Guide

JOINT LEARNING MANAGEMENT

The purpose of the guide is to provide practical support for Train4Dev members and their partners on the mission to enhance the effectiveness of joint training and learning initiatives.

The text below has been included in the draft guide, which can be reviewed here: [].

Click EDIT to add any ideas, move items or elaborate certain points. Feel free to add links to existing content that can be shared within this context.

//Point of reflection: The following structure follows the instructional project cycle of learning event. Feel free to start from a different structure or thematic entry points that might be relevant for setting up joint learning events.//

//Conceptualization, partnership building, strategizing and finances//.

 * Should "plan" and "analyse" be merged or reversed?
 * What is the common starting point for joint learning projects? Are concepts normally clear and possible partners identified early?
 * Is it sufficient to include a note in the introductions that instructs users of the guide to proceed to the part in the document that reflects their entry point (ex. understanding target audience vs understanding a new policy)?
 * The donor experience seems to often be that of learning events and capcity development initiatives that are guided by top-down policy developments. Are there any examples of reconciling this with effective learning management practices?

//Content, target audiences, environment, needs, learning styles and analysis.//

 * To what extend is analysis of the above factors, possible, practical and/or essential in the Train4Dev context?
 * The Train4Dev target audience is most often field staff, with the inclusion of local representatives, does experience show any challenges based on organizational cultural differences, or perhaps even policy level deviations?

//Objectives, capacity approach, structure and methodology.//
Can a common approach to capacity development be created, or do partnerships usually adopt the structures that exist within the partnered organizations? What is the best way to incorporate access to the countless knowledge sharing and learning methodologies available? Should the guide include full instructions for each method, or just short descriptors with links to external sources, such as Story Guide - Building Bridges Using Narrative Techniques ([])? > well-appreciated, initiative to bring in hands-on country realities. >
 * Use the assessment results to determine if the logistics and capabilities are condusive to a blended learning approach. This could allow very simple accomodation of distance learning methods into the programme design to activate prior learning early, introduce participants to one another and prepare for activities in order to utilize the face-to-face time. If apporpriate, on-line tutoring, CoPs and other follow-up tools are also effective from a distance. This should be considered to render learning more sustainable and encourage longer term capacity development. What are the best resources for on-line moderation skills? Should the guide include tools here, or will links to exisiting resources be sufficient?
 * Lessons Learnt form the JLE on MfDR on the course content (extract from the 3rd Progress Report [July 2010]):**
 * Knowing The course design and organisational set-up does work and is appreciated accordingly. Balance of theory and practise, quality of materials, trainers as well as methodological diversity often rate amongthe highest course characteristics.
 * This underlines the importance of proper preparation of the trainers (preparation based on countryspecific materials) and reconfirms the course design (discussions and exercises based on countryrealities, materials, sectors, case study, etc.).However, absolutely critical is the role of the resource person. A well-informed resource person withthe adequate training/facilitation skills contributes enormously to the linking of the theory withparticipants’ realities. Moreover, this part of the team work is quite inspiring for trainer team as awhole, also leading to additional quality.Another aspect of this “close to daily working realities”, is that the “how to?” question is becomingmore and more prominent. Increasingly, participants are aware of the general introduction and aideffectiveness considerations and require and demand for more in depth theory, tools and practicalexamples. Staying up to date and remain sufficiently practical will remain a challenge for the team inthe near future. Experiences with inviting experts from national bureaux of statistics (Mongolia,Cameroon), while discussing evidence-based learning and decision-making are another, generally
 * This underlines the importance of proper preparation of the trainers (preparation based on countryspecific materials) and reconfirms the course design (discussions and exercises based on countryrealities, materials, sectors, case study, etc.).However, absolutely critical is the role of the resource person. A well-informed resource person withthe adequate training/facilitation skills contributes enormously to the linking of the theory withparticipants’ realities. Moreover, this part of the team work is quite inspiring for trainer team as awhole, also leading to additional quality.Another aspect of this “close to daily working realities”, is that the “how to?” question is becomingmore and more prominent. Increasingly, participants are aware of the general introduction and aideffectiveness considerations and require and demand for more in depth theory, tools and practicalexamples. Staying up to date and remain sufficiently practical will remain a challenge for the team inthe near future. Experiences with inviting experts from national bureaux of statistics (Mongolia,Cameroon), while discussing evidence-based learning and decision-making are another, generally

Develop
Materials, diversity, gender, environment, expert engagement, logistics, multimedia and piloting activies. How can different approaches to gender mainstreaming, environment assessments, contracting, etc. be reconciled between partners?
 * Include considerations for knowledge transfer, follow-up and potentially even distance tutoring in ToRs for JLE implementers. Ensure that they are aware of and responsible for capacity development beyond one-off training events.
 * The UNDP Green meeting guide provides a comprehensive approach to developing sustainable events. What are the most important elements that should be incorporated into the final guide?

Implement
Review, logistics, facilitation, de-briefing and follow-up.
 * What are the possible implementation models joint learning initiatives, and are best practices known?

