwouldbeneeded.Asamplemodulebasedonthistemplateisattachedat Appendix1. Box3:Sampletemplateformodules Introduction Abriefoverviewofthecontentsandestimatedtimeneededfordelivery,thetargetparticipant groupforwhomithasbeendeveloped,andhowitrelatestoothermoduleswithinthepackage. Predeliveryassessment Thekeypointsofinformationneededfromthepredeliveryassessmentprocess.Thisshouldoffera frameworkfordevelopingalocallyrelevantassessmentprocess,butalsoprovideadefaultoption. Learningobjectives Framedasthelearningandorskillsthattheparticipantswouldgainasaresultoftheirparticipation inthemodule.Withintheparametersoftheoverallpurposeofthepackage,learningobjectives shouldbetailoredtomeetthespecificneedsofanygivenparticipantgroup. Predeliveryassignments Readingorotheractivitiesthattheparticipantsshouldundertakeinordertoprepare,sothat contacttimeduringdeliverycanbeusedtobesteffect. Processinputsandexercises Detailsofthestepbystepprocess,withguidanceabouttheinputs,exercisesandresourcesneeded. Finalstepsintheprocessshouldalwaysincludedevelopmentofaplanabouthowthenewly acquiredlearningistobeimplementedintheworkplace,andassessmentoflearning.Theguidance shouldgiveindicationsofhowprocessstepsmightbeadaptedfordifferenttypesofparticipant groups. Casestudiesandothermaterials Alistofcasestudiesandothermaterialsthatcanbeusedifnorelevantlocalresourcesexist. Backgroundreading Informationaboutresourcesthatparticipantswouldfindhelpfuliftheywanttodevelopanddeepen theirknowledgeofthemodulecontent. Followupsteps Specificactivities,suchasonthejobcoaching,participantsengaginginpeermentoring,orafollow upevent,thatwouldsupporttransferoflearning.Thisshouldincludereferencetotheparticipants learningimplementationplanandsuggestionsforhowtoengagelinemanagers. Facilitatorsguidenotes Inordertohelpmultipleinstitutionsmakeoptimumuseofthepackageitwouldbeimportantto
offerguidancenotesforthosewhowouldfacilitatethemodules.Thissectionshouldprovide backgroundinformationandguidanceforthosewhoaretaskedwithdeliveryofcontentorexercises withwhichtheyarenotfamiliar. 6.4.3Suggestionsformodulesinthepackage TheneedtobuildacommonunderstandingandlanguageofCDacrossallsectorsanddisciplines, togetherwiththefocusonchanginghowcountrylevelpractitionersworkindicatesamodelthat introducestheparticipantstoallrelevantaspectsof,andapproachesto,CD.Giventhatthetarget grouparepeopleworkingatcountrylevelitisprobablyasafeassumptionthattheywouldnotneed moreinformationabouttheirsectorspeciality.Norwouldtheyneedanothertechnicaltraining course.WhattheywouldneedistheopportunitytolearnabouteffectiveCDpractice,togetherwith theopportunity,timeandguidancetoworkouthowtoapplyitintheirowncontext.Thesuggestion isthereforeforapackageentitledLearningtochangeCDpractice,notbasedonsectorortheme specificcontent,butdesignedinsuchawaythattargetsparticipantsworkingpracticesbyasking themconstantlytoreflectonwhattheyarelearning,howitappliestotheirworkcontext,what theyneedtochange,andhowtheycanimplementandusewhattheyhavelearned.Themodules suggestedbelowemphasissubjectsthatwouldservetodemystifyCDanditspracticethroughbasic theoriesandprinciplesforunderstandingcapacityanditsdevelopmenttogetherwithintroduction tosomeofthetoolsandtechniquesthatarehelpfultofacilitateitemergence.Thesemodulescould begroupedtogetherinasingleevent,orspreadovertwoormoreevents. LearningtoChangeCDPracticesuggestedcoremodules 1. CDbasics:theoriesandframeworksforcapacityandCD;theoriesofchange 2. UnderstandingCDinworkplacerealities:therelevanceofcultureandcontext; opportunitiesandconstraintsforCDpractitionersaschangeagents;assumptionsandvalues 3. AssessmentandmeasurementofcapacityandCD:assessingcapacityassets;understanding needsandthepotentialimpactofsystemicfactors;closinglearningloops 4. Changingpracticeinplanningandimplementation:policy,strategyandplanningresponses tonewunderstandingofCD;learningloopsandaccountability 5. LearningpracticesforCD:beyondtraining,approachestoolsandtechniquesthatwork 6. MonitoringandevaluatingCD:adaptingmonitoringandevaluationtoolstoelicitlearning fromCDpractice;closinglearningloops 7. Implicationsforpractice:stimulatingandmanagingnewapproachestoCDwithinworking realities TheaboveapproachmaywellbecomplementedwithspecificmodulesfocusingoncriticalCDissues asreflectedinvariousframeworks,suchas: NEPADs6Cornerstones:Leadershiptransformation;Citizentransformation;Knowledgeand innovationbasedprocesses;UtilisingAfricanpotentials,skillsandresources;Capacityof capacitybuilders;and,Integratedplanningandimplementation CDprioritiesintheAAA:CivilSocietyandPrivateSectorEngagement;Technical Cooperation;CapacityDevelopmentinNational,Sector,andThematicstrategies;Enabling Environment;CapacityDevelopmentinFragileSituations;and,CountrySystemsCapacity UNDPs4CDstrategies:Institutionaldevelopment,Leadership,Knowledge,Accountability Itisclearthatsomeissuescomethroughinvariationswithintheseframeworks.ForexampleCivil SocietyandAccountabilitycorrespondstooneofNEPADs6cornerstonesCitizentransformation andtoUNDPsfocusonaccountability.ItalsocorrespondstothekeyCDissueshighlightedinthe AAAonCivilSocietyandAccountability,whicharecriticalinthedeliberationsofClusterAofthe WorkingPartyonAidEffectivenessonOwnershipandAccountability.Manyofthecurrent
processesorganizedaroundissues,sectorsorthemesarewherenaturalalliesforthelearning packagecouldbefound.AnexampleistheLenCDinitiativeonCivilSocietyGovernmentInterface capacitiesinAfrica.Asthereisenergyaroundthistopicitwouldseemtolenditselftodevelopment ofanissuesbasedmodule.Anotherapproachcouldbetoseekaclosealignmentwiththethinking andlanguageinspecificsectorsthattendtoworksomewhatinsilos.Wheretherearesectoror thematicallyfocusedeffortstointegrateCDlearninginwaystochangeactualpractice,thereare likelytobepossibletransfersfromonesectortoanotherandlessonsonhowtobemorerelevantto thosedisciplinesandcommunities. Sectors:Health;Education;Environmentandnaturalresourcemanagement;Agriculture; Waterandsanitation;Energy;Etc. Crosscuttingthemes:Gender;Humanrights;Environment;Etc. Alloftheapproachesabovearerelevanttoanygivensectororthemeandadaptationwould eventuallybeuseful.Asindicatedallapproachesarecomplementaryanddevelopmentofalearning packagecancombinethemasopportunitiesariseanddemandismanifest.Theremayneverbea perfectcutoftopicsbutanycouldserveasacatalystformodules,submodulesandorrelated resourcecorners.
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7.Nextsteps
7.1Disseminationandconsultation
Inthefirstinstancethisstudyneedstobecirculatedasbroadlyaspossibletostimulatefurther expressionsofinterest,beyondthosealreadyindicated.WBImightwanttoconsidertakingaleadin supportingthisworkandmobilizingpartnersunderaLenCDumbrella.Aworkinggroupmightbe establishedasearlyasSeptember(seebelow). FocusonAfrica: TheinitiativecanbeintroducedintotherelevantprocessesinAfrica,includingthrough: DirectcommunicationwithkeyAfricanpartners,includingNEPAD,theNEPADContinental SteeringGroupfortheCDSF,ACBF,AfricanDevelopmentBank,theUNEconomic CommissionforAfrica,severaluniversitiesandotherstoexploretheirrespectiveinterest andcommitmenttojointhiseffort MidOctober2010,Accra:RegionalworkshoponCivilSocietyGovernmentInterface capacities,theparticipantsmayexploreamoduleonthisspecificissue.Thesamemeeting couldconsiderstrategicquestionsincludingrelatingtotheAfLPandtheCDLeaningPackage EarlyNovember2010,Tunis:AfricanRegionalMeetingonAidEffectivenessandpossible launchofAfricaPlatformonDevelopmentEffectivenesscombiningCD,AEandSSC
OthereventsandprocessestobeidentifiedwithAfricanpartners Globalinitiatives: MakeuseofworkbetweentheOECDDAC,CapacityDevelopmentAllianceandLenCDto prepareasynthesisreportonCDaroundthepostAccraissuesandresourcecornerstohelp shapecontentforrelatedmodules EngagetheTrain4DevsubgrouponCDthatischairedbyWBIandtheBelgiumdevelopment agencyBTC,withLenCDtoseeksynergieswithdonorstaffdevelopmentandreforms Exploretheconceptinpertinentforawithdevelopmenttrainingandlearninginstitutions Makethejointlearningpackageatopicatthe2930November,Paris:DACmeetingCDin DonorBusinessProcesses:GettingitRight! OtherrelevantprocessesinpreparationforSeoul
7.2Workinggroupformationandfirstactivities
Inthefirstinstanceanyagenciesorindividualsinterestedtoengageintakingthisinitiativeforward needtodecideiftheyhavenecessaryinstitutionalsupporttojoinaworkinggroupthatcouldlikely produceanopensourceresource.Thoseinterestedandabletoexplorejoiningtheworkinggroup shouldcontactKofiAnaniatWBIonkanani1@worldbank.organdorThomasTheisohn,LenCD Coordinatoronthomas.theisohn@gmail.com ThisScopingStudyhassetoutanumberoffactorsthatwouldberelevanttothedevelopmentofa learningpackageandsuggestedsomepossiblefeatures.Onceselfselectedthegroupwouldneedto cometogethertoaddresstheissuesandquestionsraisedabove.Apreliminarytimelineformoving forwardissetoutinthetablebelow:
ACTIVITY Workinggroupformed Workshopforworkinggrouppartners maybeupto5donoragenciesand5 keyAfricaninstitutestoagree strategy,specificmodules,rolesand nextsteps(possiblylinkedtooneofthe abovemeetings.) Participantprofile,competence specificationandlearningneeds developed Genericdraftmodulesdevelopedand severalissuesbasedmodules Modulespilotedinseveralsettingsas pertinent,contentandprocessfinalised inresponsetofeedbackfrompilots Workinggroupdecideon: Processesfortrackingusage andimpact Processesforcontinued developmentofthelearning packageestablished(review andupgradeexercises) Itsapproachtolongterm qualityassurance,accreditation andotherrelatedissues Workinggroupreviewachievementsto dateandplannextstepstofeedinto preparationsonCDinputsforSeoulHLF TARGETDATE September2010 October/November 2010 RESOURCEREQUIREMENTS LenCDasfocalpointtocoordinate interest Steeringcommitteetomanage process.Travel,accommodationand facilitationcostsforworkshop (indicativecost,dependingon decisionsaboutparticipantsand venue$30,000$40,000) Consultant$30,000
Byyearend
ByMarch2011
April2011
Ledbydifferentworkinggroup members(indicativeconsultant support$30,000permodule) Institution/stopilot
ByMay2011 ByMay2011 BySeptember2011 AprilandSeptember 2011
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Appendices:
Appendix1: Appendix2: Appendix3: Appendix4: Samplemodule 25 33 34 38
Termsofreferenceforthescopingstudy Inceptionnote
Preliminarylistofexistingresources
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Appendix1:SamplemoduleTrainingandBeyond:LearningPracticesforCD

