Users’ Manual Organising and Planning TREE Programs · Users’ Manual Organising and Planning...

Users’ Manual Organising and Planning TREE Programs

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Community-Based Training forRural Economic

Empowerment (TREE)

A Manual for Planning and Implementing Programs in Pacific Island Countries


Table of Contents Part1-IntroductionandOverview Part2-OrganisingandPlanningTREEPrograms Part3–EconomicOpportunitiesandTrainingNeeds Part4–ProgramDesignandDelivery Part5–Post-trainingSupport Part6–Monitoring,EvaluationandDocumentation Part7–EquityIssuesI:EnsuringGenderEquality Part8–EquityIssuesII:PromotingSocialInclusion


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PREFACE

Training for Rural Economic Empowerment (TREE) is a programme developed by the Skills andEmployabilityDepartmentoftheInternationalLabourOrganisation(ILO)andconceptualizedundertheprinciplesofcommunity-basedtraining.

TREEpromotesincomegenerationandlocaldevelopment,emphasizingtheroleofskillsandknowledgefor creatingneweconomicandemploymentopportunities for thepoor, theunderemployed, theunemployed, informal economy workers and the otherwise disadvantaged, towards sustainedeconomicactivities.

The TREEmethodology consists of a set of processes that are distinct but coherently linked, toguide the articulation of local development initiatives and the identification and implementationof incomegenerationopportunities.Startingwith institutionalarrangementsandplanningamongpartnerorganisationsatthenationalandlocallevels,theseprocessesaimtosystematicallyidentifyemploymentandincome-generatingopportunitiesatthecommunity/locallevel;designanddeliverappropriatetrainingprogram;andprovidethenecessarypost-trainingsupport,forexampleaccesstomarketandcredit.TREEpromotesdecentworkandequalopportunityformenandwomen.

TheILOhasbeenimplementingTREEinvariouspartsoftheworld.InthePacific,certainelementsofTREEhavebeenintroducedforcommunity-basedyouthledenterpriseprojectsinKiribati,PapuaNewGuinea,SamoaandSolomonIslands.AlltheseprojectswereimplementedintheintheframeworkoftheILOYouthEmploymentProject(YEP):RAS/06/53/NET-Education,EmployabilityandDecentWorkforYouthinPacificIslandCountries,startinginSeptember2008.

In Fiji, since 1997 the ILO has assisted the Fiji Government in the establishment and technicalbackstoppingof the IntegratedHumanResourceDevelopmentProgramme (IHRDP). TheprimaryobjectiveoftheIHRDPistoorganiseGovernmentresourcestotakeamoreholisticandproactiveapproachinaddressingruralemploymentandpoverty.Morerecently,theILOhasmadeavailableboththeCommunityBasedTraining(CBT)andTREEmanualstotheIHRDPtoassist inthefurtherrefinement of their community based employment projects. In 2008, the IHRDPhas introducedcertainelementsofTREEintheirprojectsinNausoriTikina,locatedjustoutsidethecapitalcityofSuvaandcomprisingof7villages.In2009,theIHRDPhasbeenauthorizedbytheFijiGovernmenttofurthertrialtheTREEmodelinsixnewsites.

FollowingtheexperiencesofYEPandIHRDPinintroducingcertainelementsofTREEinimplementingcommunity-based projects, and given the increasing interest of national stakeholders in the full-implementationof TREE in Pacific Island Countries, the ILO, through YEP and the FijiMinistry ofNationalPlanningthroughIHRDP,collaboratedtoadapttheTREEmanualtoPacificcontext.

ThisPacificadaptedversionofTREEisintendedprimarilyasareferenceguideforthoseresponsiblefor planning an implementing TREEprojects andprograms in Pacific IslandCountries. It is basedon the ILO’s Global TREE methodology and community-based training principles, but has beenadaptedtoreflectthespecialeconomic.socio-culturalandenvironmentalconditionsofsmallislanddevelopingstatesinthePacific.ItishopedthatnationalmanualsonTREEcanbedevelopedafterfullimplementationinthecountry.

Wehopethatthismanualwillserveasausefultooltofacilitatethecreationofmoresustainedincomeearningopportunities,especiallyintheruralareas,andcontributetotacklingthehugechallengeofyouthunemploymentinthePacific.

TREVOR RIORDAN OFELIA C. EUGENIODirectora.i. ChiefTechnicalAdvisorILOOfficeforPacificIslandCountries RAS/06/53/NET-Education,Suva,Fiji EmployabilityandDecentWorkfor YouthinPacificIslandCountries


ABBREVIATIONS

AVT AdvancedVocationalTrainingProgram(Fiji)CBO Community-basedOrganisationTREE Community-basedTrainingforRuralEconomicEmpowermentCDS ConsumerDemandSurveyCPS CommunityProfileSurveyCV CurriculumVitaeDEWD DevelopingEnterprisesamongWomenwithDisabilitiesIGA IncomeGeneratingActivitiesIHRDP IntegratedHumanResourceDevelopmentProgram(Fiji)ILO InternationalLabourOrganisationKRA KeyResultsAreaLAPI LabourProductivityImprovementProgram(Fiji)LMI LabourMarketInformationMDG MillenniumDevelopmentGoalMFI MicroFinanceInstitutionMOS MarketOpportunitySurveyMOU MemorandumofUnderstandingNECSMED NationalCentreforSmallandMediumSizedEnterprise Development(Fiji)NEPI NewEnterpriseProjectIdeaNGO Non-GovernmentalOrganisationNRSP NationalRuralSupportProgram(Pakistan)PMP PerformanceMonitoringPlanPNG PapuaNewGuineaRCA RapidCommunityAssessmentSIYB Start/ImproveYourBusinessTEP TransitionEnterpriseProjectTK. Taka(BangladeshiCurrency)TNA TrainingNeedsAssessmentToT TrainingofTrainersTTC TechnicalTrainingCentreWHO WorldHealthOrganisation

Introductionand

Overview


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CONTENTS PAGE

1. EmploymentGenerationinthePacific................................................................................ 3

2. TrainingfortheRuralEconomy............................................................................................ 3

3. InnovativeProgramsandPracticesinthePacific................................................................. 4

4. WhatWorksinRuralandInformalSectorTraininginthePacific......................................... 5

5. ILOSupportforRuralTraining............................................................................................. 6

6. TheTREEApproach.............................................................................................................. 7

7. TREEandEmpowermentoftheRuralPoor......................................................................... 7

8. TREEvs.ConventionalVocationalTrainingPrograms.......................................................... 8

9. Sustainability........................................................................................................................ 8

10.MainstreamingEquityIssues............................................................................................... 9

11. TREEandtheILO’sDecentWorkAgenda............................................................................. 9

12. AdaptingtheTREEMethodologytoLocalConditions....................................................... 10

13. PreparationofaTREEManualforthePacific.................................................................... 10

1. Introduction and Overview


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1. Employment Generation in the Pacific

InmostPacificIslandCountrieseconomicgrowthisonlyabletogenerateasmallfractionofthenewjobsrequiredtomeetannual increasesinthelabourforce.InFiji,forexample,theannualoutputfromtertiaryandsecondaryeducationisabout14,000peopleyetinrecentyearstheeconomyhasonlybeenabletoproduceabout4000newjobsayear.InKiribationlyaboutoneinfournewjobseekersfindspaidemploymentannuallywhileinVanuatuthefiguredropstooneinseven.

EmploymentgenerationinPacificIslandCountriesisconditionedbyanumberoffactorswhichtendtocharacterizetheeconomiesofthesecountries,including,

• Generallypoorresourcebasesandtheconsequentneedtoidentifylivelihoodactivitiesinruralareasthatwillutilizelocalresourcesintheagricultureandfishingsectors;

• Thelackofentrepreneurialskillsandanentrepreneurialtraditionamongindigenouspopulationsleadingtolowlevelsofenterpriseinnovationinruralareas.

• WidespreadcommunalownershipoflandandnaturalresourcesinPacificIslandsocieties,whichtendstodiscourageexternalinvestmentinruraleconomiesandcomplicatenationaldevelopmentinitiatives.

• Averysmallprivatesectorwithlimitedlocalmarketsandfewopportunitiesforruralpopulationstogainemploymentinindustrialormanufacturingsectors

• Limitedskillsinthetraditionaleconomyforimprovingproductivityandthequalityofruralproductsandservices.

2. Training for the Rural Economy

As inmanyotherdevelopingeconomies,mostnewemploymentopportunities intheruralPacificwillneedtobecreatedintheinformalsector,throughthepromotionofself-employmentandmicro-enterpriseactivities in theruraleconomy.Here,however,existingeducationandtrainingsystemsarepoorlyequippedtomeetthelearningneedsoftheruralpopulationandagrowingnumberofvulnerableanddisadvantagedpeopleeitherremainfunctionallyilliterateorlackthetechnicalandentrepreneurialskillstofindajoborlaunchasmallbusiness.

Schoolleaversarethemajoraffectedgroup,butruralwomen,underemployedadults,thedisabledandthedispossessedallrequireaccesstoalternativelearningopportunitiesiftheyaretoimprovetheirlivelihoods,preservetheirfragileenvironmentsandescapeprevailinglevelsofruralpoverty.

EducationandlabourmarketauthoritiesinthePacificfacetwomainproblemsinattemptingtolinktraining to increasedemployment in ruralareas: thefirst ishowto shift theemphasis inexistingruraltrainingprovisionawayfromnon-existentjobprospectsintheformaleconomytowardsincomegenerationopportunities inthe informalsector.Thesecond ishowtostrengthenthecapacityoftraining providers to deliver training programs which can exploit economic opportunities at thelocal level inacost-effectiveandsustainablemanner.Thiscanonlybedone throughnon-formalapproaches toeducationand trainingwhich combinepractical and relevant contentwith learnercenteredmethodologies,flexibledeliverysystemsandarangeofpost-trainingsupportservicestofacilitatetheapplicationofacquiredskillstoproductivework.


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In the Pacific the provision of non-formal education and training1 has, traditionally, been theresponsibilityofNGOsandothergrass-rootsorganisations,manyofthemfaith-based.Government’srolehasbeenmainlytoestablishpolicyguidelinesfortrainingproviders,createanenablingenvironmentfor the successful application of acquired skills and knowledge and facilitate the participation ofdisadvantagedgroupsinappropriatenon-formalprograms.Whenitcomestoemployment-relatedtraining, however,manyNGOs lack themethodologies and labour-market linkages todesign anddelivereffectiveprograms,and inmostcountriesGovernmentsupport to informalsectortrainingcontinuestobeinadequateandpoorlydefined.Buildinginstitutionalcapacitytodesign,deliverandfollowup training for the informal sector isa commonneedamongbothGovtandNGOtrainingproviders.

3. Innovative Programs and Practices

Notwithstandingtheaboveproblems,thereareanumberofinterestingandinnovativeexamplesofruralandinformalsectortraininginthePacificwhichreflectsomeofthesocialandculturalfactorswhichmustbetakenintoaccountwhenplanningtrainingprogramsintheregionand,inbroadterms,suggestwhichapproachestotrainingprovisionarelikelytoworkbestinthesecountriesandwhicharenot.

a) Integrated Agricultural Training Program in Rabaul, PNG

The IATP is amodular training program for subsistence farmerswhich introduces them to basictools and techniques for managing their assets and resourcesmoreeffectively. Theobjectiveofthe program is to improve smallholder and subsistence farmer productivity, increase householdearningsandreducehouseholdfoodshortages.Basedonaseriesof12trainingmodulesandclosecollaboration with provincial authorities and local NGOs, IATP provides regular and field-basedtrainingwhichfocusesonovercomingorreducingfarmer-definedproblemsandconstraints.

Themodulescompriseamixoftechnical,businessandlivelihoodskillsgearedtowardsempoweringfarmerstomakesounddecisionsonhowbesttousetheirlimitedresourcestofacilitateandsustaintheir livelihoods. Typicallytheyare implemented intwodayprograms,and includesubjectssuchasbasic recordandbookkeeping,managingsavingsandcreditandsmallenterpriseplanningandmanagement.

b) Mobile Training for Coastal Fishermen in Vanuatu

The Maritime College in Vanuatu has developed a two week mobile training program for ruralfishermen. The trainingprogram,which isdelivered ina speciallyoutfittedboat,enablescoastalfishermenaroundthecountry’snumerousislandstodeveloporimprovetheirfishingandseafoodhandling skills, learn how to operate small boats safely, operate andmaintain outboardmotorscorrectlyandmaintainandrepairsmallboatstherebyenhancingthelifestylesofruralpeopleandimprovingsmallvesselsafety.

AteamfromtheCollegetakestheruralfisheriestrainingmodulestoremotecoastalvillagesusingCollegevesselsandequipment,thusinsuringthattrainingtakesplaceinafamiliarenvironment,atminimalcostandwiththeleastdisruptiontovillagelife.TheaveragecostoftheprogramisVt300,000(US$3,000)andthenumberofparticipantspercourserangefromfifteentotwenty. Participants

1 The terms informal economy and non-formal education should not be confused: The former refers to the unorganised sector of the economy whereas the latter is a mode of education/training which is organised outside the formal school system. Training for the informal sector in the Pacific usually, but not always, takes place outside the formal school system.


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payanominalVt1,000fee.TheprogramissubsidizedbytheSecretariatofthePacificCommission(SPC).

c) Basic Skills Training in Traditional Trades in the Marshall Islands

TheWaanAeloninMajel(WAM)programisanNGO-runnon-formaltrainingprogramwhichusestraditionalMarshallese boat-building techniques as a model for developing vocational skills Theprogramtargetsat-riskyouthandusesthetraditionalcanoeasthemediumforteachinglifeskills,boatbuilding,woodworkingandotherlocalknowledge.WAM’straineesarepredominantlyyoungmenwhodroppedoutofschoolandwhocomefromlowincomefamiliesaroundMajuro’surbanareas.TheWAMmodeldemonstrates that innovation in trainingcanachievemultipleobjectivesincludingthepreservationofsocalandculturalvalues.

d) Policy support for informal sector activities in PNG

WiththeactiveinvolvementoftheprivatesectorandthegovernmentPNGhasintroducedlegislationtopromoteandregulateInformalSectoractivities inthecountry–theonlysuchlegislationintheregion - and produced an Informal Sector Training Manual and Resource Directory to supportdevelopmentofthesectorinbothruralandurbanareas.Whileasmallstudyin2005indicatedthatthereisstillalongwaytogoinchangingofficialattitudestowardstheinformalsectoringeneralanddiscriminationagainstinformalsectoroperatorsinparticular,thelegislationhasprovidedthebasisforthedraftingofacomprehensiveinformalsectorpolicyinPNG,whichwouldaddressspecificissuessuchasprioritytrainingtargetgroups,sector-specificdevelopmentstrategiesandtheallocationofgovernmentresources.

e) Incorporating cultural values into non-formal skills training (RMI)

TheCommunityDevelopmentDivisionoftheMinistryofInternalAffairs(MIA)intheMarshalIslandsoffersmobileoutreachtrainingonsocial,healthandlifeskillssubjectsforwomenandyouthatthevillage level.Mobile programs deliver training and awareness raising activities on the fourmainsubjectareas:Women inDevelopment, YouthAffairs,ChildRightsandFamily Life Skills. Anovelfeatureoftheoutreachprogramistheinclusionofaculturalresourceperson–usuallyanelderlylocalresident–todescribeandexplaintheimportanceofmaintainingandpreservingMarshalleseculturaltraditionsinthefaceofrapidlychangingsocialandeconomicconditions.

4. What Works in rural and informal sector training in the Pacific?

a) Adding Value to Existing Activities and Opportunities

Training for the informal sector in the Pacific seems to work best when it enhances an existingemployment, productivityor incomegeneration situationoropportunity. For example,Vanuatu’smobiletrainingprogramforcoastalfishermenhasworkedwellbecauseitaddsvaluetoanexistingeconomic activity. Similarly, the integrated agricultural training program in New Britain showssubsistencefarmersthattheyhaveassetsandintroducesthemtonewwaysofutilizingandmanagingthem.

b) Building Institutional Capacity

TrainingProjectsfortheruralandinformalsectorhaveanimportantroletoplayindevelopinginnovativeandcost-effectiveapproachestotrainingprovision.Butwithoutcorrespondinginstitutionalcapacity


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toabsorbandeffectivelyapplytheknowledgeandtechniquesdevelopedinprojects,sustainabilitywillnotbeachievedandinvestmentswillbelost.Trainingprojectsfortheinformalsector,therefore,need to include a substantial capacity building component for both training providers and otherpartnersinthetrainingprocess. c) Using Training Funds To Promote Sustainability

AsisthecasewithformalTVET,thelongtermviabilityofnonformaltraininginruralareaswillrequireanddependonthedevelopmentofaprivatetrainingmarketinwhichavarietyofpublicandprivatetrainingprovidersandfinancingmechanisms–includinguserfeesandcommunity-basedfunding-areusedtoprovideskillstraining.