Extract from the preparation manual for the Train4Dev JLE on Pro-poor Growth:

related to the preparation, delivery and reporting of the JLE, including trainers' fees, per diems and travel costs for the trainers. **The in-country lead donor(s) will cover all other, national costs related to the event ** (incl renting of venue, provision of secretarial services etc). The costs of engagement of resource persons will also be covered by the in-country lead donor(s). **Participants ** or their institutions will be responsible for their own travel and accommodation costs. || • Creating a high impact promotion strategy will depend not only on the specifics objectives of the programme and the training audience, but also the context in which the JLE will take place. Utilizing networks, key actors and exisiting communication structures (first identified in the assessment stages) will ensure that the right people are representing all parties needed to guarantee that the capacity development process is effect.
 * **//Initiating the JLE//** ||
 * **Application process ** || The application process will be initiated and administrated by a small co-coordinating group (in-country lead donor(s)) after consultation and in close cooperation with the national government. An informal expression of interest to host a JLE-PPG should be sent to GIZ Eschborn. On the basis of all incoming enquiries, the Executive Committee will prioritise the applications. ||
 * **Costing arrangements ** || **Train4Dev represented by GIZ Eschborn will cover all international costs **
 * **//Preparing for and conducting the JLE//** ||
 * **Administration and **
 * logistical preparation ** || In the host country, the in-country lead donor(s) will take responsibility for:
 * communicating with partners **(country authorities, donors and other key national stakeholders) **and facilitators **<span style="font-family: Calibri,Calibri;">; •
 * <span style="font-family: Calibri,Calibri;">participating in the preparatory mission **<span style="font-family: Calibri,Calibri;">, including setting up a meeting with stakeholders in advance, and helping recruit a lead local resource person; •
 * <span style="font-family: Calibri,Calibri;">preparing a draft list of eligible participants **<span style="font-family: Calibri,Calibri;">from the three stakeholder groups – partner government, donor community, civil society, including the formal and informal private sector — in consultation with stakeholders during the prep mission; •
 * <span style="font-family: Calibri,Calibri;">compiling the final list of participants **<span style="font-family: Calibri,Calibri;">and communicating the expected composition to the training team; •
 * <span style="font-family: Calibri,Calibri;">sending out **<span style="font-family: Calibri,Calibri;">(ideally jointly signed by the relevant national authority and development partner) **<span style="font-family: Calibri,Calibri;">and following up individually on invitations **<span style="font-family: Calibri,Calibri;">; •
 * <span style="font-family: Calibri,Calibri;">Contracting local specialists (resource persons), **<span style="font-family: Calibri,Calibri;">in discussion with ODI/ITAD and other stakeholders •
 * <span style="font-family: Calibri,Calibri;">Selecting a venue **<span style="font-family: Calibri,Calibri;">— in consultation with stakeholders during the prep mission; •
 * <span style="font-family: Calibri,Calibri;">Organizing the logistics **<span style="font-family: Calibri,Calibri;">of the event (e.g. identifying and renting of venue, providing secretarial services and technical equipment, and providing participants with copies of training pack); •
 * <span style="font-family: Calibri,Calibri;">Guiding the follow-up process (see below) **<span style="font-family: Calibri,Calibri;">. The event venue will be signposted as a Train4Dev/POVNET event with the Train4Dev and OECD logos which will be provided by GIZ Eschborn on request. ||
 * **//Following up the JLE//** ||
 * **<span style="font-family: Calibri,Calibri;">Follow-up in-country ** || <span style="font-family: Calibri,Calibri;">The
 * <span style="font-family: Calibri,Calibri;">in-country lead donor(s) will survey participants during the year following the event **<span style="font-family: Calibri,Calibri;">(at least once more than six months after the JLE) to assess the extent to which they have been able to make use of the skills and knowledge gained. The actions and entry points identified by participants during the learning event for furthering the pro-poor growth policy processes in-country will be used as the basis for the survey. ||
 * **<span style="font-family: Calibri,Calibri;">Follow-up Train4Dev ** || <span style="font-family: Calibri,Calibri;">A report
 * <span style="font-family: Calibri,Calibri;">of the discussions and outcomes of the event will be prepared by ODI/ITAD **<span style="font-family: Calibri,Calibri;">after the course and circulated to all participants through the in-country lead donor(s). The documentation will also be communicated back to the Executive Committee and the Train4Dev core group. The findings of the course will be used to further develop the course design. ||

//Monitoring, evaluation tools, evaluation levels, capturing results, communications and accountability.//
Should a shared strategy be elaborated early on, or can members dublicate these processes to respect the individuality of their organizations' structures?
 * Establish a regular monitoring and reporting cycle to ensure that comunication is consistent and issues are addressed as quickly as possible throughout the JLE.
 * Practical executive summaries of JLE results are necessary. In the interest of KS, lessons learned must be communicated in a quick and clear manner not only for the institutions involved but also for other sub-groups. Does anyone have, or know of, great examples of summaries of JLE that could be included as examples?
 * It is also important to remember to avoid internally specific or overly technical terms wherever possible.
 * Where in this process do "moving on" or "exit strategies" fit? There are many possibilities for this important set. Is it accurate to include this in Evaluate?