LearningforCapacityDevelopmentdraftmodule
Introduction
Thistwodaymoduleisdesignedtointroduceparticipantstoconceptsoflearningforcapacity developmentthatgobeyondtraining,whichhastraditionallybeentheprimarymechanismusedto supportCD.Thecontentandprocessarebothbasedontheoriesandconceptssetoutinthepaper SeekingBetterPracticesforCapacityDevelopment:TrainingandBeyond,whichshouldberead beforetheparticipantsundertakethemodule. Themodulehasbeendesignedfordevelopmentpractitionersandchangeagents,workingat countrylevel.Theywouldlikelybenationalorinternationalstafforconsultants,employedin countryinstitutionsordonoragencies,workingaschangeagentsoradvisors.Theassumptionisthat participantshaveahighlevelofknowledgeandskillswithintheirowndiscipline,andhavesome experienceofbeinginvolvedinCDactivities.Theywillnot,however,havehadanyprevious introductiontolearningpracticesoranyothermethodstosupporttheirowndevelopmentasCD practitioners. Inexercisesusingdifferentmethodologiestheparticipantswillexplorethebenefitsandlimitations ofusingalternativelearningpractices,whereandwhensuchpracticesareappropriate. Theprocesswouldworkbestwithagroupsizeof24,butcanbeadaptedtosmallerorlargergroups asrequired. Themodulecanbedeliveredasasingleeventoraspartofthepackage,inwhichcaseitwouldbe fifthinthesequence.
Learningobjectives
Bytheendofthemodulestheparticipantswillhave: Understandingoftherelationshipbetweenlearning,CDandchange KnowledgeofthebenefitsandlimitationoflearningpracticesforCD Knowledgeoftoolsandtechniqueshelpfulforthefacilitationoflearning Deepenedlearningthroughreflectiveapplicationoftheactionlearningcycle
Sessionprocess:exercisesandinputs
1. Introductions(ifnecessary) 2. Objectivesforthesessionandoutlineoftheprocess
3. Therelationshipsbetweencapacity,learningandchange ThisissessionisdesignedtoillustrateoneofthekeymessagesinTrainingandBeyond,namelythat therearerelationshipsbetweencapacity,learningandchangethathaveimplicationsforCD practice,andthatcurrentunderstandingofcapacitycallsforconceptualshiftsandtheformulation ofmorestrategicgoalsthattakeaccountofthoserelationships. Thekeylearningpointsarethat: Inthemajorityofsituationstheemergenceofcapacityisinextricablyconnectedtolearningand change Inanygivensituationmultiplecomplexfactorswillbeatwork,somewillsupporttheemergence ofcapacity,otherswillblockit Effectiveapproachestocomplexchallengesarebasedonmultidimensionalunderstanding CDactivitiesthatfailtotakeaccountoftheconnectednessofrelevantcomplexfactorsare unlikelytobeeffective ThesessionalsodrawsontheECDPMstudyCapacityChangeandPerformanceStudyReport,(2008) availableat http://www.ecdpm.org/Web_ECDPM/Web/Content/Download.nsf/0/5321BD4DC0C1DB09C125753 5004D1982/$FILE/PMB21e_capacitystudy.pdfparticularlysections5.2.1Thepaceandcomplexityof change,6.2.3Awareness,understandingandlearning6.4.1Capacitydevelopmentasanelementof change,7.2Therelationshipsamongcapacity,performanceandresults,7.3Capacityissuesand resultsbasedmanagement,and9.1.6Theuseandapplicationoflearningandknowledge Furtherbackgroundreading: OverseasDevelopmentInstituteWorkingPaper285(2008)Exploringthescienceofcomplexity:Ideas andimplicationsfordevelopmentandhumanitarianeffortsavailableat http://www.odi.org.uk/resources/download/583.pdf Througheachparticipantsharingacasestoryfromtheirworkpracticethegroupwillidentifyits existingwisdomaboutcapacity,learningandchange.Theexamplescanbedrawnfromarangeof situationssuchas: Interventionsthatsuccessfullyresultedincapacitydevelopmentandchange Activitiesthatwereintendedtoleadtocapacitydevelopmentandchangebutwerenot successful Eventsthatledtounexpectedlearningthatresultedinchange 3.1Individualpreparation Identificationofanexampletoshare; - Whowerethepersonnelandinstitutionsinvolved? - Wheredidithappen?Describethesituation,besuretoincludesomeinformationabout culturalfactorslikehowpeoplelearn - Whathappened?Chosewhattotellandwhattoleaveoutbutbesuretocoverany contextualfactorsthatsupportedorblockedtheimplementationoflearning - Whatlearninghasresultedfromtheseeventsoractivities?Whohaslearnedwhat? 3.2Sharingandfeedbackingroupsof4 Individualsformintogroupsoffour.Eachpersoninturn: - Tellstheirstory - Answersquestionsfromothergroupmembersforclarificationanddeeperunderstanding
3.3Smallgroupsummary Thegroupreviewsallthecasestoriesandidentifiesthethemesandissuesarisingaboutthe relationshipbetweenlearning,capacityandchange.Summaryofkeypointsforpresentationtothe wholegroup. 3.4Wholegroupsummary Smallgroupspresenttheirlearningpointstothewholegroup.Discussionofgrouppresentations, facilitatorsynthesisestheoutputstocreatealistofkeylearningpoints.Synthesisethelearningto emphasisthekeylearningpointsabove. 4. ThebenefitsandlimitationoflearningpracticesforCD Thissessionisdesignedtointroduceunderstandingthatdifferentpracticeshavebothbenefitsand limitations,noneareuniversallyappropriateandeffective.Itdrawsoncasestudiestoshowthe possibilitiesandconstraintsofapplicationindifferentcircumstances. Thekeylearningpointsare: - Therearemanydifferentwaysinwhichcapacityneedscanbeaddressedandappropriate assessmentgoesbeyondsimplisticanalysistotheneedtounderstandingtherelevantfactorsin thecontext - Therearelimitstotheeffectivenessofallapproaches - Environmentalfactorscanbecriticallyimportantindeterminingthesuccessorfailureofany intervention TherelevantsectionsofTrainingandBeyondare2.Assessmentstoframethecontextandinform gooddesignand3.3Designdecisions. Furtherimportantbackgroundreading: WorldBankInstitutesIndependentEvaluationGroupstudy(2008)UsingTrainingtoBuildCapacity forDevelopment,AnEvaluationoftheWorldBanksProjectBasedandWBITrainingavailableat http://www.worldbank.org/ieg/training/ DepartmentforInternationalDevelopment(2006)DevelopingCapacity?AnEvaluationofDFID FundedTechnicalCoOperationforEconomicManagementinSubSaharanAfrica:SynthesisReport availableat http://siteresources.worldbank.org/INTCDRC/Resources/Developing_Capacity_DFID_Report.pdf 4.1Introduction PowerPointpresentationonrelevantfindingsrecentstudiesincludingtheWBIIEGevaluationreport andTrainingandBeyond,someofthesupportingcasestudies,etc. 4.2Casestudyanalysis Theparticipantsshouldhavebeengivenaselectionofcasestudiestoreadbeforethesession.The casestudiesshouldillustratetheuseofmultipleapproachesandactivitiesforCD.Thelistbelowis offeredassuggestionsifnorelevantlocalcasestudiesexist.
Relevantcasestudies
Sanginga,Pascal(2005)NaturalResourcesSystemsProgramme:FinalTechnicalReport availableathttp://www.researchintouse.com/nrk/RIUinfo/outputs/R7856_FTR_anxF.pdf Describestheuseofmanydifferentapproachestolearningacrossdifferentcomponentsofan NRMprojectinUganda Harvey,BlaneandJonathanLangdon(2010)ReimaginingCapacityandCollectiveChange: ExperiencesfromSenegalandGhanaIDSBulletin,vol41:3.Describeshowthefailureto understandinglocalcomplexitiesresultsinCDactivitiesachievinglittlesustainablechangeand empowerment Jackson,Carl(2010)ContextandPositioninaSystemicApproachtoCapacityDevelopmentIDS Bulletin,vol41:3.DescribessuccessesandchallengesofusingasystemicapproachtoCDinthe AfricaAdaptknowledgesharingnetwork Land,A.(2004)Developingcapacityfortaxadministration:TheRwandaRevenueAuthority ECDPMDiscussionPaper57D,availableathttp://www.ecdpm.org/dp57D.Describesthefactors relevanttocreatingawellfunctioningandsustainablegovernmentdepartment PatelSheela(2007)ReflectionsonInnovation,AssessmentandSocialChangeProcesses:A SPARCCaseStudy,Indiaavailableathttp://www.ids.ac.uk/ids/Part/proj/socialchange.html Describeshowactivists,researchers,evaluators,facilitators,andinternationalandlocalNGO staffworkedtogethertointegratelearningintoasocialchangeproject.
Smallgroupwork Usethediagrambelow,fromTrainingandBeyond,asthebasisforanalysisofcasestudies.
RBM
Atthe simpler/lowerlevels ofsystemsandtheir capacityneedsRBM approachesare helpful.The relevanceand usefulnessofRBM decreasesasthe complexityofthe systemincreases.
Complexity
Reviewthecasestudiesandidentifythecapacityneedsineach,andwheretheywouldfitinthe diagramabove.Thenreviewthemethodsusedforappropriatenesstoneeds,culture,contextetc. Preparepresentationofkeypoints.