OnefinancingmechanismwhichhasreceivedincreasedattentionrecentlyinthePacificisthedonor-assistedtrainingfundinwhichtheinterestgeneratedbythefundsinvestedcapitalisusedtoprovideaself-sustainingsourceofincomeforfinancingtraining.Trainingfundsprovideanopportunityforinterestedparties toprovidedirect support for trainingwithouthaving to channel funds throughgovernment bureaucracies. Properly designed and managed training funds can provide a self-sustainingsourceoffinancialsupportfortrainingand,intheprocess,contributetothedevelopmentofatrainingmarketinwhichpublicandprivatesectorproviderscompeteforavailablefunds.

d) The Potential of Rural Training Centres

RuralTrainingCentres (RTCs) representasubstantial trainingresource inallcountrieswheretheyexist i.e. PNG, Solomon IslandsandVanuatu.However their courses are too longandare largelyunrelatedtoemploymentopportunitiesinthelocalcommunity.Whatisneededisarevampingoftheircurriculaandtrainingmethodologiestoreflectmorethepotentialincomegeneratingopportunitiesinthelocaleconomy,aswitchfrom2-3yearcoursestoshortermodular-basedtrainingprogramstoimproveflexibilityandefficiencyandtheintroductionofregularmonitoringandfollow-upprocedurestomaintainrelevance. Insomecountriese.g. PNGandVanuatu, the inclusionofshortcycleRTCcoursesinemergingnationalqualificationframeworksisanimportantsteptoimprovingthestatusofRuralTrainingCentresandprovidingavenuesoffurthertrainingtograduates.Suitablyre-organised,re-modeledandre-equippedRTCscouldmakeasignificantcontributiontoruralemploymentandincomegenerationinthePacific

5. ILO Support for Rural Training

During the past 25 years the International Labour Organisation has developed specific trainingmethodologiestosupportemploymentpromotionintheruraleconomy.TheILO’sCommunity-basedtraining(CBT)approachhasevolvedfromarathernarrowfocusonprovidingskillstrainingfortheruralnon-farmsectortoonewhichcurrentlyencompassesthewholerangeoftechnical,entrepreneurialandbusinessdevelopment skills linked to self employment andmicro-enterprisedevelopment inbothruralandurbanareas.Intheprocess,theseexperienceshavegeneratedmuchinformationonthedynamicsoftheinformalsectorand,inparticular,oneffectivestrategiesforpromotingincreasedemploymentandincomegenerationinthissector:

DuringtheseyearsitwasalwaysunderstoodthattheCBTmethodologywasonlyameanstoanend–toincreasetheexistingincomegenerationpotentialofruralpeoplethroughproductivework.ThisprincipalhascontinuedtoguidetheevolutionofthemethodologyandthedesignandimplementationofCBTprojectsduringthepastdecade.


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At the sametimehowever, a gooddealofworkhasbeendonebyother ILOunits inpursuitofsimilarobjectives:Thesmallbusinesspromotionactivitiesof theSYB/IYBprogram, thewealthofinformationon thedynamicsof the informal sectorgained through the ILO’s InterdepartmentalProject (IDP) in the late1990s, trainingandemploymentpromotion initiativesorganised throughlocaleconomicdevelopment(LED)projects,theILO’sruralintensiveworksprojectsandthecreditfacilitationactivitiesofILO’SocialFinanceUnitareonlysomeoftheprogramsandprojectswhichhavedevelopedexpertiseandacquiredexperienceinfacilitatingincreasedemploymentandincomesfor the rural poor. As the original CBT approach has evolved, it has drawn on and incorporatedelementsfromtheserelatedprogramsintoitsmethodologicalframeworkandinstruments,resultinginthedevelopmentofanincreasinglycomprehensiveandsophisticatedtrainingandemploymentpromotiontool.

MorerecentlytheILO’scommunitybasedtrainingapproachhasextendeditstargetgroupbasetoincludedemobilisedsoldiers inwartorncountries,communitiesaffectedbynaturaldisastersandparticularlyvulnerablegroups inthe localcommunitysuchasunemployedyouth,child labourers,women and the disabled. In addition to its employment and income objectives, therefore, it isincreasinglybeingusedasatool for empowering localcommunities inrebuildingtheirshatteredinfrastructure, reintegrating former combatants into civil society and alleviating poverty anddiscriminationamongsocietiesmostdisadvantagedgroups.ThisisthecurrentmandateoftheTREEmethodology.

6. The TREE Approach

Community-basedTrainingforRuralEconomicEmpowerment(TREE)isthemostrecentiterationoftheCBTmethodologydevelopedbytheSkillsandEmployabilityDepartmentoftheILO.TREEbuildsontheILO’slongstandingcommitmenttopromotingincomegenerationandlocaleconomicdevelopmentinruralcommunities,emphasizingtheroleofskillsandknowledgeincreatingsustainableeconomicandemploymentopportunitiesforthepoor.

The TREEmethodology is a process to articulate local development initiatives and facilitate theidentification and implementation of local income generation opportunities. The process, whichconsists of a series of clearly defined steps and activities, begins by establishing organisationaland governance arrangements between the host institution, the local community and partnerorganisationsatnationalandlocallevels.Itthensystematicallyidentifiesandvalidatesemploymentandincome-generatingopportunitiesinthelocaleconomy,designsanddeliversappropriatetrainingand capacity-building programs tomeet the skill requirements of these opportunities and, withthecollaborationofpartnerorganisations,providesthenecessarypost-trainingsupportservicestoensurethattrainingleadstopracticalincomegeneratingactivities.

7. TREE and Empowerment of the Rural Poor

Empowerment can be described as the process of building capacities to exercise control overone’s life.TREEemphasizesthecrucialroleofskillsandknowledgeincreatingneweconomicandemploymentopportunities for thepoor, theunderemployed, theunemployedand theotherwisedisadvantaged.Therearediversegroupswithinthepopulationwhocanbenefitandtheseincludeyouth andunemployed school leavers,womenandmenwithdisabilities and those coming fromethnicorreligiousminorities.Spe3cificallyTREEseekstoempowertheruralpoorby:

helpingthemtoeffectivelyusetheirexistingknowledgeandskillsintheenvironmentwheretheyliveandwork;


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providingthemwithadditionalskillsandothersupportneededtoincreaseincomesandproductivity,andtoimprovelivingconditions;

• providingcommunitieswithopportunitiestocontributetoandbenefitfromcollectiveactionanddevelopimprovedservicesandinfrastructure

MAIN STEPS AND ACTIVITIES IN THE TREE PROCESS8. TREE vs. Conventional Vocational Training Programs

TREEdiffersfromconventionalvocationaltrainingprogramsinthreemainways:

• it identifies potential income generating opportunities and related training needsbefore designingcorrespondingtrainingprograms;

• it involves the local community and social partners directly in the identification ofdevelopmentopportunitiesandconstraintsandhelpsdirectprogramimplementation;

• byfacilitatingthenecessarypost-training support,includingguidanceintheuseofproductiontechnologies,facilitatingaccesstocreditandotherfinancialservices,helpingtheformationofruralsupportgroupsandassociations,etc.toensurethatwomenandmencaninitiateandsustainincome-generatingactivities,andraiseproductivityintradeareasforwhichtrainingwasprovided.

9. Sustainability

TREEaimstoprovidehostorganisationsandlocalcommunitieswithatrainingmethodologywhichcanbeusedtosustainsocialandeconomic improvementsresultingfromtheexploitationofruralemploymentandincomegeneratingopportunities.Usingthemethodologytoregularlyidentifysuchopportunitiesisaformofempowermentwhichwillcontributetothesustainabilityoftheprocessanditssocialandeconomicbenefits.However,sustainabilityoftheTREEprocesswillalsodependonanumberofadditionalfactorsbothwithinandoutsideofthelocalcommunity.Theseinclude:


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• properinstitutionalisationoftheTREEmethodologyinanappropriatehostorganisation;• disseminationofTREEprinciplesandobjectiveswithotherministriesandlocalauthorities• supportfortheprogrammefromcommunityleadersandvariouspartnerorganisations;• effectiveforumsfordiscussingTREEactivitieswithlocalvillagers;• theprovisionofqualitytrainingandpost-trainingsupportservices• theidentificationofstrategiestopromotefinancialviability• a conducive enabling environment (policies that are supportive to employment creation,

appropriate education and training policies, decentralisation policies, etc. that take intoaccounttheneedsofpoormenandwomen,policiesthatpromotegenderequality,etc.).

Clientselectionandperformanceisalsoacriticalfactoraffecting sustainability.PoorperformanceofTREEparticipantsinthetrainingprogramorinsettingupandmanagingsubsequentbusinesseswillreflectnegativelyontheTREEprogramwithlocalauthoritiesandpartnerorganisationsandmayundermineitslong-termsustainability.Inotherwordsthesustainabilityoftheindividualorcollectiveeconomicactivitiesundertakenbythetargetgroupiscrucialforthecredibility-and,therefore,thesustainability-oftheoverallTREEprogramme.2

10. Mainstreaming Equity Issues

TREEacknowledgesthe importanceofsocial inclusion inpromotingcommunitydevelopmentandmakesspecificprovisionineachstepofthemethodologyforensuringtheparticipationofwomen,thedisabledandothervulnerablegroups,suchasreligiousorethnicminorities,intheTREEprocess.Thisprocessisknownasmainstreamingequityissues.

a) Supporting Gender Equality: The CB-TREE methodology identifies, adapts and applies goodpracticesthathavebeenprovedtoworkinpromotinggenderequalityintrainingprovision.Frequentlythesearetranslatedintolocalandnationalpolicies,therebycreatinganenablingenvironmentforgenderequalityinawidercontext.ThemainstreamingofgenderconcernsfromtheverybeginningandthroughouttheimplementationofTREEiscritical.Althoughgenderisacross-cuttingissueand,assuch,istreatedineachstepoftheTREEprocess,aspecificvolumeoftheManual,PartVII,providesa focus on gender issues, discusses how to design strategies and activities to bettermainstreamgenderconcernsinTREE,andprovidesmanyexamplesofgoodpractice.

b) Promoting Social Inclusion:Disabledwomenandmenareapartofeverycommunityandareaminoritygroupthatanyonecouldbelongto.Othersociallyexcluded,includepeoplelivingwithHIVandAIDS, indigenousminorities or certainethnicor religiousgroupsallofwhomare frequentlyexcluded from social and economic improvement programs. Since the issues related to disabledpersonsandvulnerablegroupsmightrequiresomespecificaccommodationrelatednotonlytotheirimpairments,butyearsofsocialexclusion,aspecificPartofthisCB-TREEManual(Part8)isdevotedtothebackgroundandbarriersfacedbythesepeoplewithinthelocalcommunity.

11. TREE and the ILO’s Decent Work Agenda

TheTREEmethodologyfullyrecognizesthemutualinfluenceoftheeconomicandsocialspheresinlocaleconomicdevelopment,particularly the importanceofpromotingdecentworkingand livingconditionsforsustainabledevelopment.However,foralargeproportionofruralmenandwomenworkishard,insecureandyieldsonlyameager.Childlabouriscommonandworkisnotdecent.

In linewith the ILO’s DecentWork agenda, TREE seeks to promote equal opportunities and the

2 However, this does not mean that selection criteria for the participants be so stringent as to eliminate the least educated and poorest men and women. Such a strategy would defeat the very objective of the TREE programme.


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conditionsfordecentwork.TheDecentWorkagendahasfourstrategicobjectives:

• fundamentalprinciplesandrightsatwork;• employmentandincomeopportunities;• socialprotection;• socialdialogue.

Theseobjectivesholdforallworkers,womenandmen,inbothformalandinformalemployment;inwageemploymentorworkingontheirownaccount; inthefields,factoriesandoffices;intheirhomeorinthecommunity.3Thefeaturesofdecentworkincludeproductiveandsafework(meaningthat which guarantees safety and hygiene), respect for labour rights, equity, adequate income,socialprotection,socialdialogue,tradeunionfreedom,collectivebargainingandparticipation.TREEthereforecontributestotheDecentWorkagendainthefollowingways:

• by promoting employment and income generating activities – therefore improving theincomeofthetargetgroup;

• byensuringthatgenderconcernsaretaken intoaccount inall theprocessesof theTREEprogram;

• byintegratingelementsofoccupationalsafetyandhealthand,moregenerally,ofworkingconditions,intotrainingprogramsandpost-trainingadvice;

• bysensitizingwomenandmenongenderissuessothattheycanhaveequalopportunitiesintrainingandemployment,includingtraininginnon-traditionaltrades;

• byencouragingtheformationofgroupssoastogiveavoicetopoorwomenandmenandcreatetheconditionsforsolidarityandimprovedparticipationindecisionmakingatthelocallevel;

• by catering specifically to disadvantaged groups such as young women and men, thedisabilities,peoplelivingwithHIV/AIDS,etc.

12. Adapting the TREE Methodology to Local Conditions

ImplementationoftheTREEmethodology issupportedbyafieldmanualandrelated informationand data collection instuments. The manual describes each of the steps in the TREE planning,implementationandevaluationprocesswhiletheinstrumentsandtools-togetherwithexamplesfromotherTREEprograms-providethedataand informationbase tofacilitateconsultationandinformeddecision-makingwiththelocalcommunity

WheneveraTREEprogramisimplementedinaparticularcountryorregionthereisaneedtoadaptthe manual and the data collection instruments to the prevailing social, economic and culturalenvironment.Inpracticethismeansadjustingtheprocesstotakeaccountofhowthingsaredoneindifferentsocialandculturalcontextsandadaptingtheinstrumentstoreflectprevailingproductandservicemarkets,resourcemanagementpracticesandeconomicactivities.However, theprinciplesunderlyingtheTREEapproache.g.needsanalysis,communityparticipation,genderequality,socialpartnermobilisation and the need to provide post-training support services, do not change andremainvalidwhateverthecountryorregion.

13. Preparation of a TREE Manual for the Pacific

ThisManualisintendedprimarilyforthoseresponsibleforplanning an implementingTREEprojects

3 ILO (1999). Decent work, report of the Director-General, International Labour Conference, 87th Session 1999 (Geneva, ILO).


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Introduction and Overview

and programs in Pacific Island Countries. It is based on the ILO’s Global TREEmethodology andcommunity-basedtrainingprinciples,buthasbeenadaptedtoreflectthespecialeconomic.socio-culturalandenvironmentalconditionsofsmallislanddevelopingstatesinthePacific.

TheManualconsistsof8Parts:Part1,presentsanoverviewofemploymentandtrainingissuesintheruralandinformalsectorofthePacific,referencespreviousILOworkinpromotingtrainingforemployment in thesectorandbrieflydescribestheTREEapproachandhow itcontributes to theILO’sDecentWorkAgenda.Parts2 -6providean indepthpresentationofeachstep in theTREEprocessfromtheinitialorganisationandplanningphasestotheprovisionofposttrainingsupportservices,includingproceduresandmethodsformonitoringandevaluatingTREEprograms.Parts7and8addressequity issues in theprovisionof rural trainingandprovideguidelines for ensuringthatwomen,thedisabledandotherdisadvantagedgroupsareadequatelyrepresentedinallTREEprograms.EachPartalsocontainsanAnnexofinformationanddatacollectiontoolsrelatedtotheimplementationofspecificstepsinthemethodology,includingsuggestedformats,termsofreferenceandexamplesfromotherTREEprograms.


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Organising and Planning

TREE Programs


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CONTENTS PAGE

Introduction 21

1. InstitutionalOrganisation,PlanningandGovernance..................................................21

2. DesignatingaTREEHostAgency..................................................................................23

3. IdentifyingandOrganisingNationalPartners................................................................23

4. SettingUpaNationalTREEManagementTeam............................................................23

5. LocalTREEProgramImplementationTeam(s)...............................................................24

6. BuildingTREEAwarenessAmongStakeholders............................................................25

7. SelectionofProgramAreasandPreliminaryConsultations.........................................26

8. VillageTREECommittees...............................................................................................26

9. ConsultationswithLocalGovernment..........................................................................27

10. ConsultationswithotherLocalAgencies.......................................................................27

11. PreliminaryMeetingswithVillageandCommunityleaders.........................................28

12. AssessingtheLocalEconomy........................................................................................28

13. BuildingPartnershipsattheLocalLevel........................................................................28

14. DesiredSkillsforTREEStaffandFacilitators.................................................................31

Annex 2: Tools and Instruments

2.1:ContentsofaTREEprogramdocument 33

2.2TheIntegratedHumanResourceDevelopmentProgram(Fiji) 37

2.3:SuggestedTermsofReferenceforthestaffofaTREEprogram 38

2.4:Suggestedcriteriaforselectingcommunities 41

2.5:Suggestedtopicsfordiscussionwithpotentialpartnerorganisations 43

2.6:Suggestedcriteriaforselectingpartnerorganisations 46

2. Organising and Planning TREE Programmes


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Introduction

Step1oftheCBTprocessconsistsofassessingthenatureandscopeoftheprogram,includingtheselection of target groups and geographical areas, establishing an appropriate local institutionalframeworkfortheprogramthatisabletoeffectivelyimplementandmanageprogramsandstrategies,andmobilizingandempoweringlocalpartners.ThemajoractivitiesassociatedwiththisphaseoftheTREEprocessare:

• orientationofstakeholdersandpotentialpartnersontheTREEmethodology;• defining governance structure, including roles and functions of a host agency, other

organisationsinvolved,flowofinformationanddecisionmaking;• establishingaTREEprogramimplementing/managementunit,• definingrolesandfunctionsofstaff;• undertakingconsultationandplanningprocesses• selectingprogramareasandtargetgroups;• creatinginstitutionalframeworksandarrangementsatlocallevels,• identificationandselectionofimplementingpartners;• arrangingforcapacitybuildingofimplementingpartners.

