Capacity building of Senior and Middle level Literacy Personnel

Training of the Trainers’ Workshop, Islamabad

Nasreen GulUNESCO Islamabad

nasreen.gul@un.org.pk

ToT objectivesToT objectives• Develop understand about issues, challenges and Develop understand about issues, challenges and

opportunities of literacy and NFE;opportunities of literacy and NFE;• Plan literacy capacity building programs and projects at Plan literacy capacity building programs and projects at

provincial, district and local level;provincial, district and local level;• Discuss teaching and learning methodologies and Discuss teaching and learning methodologies and

approaches in the context of literacy courses;approaches in the context of literacy courses;• Provide experience sharing opportunity to managers to Provide experience sharing opportunity to managers to

interact with literacy centers managers across Pakistan interact with literacy centers managers across Pakistan through field visits;through field visits;

• Develop net working between literacy managers for peer Develop net working between literacy managers for peer to peer support; andto peer support; and

Contribute to the literacy managers’ Contribute to the literacy managers’ continuous professional development continuous professional development through sharing best practices and skills through sharing best practices and skills development.development.

How to organize effective How to organize effective training?training?

• Pre trainingPre training

• During the training During the training (conducting (conducting training)training)

• Post trainingPost training

Pre trainingPre training1.1. Training Need Assessment (TNA)Training Need Assessment (TNA)

o TNA is first step in training cycle, it TNA is first step in training cycle, it serves basis for planning and designing serves basis for planning and designing training program.training program.

o It helps us to identify skills and It helps us to identify skills and competencies needed by participants.competencies needed by participants.

Strategies for TNAStrategies for TNA

o Administer questionnaireAdminister questionnaireo InterviewInterviewo ObservationObservation

2.2. Conceptualizing and designing Conceptualizing and designing the training programmethe training programme

– Overall and specific objectivesOverall and specific objectives– Title of the training programmeTitle of the training programme– Areas/contents of the trainingAreas/contents of the training– Activities/strategies/processesActivities/strategies/processes– Selection of resource personsSelection of resource persons– Selection of target participantsSelection of target participants– Duration of training programmeDuration of training programme– Selection of venueSelection of venue– Resources neededResources needed– Expected outcomes Expected outcomes

Have you estimated the Have you estimated the required budget for the required budget for the

training to cover all training to cover all expected expenditure.expected expenditure.

Objectives of the trainingObjectives of the training

Specific objectives Specific objectives should be stated should be stated

– clearly and clearly and according to according to order of priorityorder of priority

– In the form of In the form of learning learning objectivesobjectives

SMARTSMART

• S - SpecificS - Specific

• M - MeasurableM - Measurable

• A - AchievableA - Achievable

• R - Result-orientedR - Result-oriented

• T - Time boundT - Time bound

Title of the training Title of the training programmeprogramme

• Catchy, easy to translate and Catchy, easy to translate and rememberremember

• Clear, simple and short Clear, simple and short

BUT BUT

At the same time cover all the At the same time cover all the essential parts of the training essential parts of the training programme.programme.

Content/topicsContent/topics

• The topics should reflect the The topics should reflect the knowledge, values, skills needed knowledge, values, skills needed for a person to function effectively for a person to function effectively and efficiently in her/his job.and efficiently in her/his job.

Activities/strategies/Activities/strategies/processesprocesses

• Some effective training Some effective training activities/strategies specified in the activities/strategies specified in the training design should be flexible training design should be flexible and easily adaptable which include:and easily adaptable which include:

– Brainstorming, group discussion, role Brainstorming, group discussion, role plays, icebreaking/energizer techniques, plays, icebreaking/energizer techniques, case studies, presentations, exercises, case studies, presentations, exercises, worksheets, reflections etc.worksheets, reflections etc.

Selection of resource Selection of resource personspersons• Selection of RPs should be based on Selection of RPs should be based on

criteria:criteria:

– Area of expertise, degree of experience, Area of expertise, degree of experience, availability of interpersonal skills, availability of interpersonal skills, willingness, etc.willingness, etc.

•Selection of trainee: Use criteria

In terms of prior knowledge, exposure, experience, age, gender and willingness to participate

Duration,Duration, consider consider following:following:

• Objectives of the trainingObjectives of the training• Nature and number of topicsNature and number of topics• Number of participantsNumber of participants• Time required for presentations, Time required for presentations,

group work and field visitsgroup work and field visits• Travel time/weather conditionTravel time/weather condition• Cultural factorsCultural factors• Time required for discussions, Time required for discussions,

interaction, reflection and interaction, reflection and relaxationrelaxation

Resources neededResources needed

• Make sure we have right kind of Make sure we have right kind of resources:resources:– human, human, – financial, financial, – materials, materials, – equipment and other facilities.equipment and other facilities.