4.3Wholegroupsummary Smallgroupspresenttheirlearningpointstothewholegroup.Discussionofgrouppresentations, facilitatorsynthesisestheoutputstocreatealistofkeylearningpoints. 5. Toolsandtechniqueshelpfulforthefacilitationoflearning Thissectionisdesignedtogiveparticipantstheopportunitiestolearnaboutnewtoolsand techniquesoftheirchoice.ForsituationwhereparticipantswillnothaveaccesstotheInternet duringdeliveryrelevantmaterialsaboutarangeoftoolsandtechniquesshouldbepreparedin advanceonaCD. Thekeylearningpointsare: - Therearemultiplewaystorespondtocapacityandlearningneedsandtheskillisinselectingthe mostappropriatefortheneedandcontext - Therearemanytoolsandtechniquesthataremoreeffectiveandsustainablethantraining - Keypointsofunderstandingintheselectedtools TherelatedsectionsofTrainingandBeyondare3.3Designdecisionsand3.4Aselectionoflearning practiceapproaches,toolsandtechniques Furtherbackgroundreadingis: EuropeanCommissionToolkitforCapacityDevelopment,Finaldraft(2009)availableat http://capacity4dev.ec.europa.eu/toolkitcapacitydevelopment PeterSengeTheFifthDiscipline:theArtandPracticeoftheLearningOrganisation(2006)2ndedition, London,RandomHouse Throughaprocessofreviewandresearchtheparticipantswillgainunderstandingabouttwonew methodstosupportlearningforCD. 5.1Selectionofapproachestoresearch Eachparticipanttofirstdescribethecultureof,andresourcesfor,learningintheirworkcontext: a. Peopleexpecttolearnby.. b. Theresponsibilityforlearningiswiththe. c. Thepurposeoflearningisto d. AccesstoresourceslikebooksandtheInternetis e. Whatelseisrelevant? SharethelistofpracticestosupportlearningfromCD(appendix2ofTrainingandBeyond).Then reviewthelistoflearningpracticesandmakeanoteof2practicesaboutwhichtheywouldliketo learnmorethatwouldhelpthemfacilitatelearninginthecontexttheyhavedescribed. 5.2Researchgroups Eachparticipantpoststheirfirstchoiceonaboardatthefront,whichareusedtoformgroups wantingtolearnaboutthesameorrelatedsubjects.Thegroupsthenidentifyandgetinformation frommultiplesources,e.g.resourcepeopleintheroom,Internetresearch,reviewofbooks,articles
etc.(assumingthesessionistakingplacewithinaninstitutionthatwillhavesuchresourcesavailable onsite).Individualsbringtheirinformationbacktotheirsmallgroupsandsharewhattheyhave found. Repeattheexerciseforeachparticipantssecondchoice. (Analternativewayofdoingthis,ifnotataninstitutewithalargerangeofresources,wouldbeto haveasmallerlistandensurethatinformationabouteachisavailabletotheparticipantsforthis exercise.) 6. Deepeninglearningthroughreflectiveapplicationoftheactionlearningcycle Thissessionisdesignedtodrawtogetherthelearningfromthethreeprevioussessionsandgivethe participantstheopportunitytodecidehowtoapplythatlearningtotheirownpractice.Througha processofpersonalandgroupreflectiontheparticipantswillidentifytheirownlearningabout learningpracticesforCD.Thisisapracticalsteptowardsdeepeningparticipantsunderstandingand confidencetouselearningpracticesthroughenhancedselfawarenessoftheirownlearning processes. Participantswillidentifytheirownkeylearningpointsinthissession. Manyarticlesforbackgroundreadingontheexperientiallearningcyclecanbefoundon http://www.learningfromexperience.com/andhttp://www.learningandteaching.info/index.html 6.1Individualjournaling Eachparticipanttakessometimetojournaltheirresponsestothefollowingquestions: - WhatnewunderstandinghaveIgainedfromthismodule? - WhatnewskillshaveIgainedfromthemodule? - WhathaveIfoundthemosthelpfulandunhelpfulpartsoftheprocess? - Whattoolsandtechniqueswillbemosteffectiveinmyworkingpractices? 6.2Smallgroupwork Revieweachofthemainexercises(actionlearningcycle,presentationandcasestudyanalysis,and selfdirectedgroupresearch)andforeach: - Identifythestrengthsandweaknessesforthisgroupandforothergroups - Interestingandhelpfullearninggained - Examplesofhowandwhenitcouldbeusedeffectivelywithintheworkcontextofgroup members 6.3Wholegroupsummary Smallgroupspresenttheirlearningpointstothewholegroup.Discussionofgrouppresentations, facilitatorsynthesisestheoutputstocreatealistofkeylearningpoints. 7. Wrapup 7.1Review
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Facilitatorsreviewtheprocessandoutputsofeachexercise,followedbysynthesisoftheoutputs intomajorthemesandissues(ideallyonPowerPointsoitcanbesharedwithallparticipants). 7.2LearningImplementation Participantscreateanimplementationplanrelevanttosomethingtheyhavelearnedinthemodule. Thisshouldspecifywhatnewlearningtheyintendtoapply,thesituationinwhichitwillbeapplied, withatimeline,supportingandconstrainingfactorsthatneedtobetakenintoaccount,and expectedresults. 7.3Closingcomments
Optionsforfollowupactivities