NormallyTREEtrainingtakesplacewithinthewidercontextofacountry’seconomicdevelopmentplaninwhichobjectives,prioritiesandstrategiesareclearlyspelledout.WhenplanningTREEactivitiesitisimportantthereforetobeawareoftheseissuesandtoensurethattheTREEprocesssupportsthecountry’swiderdevelopmentgoalsvis-a-visgeographicalareasandtargetgroups,institutionalcapacitybuildingandlocaleconomicdevelopment.

Inordertoensurethiscomplementarity, thedetailsofproposedTREEprogramsaretypically laiddowninaprogramorprojectdocumentinwhichobjectives,expectedoutputs,andplanedactivitiesarespecificallylinkedandrelatedtonationalandregionaldevelopmentobjectives.Suchadocument,whilenotessential,canbeanimportantroadmaptoguideimplementationoftheTREEprocessandtoensurethatitremainsontrackwithregardtoacountry’swiderdevelopmentpriorities.Annex2.1illustratesthecontentsofatypicalTREEprogramdocument.

1. Institutional Organisation, Planning and Governance

TREEactivitiesarenormallyorganisedonthebasisofparalleldecision-makingandadvisorybodiesatnationalandlocallevels,respectively.Thus,forexample,thehostorganisation–whichcanbeeitheragovernmentoranon-governmentalorganisation–isanationalbodywithresponsibilityforoverallprogramplanningandreliesontheadviceofanadvisorybodymadeupofrepresentativesofvariousstakeholderand interestgroupsat thenational level.A similar structureexistsatdistrictor locallevelswithlocalgovernmentrepresentatives,togetherwithtraditionalcommunityrepresentatives,relyingonlocalpartnerorganisationsandinterestgroupsforadviceandsupport


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Inpractice,however,howTREEactivitiesareorganiseddependsonanumberoffactors includingwhethertheTREEprogramtakestheformofapilotprojectforalimitedtargetareaoranationalprogramcoveringawholecountryoranumberofselecteddistricts. Italsodependsonthe levelofadministrativedecentralizationprevailing inaparticularcountry, theprogramsite, the leveloffunding,etc.Forexample,insomecontextstheremaynotbeanational-leveladvisorycommitteeassuch,butratheranational-levelgovernmentauthoritythathasstronglinkstorelevantorganisations,associationsandgovernmentministrieswhichcanprovidetechnical,financialorotherinputstoTREEprograms.InthePacificthisisthecaseinFijiwheretheIntegratedHumanResourceDevelopmentProgram (IHRDP), an existing programwithin theMinistry of National Planning (Host agency), isthe implementation andmanagement for TREE activities. and relies on existing linkswith otherstakeholdersintheIHRDPforplanningandcoordinatingactivities.Inthiscasetherewasnoneedforanadditionaladvisorycommittee.(seeAnnex2.2fordetailsoftheIHRDP).

Coordinating Traditional Authority and Local Government

Atthe local leveltraditionalauthority invillagecommunitiesworkscloselywith localgovernmentrepresentatives to ensure that TREE activities focus on priority target groups and can access thesupportof localpartnerorganisations. While itneeds tobe stressedagain that noone sizefitsallinthePacific,limitedlandandpopulationparametersinmostPacificcountriesandtherelativeinformality of relations between government ministries and departments suggests that TREEorganisationalstructureswillbelesscompartmentalizedandmoreflexiblethaninlargercountrieswithmorepronouncedstructuralhierarchies.

TREE Program Organisation Chart


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2. Designating a TREE Host Agency

At national or state level, a relevant ministry or agency should be identified as having overallresponsibility for coordination and implementation of the TREE training program in the country.Therefore,employmentpromotionshouldbeanintegralpartofit’smandate,aswellasthepromotionof inter-agencycoordinationintheseareas.Also, it isassumedthatthehostagencywillhavetheresources,experienceandexpertisetoimplementtheTREEprogram.

3. Identifying and Organising National Partners

PartnershipdevelopmentisoneofthemainprinciplesoftheTREEmethodology.ATREEprogramwill haveabetter chanceof successwithpartnerswhosemandatesare related to thegoals andobjectivesoftheprogram.It isalsoanadvantageifthepartnershavepolicies inplacetoallocatefunding or budgetary support to skills training, micro- and small-enterprise development, socialfinance,communityorganising,thepromotionofgenderequalityandinclusionofsociallyexcludedgroupsandotheractivitiesrelatedtopovertyreductionandruraldevelopment.

Partners can also be a source of advice on employment and training problems, on how best toaccessanduse credit andfinancial resourcesandondevelopingandmanaging smallbusinesses.Employmentand trainingorganisations, tradeunions andemployerassociations,NGOsand rurallendinginstitutionscanallprovidevaluableadvisoryservicestoTREEprogramsonanadhocbasisbothatnationalandlocallevels

Whenanalysingthecapacityofpotentialpartnerinstitutionsthefollowingessentialcharacteristicsneedtobeconsidered:

• thetypeoforganisation,majorareasofinterventionandgeneralcapacitytoplanandimplementtrainingandpost-trainingsupportactivitiesformenandwomen;

• thenatureandextentofgendermainstreamingintheirpolicies,programsandactivities,and experience in addressing constraints entailed by inequalities betweenmen andwomenineducation,trainingandemployment;

• theorganisationalstructuretoaddressworkingpoorissues; • capacitybuildingneedsofpotentialpartner

4. Setting Up a National TREE Management Team

At the national level, the TREE team should have management responsibility for the planningand implementationof the TREE program. The nationalmanagement team should be supportedat regional, district and/or local levels by local TREE implementing teams.As far as possible it isrecommendedthattheseTREEteamsbeestablishedwithinthenationalexecutingorhostagencyandattachedtoregionalordistrictlevelofficesofthehostagency.

Thenationalmanagementteamisresponsibleforthedevelopmentofallguidelinesonhowtocarryoutthevariousimplementationactivitiesaswellasfinancialandadministrativematters.Preparationofsuchguidelinesshouldalwaysbemadeinconsultationwiththelocalteams.

Theselectionofstaffforthenationalmanagementteamshouldbebasedonthetechnicalcompetenceandexperienceofeachpersonintheareatowhichtheywillbeassigned.


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Themainpostsrequiredforanationalmanagementteamare:

• nationalprogramcoordinator;• statistican/labourmarketinfospecialist• socio-economist;• trainingspecialist

Thenationalprogramcoordinatoristheofficer-in-chargeoftheoverallplanningandimplementationoftheprogramandheadsthenationalTREEmanagementteam.He/SheisalsoresponsibleforgendermainstreamingintotheTREEprogramandtheday-to-daycoordinationofparticipatingagencies.

Thestatistician/LMIspecialistworksunderthenationalprogramcoordinatorandisresponsibleforcollatingandinterpretingthesurveydatacollectedwithregardtolabourmarketandemploymentissues.

Thesocio-economistworksunderthedirectionofthenationalprogramcoordinator,withassistancefromthelocalTREEteams.Theyareresponsiblefortheplanning,implementationandcoordinationof the various socio-economic surveys that need to be undertaken prior to the training needsassessment(baselinesurveys,consumerdemandsurveys,feasibilitystudies,etc.),aswellasfortheplanningandimplementationofpost-trainingsupport.

The training specialist alsoworks under the direction of the national program coordinator. Theyareresponsible for theplanning, implementation,monitoringandevaluationof theTREEtrainingprograms.Thiscoverstrainingneedsassessment,thereviewoftrainingproposals,organisationofTrainer-of-Trainerprograms,identificationofpotentialtrainingproviders,technicalsupervisionandmonitoringoftrainingprograms,conductingoftracerstudies,andpreparationofreportsontrainingactivities.

Theremayalsobeaneed for the followingadditional specialistpostsonanadhocorpart-timebasis:

• entrepreneurialtrainingspecialist;• instructortraining/trainingdeliveryspecialist;• curriculumdevelopmentspecialist,etc.• micro-andsmall-enterprisedevelopmentspecialist;• genderspecialist;• ruralcreditspecialist• communitydevelopmentspecialist;• coordinatoroffollow-upservices.

The national TREE management team should hold regular staff meetings to review progress ofprogramimplementationandplannewactions.Annex2.2.providessuggestedTermsofReferenceforTREEprogramstaff.

5. Local TREE program implementation team (s):

InmanyPacificIslandCountriesthenotionofseparatenationalandlocalTREEprogramimplementationteamsmaynotbe feasiblegiven the limitedadministrativedecentralizationwhichexists inmanycountriesandthetendencytorunthingsfromheadquarters. Inaddition,manyouter islands lack


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technicalstafftoinitiateandsuperviseTREEactivitiesatthelocal level.Thecostsassociatedwithdeliveryandfollowingupoftrainingandemployment-relatedprogramsinsuchareaswilleffectivelylimittherangeofTREEactivitiesinsuchcountries.

Inthelargercountriesofthesub-region,however,suchasPNG,FijiandtheSolomons,localTREEimplementing teams will be needed to manage, support and coordinate any extension of TREEactivitiestoregionalanddistrictlevels.Thenumberofstaffinlocalteamswilldependonthescaleofprogramactivities.Normally,alocalteamwillbecomposedofatleastthreemembers,nominatedbytheimplementingpartnersandworkingfulltimefortheTREEprogram,asfollows:

• local TREE coordinator (also responsible for community organisation and gendermainstreaming);

• local socio-economist (responsible for the various socio-economic surveys that needtobeundertakenprior totrainingneedsassessment,aswellas for theplanningandimplementationofpost-trainingsupport);

• localtrainingofficer(responsibleforalllocaltraining-relatedwork).

Members of the local teams should be selected on the basis of their technical competence andexperience and should receive training on the TREE methodology before they are given fieldassignments.

LocalTREE teamsshouldalsomeetona regularbasisdependingon theavailabilityof thewholeteam,consideringthattheywillbespendingmostoftheirtimeinthefield.ItisrecommendedthatlocalTREEprogramcoordinatorsholdameetingonceevery2-3weeksoncetheTREEprogramcyclehasbeguntoreviewprogressanddecideonactionstobetaken.

TheeffectivenessandsustainabilityoftheTREEprogramatthelocalleveldependsinlargemeasureonthecommitmentandmotivationofthelocalauthoritiesandorganisationsinvolvedintheprovisionoftrainingandpost-trainingactivities.

IdeallytheTREEmethodologyshouldbeincorporatedasanon-goingactivityintheregional/provincial/district development plans so that staff have sufficient resources allocated to assist andmonitorprogramimplementation.InsomePacificcountriese.g.FijiandPNG,thereisatrendtodecentralizedevelopmentplanningtotheregionallevel.InsuchcasesthisprovidesagoodopportunitytoformallyendorseandincorporatetheTREEapproachintolocaldevelopmentplanningstrategies.

6. Building TREE Awareness among Stakeholders

ThesuccessoftheTREEprogrammeanditsmethodologyhingesonawarenessandunderstandingoftheTREEapproachbyallthestakeholders,andasenseofownershipoftheprogramamongthem.Thiscanbefacilitatedbyholdingawareness-buildingmeetingsatbothnationalandlocallevelswhichdisseminateinformationtheTREEmethodologytostakeholdersandpotentialpartners.

Orientation Workshop for TREE Stakeholders

Oncetheparticipationofspecificstakeholdersandpartners isconfirmedtheTREEteamneedstoorganiseorientationworkshopstodiscussthefollowing:

• rolesandresponsibilitiesofstakeholdersandoftheTREEmanagementteam;• howshouldthetechnicalmaterialbedeveloped;


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• organisation of baseline surveys, economic opportunity surveys, feasibility studies,trainingneedsassessments;

• preparationforeachstepoftrainingcycle;• organisingskillstraining;• organisingpost-trainingsupport.

7. Selection of Program Areas and Preliminary Consultations

TheidentificationandsiteselectionprocesscanbecarriedouteitherbythelocalornationalTREEimplementationteams.Whatisimportantistoagreebeforehandontheselectioncriteriathatwillbeusedwhenconsideringpossiblesites.ThisprocessshouldbecoordinatedbythenationalTREEcoordinatorandtheultimatechoiceofsitesapprovedbytheHostAgency.

Thecriteriaforselectingspecificcommunitieswillvarybetweenregionsandfromoneimplementingagencytoanother,buttheywillgenerallyreflecttwobasicconcerns:

• therelativelevelofpovertyindifferentregionsandcommunitiesi.e.need• theperceivedextenttowhichdifferentcommunitieswillbeabletoeffectivelyusethe

trainingandsupportservicesprovidedtocreateandsustainincomegeneratingactivitiesi.e.efficiency.

In reality, the selection of a particular site or community will usually represent a trade-off orcompromisebetweenthesetwoconcerns.Annex2.3providessomesuggestedcriteriatousewhenselectingTREEcommunities

8. Village TREE Committees

In thePacific, theTREE committeewill usuallybe composedof representativesof various villageinterestgroupsincluding,women,youth,thedisabledanddifferentclangroupings.Whererelevant,Villageheadmen,ChiefsandrepresentativesoflocalgovernmentwillalsobeincludedtogetherwithindividualswithinthevillagepossessingspecialsskillsandexperiencerelatedtotheTREEprocessandobjectivese.g.teachers,artisans,successfullocalbusinessmen.

SuggestedmembersofaVillageTREEcommittee:

• villagechief(Chairperson)• localgovernmentofficer(orrepresentative);• arepresentativeofvillagewomen• arepresentativeofyouth;• arepresentativefromadisabledpersons• (Successful)localentrepreneurs.• Teachers,trainersorskilledartisans

VillageTREEcommitteesneedtoworkcloselywiththeTREEimplementingteamsandactivelyassistthemby:

• contributinginputstoeconomicopportunitiesandneedssurveystoidentifyemploymentandincome-generatingopportunitiesandconstraintsatthecommunitylevel;

• contributinginputstothegenderanddiversityanalyses;• contributinginputstothedeterminationofthefeasibilityofpotentialemploymentand


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incomegeneratingprojects;• contributingtotheassessmentoftrainingneeds;• promotingparticipationintrainingandcontributingtotheselectionofthetrainees;• assistinginthemobilisation,whereappropriate,oflocalassociationstohelpachievethe

program’sgoals.

TheparticipatoryapproachtodecisionmakingthroughtheformationofVillagelevelTREEcommitteesisintendedtopromotecommunityownershipoftheTREEprocessatthelocallevelandtoprovideabroadconsensuswithinthecommunityfordecisionsregardingwhattypesofeconomicactivitiesandtargetgroupstoprioritize.

9. Consultations with local government

Consultationsshouldbeginwithavisittotheofficesofthelocalgovernment.Duringthemeeting,thepurposeofthevisitshouldbeexplainedandtheproposedTREEprogram,methodologyandactivitieswhichwillbeundertakeniftheareaischosenasaprogramsite,discussedwithlocalgovernmentofficers.

Participationof the local government is extremely important for the long-termeffectiveness andsupport for rural employment generation, particularly with respect to post-training support andmicro-andsmall-enterprisedevelopment.Itisthereforenecessarytoascertainlocalgovernment’sinterestincollaboratingwiththeTREEprogram.

10. Consultations with Other Local Agencies

TREEisamultidisciplinaryprocessinvolving,potentially,manydifferenttechnicalspecialitiesrelatedto training and incomegeneration. It is important therefore to be able to drawon the technicalcompetenceofotherlineministries,andNGOswhichmaybelocatedinregionalordistrictgovernmentofficesorbe runningprograms in the TREEprogramarea. It is part of the TREEmethodology toestablishlinkageswithpotentialpartnersinareasthatwillcomplementandstrengthenskillstrainingforruralemploymentpromotion.ExamplesincludegovernmentdepartmentsandNGOsconcernedwith social awareness, gender equality, disability, credit provision, technology, group/cooperativeformation,publicworks,marketing,andmicro-andsmall-enterprisedevelopment.MembersofthelocalTREEimplementingteamsshouldvisitsuchofficestopromotetheproposedTREEprogramtotherepresentativesofsuchgovernmentagencies.

DatatobecollectedfromlocalgovernmentandNGOofficesshouldinclude:

• numberofvillagesinthedistrictandtheactual/estimatedpopulationofthetownsandvillages;

• majoreconomicandbusinessactivitiesinthecommunity;• rawmaterials,includingagriculturalproducts,whichareinabundantsupplybutwhich

arenotpresentlyprocessedorareexportedforfurtherprocessingoutsidethelocality;• serviceswhicharealreadyavailableinthelocality,suchassocialpreparation,credit,skills

and basic business management training,entrepreneurship development, marketingassistance,appropriatetechnology;

• socio-economic plans and programs, both ongoing and planned interventions at theprovincial,district,andvillagelevels,prevailingdevelopmentstrategies/models;

• mainsourcesofindividualandvillageincome


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11. Preliminary Meetings with Village and Community leaders

Traditional socialanddecision-makingstructuresarestill relevant inmostPacific IslandCountriesand,as such, it isessential thatTREEgain theearly supportof influential villageandcommunityleaderssuchasvillagechiefs,headmenandtheleadersofindividualclans.