Expected outcomesExpected outcomes

• are the expected outcomes are the expected outcomes clearly stated? clearly stated?

• are they realistic, measurable are they realistic, measurable and achievable?and achievable?

• are there mechanism for are there mechanism for measuring the outcomes?measuring the outcomes?

Selection of venueSelection of venue

Accessible, comfortable, adequate Accessible, comfortable, adequate chairs/tables, equipments chairs/tables, equipments (multimedia, projector, OHP, flip (multimedia, projector, OHP, flip charts, microphones, telephones and charts, microphones, telephones and other technology. other technology.

Other Other IMPIMP administrative administrative aspectsaspects

• Invitations at least one month advanceInvitations at least one month advance• Confirmation of participants/RPsConfirmation of participants/RPs• TRAINING MATERIAL, produced or reproduced TRAINING MATERIAL, produced or reproduced

ahead of time, handouts for the sessions, ahead of time, handouts for the sessions, number of copies available and dissemination number of copies available and dissemination during the trainingduring the training

• Press release to provide information to publicPress release to provide information to public• Field visit (coordination with agencies and Field visit (coordination with agencies and

made necessary arrangements)made necessary arrangements)• Travel expenses, honoraria, boarding, Travel expenses, honoraria, boarding,

lodging, communication cost, stationary, lodging, communication cost, stationary, other materials and contingenciesother materials and contingencies

Conducting trainingConducting training

Management - proper and systematic Management - proper and systematic management to ensure attainment of management to ensure attainment of objectivesobjectives

– Registration-record of participantsRegistration-record of participants– Logistics-available service, food and Logistics-available service, food and

travel travel – Training material, handouts, folders, Training material, handouts, folders,

notebooks/pencilsnotebooks/pencils– Documentation-assign rapporteurs to Documentation-assign rapporteurs to

document the training proceedingsdocument the training proceedings– Certificates of participationCertificates of participation

Conducting trainingConducting training continue…continue…

Actual training activitiesActual training activities

• Opening session, orientation and objectives Opening session, orientation and objectives of the training, introducing participants, of the training, introducing participants, participants profile, time management, participants profile, time management, training facilitation, time to recap and to training facilitation, time to recap and to reflect, ice breaking and energizing reflect, ice breaking and energizing activities, team building activities, field activities, team building activities, field visit, preparation of action plans, training visit, preparation of action plans, training evaluation and closing.evaluation and closing.

Crucial points…Crucial points…

• Everyone understands clearly the objectives Everyone understands clearly the objectives of the trainingof the training

• Necessary arrangements, concerning the Necessary arrangements, concerning the action points: what to do next and how to doaction points: what to do next and how to do

• Prepare material in advance and ensure Prepare material in advance and ensure availability of equipment needed by availability of equipment needed by RPs/participantsRPs/participants

• Time allocation for each session is Time allocation for each session is appropriateappropriate

• Decide in advance outline of the action plans Decide in advance outline of the action plans that what need to do next as a follow-upthat what need to do next as a follow-up

• Take seriously the reactions, views and Take seriously the reactions, views and opinions of the participants and modify the opinions of the participants and modify the training approaches and content accordinglytraining approaches and content accordingly

• Have alternate plans and activities ready just Have alternate plans and activities ready just in casein case

After trainingAfter training

• Debriefing the training team and trainers, Debriefing the training team and trainers, conclusion may serve as basis for improving conclusion may serve as basis for improving the future training programmesthe future training programmes

• Publication and dissemination of training Publication and dissemination of training report to all concerned. report to all concerned.

Report may include: executive summary, Report may include: executive summary, objectives, number and type of participants, objectives, number and type of participants, photographs, issues, concerns, photographs, issues, concerns, recommendations/suggestions, reflections and recommendations/suggestions, reflections and evaluation results.evaluation results.

After training After training continue…continue…

• Financial reportFinancial report

• ““Thank you” lettersThank you” letters

• Follow up activities – Follow up activities – “training is not an end “training is not an end in itself”in itself”

• Monitor the implementation of action plans Monitor the implementation of action plans prepared by the trainees during the prepared by the trainees during the training, gather feedback and conduct site training, gather feedback and conduct site visitsvisits

• Refresher courses, e-grouping, networking Refresher courses, e-grouping, networking etc.etc.

“…“…The ‘good’ trainer… The ‘good’ trainer… is one who continue is one who continue learning and knows learning and knows

how to use it.”how to use it.”

Thank you very Thank you very muchmuch

for yourfor your

““Active Listening”Active Listening”