Individualonthejobcoachingbylinemanager Individualonthejobcoachingbyfacilitatororotherrelevantexpert Peercoachingamongparticipantgroup Aforumforparticipantstopresentandreviewtheimplementationoftheirlearningplans Participantandlinemanagerjointreviewoflearningplan,submissionofreport
Backgroundreading(seeResourceCorneronLenCDwebsiteforabriefsummaryofeach oftheseresources)
TheFifthDiscipline:TheArtandPracticeoftheLearningOrganisation,PeterSengeSecond edition2006,andTheFifthDisciplineFieldbook:StrategiesandToolsforBuildingaLearning OrganisationSenge,1994. Capacity,ChangeandPerformanceSynthesisReport http://www.ecdpm.org/Web_ECDPM/Web/Content/Download.nsf/0/200164BB4441F544C1257 474004CF904/$FILE/0559BeStudy%20_Report%2029%20may.pdf. LearningforChangeinADBhttp://www.adb.org/documents/books/learningfor change/default.asp. PursuingaLearningAgenda:ayearofevaluation,learningandstrategicchange.CDRAs2009 AnnualReporthttp://www.cdra.org.za/LibraryandResources/Articles%20by%20CDRA.htm KnowledgeServicesandLearning:AUNDPCapacityDevelopmentResource2006 www.capacity.undp.org/index.cfm?module=Library&page=Document&DocumentID=6005 AssessingandLearningforSocialChange:Adiscussionpaper.IreneGuijt2007IDS http://www.ids.ac.uk/index.cfm?objectid=3DE55E83505681717B415B53F36972F5 PowerandEmotioninOrganizationalLearningRussVince,HumanRelations2001;54;1325 http://hum.sagepub.com/cgi/content/abstract/54/10/1325. IDRCStrategicEvaluationofCapacityDevelopment:"Doingthingsbetter?Howcapacity developmentresultshelpbringaboutchange"TaylorandOrtiz,IDRC2008 http://www.idrc.org/en/ev1336692011DO_TOPIC.html AdultLearningandCapacityDevelopmentinIDRCAnneBernard,IDRC2005,availableat www.idrc.ca/uploads/user S/11635257651Adult_learning_and_capacity_building_in_IDRC_A_concept_paper.doc HorizontalLearningEngagingFreedom'sPossibilitiesDougReeler,fromCDRAAnnualReport 2004/2005availableat http://www.cdra.org.za/LibraryandResources/Articles%20by%20CDRA.htm GenerationsofQuietProgress:TheDevelopmentImpactofU.S.LongTermUniversityTraining onAfricafrom1963to2003USAID2004. ParticipatorylearninggroupsinanaidbureaucracyCornwalletal,undated,intheLessonsfor ChangeSeriesfromIDS.
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TransferoflearningDonClark,2009availableat http://www.nwlink.com/~donclark/hrd/learning/transfer.html WageninenInstituteCentreforDevelopmentInnovationhasmanygoodresources http://www.cdic.wur.nl/UK/
Facilitatorsguidenotes
Canbedevelopedfurtherforeachsessionwithinthemodule.
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Appendix2:TermsofReferencefortheScopingStudy
Terms of Reference Consultant for designing learning modules on selected CD issues and preparing proposals on using such modules Background In line with WBI wholesale strategy there are emerging opportunities with regard to capacity development learning in Africa and the design of e-learning materials that can be developed with African Universities, think tanks and related learning institutions. NEPAD, ACBF and LenCD have notably developed collaboration around the establishment of an African Learning Platform on Capacity Development. The recent Pretoria meetings reconfirmed the need and asked NEPAD to undertake the necessary initiatives linked to the NEPAD CD Strategic Framework. The CDSF has been approved by the African Union and a Continental Steering Group formed to steer its promotion and implementation. A major challenge will be the connection between diverse platforms to foster learning in the region and across regions and communities of practice. There is a solid body of CD knowledge that can meaningfully be transformed into learning modules in a process with African learning institutions. Such modules can be developed around key issues that have emerged from the Accra Agenda for Action and eventually be shaped to support sector capacity development. As such modules are developed by the university and tertiary education systems CD learning can be scaled-up in very significant ways. The modules could also be utilized as learning guides on implementing CD initiatives by World Bank Task Teams. Overall objectives and expected results Reinforcing ongoing work with African learning institutions, and working closely with WBI learning design team, the consultant will help conceive and design learning packages with selected CD issues, and develop proposal on how to use the CD learning modules. The following scope of work is proposed: Prepare guiding frameworks geared at exploring the scope, nature and type of valueadded CD learning package / modules Initiate E-forum, research and consultations with key actors in the field to gather views and opinions for formulating way forward strategy Output / Deliverables Inception note to lay out a first sketch of opportunities and issues to explore and to refine the approach (during the first 2 weeks of the assignment). Final Report with strategy and proposal on how to move forward, including priorities, needs, and envisaged costs, with a mock up of one topic area, (e.g. "Training and beyond") (by 26 June 2010)
Duration of Contract, Remuneration and Reporting Arrangements The consultant will be recruited for 20 working days during the period of April 27 to June 30 2010.The consultant will be paid XXX per day for a total amount of $YYY. This consultancy will be in close cooperation with WBIPS and WBIRC and the cost will be shared 50-50 between the two units. This remuneration does not include travel and service-related costs incurred in undertaking this assignment. The consultant will report to Mr. Mark Nelson, Manager, WBI Partnerships and Scholarships Practice The consultant will be supervised by the Task Team Leader, Kofi Anani
Appendix3:InceptionNote
LearningPackageforCapacityDevelopment InceptionNote
PURPOSEOFTHEEXERCISE TheemergingunderstandingabouttheneedfornewapproachestoCDiscreatingdiverseneedsfor learningandchangethroughoutthedevelopmentandaidsystems.Thereisincreasingrecognition thatcapacityanditsdevelopmentareareasofknowledge,skillsandpracticeintheirownright. Neverthelessthisrecognitionisoftenatoddswiththenormsofestablisheddisciplines,which createschallengesforintroducingnewpractices,despitethepressingneedforchange. AsoneofarangeofresponsesinthecurrentsearchformoreeffectiveCDpracticesthisstudyis motivatedbythepremisethatmanydifferentconstituencieswillfinditusefultohaveavailablea learningpackagethatcanbecontinuouslyadaptedandupdatedasrequired.TheWorldBank Institute(WBI)havecommissioned,inconjunctionwithLearningforCapacityDevelopment(LenCD), aScopingStudyabouttheoptionsfordevelopingsuchapackage.Theaimistocollaboratewith LenCDpartnerstococreateapackagethataddsvaluetowhatalreadyexistsbyofferingconcrete andpracticalsolutionstoovercomethecurrentgapsintheknowledgeandpracticeofCD.This InceptionNotegivespreliminaryindicatorsaboutthescope,structureandcontentofapackage. ThefinalstudywilldevelopthosefactorsfurtherandalsooutlinewaysinwhichLenCDpartners mightworktogethertocreatearesourcetoshareamongthemselvesandwithothers. WHYANDFORWHOM? Practitioners