Preliminary discussions with these representatives should focus on explaining TREE’s objectivesintermsof improvingconditions inthecommunityandelicitopinionsand informationfromlocalleadersonwhatthelocaleconomicdevelopmentprioritiesofthecommunityare.

Forexample,throughoutthePacificyouthunemploymentisaburningissuenotonlyatthenationallevelbutatthelocalvillagelevelaswell.ThisislikelytobeatopicofcommonconcernindiscussionsbetweenTREErepresentativesandlocalleaders.Similarly,theidentificationofnecessaryordesiredimprovementsinvillageservicesandinfrastructureisanothersubjectwhichcanbedirectlyrelatedtoTREEtrainingandincomegenerationactivities.

Theintentionshouldbetostimulatelocal interest inwhatTREEhastoofferthelocalcommunity,whileatthesametimeavoidingraisingexpectationswhichareunrealisticorunjustified.

12. Assessing the Local Economy

ThelocalTREEteam,especiallythesocio-economist,shouldobservethelocalmarketsituationanddiscusswithconsumersandtraders.Thisshouldgiveanindicationoftherange,qualityandpricesoftheproductsforsale(e.g.existingeconomicactivitiessuchasagro-processing,fishpreservation,etc.).

Specialattentionshouldbepaidtothosemanufacturedgoodswhicharefromoutsidethedistrictorregionbutcouldpossiblybeproducedlocally,suchashandicrafts,simplefoodstuffs,soap,leathergoods, agricultural implements, etc. Also, observations should be recorded regarding particularconsumerpreferences.WheremuchoftheagriculturaloutputintheruralPacificremainsunprocessedandatthesubsistencelevel,possibilitiesforaddingvaluetobasicfooditemsthroughprocessing,packagingandretailinginlocalmarketsshouldespeciallybeinvestigated.

Attheendoftheseinitialsitevisits,theTREEteamshouldhaveaclearerideawhichvillagesand/orcommunitiesarelikelytobesuitableforaTREEprogram.Areportispreparedandthefindingsofthepreliminaryexploration,asregardspotentialsitesandtargetgroups,arepresentedanddiscussed,firstwiththenationalpartnersandthenwithlocalgovernmentandthecommunity.

13. Building Partnerships at the Local Level

At the local level,partnershipsareevenmorecrucial thanat thenational level.AbasicprincipleandoneofthedistinctfeaturesofTREEisitsemphasisondecentralizedmanagement,planningandimplementation.Annetworkneedstobeestablishedinthefieldcomprisinginstitutions,associationsand individuals that have the capacity to reach out to rural target groups. Partner agenciesmaybe training institutions, NGOs and CBOs, banks and other financial institutions, small businessassociations,localgovernments,etc.

Governmentinstitutionssometimeshavelimitedoutreachcapacitiesandarephysicallydistantfromtargetgroups.ThisisparticularlythecaseinmanyatolleconomiesintheCentralPacific.NGOsontheotherhandtendtohaveastrongfieldpresenceatthegrassrootslevel.Theyarefamiliarwiththe


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localmilieuandissues,areimplementingvariousdevelopmentprogramsandhavedirectcontactandinteractionwiththetargetgroupandlocalcommunities.SomeNGOshaveexpertiseincommunitymobilisation and organisation, income-generating activities and micro-finance, and serve groupsoftenexcludedsuchaspersonswithdisabilities.However,NGOsoftenhavelimitedresourcesandhencelimitedsustainability,sothatrelianceonlocalauthoritiesmaybeabetterlongtermoptiononwhichtobasecommunityparticipationandmobilisation..

a) Local Training Institutions:

AnumberofPacificcountriese.g.Vanuatu,PNGandtheSolomons,haveextensivenetworksofruraltraining institutionswhich, ifproperlyadapted,couldprovideavaluable institutionalresourceforTREEprograms.Suchinstitutionscould:

• participateintrainingneedsassessmentsandassistintheselectionoftrainees;

• providetechnicaltrainingintheirareasofexpertiseandcompetenceifthiscoincideswithselectedfeasibletrades;

• eventuallyprovidevenue,trainingmaterials,toolsandequipmentfortraining;

• supportpost-trainingactivitiesthroughidentifyingimprovedtechnologiestobeappliedindifferenttrades,follow-upoftrainees,etc.;

• participateinTREEmonitoringandevalutionexercises

b) Other Local Partners

The experience of partner organisationsmay be useful in implementing the following activities,dependingontheirareaofexpertise:

• awareness raising and advocacy, including raising awareness on gender issues, disabilityissuesandotherissueswhichmaybeparticularlyrelevanttothecommunity;

• expertiseincommunitymobilisatione.g.organisationoffund-raisingactivities

• identifyingfeasibleeconomicopportunities;

• organisingandconductingtrainingatthelocallevel;

• providingpost-trainingsupportservicestotrainees,forinstance,savingsandcreditservices,facilitatingmarketingofproducts,etc.;

• monitoringtheTREEprocessandoutcomes.

c) Selecting Local Partners

Potential partner organisations are identified during the initial exploratory field visits. For theimplementationofTREEitisimportanttoselectorganisationsthathavedemonstratedcapacityandexperienceincommunity-basedapproachestodevelopment,aregendersensitiveandhaveagoodreputationinthecountry.Annex2.4providesalistofsuggestedtopicsfordiscussionwithpotentialpartnerorganisationsandAnnex2.5suggestssomeselectioncriteriaforpartnerorganisations.

d) Establishing Partner’s Roles

Once partner organisations have been selected, it is necessary to establish their roles in theimplementation of the TREE program. In this respect, itmay be useful for the TREE program to


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enterintostandardagreementsregardingthenatureandextentoftheproposedcooperation.Theselectedpartnerorganisationsmaydecide toassignspecificfieldstafftoberesponsible forTREEimplementationatvillageorcommunitylevel.

e) Building Local Partner Capacity

Capacity building is an ongoing process, fundamental to the sustainability of the TREE program.Thepurposeofsuchtrainingistostrengthenthecapacitiesoftheparticipatingpartneragenciesindesigning,planningandimplementingpre-training,trainingandpost-trainingactivitiesasrequiredbytheTREEmethodology.

WherenecessarytheTREEprogramshouldorganisespecificcapacity-buildingactivitiesforpartnerorganisations.coveringsuchtopicsas:

• communitymobilisationandassessment,• identificationofeconomicopportunitiesandneeds;• genderissuesintrainingandemploymentpromotion;• skillsandentrepreneurialtrainingdesign,planninganddelivery;• planningandfacilitatingpost-trainingsupportservices.

Notallpartnerorganisationswillbeconversantinallthesetopics.However,theyshouldacquireagoodunderstandingofalltheprocessesinvolvedastheserelatetotheTREEprogram.

In addition to capacity-building training programs for partner organisations, a reference libraryshouldbeorganisedattheTREEheadofficeandinlocaloffices,containingrelevantmaterials,booksand publications on topics such as skills and entrepreneurship training, gender mainstreaming,appropriatetechnology,settingupamicro-orsmall-enterprise,marketingandfinance.


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14. Desired Skills for TREE Staff and Facilitators

The following box summarises the desired skills and competencies of TREE teammembers andfacilitators:

Desired Competencies and skills for national and local

TREE teams and facilitators

1. anin-depthunderstandingoftheconceptsoftheTREEprogram,itsoperationalmethodologyanduseoftheparticipatoryprocessesandtools;

2. understandingofthesocio-economicsituationandconstraintsofthetargetgroups;

3. recognitionofgender–specificconstraintsandbarriersthatdisabledandothergroupsfaceinaccessingtrainingandemployment,andabilitytodevelopstrategiestoaddressthese;

4. knowledge of non-formal trainingmethods to respond to the needs of target groups intheinformaleconomy,withlowlevelsofeducationandskills,andsometimesverylimitedexposuretoeconomicactivitiesandmarkets;

5. familiaritywithtechniquesandmethodsof identifyingpotentialeconomicopportunities,undertakingfeasibilitystudiesandtrainingneedsassessments;

6. skillsandtechniquesinfacilitatingcommunityorganisation;

7. knowledge about community financial and non-financial resources that can supportemploymentpromotion;

8. networking skills to establish strategic linkages with relevant organisations, employers,largerbusinessesforwageorself-employmentandmicro-enterprisedevelopment.


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Organising and Planning TREE Programs

ANNEX 2 Tools and Instruments


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Annex 2.1ContentsofaTREEProgramDocument

1. TREE program document1

ThisdocumentshouldreflecttheoverallcontextoftheTREEprogramanditsstrategy,institutionalandimplementationarrangements,targetgroups,objectives,expectedoutputs,activitiesandinputsrequiredtoimplement,institutionalizeandsustaintheprogram.

There may be considerable variations in the program design depending on whether TREE is anationwideorpilotprogram,whetheritisastand-aloneoracomponentofawiderprogram,etc.2

ThedesignofTREEprogramsmustbebasedonmacro-andmicro-levelinformation.Thedesignersneedtoknowaboutdevelopmentstrategy,employmentpolicies,thesituationofthelabourmarket,presentandfuturelocalgovernmentinitiatives,capacityoftraininginstitutionstoreachandproviderelevanttrainingprograms,presence(or lackof)decision-makingstructuresatthe local level (i.e.decentralizedgovernmentauthority,existenceofcommunity-basedorganisations),characteristicsofpovertyinthetargetedareas,ruralinfrastructure,etc.

DesignersofdevelopmentprogramsusingtheTREEmethodologymusthave,attheoutset,aclearsense of the local background including policy context, local development strategies, access totrainingandsupportservicesbytargetgroupsandtherangeofcomplementaryservicesaswellaspotentialpartnersofferingnetworkandlinkageopportunities.

Gender analysis and planningshouldbeundertakenattheinitialplanninganddesignstageoftheTREEprogrammingcycle.Theinvolvementofwomenandtheirorganisationsinthedecision-makingprocessatallstagesoftheprogrammingcycleisanimportantwayofensuringthatgenderequalityconcernsaretakenintoaccountandthatbothwomenandmenbenefitfromtheTREEprogram.

Also,itisimportanttoinvolvespecifictargetgroupsthattendtobemarginalized(forinstance,youth,peoplewithdisabilities,migrants,etc.)intheplanninganddecision-makingprocesses.Withregardtoincludingthesegroups,theorganisationsselectedshouldberepresentativeofthetargetgroupratherthatjustNGOsthatservethemsothatthereisdirectrepresentationofthetargetgroup.

2. Implementation strategy

TREEprogramimplementationstrategymustbebasedonacleardefinitionoftheproblemstobeaddressedandtheobjectivestobepursued.Thestrategymustbeconsistentwithspecificnationaldevelopmentobjectives,particularlythoserelatingtoskillsdevelopmentandemploymentpromotionamongdisadvantagedgroupsaswellasnationalorregionalpovertyreductionstrategies.

The strategyof a TREEprogramwill dependon the context. Forexample, the following strategic

1 See http://www.ilo.org/intranet/english/region/codev/tc_manual/index.htm for information on the preparation of a project document.

2 For instance, in the case of Madagascar, the TREE program is a component of a wider project entitled “Operationalizing pro-poor growth” which has three mutually reinforcing components: i) Component 1 works on better integrating policies for productive employment by demonstrating how a stronger employment focus can improve the positive effects of economic growth; ii) Component 2, “Poverty reduction through skills and micro- and small enterprise development” integrates the TREE methodology; and iii) Component 3, seeks to create decent and productive employment opportunities through local resource-based investment policies and practices for infrastructure. Further, there is a Youth Employment Project in the Pacific implementing the TREE methodology as one of its components.


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considerationscouldbetakenintoaccount:

• The need to stimulate active participation and mobilisation of partner organisations,communitiesandtheirorganisations intheprocessof identifyingeconomicopportunitiesandplanning,designinganddeliveringrelevanttrainingandpost-trainingsupport.

• The need to improve performance of informal enterprises, workers and other sociallyexcludedvulnerablegroups,andtoassistthemintransformingsurvivalactivitiesintodecentwork.

• The need to develop mutually supportive and integrated components of training andemploymentpromotionprograms tomakea significant impactonpoverty,with selectedtargetgroupsandgeographicalfocus.Skillstrainingprogramsshouldbeintegratedintootherdevelopmentinitiatives,suchas:localeconomicdevelopment,micro-andsmall-enterprisedevelopmentprograms,capacitybuildingofemploymentservices,technologytransfer,etc.

• The need to increase the flexibility and responsiveness of national vocational trainingsystems,bothformalandnon-formal,tonewandemergingdemandandsupplyneedsofthelabourmarket,particularlyitsinformalsegmentatthelocallevel.

• Theneedtostrengthenthenationaland localcapacities in thedesign,managementandimplementation of training and employment promotion programs, based on innovative,integratedapproaches.

• Theneedtoapplycost-effectivetrainingdeliverysystemsthatpromoteoccupationalmobilityandincludevulnerablegroupsinvocationaltrainingandotherprograms.

• TheneedtoassistILOconstituentsintheadaptationofnewarea-basedorcommunity-basedapproachestoskillsdevelopment,post-trainingsupportforproductivityenhancementandemploymentpromotion.

• Theneedtoraiseawarenessandincludemeasureswhichaddressbothpracticalandstrategicgenderneedsandequality.

• Theneedtoencourageinvestmentsintrainingandallocateadequatehumanandmaterialresources.

3. Target groups

It is essential that a clear understanding of the intended target group(s) exists at the beginningof theTREEprogram, inorder to facilitateprogramplanningand implementation. Ingeneral, themethodology isaimedatempoweringpoorruralwomenandmenwhoareoftenunemployedorunderemployed.Amongthem,thespecificgroupstobeidentifiedwillvaryfromcountrytocountryandwilldependonthemandateoftheimplementingagency.Specificgroupsmayinclude:

• maleandfemaleoutofschoolyouth;• adultwomen;• adultmen;• peoplewithdisabilities;• refugees;• demobilisedsoldiers;• menandwomenincrisissituations(tsunami,earthquake-affectedandother

naturalcalamities,warandconflict-affected,etc.).


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4. Financing a TREE program

Adequatefundingforaprogramneedstobeensuredfromthestart.TREEprogramfundingshouldbenegotiatedandformallyagreeduponbyallpartnerspreferablyatthestageofTREEprogramdocument preparation. Such fundsmay come from government budgets, NGOs, communitysupportorganisationsandtheclientsthemselves.Fortheprogramtobesustainableinthelongterm,fundingforimplementationofTREEactivities,aswellascreditprovision,willhavetobefoundfromwithinthecountry.Possiblesourcesoffundinginclude:

• nationalgovernmentbudget;• localgovernmentbudget;• povertyreductionstrategyprogram;• trainingfeesorsaleofproductsmadebythetrainees;• recoveringcostsfortrainingthroughchargeonloansgranted;• contributionsfromcommunitysupportorganisationsandNGOs;• privatesector(inparticularthroughcorporatesocialresponsibilityprograms);• externaldevelopmentaid.

Initialfundingtobegintheprocessmaycomefromgovernmentfunds,donorsupport,NGOs,etc.,but in the long termtheprogramwillneedtobesustainedwithoutexternaldevelopmentaid. Itshouldbestressedthatit ismostunlikelythatcostsinvolvedintrainingandpost-trainingsupportcanbeentirely recovered frompoormenandwomenwhoare the targetofTREEprograms. It isalsoveryunlikelythatinterestchargesonloansgrantedcancompensateforthecostoftraining,sotherewillbeaneedforpermanentgovernment(nationalandlocal)fundingfortheprogramtobesustainable.

However,thesocialandeconomiccostofnotaddressingpovertyandinequalityissuesisprobablyquitehigh,eventhoughitisdifficulttoestimate.

5. TREE program operational components

TheTREEprogramplanningprocessshouldbelinkedtoitsoperationalcomponents.Forexample,theTREEprojectsinPakistanandthePhilippinesadoptedafour-stageoperationalapproachwiththefollowingcomponents:

• adaptinganddevelopingprocessesandtoolsoftheTREEmethodologytosuitspecificsocio-economicrequirementsintheprogramareas;

• capabilitybuildingofpartnerorganisationsintheuseoftheTREE-adaptedmethodologicaltools;

• undertaking thenecessarypre-trainingsurveys,providingskillsandentrepreneurshiptrainingfortargetgroupsusingtoolsofthemethodologyinthepre-identifiedeconomicandincome-generatingopportunities,providingpost-trainingsupport;

• providingfeedbacktopolicy-makersanddecision-makersofthepartnerorganisationsto adopt appropriatemeasures for institutionalization and sustainability of the TREEprogram.

6. Workplan

AworkplanoftheTREEprogramshouldbepreparedtoreflectnecessaryactivitiesagainsteachoftheoperationalcomponentsaswellasbudgetrequirementsforimplementingeachactivity.