Manydifferentactorsindevelopmentandaidcouldultimatelybenefitfromtheprovisionoflearning modulesaboutCD.Thelistincludespolicymakers,donors,countrylevelandsectorspecialists,and localdevelopmentworkers.Itisimpossibletoaddressneedsatalllevelsorinallsectorsatonce,so ithasbeendecidedtostartbyfocusingonpractitionersworkingatcountrylevel.Inthiscontext practitionersaredefinedasthoseengagedwithCDonthebasisoftheirknowledgeandexpertisein otherdisciplinesandwhoneedtohavebotharepertoireofCDtoolsandtechniques,and understandingofhowandwheneachshouldbeused.Thesemightbenationalorinternationalstaff orconsultants,employedincountryinstitutionsordonoragencies,aschangeagentsoradvisors. FocusonAfrica UltimatelyaCDlearningpackageislikelytohavewideusageandbenefits.Inthefirstinstancethis exercisewillexploreworkingwithAfricaninstitutions,includingtheNewPartnershipforAfricas Development(NEPAD),AfricaCapacityBuildingFoundation(ACBF)andagentslikeuniversities. In2009NEPADlauncheditsCapacityDevelopmentStrategyFramework12(CDSF).Twoofthesix cornerstonesoftheCDSFareskillsandresourcesfordevelopment,andcapacityofcapacity builders,bothofwhichcreateanimpetusforaddressinglearningneedsaboutCD.Againin2009 NEPADcollaboratedwithLenCDandtheACBFtoestablishanAfricanLearningPlatform(AfLP)which aims,amongotherthings,toprovidesomeleadershiponCDinitiativesintheregion.Theinception
12 NEPADSecretariat(2009)CapacityDevelopmentStrategyFrameworkavailableat
http://www.oecd.org/dataoecd/1/11/43508787.pdf
studyfortheAfLP13notedthatafocusonCDlearningwouldservehelpfulpurposessuchaslinking goodpracticesinAfricaandelsewhere,andfosteringdevelopmentofcommunitiesofpractice. TheAfLPstudyidentifiedanumberofAfricanuniversitiesandlearninginstitutesthathaveasolid bodyofCDknowledgethatcanformthebasisoflearningmodules.Thisstudywillexplorehowto engagewiththoseinstitutionsandexistingworkinggroupsondifferentcontentareastofirst develop,andlaterfacilitate,alearningpackage.Itishopedthatworkingthrougheducationaland learninginstitutionsandtheirnetworkswillfacilitatelocaluptakeandadaptationbydiverse communitiesofpracticewithouttheconstraintsthataresoofteninherentintheboundariesof donorledinitiatives. CONSIDERATIONSFORCONCEIVINGALEARNINGPACKAGE a. Didacticparameters Theimpactthatcanbeachievedthroughanylearningactivityisdictatedbymultiplefactors,of whichsomeofthemoreimportantarethetimeandresourcesavailable,theparticipantsprofiles, andthemethodsemployed.Veryshortprocessesofadayortwocanrarelydomorethanraise awarenesswhileskillsbuildingandtheintroductionoflearningpracticestakelongerandaremost effectiveifspreadovermultipleevents.Similarlypractitionersmightaccesslearningmodules differentwaysincludingtaughtcourses,workshops,elearningcourses,countryledlearningevents andselfdirectedstudy.Anylearningpackagedevelopednowmightbethestartingpointforamuch broaderrangeofformatsinthatoncemoduleshavebeendevelopedandtestedtheycouldbe adaptedforapplicabilityinothermedia. Ongoingdevelopment Anythingdevelopednowshouldnotbeconsideredasafinal,polishedproductbutratherasaliving documenttobeupdatedregularlyinresponsetonewlearning.However,ensuringcontinuing relevanceandfreshnessofsuchapackageposessomechallengesandtwoinparticularwouldneed tobeaddressedduringtheprocessofdevelopingandlaunchingthepackage.Thefirstistheneed forupgradingbasedonnewlearningaboutcapacityandCDandrelevantregionalorglobal developments,thesecondisforreviewandrevisionofthemodulesstructureandprocess.Aninitial suggestionfordealingwiththoseneedsaretotaskoneoftheuniversitiesorlearninginstitutions usingthepackagefirstlytoundertakeregularreviewandrevisionofcontentandthenmake upgradesavailabletoall,forexampleontheInternet.Thatinstitutioncouldalsomaintainand improvethepackageitselfbyconductingregularreviewsofthestructureandprocesswithallusers jointlytomakeimprovementsbylearningfromtheirownexperiences. Content Oneofthebiggestchallengesindevelopingalearningpackagewillbedecidingonthecontentin ordertooffersomethingthatpractitionerscanunderstandandadapttotheirspecificneeds.This makesitimperativethatthecontentisdevelopedcollaborativelybythedifferentgroupswhohave specificexpertiseandinterestineachofthesubjects.Usingtheresourcesthathavealreadybeen assembledbytheme,suchastheLenCDResourceCornersforthepriorityareasforCDintheAccra AgendaforAction(AAA)14islikelytobeamorepracticalwayofstartingthantryingtoworkby sector.Attentiontosectorscanfollowoncetheformatandframeworkshavebeentriedandtested.
Adams,Laurencia(2009)BuildinganAfricaLearningPlatformonCapacityDevelopment:Achievingthe CapacityDevelopmentPrioritiesintheAccraAgendaforActionavailableat http://sites.google.com/site/lencdorg/regionalworkinggroups/focusinafrica 14 CivilSocietyandPrivateSectorEngagementOwnership&Accountability;TechnicalCooperation: alternatives,qualitystandardsforCDsupport,SouthSouthcooperation,genuinedemandandsupply; CapacityDevelopmentinNational,Sector,andThematicstrategies;EnablingEnvironmentIncentive Systems,DriversofChange,PoliticalContext;CapacityDevelopmentinFragileSituations;and,Country SystemsCapacityAidManagement,PFM,Procurement,andRBM
13
Materialsneedtobelocalinordertoensurethatrelevancetolocalcontext.Thisneedcouldbe addressedbyprovidingabasicstructureandprocess,togetherwithguidanceabouthowtoadapt thepackageforcontent,participantprofileandsoon,indicatingwherelecturers/facilitatorsare invitedtoinsertlocalinformationandcasestudies.Makingthatsortofguidanceavailablewould enableanyonetoadaptandapplythemodulesaccordingtotheirownparticularcircumstancesand needs.However,inrecognitionthatnoteverycountryhasaselectionofsuchdocumentation readilyavailable,themodulesshouldalsocomecompletewithsuggestedmaterialstobeusedin default. Adecisionthatneedstobemadeinthemoduledevelopmentprocessiswhethertostartwithnew understandingaboutCDandworktoapplyittoaspecificcontentarea,ortostartwithacontent areaandfindwaystoapplynewknowledgeaboutCD.Thetwowouldresultindifferentapproaches tothepackage,andparticularlyforthedesignoftheprocessforeachmodule.Itmaybenecessary todevelopandpilotalternativestoseewhichprovestobethemostpracticalandrelevantasa modelandtemplateforextendingtherangeofmodulesavailable. OUTLINEOFAPOSSIBLELEARNINGPACKAGE Thefollowingisofferedasanindicativeoutlineofthepurpose,objectivesandcontentofapackage oflearningmodules.Theobjectiveswouldbedifferentaccordingtothescheduleinthatdeliveryas asingleeventdoesnotprovideanyopportunitiestoworkwiththechallengesofimplementation thatfrequentlyprovetobethemostfruitfulsourceofmeaningfullearning. Purposeandobjectives: Thepurposeofthelearningpackageistoequippractitionerswiththeknowledge,skills,attitudes, toolsandtechniquesneededtobecomeaneffectivesupporterofcapacitydevelopment. Bytheendofthelearningprogrammetheparticipantswillhave: Theoreticalunderstandingofcapacityandchange KnowledgeoftoolsandtechniquesthatpromoteeffectiveCDpracticein(subject) Thethirdobjectivebelowwouldonlyberelevantifthecoursewasdeliveredasamodular programmeorhadafollowupeventbuiltintothedesign.Incorporatingreflectivelearningpractices thatcontributetoclosingthelearningloopsareoneofthemosteffectivewaystodevelopapractice basedbodyofknowledgeaboutwhatworks. GenerateddeeperlearningaboutCDpracticethroughstructuredreflectionabouttheir ownpractice SuggestedcomponentsofalearningpackageforCD Thebasics:TheoriesofcapacityandCD;theoriesofchange;relevanceofcultureand context;theCDpractitioner;assumptionsandvalues Changingpractice:policyandstrategyresponsestonewunderstandingofCD;learning andaccountability Content:basedinitiallyontheLenCDresourcecornersforCDprioritiesintheAAA,the modulestobedevelopedwillincludenotonlyspecificsubjectmattersuchasonworking infragilestates,butalso: o LearningPracticesforCD,and o AssessmentandmeasurementofCD:understandingneedsandthepotential impactofsystemicfactors;closinglearningloops ImplicationsforPractice:stimulatingandmanagingnewapproachestoCD