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II. TREE program awareness raising

The success of the TREEprogramand itsmethodology hingeson two factors i.e. awareness andunderstandingoftheTREEapproachbyallthestakeholders,andasenseofownershipoftheprogramamong them. This is accomplished by holdingmeetings focusing on TREE program introduction,whereinformationaboutTREEisdisseminatedtoallstakeholdersandrelatedpartners.Thisshouldbecarriedoutatthenationalandlocallevels.

ItisprimarilythetaskoftheTREEteamstoensurethatinformationaboutTREEissharedatalllevels,especiallyat thestakeholders’ level.Potentialstakeholdersneedtoknowabout theprogramandunderstanditsvariouscomponentsbeforedecidingontheirinvolvement.

WorkshopsshouldbeorganisedtointroducetheTREEprogramandexplainthespecificrolesthateachstakeholderisexpectedtoplay.

7. TREE orientation workshop

TheTREEorientationworkshop(orstakeholders’workshop)aimstointroducetheTREEmethodologyanddiscussthefollowing:

rolesandresponsibilitiesofstakeholdersandoftheTREEmanagementteam;howshouldthetechnicalmaterialbedeveloped;organisationofbaselinesurveys,economicopportunitysurveys,feasibilitystudies,training

needsassessments;preparationforeachstepoftrainingcycle;organisingskillstraining;organisingpost-trainingsupport.

Further capacitybuildingof partnerorganisations in theuseof theTREEmethodology, includinggenderawarenessraising,willtakeplaceatregularintervals(seemaintextofPartI).

8. TREE promotional materials

It is suggested to prepare brochures presenting the TREE program so as to raise awareness ofthe stakeholders andpotential partners. TREEprogramshavebeen implemented in a numberofcountries(e.g.Pakistan,Philippines,SriLanka,Madagascar,etc.)anditwouldbequiteinformativetoshareoutputsandoutcomes,lessonslearnedandcountryexperiencesonTREEthroughexistingdocumentationandinformationmaterials.


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Annex 2.2The Integrated Human Resource Development Programme (Fiji)

In 1999 the ILO Suva office launched the Integrated Human Resource Development Project forEmployment Promotion (IHRDPEP), an ambitious attempt to address employment generation inthe informal sector inaholisticandco-ordinatedmanner.Theprojectbrought together some17governmentministries anddepartments including theMinistriesof Education, Labour, YouthandSports, Tourism, Cooperatives and Commerce. Its objectives were to identify potential incomegenerating activities (IGAs) in various small business sectors, to provide the necessary technicalandbusiness trainingthroughtherelevantministryandto facilitate initialcredit requirementsbyestablishing a national centre for small enterprise development with amicro-credit component.TheprojectwaslocatedintheMinistryofFinanceandNationalPlanning,whichprovidedanannualbudgetof$1.5million3.

BytheendofApril2005,theprojecthadinitiated20IGAsofwhich17(85%)weredeemedsuccessful.Atotalof3,800jobsweregeneratedandaverageprofitmarginsvariedbetween20%-100%4.BeinganILOsupportedprojectitwasabletodrawontheexpertiseandpreviousexperienceoftheorganisationinpromotingsmallbusinessdevelopment(SIYB)andcommunitybasedtraining,forwhichdetailedmethodologiesandmaterialstosupporttrainingandsmallbusinessdevelopmenthadalreadybeendeveloped.

Andyet,byitsownadmissiontheILOconsideredtheprojecttobeonlypartlysuccessfulanditnevergainedthekindofmomentumtocarryitpastthepilotstage.Thereasonsarelistedbelowand,asweshallsee,reflectweaknessescommontomanytrainingprogrammesfortheinformalsector:

1. Lackofsupportfromcentralministries2. NotregardedaspartoftheMinistryofficial’snormalwork3. Notpartofthegovernment’sKeyResultsAreas(KRA)4. NoOfficiallyapprovedcoordinationmechanism5. Restrictivelocalregulations6. Nosupportfromlocaltechnicalofficials

AlthoughasaprojecttheIHRPEPneverachievedthecoverageorimpactthatwasintended,individualcomponentsoftheprojectsurvivedandcontinuetooperateintheirrespectiveministriesorasstandaloneinstitutions.ThustheMinistryofEducation’sAdvancedVocationalTraining(AVT)Programmesand theMinistry of Youth and Sports’ Labour Productivity Improvement (LAPI) ProgrammewerebothbornintheIHRDPEPprojectandcontinuetoreceivefundingfromtheMinistryofFinanceandNationalPlanning.SimilarlytheMinistryofCommerce’sNationalCentreforSmallandMediumSizedEnterpriseDevelopment(NCSMED),whichwasoriginallysetuptoprovidemicro-credittoIHRDPEPincomegeneratingactivitiescontinuestofulfillthisrolealthoughitnowhasbecomeanindependentagency and provides micro-finance services to a much wider range of business developmentprogrammes.

3 Integrated Human Resource Development Programme for Employment Promotion: Executive Summary,. ILO Suva 19994 IHRDPEP Progress Report, ILO Suva, 2005


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Annex 2.3Suggested Terms of Reference For Staff Of The TREE Program

Note:thecompositionoftheTREEstaffdependsontheinstitutionalarrangements,implementationstrategyandagreedgeographicalcoverage.

1. ThenationalTREEteam

i) Nationalprogramcoordinator

TheyaretheofficerinchargeoftheoverallimplementationoftheprogramandheadthenationalTREEteam.TheyareresponsibleforgendermainstreamingintotheTREEprogramandday-to-daycoordinationamongparticipatingagencies.Theirdutiesandresponsibilitiesincludethefollowing:

• coordinatesandmonitorstheactivitiesofthenationalTREEteam;• preparestheprogram’sannualbudgetforapprovalbytheheadoftheagencyand

managestheuseofsuchfunds;• ensuresthatgenderissues,disabilityandotherrelevantdivesityissuesareproperly

addressedinallaspectsoftheTREEprogramandisabletoprovideororganisethenecessarytrainingforotherstaffontheseissues;

• coordinates the adaptation and development of tools and processes to suit thespecific socio-economic requirements in the program area as these tools (surveyquestionnaires,monitoringforms,etc.)willbeneededfor implementingtheTREEmethodology;

• reviewsandtakesactionwhennecessaryonallincomingreportsandcommunicationsfrom the regional or local TREE teams relating to program implementation i.e.documentationontheselectionoftheprogramsites,surveyreportsandfeasibilitystudies, such as baseline surveys, consumer demand survey, etc., reports on theplanning of skills training programs, reports on completed skills training courses,reports on post-training monitoring and follow-up and financial plans for eachprogramcycle;

• represents the program in meetings (internal and external) related to the TREEprogramandpreparesthenecessaryreportsandpapers;

• visitsthelocalTREEteamsandprogramsitesandprovidestechnicalassistanceinthemajorareas/concernsofthemethodologytoprogramofficers;

• prepares terms of reference for hiring consultants required to conduct technicalsupport studies; works closely with the consultants for the duration of the theirwork;andreviewsandmakescommentsonthesubmittedstudiesandensurestheircompletioninlinewiththetermsofreference;

• preparesproposalsthatwillfacilitate/improveprogramimplementation;• actsasresourceperson/discussantduringseminarsorworkshopsintopicsrelated

totheTREEprogram;• schedulesandpresidesoverregularstaffmeetings;• preparesbi-monthlyorquarterlyprogressreportsandothermonitoringreportsas

required;and• ensuresthattheexperiencesoftheTREEprogramareproperlydocumented.

ii) Socio-economist

The socio-economist works under the direction of the national program coordinator and withthe assistance of local TREE teams. They are responsible for the planning, implementation and


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coordination of the various socio-economic surveys (i.e. community profile, consumer demandsurveys,feasibilitystudies,etc.)thatneedtobeundertakenpriortotrainingneedsassessmentsaswellasfortheplanningandimplementationofpost-trainingsupport.

They are also responsible for supervising and coordinating the activities of teammembers andcommunity support teams at the regional and local level in placement activities andother post-training follow-upsupport,developingguidelines inthisareaforuseof the localTREEteamsandprovidingtechnicalassistanceasnecessary.Theyshalllikewiseliaisewiththerelevantorganisationsactiveinpost-trainingsupportactivitiessuchascreditassistance,marketing,consultancy,etc.

iii) Nationaltrainingspecialist

Thetrainingspecialistisresponsiblefortheplanning,implementation,monitoringandevaluationoftheTREEtrainingprograms.Thiscoverstrainingneedsassessments,thereviewoftrainingproposals,technicalsupervisionandmonitoringoftrainingprograms,conductoftracerstudiesandpreparationofreportsontrainingactivities.

Thenationaltrainingspecialistreportstothenationalprogramcoordinator.Thismaybeasinglepostordividedintothetwoorthreepostsdescribedbelow:

• entrepreneurialtrainingspecialist;

• instructors’ training and training delivery specialist (in charge of program-specificinstructortrainingandtrainingdelivery,providingguidelinesandtechnicalassistancetotheregionalofficersinthisarea);

• nationalprogramofficerforcurriculumdevelopmentandcourseevaluation(responsibleforthedevelopmentofnewtrainingcurricula, incollaborationwiththeregionalstaffandlocalinstructors,aswellasforcourseevaluation).

Thefollowingpostsmayalsobenecessary:• micro-andsmall-enterprisedevelopmentspecialist;• genderand/ordiversityspecialist;• communitydevelopmentspecialist;• documentationandevaluationofficer• officerforplacementandfollow-upservices.

2. LocalTREEteams

i) LocalTREEcoordinator

They head the local TREE team and are responsible for the management, coordination andadministrationofallprogramactivitiesintheprogramsite.Specifically,theyshall:

• be responsible for the general planning, programming and organisation of TREEactivitiesandprogramsinthelocalityincludinginteragencycoordination;

• coordinatetheconductofthevariousassessmentsurveysandfeasibilitystudiesintheTREEcommunity;

• prepare and organise training of trainers’ programs on gender mainstreaming,instructionalmethodologyandtechnologytransfer;

• supervisethedeliveryoftrainingandpost-trainingsupportandensurepromptandadequateprovisionofresourcesandinputsnecessarytoundertakesuchactivities;

• monitoroverallprogramimplementationinthecommunityandprepare necessaryprogressreports;


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• maintainclosecoordinationwiththenationalTREEteam;• establishandmaintaincloseworkingrelationshipwithGOsandNGOsthatareactive

inthepromotionofemploymentingeneralandskills training and related activities(creditinparticular).

ii) Localsocio-economist

Duties• beresponsibleforthevarioussocio-economicsurveysthatneedtobeundertaken

priortotrainingneedsassessment(baselinesurveysincludingcommunityprofiles,identificationofeconomicopportunities,feasibilitystudies,etc.);

• beresponsiblefortheplanningandimplementationofpost-trainingsupport;• assesstheneedforandassistthegraduatesinpost-trainingsupport

suchasbusinessplan/proposalpreparation,accesstocredit,productdevelopment,marketing, product promotion and other services related to the establishmentof micro- and small-scale businesses with the assistance of program partners asappropriate.

• eplore, liaise and maintain close collaboration with government and non-governmentalorganisationsinvolvedinpost-trainingsupport , such as credit,productdevelopmenttechnologies,marketingandproductpromotion;

• liaisewithlocalplacementservices,wheretheyexist,andwithemployers’organisationsandotherbusinessassociationstohelpgraduatesfindwageemployment;

• incollaborationwiththelocaltrainingofficer,analyseinformationfromtherecordoftheTREEgraduates’employmentstatusandproposestrategiestoimprovetheirsituation.

• prepareandsubmittherequiredreportsasnecessary.

iii) Localtrainingofficer

Theywill,togetherwiththetrainingproviders:

• organise and undertake training needs assessment activities on the basis of theresultsofthesurveyofeconomicopportunitiesandfeasibilitystudiesthatwillhavebeenundertakenintheTREEcommunity.

• analyseandreviewresultsofthetrainingneedsassessmentsurveys with theTREEpartners responsible for trainingprovisionand thereafter they shallprepareand submit reports on findings of the surveys as inputs to planning for training,curriculumdevelopmentandinstructors’trainingactivities;

• be responsible for the training delivery process including the preparation of thetraining venue, provision of training tools and equipment, training supplies andmaterials,recruitmentandhiringofinstructorsandmonitoringofon-goingtrainingprograms;

• maintain an updated, sex-disaggregated record of the trainee-graduates of TREEtraining programs including disability and other diversity characteristics and keepclosecontactwithandmonitorallgraduatesemploymentstatus;

• reviewenrolmentandterminalreportspreparedbythetrainingprovidersandensuretheir completion in accordance with the terms of reference; prepare analyticalsynthesisreportsontraining,asrequired.

Allstaffshouldhavetheskills,flexibilityandsensitivitiestodealwiththediversityoftheTREEtargetgroupsandbeopenandwillingtoparticipateinthetrainingandotheractivities.


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Annex 2.4Suggested Criteria for Selecting Communities

Theidentificationandselectionofvillagesorcommunitiesiscritical,andconsiderabledetailedworkneedstobeundertakenforsuchselection.Selectionneedstobebasedontransparentandobjectivecriteria.

ItistobeemphasizedthatpilottestingofaTREEprogramrequires:• substantialtechnicalworkforTREEadaptation;• closesupervisionandmonitoringtoensurethatimplementationyieldspositiveresults;• adequatefacilities,resourcesandlogisticalsupport.

OnlyonthebasisofapositiveexperiencecanitbeenvisagedtoextendtheTREEmethodologytoothersites.

Step 1: Define criteria

CriteriafortheselectionofvillagesorcommunitiesshouldbedefinedincloseconsultationwiththeregionalordistrictauthoritiesafterhavingcarefullyexplainedtheobjectivesandapproachoftheTREEprogram.

Suggested criteria for selection of program districts and villages:5

•economicsituationintheareamanifestsahighincidenceofpoverty,under/unemployment;•existenceofanoperationallocaldevelopmentplan;•demonstratedinterestbythecommunityinTREEactivities,andademandforskilltrainingandemploymentrelatedactivities;

•existenceofaminimumofphysicalinfrastructure,roadsystem,communications,electricity;• accessibilitywithina radiusof20-30kms,withease in local transport facilitiesbybus, taxibrousse,etc.;

• accessibilitytoafunctioningmarketforgoodsandservices;• an identifiableneed forskills training, meaning that thesiteshouldnothavebeencoveredrecently(e.g.duringthepastyear)bysimilartrainingprograms

• the presence of (at least one) lending institution (rural bank, NGO with credit scheme,governmentagency,etc.)whichcanprovidecreditfacilities withinorneartheprogramsite,towhichthebeneficiarieswillhaveaccessafterthetraining;

• thepresenceofexistingorpotentialtrainingprovidersinthedistrict−thesemaybestaffoflocaltrainingcentres,NG0sorsupportagencies;(Localcraftspeopleorentrepreneurscouldalsobetrainedastrainers.However,sincetheycannotreasonablybeexpectedtotraincompetitorsintheirowncommunities,suchtrainerswouldneedtocomefromoutsidethemarketareafortheprogramcommunity.)

• availabilityofrawmaterialswhichcanbeturnedintomarketableproductsandaccesstotheserawmaterialsbythetargetedbeneficiaries.

5 It is to be noted that villages or communities are most unlikely to meet all the criteria. Therefore, priorities will have to be established as to which criteria are considered the most relevant in a particular country or region. In many countries, TREE programs have been implemented in remote rural areas, with little or no infrastructure (e.g. in Madagascar, Niger or Timor Leste); with scant access to credit (e.g. Niger, Timor Leste); with uneasy access to markets or, worse, regions prone to natural disasters, insecurity and social unrest.


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Step 2: Field site visits

ItisimportanttoundertakefieldvisitstopotentialprojectsitespriortoselectionsoastodeveloparealisticTREEprogram.

• Visitsaremadeonthebasisofsuggestionsandconsultationswithstakeholdersandpotentialpartnerswhoworkintheseareasandareknowledgeableaboutthem.

• Priortothevisitthehostagencysendsaformal lettertothe localauthoritiesstatingthepurposeofthevisitandarrangingthedatesandtiming.

• Inkeepingwithprotocol,thevisitbeginswithameetingwiththelocalauthoritiestoinformthemofthepossibilityofimplementingaTREEprograminthearea.

• The local authorities may be tapped to facilitate contacts with other government linedepartmentswhicharefamiliarwithdevelopmentactivitiesinthearea.Itisusefultovisitongoing development activities, meet with various institutions, NGOs and the potentialparticipants,andassessthephysicalenvironment,facilitiesandsocio-economicsituation.

Step 3: Short-list the preferred villages or communities for selection and make recommendations

Afterthefieldvisitsandbasedonananalysisanddiscussionoffindings,theTREElocalteampreparesareportonshortlisteddistrictsmatchingthecriteria.Therecommendationsarethendiscussed.

Step 4: Make a final selection

Inpracticaltermsanddependingonthecountrycontext,selectionofvillagesorcommunitiesmaynotbesuchasmoothandtechnicalprocess.Itmaybecomeapoliticizedissue,butobjectivityandtechnicalconsiderationsinlinewiththeobjectivesoftheTREEprogramshouldbeguidelinesatalltimes,andgivenpriority.


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Annex 2.5Suggested Topics for Discussions with Potential Partner Organisations

1. Suggestedtopicsfordiscussionwiththelocalauthorities

a)Purpose of the visit: to look into the possibility of conducting a TREE program in a local Village/Community.

b)Main features of the TREE approach:

• participationof,consultationwithanddecision-makingbythecommunity,especiallythetargetgroups;

• objectiveassessmentof localemploymentopportunities(throughtheconductofcommunityprofiles, identificationofpotentialeconomicopportunities, feasibilitystudies,trainingneedsassessmentandothertechniques);

• emphasizesnetworkingandlinkagesamongpartnerorganisationsinvolvedinruralemploymentpromotion;

• differences between TREE methodology and conventional approaches to ruraltraining(nofixedcourseofferingsi.e.typeoftrainingneededisdeterminedonthebasisofsurveysofeconomicandemploymentopportunitiesavailable,targetgroupparticipationindecision-making,gendermainstreamingandnon-discriminationinallprocessesoftheTREEprogram);

• collect/discuss data on the district population (and incidence of out migration),dominant economic activities, current unemployment and under-employmentsituation,available resourcesand rawmaterials in the locality (particularly thosepresentlyexportedfromtheareaforfurtherprocessingelsewhere)andprevailingeconomic/employmentopportunities(e.g.recentlysuccessfulorfailedbusinesses)andjobpreferencesofyoungwomenandmen;

• main programs and plans of the municipal government, and other governmentagencies and NGOs, particularly in relation to the promotion of livelihoodactivities;

• perceived need for technical skills training (suggestions for target groups andcourses);

• identificationofpossiblespecificTREEprogramsites,villagesoragroupofafewadjacentvillages.

c) Potential municipal support for skills training and post-training support:• trainingvenue/potentialtrainingvenues;

• recruitmentoftrainer(s);• potentialtrainees;• paymentfordirecttrainingcosts(localcontributions)andpost-trainingsupport;• the credit situation (rural banks, micro-finance institutions, credit cooperatives,

NGOs,etc.);• other required post-training support (e.g. social preparation, inputs supply,

marketing,etc.).


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2. Suggested topics for interview with government agencies:

• numberofstaff(administrative/field);• targetgroup;• programs/projectsengagedin:

o employmentpromotion/livelihood;o skillstraining;o entrepreneurshipdevelopment,etc.;o promotion of gender equality, inclusion of disabled persons and general

practiceofnon-discrimination;o appropriatetechnologypromotion.

• sourceoffunding:o governmentallocation;o foreignfunding;o communityfunds.

• existenceofcreditscheme:o terms/conditions.

• possibleareasofcollaborationwithTREE.

3. Suggested topics for interview with financial institutions6

Conditionsofloanandcreditavailability:• maximumamountofloans;• typeofeconomicactivitiesforwhichloanisprovided(whetheronlymanufacturing,

oralsoservices,trade);• disbursementincashorkind;• repaymentperiod;• interestrate.

Collateralrequirements:• land,realestate;• toolsandequipment;• characterloans/guarantor;• residencyrequirements.

Approvalprocedures:• towhatextentisdecision-makingdecentralized;• averagetimetocompleteloanapplicationprocedure;• actualnumberofloanstosmallbusinesses.

4. Suggested topics for discussion with local NGOs

• ShorthistoryandtypeofNGO(political/welfare/service/development-oriented).• Numberofstaff(administrative/technicalfieldofficers).• Originofresources.• Typeofactivitiesengagedin:

o agriculturaldevelopment;

6 These suggested discussion topics are only preliminary. See Part 5: Post-training support, for a more in-depth survey when it comes to actually engaging in agreements with financial institutions.


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o non-farmincomegeneration/employmentpromotion;o credit/lending;o skills/entrepreneurshipdevelopmenttraining.

• Experiencewithvarioustargetgroups:o womenandmen;o disabledpersons;o peoplelivingwithHIVandAIDS;o youth;o olderpeople;o groupsspecifictothelocalarea.

• Ideasforemploymentpromotion:o availablelocalresources;o accesstospecialtechnologies;o skillsandentrepreneurshipdevelopmenttraining.

• PossiblelinkageswiththeTREEprogram.


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Annex 2.6Suggested Criteria For Selecting Partner Organisations

Partnerorganisations shouldhavea sound track record inmarket-oriented skills trainingand thepromotionofemployment.Asfaraspossibletheyshouldmeetthefollowingrequirements.

1. Shouldbealegalentitydulyregistered.

2. Havedemonstratedtechnicalexperienceandsustainableresultsintrainingandemploymentpromotionfordisadvantagedgroups,withaminimumofsevenyearsofpracticalexperienceinmarket-orientedskillstrainingandemployment(selfandwageemployment),micro-andsmall-enterprisedevelopmentorincomegeneratingprograms.

3. Have a demonstrated active presence in the area that has been selected for the TREEprogram,goodknowledgeofthelocalsocio-economicsituationandactivitiesinthearea,andrapportwithlocalcommunities.

4. Have the requisite qualified personnel/staff with the technical skills and experience,infrastructure,andadministrativeandlogisticalsupportforundertakingspecificactivitiesintheTREEprogram.

5. Provencompetencies(humanresourcesandskills)andexperienceinprovidingtrainingand/orpost-trainingsupport(technicalassistanceandfollowup,linkageswithmarkets,credit,businesscounselling,andtechnology)asdemonstratedbythenumberofself-reliantpersonspromotedbytheorganisationinsustainableeconomicactivities.

6. Demonstratedunderstandingofthelocalcommunityandspecificgroupswithawillingnesstobe truly inclusiveof all and topracticenon-discrimination in selecting trainees, hiringstaffandprovidingsupporttospecificgroupsasneededsotheparticipantscansuccessfullyparticipateandcompletetheprogramandbeemployedorself-employed.

7. Agoodunderstandingofthemarketsforproductsandservicesthatpoorruralpeoplearelikelytoproduce,includingmarketsforlesstraditionalproductsandservices.

8. Have practical experience in, and the capacity to address gender issues/dimensions intrainingandemployment.

9. Capacitytoreachthetargetgroupinthespecifiedprogramarea,inatimelymanner.

10. Experience ingroupmobilisationandorganisation,andgroup strategies, inparticular foraccesstocreditandsavingsservices.

11. Goodlinkagesandrelationshipswithgovernmentandnon-governmentinstitutionsfocusingonvocationaltrainingandemploymentpromotion,businessdevelopmentservices,savingsandcreditfacilities,marketinformationandmarketing.

12. Demonstratedfinancialreliabilityandaccountability.

13. Anestablishedandeffectivesystemofaccounts/audit.


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14. WillingnesstocomplywiththeTREEreportingandevaluationsystems.

Someorganisations,whilealsowishingtoassistthetargetgroupinincreasingtheirincome,maynotbesuitablepartnersforTREEforthefollowingreasons:

• theyareconcernedonlywithagriculturaldevelopment;• theirtargetgroupdoesnotbelongtothepoorerhouseholds;• theyarenotinterestedorreadytoimplementalivelihoodcomponentintheirprograms;

• they are not willing to coordinate with other agencies, and particularly governmentorganisations.

Cost-sharing

AnimportantquestionintheapplicationoftheTREEmethodologybyapartnerorganisationwillbethefundingofexpenses.Evidently,asharingofresourcesneededfortheimplementationoftheTREEprogramwilldependonthefinancialandorganisationalcapabilityoftheselectedorganisations.

Some organisations have enough funds to finance an entire TREE “training cycle”: from trainingplanning,throughtrainingdelivery,aswellastheprovisionofloansandothersupportforresultingemploymentactivities,etc.Somealsohavesufficientskilledstafftocarryoutatrainingprogram(ifnecessary,withtheTREEteamactingasadvisersandbackstoppers).

Belowisanexampleofaformthatmaybeusedtorecordthecharacteristicsofpotentialpartnerorganisationsbeforeproceedingtotheselection.


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Profile of potential partner organisations

Nameoforganisation:___________________________________________________

Address:

HeadOffice: ___________________________________________________ ___________________________________________________

RegionalOffice: ___________________________________________________ ___________________________________________________

Numberofyearsinoperation:_______________________

Mainsource(s)offunding:

___________________________________________________ ___________________________________________________

Numberandlevel/qualificationsofstaff: Director:_________________________________________ Otherstaff._________________________________________ _________________________________________

Mainobjectives: _________________________________________________________ _________________________________________________________ _________________________________________________________

Targetgroup(s): _________________________________________________________ _________________________________________________________ _________________________________________________________

Generaldescriptionorexamplesofprogramsbeingimplementedatpresent: _________________________________________________________ _________________________________________________________ _________________________________________________________

Involvementincreditandsavings: _________________________________________________________ _________________________________________________________ _________________________________________________________

Involvementand/orinterestinskillstrainingand/ormicro-andsmall-enterprisedevelopment: _________________________________________________________ _________________________________________________________ _________________________________________________________


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SuggestionsforcollaborationwithTREEprogram: _________________________________________________________ _________________________________________________________ _________________________________________________________

Follow-upactiontobetaken:

Byregional/localTREEteam _________________________________________________________ _________________________________________________________ _________________________________________________________

BynationalTREEteam _________________________________________________________ _________________________________________________________ _________________________________________________________

Nameofinterviewer: ___________________________________________

Date: __________________________________________________


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Economic Opportunitiesand

Training Needs


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CONTENTS PAGEIntroduction 5

1. Conductingthesocio-economicsurveys.......................................................................53

2. AnalysingRuralMarkets:Thingstoremember............................................................54

3. TheCommunityProfileSurvey(CP)..............................................................................54

4. TheConsumerDemandSurvey(CDS)...........................................................................55

5. TheMarketOpportunitiesSurvey(MOS)......................................................................55

6. TrainingEnumeratorsandAdministeringtheSurveyInstruments................................55

7. DiscussionofSurveyResultswithStakeholders............................................................55

8. QuestionsRelatingtotheViabilityofPotentialActivities.............................................56

9. FeasibilityStudies..........................................................................................................58

10.MajorComponentsinaFeasibilityStudy......................................................................59

11. TrainingNeedsAssessment(TNA).................................................................................60

12. PreparationofaTrainingProposal................................................................................60

13. TheRapidCommunityAssessment(RCA).....................................................................60

14. AdditionalILOSurveyToolsandTechniques.................................................................62


3.1:Factorstoconsiderwhenexaminingthefeasibilityofwageemployment..................64

3.2CommunityProfileSurvey(sampletool)......................................................................66

3.3:ConsumerDemandSurvey(sampletool).................................................................... 80

3.4:MarketOpportunitiesSurvey(MOS)(sampletool).....................................................87

3.5:FeasibilityStudyform(sample).................................................................................. 101

3.6:Examplesofshortfeasibilityreports,(Bangladesh)................................................... 108

3.7:Suggestedtermsofreferenceforconsumerdemandsurveys,market

opportunitysurveysandfeasibilitystudies.................................................................113

3.8:RapidCommunityAssessmentTechnique(tool)........................................................116

3.9:NewEnterpriseProjectIdea(tool)............................................................................. 120

3.10:TransitionEnterprisePlan(tool)..............................................................................125

3.11:SamplequestionnaireforconductingaTrainingNeedsAssessment(TNA).............132

3.12:TrainingNeedsAssessmentformforpeoplewithdisabilities..................................134

3.13:Trainingproposalform(sampletool).......................................................................135

3. Economic Opportunitiesand Training Needs


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Introduction

Workingcloselywiththelocalpartners,Step2oftheTREEmethodologyinvolvespreparingcommunityprofilesandbaselinestudies,identifyingpotentialemploymentandincome-earningopportunities,providinginnovativeideasfornewbusinessandemploymentopportunities,undertakingfeasibilitystudiesofpotentialeconomicactivitiesandassessingcorrespondingtrainingandpost-trainingneeds.ThemainactivitiesassociatedwiththisstageoftheTREEprocessare:

• collecting and analysing information on community resources, consumer demand andmarketopportunitiesinthelocaleconomy;

• assessingwith the local community potential employment, economic andother income-generatingopportunities;

• identifyingspecifictraining(technicalskills,entrepreneurial,smallenterprisemanagement,etc.)andpost-trainingsupportneeds;

• undertakingfeasibilitystudiesfortheeconomicactivitiesthathavebeenidentified;• preparingrelevantbusinessplansandtrainingproposals.

InthePacificacombinationofeconomic,socialandculturalfactorssuggestthatthefocusofTREEtype programs in rural areaswill be on identifying economic activities at the village levelwherecommunalapproachestolabour,landandresourcemanagementcontinuetoapply.Inotherwords,many(butnotnecessarilyall)oftheeconomicactivitieswhichtheTREEprocessidentifiesinPacificIslandCountriesare likely tobecommunityorvillage-ownedenterprises rather than individually-ownedbusinesses.

Insuchsituationsthecommunitywillberesponsibleforallaspectsofsettingupandmanagingtheactivity.Thisis whyitisimportantthatlocalTREEcommitteesbeorganisedonthebasisofexistingvillagesocialstructuresratherthanonlyonrepresentationfromcommunityinterestgroups.ItalsomeansthatthesubsequentfocusofTREEtrainingandcapacity-buildingactivitiesi.e.empowermentactivities,willalsobemoreonthecommunitythanonindividualmembersinthatcommunity.

It is crucial that the target group and local communities participate in the process of identifyingpotential economic opportunities. In addition towomen andmen participants, consumers, localproducers,wholesalers,retailers,potentialbuyers,businessandbusinessassociations,tradersandpartner organisations should also be involved. These groups should reflect the diversity of ruralcommunitiesandincluderepresentativesofpeoplewithdisabilitiesandfromothersociallyexcludedgroups.

1. Conducting the socio-economic surveys

Theprocessofidentifyingeconomicopportunitiesiscarriedoutonthebasisofinformationcollectedfromthreesocio-economiucsurveys:

a)TheCommunityProfileSurvey(CPS)whichdocumentsthemainsocio-economicfeaturesofthecommunityanditsresources b)TheConsumerDemandSurvey(CDS)whichexaminesthedemandforproductsandservicesbylocalconsumers

c)TheMarketOpportunitiesSurvey(MOS)whichseekstoidentifypotentialemploymentandincome-generatingopportunitiesinthelocalmarket


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While each survey is important in itself and logically follows the preceding one, a consultativeapproach is recommendedwhereby the resultsofeach surveyarediscussedandcomparedwithpreviouslyacquired information,and stakeholdersaregivena chance to commentandgive theiropinionthroughouttheprocess.Theteamassignedtoconductthesesurveysshouldbetrainedinvarioustechniquesofcommunitymobilization,collectionandprocessingofdata.

2. Analysing Rural Markets: Things to remember

Ruralmenandwomenoftenlackaccesstoupdatedmarketinformationandthislimitstheirabilitytoperceivebusinessopportunities.Byprovidingthemwiththisinformation,thelocalsurveysseektoassisttheminmakingmoreinformedchoicesregardingviablemarketopportunities.

Ruralmarketsareincreasinglydynamic,changingandcompetitive.Whatmaybeaprofitablebusinessopportunitytodaycouldbeabadriskinsixmonths.Therefore,theabove-mentionedsurveysarenotaone-timeevent.Thefindingsandrecommendationsneedregularupdating,for instance,onceayear,sincethemarketdemandforproducts/servicesmaychange.Inthiswaythecommunityalsodevelops the capability to analyze its ownneeds andopportunities, thus contributing to its ownempowerment

3. The Community Profile Survey (CPS)

TheCPSprovides a framework for the identificationof economicopportunities and thebasis forsubsequentdiscussionsontheviabilityoftheseopportunitieswiththelocalcommunity.

Some of the information will have already been collected during the exploratory visits to thecommunity.However,onceparticular communitieshavebeenselected toparticipate in theTREEprogramthereisaneedtogodeeper.ThemaintopicssurveyedintheCPSare:

• availabilityofinfrastructurefacilities;• availabilityofcommunityservices;• availabilityofcommercialproductsandservices• availabilityoflocalrawmaterials• availabilityofprimaryandintermediateagriculturalcommoditiesandproducts

TheCPSseekstomapthelocaleconomy,identifyresourceswhichnewincome-generatingactivitiesmaybeabletouse,determinewhetherthereisroomforfurtherexpansionofexistingbusinessesorseewhethernewbusinessescouldbedevelopedfromexistingsurplusresources.

SourcesofInformation:TheCPmakesuseoflocalleaders(manyofwhomwillbemembersofthelocal TREE committees) to provide the information. Also important is to determine and identifyotherlocalkeyinformants.ThemorebackgroundknowledgetheTREEfacilitatorpossessesontheseleaders,themoreconfidenthe/shewillbeduringcommunitymeetings.