Individualmodules Thelearningmoduleswillneedtobecreatedusingadultlearningpedagogymethodologiesthat bothdrawontheparticipantsexistingknowledgeandexperienceasthefoundationforintroduction ofnewideasandinformation,andallowflexibilityaccordingtolocalcontext.Whileallmodules shouldincorporatestandardfeaturessuchaslearninggoals,readinglistsandcasestudiesthe process,methodsandexercisesusedcanbedecidedaccordingtocontentandtheparticipantgroup. Inordertomeetparticipantsneedsitwillbeimportanttohaveanappropriatemixofacademic rigourandrelevancetopractice:participantswillnotfindthemodulesrelevantandusefulifthey areunabletorelatethecontenttotheireverydayworkandcircumstances,orfindthemtobeall theorywithnopracticalapplicability.Itwillalsobeimportanttoaddresstheissuesofself awarenessandpersonalmastery,becausewithoutpayingattentiontothoseissuesthereislittle likelihoodofanysignificantchangesinpractice.Thusthemethodsandmaterialsusedinthe moduleswillneedtovaryfromthestandardformatofauniversitytaughtcoursetoincorporate activitiesmoreusuallyfoundinworkshops. Afinalpointisthatmodulesshouldbeedesignedinsuchawaythateachiscompleteinitsown right,butalso,whenlinkedwithothers,ispartofacoherentpackage. Samplemodule ThescopingstudywillincludeasamplemoduleonLearningPracticesforCDthatcanbeusedasa templateforthedevelopmentofothers. HOWTOENGAGE ThetimelineforthispaperisverytightasthescopingpaperneedstobesubmittedtoWBIand LenCDby18thJune.Neverthelessallcommentsandindicationsofinterestinfutureengagementare verywelcome.Thosewhohaveengagedin,orcontributedto,theprocesswillalsogetthereport. Thosewishingtocontributeinanywayareinvitedtocontacttheconsultant,JennyPearson,on jennycpearson@gmail.comwithinthenextweek.
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Appendix4:PreliminaryListofExistingResources
Thispreliminarylistofexistingresourcesisdrawnfromavarietyofsources,includingtheOECDDAC InventoryofDonorApproachestoCapacityDevelopment:WhatweareLearning(OECD/DAC CapacityDevelopmentTeamMarch2009).Therehasnotbeensufficienttimeduringthe preparationofthisstudyeithertoreviewtheresourceslistedbelow,ortoundertakeresearchabout anyfurtherpossiblesourcesofhelpfulmaterials. Itmustbenotedthatmanyoftheresourceslistedbelowhavebeendevelopedbyinstitutionsand organizationsfortheirowninternalpurposes.Thusthereisrestrictedaccesstomanyitemsinthis listbecausetheyareavailableonlytothestaffoftherelevantinstitution.Thisiswhysomeof whatislistedbelowhasonlyaverygeneraldescriptionandnoclearreferencetoassessrelevant documents.Manyalsohaveasectoralorthematicbasis,ratherthanageneric,crosscutting approachtoCD.
Donoragencyresources
ADA(Austria):hasbeenworkingtoimproveitshumanresourcestrategyandrelatedtraining, includingthoseinrelationtopracticalapproachesforcapacitydevelopment ADB:hasacapacitydevelopmentwebsiteresourcecentre(http://www.adb.org/Capacity Development/resource.aspAlsoin2007ADBissuedaMediumTermFrameworkandActionPlan forCDthatsetsastrategytoimprovehumanresourcemanagementforcapacitydevelopment, emphasizinglearningandexperiencesharing. AusAID:hasanintranetsitethatprovidesupdatesoninternationalresearch,practicalguidesand toolsoncapacitydevelopment.ItissupposedtobeforlearningpurposesforAusAIDstaff CIDA:CanadahasdevelopedaCDToolkitthatincludestoolsfornewcomerstoCIDA'sapproachto capacitydevelopment.Notreallytraining,butstillforlearningpurposes. DANIDA:hasatrainingcourseforitsstaffoftheROACHapproachResultOrientedApproachto CapacityChange EC:hasbeenreviewingexistingmethodologicalpackagesanddevelopingnewtrainingmaterialin linewiththeBackboneStrategy.Theyhaveproducedatoolkitforcapacitydevelopmentwhichis availableathttp://capacity4dev.ec.europa.eu/toolkitcapacitydevelopmenttheyhavealsocreated acapacitydevelopmentresource,Capacity4dev.eu,athttp://capacity4dev.ec.europa.eu/ FAO:arecurrentlyworkingwithInWEnt(seebelow)tocreateaLearningProgrammeonCapacity Development JICA:TaskForceonAidApproachesproducedtheCapacityDevelopmentHandbookforJICAStaff OECDDAC:haveateamfocusingoncapacitydevelopmentwithintheaideffectivenessagendaand havepublishedimportantstudiessuchasTheChallengeofCapacityDevelopment:workingtowards
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goodpractice,availableat http://www.oecd.org/document/30/0,3343,en_2649_34565_38549470_1_1_1_37413,00.html SIDA:hasdevelopedanelearningtrainingprogrammewhichexplainswhatcapacitydevelopmentis andhowitcanbeusedindevelopmentcooperation.Capacitydevelopmentisnowaregularfeature oftrainingprogrammesfornewprogrammeofficers. TheNetherlands:toimprovecapacitydevelopmentskillsofstaffmembersinDutchmissions,the SupportProgramforInstitutionalandCapacityDevelopment(SPICAD)waslaunchedin2006and renewedfortwomoreyearsin2008.Theprogrammefocusesonawareness,knowledgeandskills forcapacitydevelopment,toincreasetheeffectivenessofdevelopmentactivitiescarriedoutbythe Netherlandsinpartnercountries.TheEffectivenessandQualityDepartmentwasplanningto organizeamasterclassoncapacitydevelopmenttobringtogethergoodpracticesandlessons Train4dev.net:isaworkinggroupofdonoragenciesconcernedwithtrainingforcapacity developmenthttp://www.train4dev.net/ UnitedNationsStaffCollege:addressescapacitydevelopmentinanumberofitscourses UNDP:haveaspecialisedcapacitydevelopmentprogrammeandteamsee http://www.undp.org/capacity/andalsotheVirtualDevelopmentAcademyhasagenericCapacity DevelopmentcourseforUNDPstaff UnitedStatesAgencyforInternationalDevelopment(USAID):theEconomicGrowthandTrade departmenthaverecentlydevelopedahandbookfortheirstaffonHumanandInstitutionalCapacity Development WorldBank:havearangeofresourcesavailableattheirCapacityDevelopmentResourceCenter www.worldbank.org/capacity WBI:aredevelopingarangeoflearningresources,includingamodelandtrainingonhowtodesigna learningprocesswithinsectors
Othercapacitydevelopmentportals
CapacityDevelopment(learningnetwork)http://capacitydevelopment.ning.com/ CapacityisDevelopmenthttp://www.capacityisdevelopment.org/ Capacity.orghttp://www.capacity.org/
Academicinstitutes
AddisAbabaUniversity,Ethiopia:CapacityDevelopmentforSustainableDevelopmentmodulein theMasterofPublicAdministrationprogramme DukeUniversity,USA:CapacityDevelopmentmoduleinMasterofInternationalDevelopmentPolicy programme

InternationalDevelopmentResearchCentre(IDRC):Canadahasapartofitswebsitedevotedto capacityinevaluationhttp://www.idrc.ca/en/ev1200942011DO_TOPIC.html InstituteforDevelopmentStudies(IDS):UniversityofSussex,UK,hoststhe CapacityCollectivehttp://www.ids.ac.uk/go/researchteams/participationandELDISwhichisan electronicknowledgeresourcehttp://www.eldis.org/go/topics EuropeanCentreforDevelopmentPolicyManagement(ECDPM):publishedaseminalstudyon capacitytogetherwitharangeofcasestudiesandotherrelateddocumentswhichareavailablein theCapacityDevelopmentsectionoftheKnowledgeandInnovationpageof http://www.ecdpm.org/ OverseasDevelopmentInstitute:London,hasmultiplepapersandresourcesfreelyavailableonline includingaKnowledgeandLearningtoolkitwww.odi.orgtheyalsohaveaCivilSocietyPartnership Programmehttp://www.odi.org.uk/networks/cspp/ WageningenInstitute:theNetherlandshasarangeofrelevantresourcessuchastheirCentrefor DevelopmentInnovationhttp://www.cdic.wur.nl/UK/andsiteforParticipatoryPlanningMonitoring &Evaluationhttp://portals.wi.wur.nl/ppme/
NGOresources
DevelopmentPractice:acollaborativeprojectofHIVAIDSorganisationsinSouthAfrica,hasmade availableonline,ascollectivecommons,acoordinatedsetofCDresources,includinglearning resourcesandfacilitatorsguides,http://www.developmentpractice.org.za/ ImpactAlliance:bringstogethermultiplenetworksandcapacityresources http://www.impactalliance.org INTRAC:multiplepublications,papersandtrainingresourcesonCD,focusingoncivilsocietyand NGOswww.intrac.orgofparticularrelevancetocapacitydevelopmentarethepublicationsinthe PraxisProgramme InWEnt:aGermanNGOhasanextensiverangeofcapacitybuildingprogrammesandresources http://www.inwent.org/capacity_building/index.php.en TheBarefootCollective:hostedbytheCommunityDevelopmentResourceAssociationinCapeTown (anNGO)areproducingsomehelpfulmaterialandmakingthemopenlyavailableontheinternet, recentadditionsinclude,FoundationsinOrganisationDevelopment, http://www.barefootguide.org/Barefoot_Guide_Foundations_Course_Facilitators_Guide.doc andexploring3kindsofchangeacreativeandparticipativeexercise http://www.barefootguide.org/Chapter_1_Exercises/Understanding_3_kinds_of_Change Barefoot_Guide_exercise.doc
Otherorganisationsandfoundations
AfricanCapacityBuildingFoundation(ACBF)http://www.acbfpact.org/ GTZ:haveCDresourcesfortheirstaffunderthetitleCapacityWorks
AfricanEconomicResearchWorkinggroup(AERC)http://www.aercafrica.org/home/index.asp EvidenceBasedPolicyinDevelopmentNetwork(EBPDN)http://www.ebpdn.org/ GovernanceandSocialDevelopmentResourceCentrehttp://www.gsdrc.org/ InwentCapacityBuildinghttp://www.inwent.org/capacity_building/index.php.en JointAfricaInstitute(JAI)http://www.afdb.org/en/jai/ LenCDLearningNetworkonCapacityDevelopmenthttp://www.lencd.org Managingfordevelopmentresults(MfDR)http://www.mfdr.org/COMPAS/index.html TheChangeAlliancehttp://changealliance.org/ TheChangeManagementToolbookhttp://www.changemanagementtoolbook.com/index.php
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ALearningPackageforCapacityDevelopment: LearningtoChangeCapacityDevelopmentPractice