Potentialkeyinformantsinclude:

• villageleaders;• localshopowners,entrepreneurs;• NGOsandotherdevelopmentserviceproviders;• traditionalleaders,schoolofficials,localorganisations;


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Interviews:

Inadditiontoinformationprovidedthroughkeyinformants,itisimportantthatsomemembersofthe localTREEteamundertake individual interviewsofwomenandmeninthecommunitytogetafirst-handunderstandingoftheirsituation,howtheylive,howmuchsparetimetheyhave,whattheirpotentialinterestforbusinessisetc.Similardiscussionsshouldbeheldwithotherfrequently-excluded members of the community, for example, those with disabilities. The results of theseinterviewanddiscussionsshouldbedocumentedandincorporatedintotheultimateTREEstrategyforthecommunity.Form3.2providesasampleCPSSurveyinstrument.

4. Consumer Demand Survey (CDS)

TheConsumerDemandSurveyasksthequestion:Whatproductsandservicesareindemandbutnotpresentlyprovidedfor?

ThepurposeoftheConsumerDemandSurveyistofindoutfromlocalconsumerswhichgoodsandservicestheywantbutcannotpresentlyobtain.Specifically, it triesto identifygoodsandserviceswhich are in short (or infrequent) supply, or have anunacceptablequality.Annex3.3presents asampleCDSinstrument.

5. The Market Opportunity Survey (MOS)

“Whyaretheservicesorgoodsnotavailableinthecommunity?Couldtheybe?Couldlocalneedsbemetbyimportingrawmaterialsfromoutsidetheareaandprocessingtheminthecommunity?Couldgoodsbemadeinthecommunitywhichcouldbesoldinmarketsoutsidethecommunity”?The purpose of theMOS is to try to find out from local artisans, producers, employers, traders,businessandbusinessassociationsandtargetbeneficiaries,whyproductsandservicesidentifiedbytheConsumerDemandSurveyarenotpresentlyavailableinadequatequantitiesand/orqualitiesandifrawmaterialsidentifiedintheCPcanbetakenadvantageofforcreatingemployment,expandinglocalproductionorproducingnewproductsandservices.ThesampleMOStoolisprovidedinToolsandInstruments3.4

6. Training Enumerators and Administering the Survey Instruments

Thequalityoftheinformationreceivedintheabovesurveysandinterviewswill,inlargemeasure,bedeterminedbytheskillsoftheenumeratorsandinterviewerswhoadministertheinstruments.Knowingwhat toask isonlypartof theprocess. Equally important is thatenumerators correctlyinterpret responses. A one-day training program in which enumerators and data collection stafflearn the correct ways of collecting information, asking questions and interpreting responses isrecommendedpriortotheadministrationofthethreesurvey.

7. Discussions of Survey Results with Stakeholders

TheresultsofthesurveysarediscussedwiththelocalTREEcommitteesduringtheirregularmeetingsin the localcommunity.Resultsshouldbepresented insuchawayas to facilitateandencouragediscussionamongmeetingparticipantsofthevariousfindingsinthesurveys.Thisprocessshouldincludebothbrainstormingtechniquesi.e.wherebyindividualsareencouragedtosuggestincomegeneration or small business opportunities from their interpretation or reading of the surveyinformationand,secondly,morestructuredanalysisofsuchopportunitiesintermsoftheavailabilityofmarkets, required investment capital, necessary skills and technology etc. The intention here


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istoreachajointdecisionorconsensusamongTREEstaffandTREEbeneficiariesonashortlistofopportunities,thefeasibilityofwhichcanthenbeexaminedinmoredetail.

Theobjectiveoftheinitialdiscussionsistoselectpriorityactivitiesfromamongthoseidentifiedbythesurveys;theonesthatholdthegreatestpotentialforprovidingsuccessfulsustainable incomegeneration opportunities in the community. Potential problems can often be identified by thecommitteesbeforeanyfurtherstudiesarecarriedout.Involvementofthepartnersandbeneficiariesincreasestheirinterestandcommitment.

Particularemphasisshouldbeonidentifyingthoseeconomicactivitiesthathavepotentialtocontributetolocalsocio-economicdevelopmentgoals, includingimprovementsinphysical infrastructureandvillageservices.

Whenconsideringdifferentincomegeneratingpossibilitieswiththelocalcommunity,thefollowingquestionsrelatingtotheeconomic,financialandtrainingviabilityofdifferentalternativesshouldbediscussed.Theyprovideapreliminaryideaofwhatneedstobeconsideredwhendecidingtostartanincome-generatingactivityandthiscanalsoprovideusefulinputtothelaterfeasibilitystudies.

8. Questions Relating to the Viability of Potential Economic Activities

a) Economic and Financial Impact

Whatistheestimatedeconomicimpactoftheproposedactivityontheindividualorgroups’existinglevelsofincome?i.e.willtheproposedactivityincreasethisincomeby10,20or30percentormore?Whatlevelrepresentsaminimumacceptableincrease?

Whatiftheinvestmentandworkingcapitalcomefromaloan?Financialviabilityisdeterminedbytheabilityoftheactivitytogenerateenoughincometoachieveeconomicviabilityandrepayanymoneyborrowedforinvestmentandworkingcapital,overaspecifiedperiodoftime.

Iftheactivityisjudgedtobeeconomicallyandfinanciallyviable,cantherequiredtrainingbeprovidedinacost-effectivemanner?Cantherequiredinstructorsandequipmentbeobtained?Aretherequiredtrainingmaterialsavailableetc.?

b) Training Issues

• Whatarethetrainingneedsoftheanticipatedeconomicactivity(e.g.technicalskills,softskillstraining)?

• Whoarethepotentialtrainees?Whataretheirinterests?Groupsorindividualtrainees?• Whoarethetrainingprovidersandpotentialinstructors?Howaretheygoingtoberecruited?

Dotheyhavetheskillstoaddresstheneedsofthetargetgroups?• Whataretheestimatedtrainingcosts?Cantrainingbeorganisedatacosttotheinstitutions?

Ifnot,whatalternativewaysaretheretofinancetraining?• Istrainingequipmentlocallyavailableandrelevant?Ifnot,howcouldtrainingequipmentbe

provided/purchased?

c) Raw materials and other input issues

• Aretherawmaterials locallyavailable?Determinetheir (estimated)quantityandquality,seasonalityandtheenvironmentalimplicationsoftheiruse.


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• Areotherinputsavailable,e.g.electricity,water,fuel?• Whoownstherawmaterials?Aretheyaccessibleandavailablefortheeconomicactivityand

itsintendedbeneficiaries?• Whatisthecostoftherawmaterials(i.e.purchaseandtransportation)?Isthesupplyreliable

soasnottocauseslackperiodsinproduction,orpriceincreasesofthefinishedproducts?Woulditmatterifthereweresuchincreases?

• Whatistheestimatedcostofaworkingstockoftherawmaterials?Howcouldthisbefinanced─fromownsourcesorarethereexternalsources(e.g.loansorcreditfromsuppliers)?

• Whatarethealternativeusesoftherawmaterials?Aretheyexpectedtoleadtocompetitionforresourcesorchangesintheircost?

d) Equipment, Facilities and Technology Issues

• Whatisthetechnologytobeusedbytheeconomicactivity?Isitlabourintensive?• Whatarethetoolsandequipmentneeded?Howcantheybeobtained?• Whataboutmaintenance,repairsandparts─aretheyavailablelocally?• Whatarethecosts?• Wherewilltheeconomicactivitybelocatedinrelationtothemarket?• Howbigistheareaneededfortheworkshop?• Whowillownthearea?• Isitpresentlyavailable?• Willitbeboughtorrented?• Howmuchisthepurchaseprice/rental?• Howlongwillitbeavailable?• Will it needpower (electricity) andwater ─ are the connections there already,will it be

expensive?

f) Management and Organisation Issues

• Howwillthebusinessbeorganised(e.g.self-employment,cooperative,othertypeofgroupenterprise),howmanyworkers,typeofworkers─familylabour,wageworkers,etc.?Howwillitbemanaged?Bywhom?

• Whatwillbetheinvolvementofthegraduates?Theirfamilies?Thecommunity?• Whoarethesupportagencies/organisationstobe involved intheeconomicactivity?Are

theywillingandabletoprovidesupport?

g) Investment Requirements

• Howmuchinitialinvestmentisestimatedtobeneeded?Howmuchfixedcapitalandhowmuchworkingcapital?

• Wherecanthecapitalbefound:ownsavings,fromfriendsorrelatives,frommoneylenders,fromNGOs,frombanksorlendinginstitutions,oramixtureofsources?

• Are loans available to individuals or only to groups? Is there a difference in lendingconditions?

• Whataretheconditionsofanytypeofloan:typeofcollateral?Howarefundsreleased(e.g.viaacommercialbank,onreceiptforequipment)?Whatistherepaymentschedule?Isthereagraceperiod?

• Howmuchwouldtheinterestratebe?• Whowillpreparetheloanpaperrequirements?


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h) Marketing Issues

• Whichproductsare tobemanufactured?Whatare theproductdesigns?Wheredo theycomefromandaretheyreadilyavailable?Ifnot,whowillpreparethedesign?

• Atwhatquantityandqualitywilltheproductsbemanufactured?Willtheybemarketable?• Whataboutthepricing?Takingproductioncostsandprofitmarginsintoconsideration,can

thepricecompetewithsimilarproductsinthemarket?• What and where will be the market outlets for the products?Will they be sold in the

community?Inthedistrict?Elsewhere?Whatistheextentofthedemand?• Whoarethetargetconsumers/buyers?Whatisthecostoftransporttothemarket(ifoutside

thecommunity)?• Willtheproductsneedqualitycontrol?Packaging?Promotioncampaigns?Howandwhere

canthebusinessgetandpayforthem?• Whatwillbethemaincompetingproductandproducer?Fromwherewillthecompetition

come(e.g.willtherebecompetitionamongtraininggraduates)?Internal/external?Whatisthedistinctiveadvantageoftheproduct?

i) Other Issues

• Does the envisaged business have any legal and social implications? Are any permits orlicensesrequired?Willtheybedifficulttoobtain?

• Arethereanygender,disabilityordiversityissuesinvolved?• Arethereanyenvironmentalissuesinvolved?• Arethereanyrelationswithpresentorfuturedevelopmentplansfortheregion/locality?• Willthebusinesshelpthecommunity(e.g.byincreasedemploymentandincomesthrough

linkswithotherlocalactivities)?• What institutional and professional support is needed for the business? Is it available?

Reliable?Affordable?• Arethererelevantgovernmentservicesavailableintheprojectarea(e.g.extensionservices,

ruraldevelopmentorganisations,technicaltrainingschooletc.)?

9. Feasibility Studies

Afterhavingidentified,discussedandinitiallyvalidatedashortlistofpotentialeconomicactivities,itisnecessarytoanalyzethemingreaterdetailtodeterminewhethertheyareprofitablewhencarriedoutinparticularlocalitiesandonasmallscale.

A feasibility study consistsof a comparisonbetween the costsof inputs (labour, equipment, rawmaterials,possibly,interestratesonloans,etc.)requiredtoundertakeaparticulareconomicactivity,andexpectedturnoveri.e.volumeofbusinessonthebasisofthepricesatwhichtheproductsandservicesareexpectedtobesold.

SincetheTREEprocessaimstocontributetotheempowermentofruralcommunities,thefeasibilitystudiesarenotjustconcernedwithassessingtheprofitabilityoftheenterprisesbutalsoatthewidereffectsoftheproposedactivityinthecommunity.ThisisparticularlyimportantinthePacificwhereenvironmentalconcerns loomlargeandwheremanagingenvironmentalresourceseffectively is inthelongtermeconomicandculturalinterestofthelocalcommunity.

TheresultsofthefeasibilitystudiesarepresentedtothelocalTREEcommitteesfordiscussionandinordertodecideontrainingandcapacitybuildingrequirements.


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10. Major components of a Feasibility Study

a) General description:

Generaldescriptionoftheproposedbusiness,theproductsandservicesthatareintendedasitscoreactivity,itslocationanditspossiblebenefitstotheentrepreneurandthecommunityatlarge.

b) Market analysis:

It iscrucialforabusinesstoensurethatthereisarealdemandforwhatitproduces,i.e.thattheproduct or service will reach the consumer, who is prepared and able to purchase it at a pricewhichcoversproductioncostsandleavesaprofitmargin.This impliesthattheproductorservicecanbesuppliedatapricewhich isat leastcompetitivewithothersuppliers.Themarketanalysisdescribesthemainmarketsforwhichgoods/serviceswillbeproduced–whoaretheconsumers–andestimatesthedemandperday,perweekorpermonth,accordingtothetypeofcustomer(takingintoaccountpossibleseasonalvariations,competitors,etc.).Thekeypointsinmarketanalysisare:supply,demand,customersandcompetition.

c) Technology assessment:

The technology assessment looks into the level and types of technology to beused, the typeofequipmentandskillsneeded,sizeofworkforce,characteristicsoftheproposedlocation(workshopspace,storagespace, infrastructures,proximitytomarketsorrawmaterials,etc.)andwhetherornotitispracticaltoundertaketheproposedeconomicactivityontheproposedsite.Thetechnologyassessmentisakeyfactordeterminingthenatureandtypeoftrainingwhichwillberequiredtocarryouttheproposedactivity. d) Management responsibility:

Howeversmalltheventure,itneedstobeeffectivelymanagedintermsoftheefficientuseoflabour,materials,budgetsandtime.Especiallywheretheactivityisacollectiveenterprisethereisaneedtoestablishwhodoeswhat,whowillfacilitatethecapital,howthedifferenttasksandresponsibilitieswillbesharedandhowtheprofitswillbemanaged.

e) Financial analysis:

Itiscrucialtoundertakeathoroughfinancialanalysistoestimatetotalcosts(investmentcostsandoperatingcosts)andexpected turnover soas todeterminewhether theenterprise is likely tobeprofitable,andwhen.Theenterpriseneedssufficientcapitalforitsestablishment,dailyoperationsandexpansion.Ifcapitalisshort,aloanorothertypeoffinancialsupportwillberequiredandanycostsassociatedwiththissupportneedtobeincludedinthefinancialanalysis.

f) Social Constraints:

Interestandmotivationoftheproposedparticipantsinthespecificbusinesswillnormallyhavebeenassessedduring thediscussionsat thefield level.Also, theremaybe socialbarriers, inparticularbarriersrelatedtogender,age,disability,religionorethnicity,whichpreventssomemembersofthecommunityfromundertakingspecificeconomicactivities.Familyandcommunitysupport(especiallyneededinthecaseofwomen’strainingandemployment)willhavetobeobtainedtoovercomesuchbarriers.


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11. Training Needs Assessment (TNA)

Whatever the economic activity envisaged, there is a need to ensure that participants have theappropriateskillsandknowledgetocarryitout.Thismayrelatetospecifictechnicalskillsassociatedwiththeactivitybutitalsoappliestomanagementskillsandknowledgeaboutmarketandconsumerconditions.TheTrainingNeedsAssessment,orTNA,helpsassesstheserequirementsfortheeconomicactivitiesthathavebeenconsideredviablebythefeasibilitystudies.

TheTNAshouldbecarriedoutwiththeactiveparticipationoftheproposedbeneficiarieswhowillreceivetraining.It’simportanttoknowwhattheyalreadyknowsothattrainingdoesnotduplicateskills already possessed. It is also important to take into consideration any special needs whichtraineesmayhavewithregard,forexample,totheorganisation,timinganddeliveryoftraining

Thisisbestdonethroughashortsurveyquestionnairebutitcanalsobedoneforsmallgroupsonthebasisofameetinganddirectdialoguewithbeneficiaries.Thelatterformatisparticularlyusefulwhenworkingwithpeoplewhohave languageor literacy issuesor thosewithvisual impairmentwhichconstrainstheirabilitytoprovideinputsinastandardwrittensurvey.Annex3.8presentsasamplequestionnaireforconductingaTrainingNeedsAssessment(TNA)andAnnex3.9illustratesasimilarquestionnaireforpeoplewithdisabilities.

12. Preparation of a Training Proposal

AfterthefeasibilitystudiesandTNAshavebeencompleted,theTREEprogrammeteamshouldexplorethepossibilitiesfordeliveringtherequiredtraininginputsbeforeafinaldecisiontoproceedismade.Forexample,theTREEteamshoulddiscusswithlocaltrainingproviderstheidentifiedtrainingneeds,explaintheobjectivesofthetraininganddiscusssuchthingsastheprovider’scapacitytodelivertheproposedtraining,availabilityofappropriateinstructors,trainingsites,costetc.Thefindingsshouldbepresented to the localTREEcommittee in the formofaTrainingProposal forapprovalbeforeundertakingtrainingpreparations.Annex3.13providesasampleTrainingProposal.

13. Rapid Community Assessment (RCA)

Inaddition to theCommunityProfile,ConsumerDemandandMarketOpportunity surveyswhichprovidein-depthinformationonthecommunity,itsresourcesanditseconomy,someTREEprojectshavedevelopedandusedashorterinteractivemethodforobtainingideasforpotentialcommunityenterprisesdirectlyfromcommunityresidents.KnownastheRapidCommunityAssessment(RCA),itsobjectivesaretwofold:

• To make the identification and prioritisation of enterprise and training projects trulydemocraticandparticipatory

• To introduce the target beneficiaries into the world of community enterprises andentrepreneurshipdevelopment.

a) Brief Description of the RCA process The Rapid Community Assessment, or RCA, is a tool for identifying and designing enterpriseprojectsincommunityplanningmeetings.Asidefrombeingatool,itisalsoaprocessforcultivatingentrepreneurialaptitudeandawarenessofthetargetgroups.