PreparedfortheWorldBankInstitute incollaborationwiththe LearningNetworkforCapacityDevelopment

JennyPearson Consultant June2010

Inthefirstinstancetheprimaryneedisforapackagethatwouldresultinparticipantsgainingcore CDcompetencies,presentedinwaysthattheycanunderstandandapply,andareapplicable whereverneeded.SuggestedmodulestocovertheseareasofcoreCDlearningaregivenat6.4.3 below.

Ledbydifferentworkinggroup members(indicativeconsultant support$30,000permodule) Institution/stopilot

ByMay2011 ByMay2011 BySeptember2011 AprilandSeptember 2011

Bytheendofthemodulestheparticipantswillhave: Understandingoftherelationshipbetweenlearning,CDandchange KnowledgeofthebenefitsandlimitationoflearningpracticesforCD Knowledgeoftoolsandtechniqueshelpfulforthefacilitationoflearning Deepenedlearningthroughreflectiveapplicationoftheactionlearningcycle

Reviewthecasestudiesandidentifythecapacityneedsineach,andwheretheywouldfitinthe diagramabove.Thenreviewthemethodsusedforappropriatenesstoneeds,culture,contextetc. Preparepresentationofkeypoints.

Individualonthejobcoachingbylinemanager Individualonthejobcoachingbyfacilitatororotherrelevantexpert Peercoachingamongparticipantgroup Aforumforparticipantstopresentandreviewtheimplementationoftheirlearningplans Participantandlinemanagerjointreviewoflearningplan,submissionofreport

TransferoflearningDonClark,2009availableat http://www.nwlink.com/~donclark/hrd/learning/transfer.html WageninenInstituteCentreforDevelopmentInnovationhasmanygoodresources http://www.cdic.wur.nl/UK/

CapacityDevelopment(learningnetwork)http://capacitydevelopment.ning.com/ CapacityisDevelopmenthttp://www.capacityisdevelopment.org/ Capacity.orghttp://www.capacity.org/

AddisAbabaUniversity,Ethiopia:CapacityDevelopmentforSustainableDevelopmentmodulein theMasterofPublicAdministrationprogramme DukeUniversity,USA:CapacityDevelopmentmoduleinMasterofInternationalDevelopmentPolicy programme

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