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RCAusespracticaldiscussionFormsasguidesingeneratingandorganisingprojectideas.Whenusedbyatrainedcommunityfacilitator,thetechniquebecomesrelativelyproductiveandeducationalevenforalargegroupofpeople.Itgeneratesactiveparticipationratherthanpassivecooperationanditputsintopracticetheideaofpeoples’participationandpeople’sempowerment.

RCAseekstocapitalizeonpeople’spracticalexperiencesoflocaleconomicopportunitiesandtheirconcomitantproblems. Inavery limitedamountoftime, itproducesverydemocraticandoutputoriented discussions.At theendofRCA-basedcommunitymeetings, theparticipantsareable togenerateconcreteenterpriseideassupportedbyrealistictrainingproposals.

InlinewiththeobjectivesandgoalsoftheTREEProject,theapplicationoftheRCAmeetingtechniquecomeswiththefollowingoutputsandinformation:

• Listofpossibletrainingandnon-trainingprojects

• Enterpriseideasthatcouldberealisediftrainingassistanceisprovided

• Trainingproposalneededtorealisetheenterpriseprojectidea

• List of interested communitymembers to undergo training to implement the enterpriseidea

The RCA technique seeks to circumvent the more time consuming survey methodology of thetraditionalCBTprocessandplumbenterpriseideasandtrainingneedsdirectlyfromthecommunity,usingbrainstormingandconsensualmeetingtechniques.Withinaperiodof3-4hoursashortlistofpotentialenterprise ideasand related training canbeproduced.Thenewenterprise ideasarevettedindiscussionswiththecommunityagainstalistofkeyfeasibilitycriteriaandthesuccessfulideas,aredevelopedasTransitionEnterpriseProjects(TEP),designedtorunforalimitedtimeperiod,usually6months,afterwhichanevaluationdeterminesiftheactivityshouldbecontinued,expanded,redesignedorterminated.TheTEPisessentiallyanadaptedenterprisebusinessplanuponwhichtheTREEtrainingproposalisdesigned.TheseinstrumentshavebeentestedandvalidatedinthePacificTREEpilotactivitiesoftheYouthEmploymentProjectandareincludedinAnnex3ofthemanualaspotentialtoolsforfutureTREEprojects.

TobeeffectivetheRCAtechniquerequirestwothings:

• a well trained facilitator with in depth knowledge and experience of micro-enterpriseplanninganddevelopment

• a community where small business promotion is part of the local culture, because theprocessreliesontheabilityofmeetingparticipantstoappreciateandunderstandthebasicrequirementsforsettingupandrunningasmallbusiness.

TheRCAtechniqueshavebeenusedeffectivelyintheTREEprojectinthePhilippinesin2004-2006wherebothofthesepre-requisiteswerepresent.ResultsfromitsapplicationinthepilotactivitiesoftheYouthEmploymentProjectinthePacificin2008weremoremixed,reflectingperhapsthatrelativelackofprivatesectorandentrepreneurialexperiencewhichcharacterizesPacificIslandCountriesingeneralandyouthtargetgroupsinparticular.


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Nevertheless, the approach to eliciting potential enterprise activities with the community inorganisedmeetingsissomethingwhichcouldalsobeusedinconjunctionwiththepresentationofresultsfromthemoretraditionalsurveys.Indeed,iftheRCAbrainstormingtechniquewerebasedonthecomprehensiveinformationproducedinthesurveysitwouldcontributesignificantlytothegoalofpromotinginformeddecisionmakingbythecommunityvis-à-visthevariouspotentialenterpriseideas.

14. Additional ILO Survey Tools and Techniques

While TREE has developed this range of instruments and tools for its target beneficiaries at thelocallevel,therearealsoavailableILOlocaleconomicdevelopmenttoolsforassessingarea-specificsituationsandneedswhichcanalsobeadaptedandused.TwoexamplesarethetoolsdevelopedintheILO’sLocalEconomicDevelopment(LED)programforrapidlyassessingtheimpactofpoverty(RAPI),andforplanningintegratedruralaccessibility(IRAP).Additionalinformat5ionontheseandotherLEDinstrumentscanbefoundontheILOLEDwebsite.1

1 http://www.ilo.org/global/Themes/Employment_Promotion/LocalEconomicDevelopment/lang--en/index.htm


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Economic Opportunitiesand Training Needs

Annex 3:Tools and Instruments


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Annex 3.1Factors to Consider when Examining the Feasibility of Wage Employment

Step1:TheProposedWageEmploymentOptions

• Interviewentrepreneursandbusinessassociationstoassessthescopeforwageemploymentopportunitiesandidentifyspecificjobopenings

• Give a brief description of the proposedwage employment options to potential wageworkers

• Findoutwhyparticipantswanttogetintowageemployment

Step2:TechnicalAspects

Location • Distancetotheparticipants’residences/houses• Modeoftravelandtransport,costandtimerequiredfortransport

Qualifications• Qualificationsofpotentialparticipant• Skillsrequiredinthespecifictrade• Trainingneededtomatchtheskills• Equipment/handtoolsrequired• Procedureforsubmittingapplication/CVstotheemployer

Step3:ManagementAspects

• Typeofenterprise• GovernmentorprivatesectororNGO• Incaseofprivatesector:whetherthebusinessisprivatelyownedoralimitedcompany• Number.ofmenandwomenworkersemployedintheenterprise• Availabilityofchildcarefacilities

Step4:FinancialAspects

• SalaryandBenefits• Servicerules&entitlementsofworkers

Step5:SocialFactorsInfluencingPracticabilityOfWageEmployment

• Interestandmotivationoftheparticipantinthespecificjob• Family and community support (in particular, for women’s training and wage

employment)• Barriersthatneedtobeaddressedandmeasuressuggestedbylocalcommunityandlocal

leaders


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Step6:Risks

• Stateanyrisksyouforeseeinenteringwageemployment

Step7:Post-TrainingSupport

• Technicalassistancerequired• Provisionoflabourmarketinformation• Facilitatelinkagesoftrainedpersonswithwageemploymentopportunities• Orientationonworkattitudes,relationshipsbetweenemployerandworkers• Furtherskillsdevelopmenttomatchthejob• Informationonentitlementsandrights• Followupatworkplace.


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Annex 3.2Community Profile Survey (sample)

Introduction

TheCommunityProfileSurveyisabaselinestudywhichmapsthelocalcommunityandeconomy,identifiesresourceswhichnew income-generatingactivitiesmaybeable touse,whether there isroom for further expansionof existingbusinessesor if newbusinesses couldbedeveloped fromexistingsurplusresources.

Itprovidesaframeworkfortheidentificationofeconomicopportunitiesandforthediscussionsthatshouldtakeplaceduringcommunitymeetings.Importantly,itisalsoagoodoccasiontoundertakeagenderanalysissinceitiscrucialtohaveanin-depthunderstandingofthegenderissuesrelatingtotimeavailability,genderrolesandothersocio-culturalconstraintsbeforebeingabletomakethebestofpotentialeconomicopportunities.Inaddition,itprovidesusefulhintsastowhatisavailableinthecommunityintermsofskills,rawmaterials,etc.Last,butnotleast,thesocio-economicinformationonthetargetgroupsandcommunities(sourcesandlevelsofincome,womenandmen’srespectiveparticipationineconomicactivitiesandrelatedconstraints,etc.)willbethebasisforTREEprogrammemonitoring.

1. Instructionsfortheuseofthesurveyform

TheCommunityProfileSurveyformisusedtocollectthefollowingdata:

• communitydescriptionprovidesgeneralinformationonthecommunity;• gender analysis provides information on constraints affecting women’s participation in

trainingandemployment.• rawmaterialsandotherproductioninputslooksatwhatunder-utilisedrawmaterialsand

otherproductioninputsareavailableinthecommunity;• present sources of income looks at the local economy, what women and men in the

communitydoforalivingatpresentandwhatskillstheypossess;• potentialforemploymentcreation,looksatpossibleusesofrawmaterialsinneworexpanded

enterprises,aswellasdevelopmentprojectsandfactoriesinneedofskilledlabour.

Datacollection

Themainwaytocollectdataisbyagroupinterview,ensuringthatbothmenandwomenactivelyparticipateinthegroup.Theinterviewer/facilitatorwillbeastaffmemberofthelocalTREEteam,preferably the local TREE coordinator, the socio-economist and/or the gender specialist. Theinterviewerwillusethesurveyformastheinterviewguide.Thegroupmembersdiscussdatawitheachothertomakesurethatitisasaccurateaspossible.Theinterviewerfillsintheanswersontheformonlyafterthegrouphaveagreedamongthemselvesonthecorrectinformation.Thegroupcouldalsobebrokenintosmallergroups(notlessthanfivemembers)fordifferentpartsoftheformtospeedupdiscussion,providedthatsomemembersofthelocalTREEteam─localTREEcoordinator,socio-economistorgenderspecialist─areavailabletofacilitatethediscussion.

In addition to information provided by key informants, it is important that somemembers of thelocalTREEteam,especiallythelocalTREEcoordinator,thesocio-economistandthegenderspecialist,undertakeindividualinterviewsofwomenandmeninthetargetgrouptogetafirsthandunderstanding


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oftheirsituation,howtheylive,howtheworkisdistributedbetweenmenandwomen,whetherchildrenunder15yearsofagework–andinwhichkindofwork─etc.Alltoooftenthelackofunderstandingofpeople’ssituationandconstraintshasadverseeffectsondevelopmentprogrammes,especiallythoseatthegrassroots.

Wheneveravailable,secondarysourcesofdataarealsoused,especiallyforthecommunitygeneraldescription.

Groupinterviewees

Thegroupshouldbecomposedofbothformalandinformalcommunityleaderswhoareknowledgeableabout the community and its economy. They could include representativesof agenciesprovidingassistancetotheprogrammesite.Thenumberofgroupmembersshouldbebetweenfiveandfifteentoensurethattherewillbeenoughtocheckinformationbetweenthem,butnotsomanythatthediscussionisdifficulttohandle.

Suggestedmembersofthegroupcouldbe:

• localleadersandrepresentativesoflocalgovernmentdepartments;• tradeorganisations(e.g.handicraftassociations);• localNGOsinvolvedinlivelihoodprojectsandrepresentinggroupssuchaswomen,disabled

personsorotherrepresentativeswithinthecommunity;• representativesoflocaltraininginstitutions;• localentrepreneurs;• representativesofwomen’sorganisations.

PartI Communitygeneraldescription

A. Approximatepopulationofprogrammesite

The larger the percentage of un/under-employed in relation to the total labour force, themorejustifiedistheselectionoftheTREEprogrammesite.Iftherearemoreun/under-employedfemalescomparedtomales,itmaybeworthdevisingadditionalsupportmeasuresforwomeninthetargetgroup.

B. Geographicalfeatures

Data on towns/citieswith economic influenceon the programme site indirectly show sources ofsuppliesandmarketsforproducts.

Typeofaccesswillshowthedifficultyoreaseofflowofgoodsinandoutoftheprogrammesitethatcanaffectavailability,pricesandstoragelifeofproducts.

Naturalland/waterresourcesare(potential)sourcesofrawmaterialsforeconomicactivitiesintheprogrammesite.

C. Climate

Theweatherpatternoftheprogrammesiteinfluencestheeconomicactivitiesinaruralcommunity:itdetermineswhentheresidentsarebusyorwhentheyhaveslacktime(e.g.planting/harvestingseasonsandfishingperiods).Itmayalsoaffecttheaccessibilityoftheprogrammesite(roadsmaynot


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bepracticableatcertaintimesoftheyear).

D. Educationalandtrainingfacilities

Thepresenceofeducational,vocationalandothertrainingfacilitiesmayshowpotentialvenuesfortrainingimplementationandgivearoughindicationofthelevelofeducationandskillsdevelopmentof the residents. The latter information will be useful for potential training providers. However,additionaldataoneducational attainmentsare required2 since themerepresenceof a schoolortraining centredoesnotnecessarilymean thatbothboysandgirls,menandwomenhaveequalaccesstosuchfacilities.

E. Creditsourcesforsmall/informalactivities3

Oneofthebiggestproblemsofmicro-enterprisesistofindcapital:thereareveryfewcreditinstitutionswillingtoextend(small)loanswithoutcollateralandappropriatefeasibilitystudies.

Credit sources for small/informal activities will provide information on whether new income-generatingactivitieswouldhavea chanceofbeingfinancedornot.Alternatively, if no sourceoffinanceisavailable,theTREEprogrammeitselfmaybeabletoprovidetheinitialfundstosetuparevolvingfundand/orcommunityfunds.

Possiblesourcesofcreditforsmallenterprisescanbethefollowing:• commercialbankswithspeciallendingprogrammes;• governmentinstitutions,ruralordevelopmentbanks;• micro-financeinstitutions;• development NGOs with their own funds for lending or administering loan funds for

governmentorprivateagencyprogrammes;• savingsandcreditassociations(e.g.creditunions,financialcooperatives,villagebanksetc.)• cooperatives,ifbeneficiariesaremembers;• socialorganisations(e.g.RotaryorLionclubs)withlendingprogrammesforself-employment

activities;• informalcredit sources (loans fromfriendsandrelatives,privatemoney lendersorcredit

fromthesupplierofequipmentandmaterials).

F. Existingservices

Theserviceswhichexistinacommunitydirectlyaffecttheoperationofalmostalltypesofemploymentactivities.Foodprocessing is limitedby lackofawatersupply.Lackofelectricityusually limitsanenterprisetotheuseofmanuallyoperatedequipment;itspresencemaysuggestworkforelectriciansorappliancerepairpersons.Transportdetermineshoweasilyrawmaterialsandfinalproductscanbetransferredtomarkets.

PartII. Genderanalysis

TheCommunityProfileandothersurveysneedtoincludeagenderanalysissinceitiscrucialtohaveanin-depthunderstandingofthegenderissuesrelatingtotimeavailability,genderrolesandothersocio-culturalconstraintsbeforebeingabletomakethebestofpotentialeconomicopportunities.

2 This data will be collected through Training Needs Assessments.3 See also Chapter 5 “Post-training Support”, Form 5.2, for more details on potential sources of credit for micro-enterprises, and Form 5.3 for an Assessment of the capacity of micro-finance institutions.


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ItisimportantthatTREEteamsandimplementingpartnershaveagoodknowledgeofwomenandmen’semploymentsituationandtheissuesrelatedtoitinordertorespondtotheseeffectivelyandinapracticalway.For instance,persisting inequalities ineducationandtraininghavefar-reachingimplicationsforemploymentpromotion.

When addressing the specific needs of women, the needs of subgroups of women should alsobe considered, to include women with disabilities, women living with HIV/AIDS, women fromrepresentativeethnic,religiousorindigenousgroupsorothergroupsthatmayberepresentedinthecommunity.Thesesubgroupsofwomenoftenfacedualortriplebarriersinenteringorsucceedinginthemarketplaceorlabourforce.

ThequestionnairesrelatingtothedifferentchaptersoftheCommunityProfilehavebeendesignedto provide data disaggregated by sex. Therefore, the chapter onGender Analysiswill lookmorespecifically intowomen’sconstraintstoaccesstrainingandemploymentopportunities.Belowaresomeexamplesofsuchgenderissues:4

1. loweraccesstoeducationandtrainingforgirlsandwomenresultingintheirlowliteracyandbasiceducationandlackoftechnicalandvocationalskills;

2. low gender sensitivity in training institutions and lack of relevance to the training/employmentneedsofpoorwomen;

3. becauseoftheresponsibilitieswomenhavewithrespecttohouseholdchoresandchildrearing,theyhavelesstimetodevotetotrainingandeconomicactivities;

4. workburdenathomenotsharedbyspousesandothermalehouseholdmembersas,whenwomenwork outside their homes, household chores are oftenundertaken bytheirdaughters,thereforejeopardizingtheiropportunitiestogetaneducation;

5. women are more likely to be discriminated against when looking for employment(maritalstatus,pregnancyormaternity,genderstereotype,longhoursetc.);

6. oftenwomenreceivelowerpayforworkofequalvalue;

7. work inagricultureand issueof landownership, inparticular,whenmoreproductiveexportcropsareintroducedwomentendtobemarginalizedandoftenloseaccesstolandthatwasusedforsubsistencecrops;

8. manywomenandgirls lackconfidence tobecomeentrepreneursand thisattitude isreinforcedbyfamilies,spousesandin-lawswhoareoftenunwillingtoseewomenleavetheirtraditionalroleashomemakers;

9. lackofchildcarefacilitiesattrainingsitesandintheworkplace.

InsightsintotheconstraintswhichpreventfullparticipationofwomenandmenineconomicactivitiescanguidetheTREEteamtoeither:

• identifyeconomicactivitiesthatpresenttheleastconstraints;• addcomponentstotheprogrammethatwillhelpreducetheidentifiedgender-based

constraints–inparticular,genderawarenessandadvocacytohelpbuildwomen’sself-confidenceandgaincommunitysupport.

Obviously,thesecondoptionismoreinlinewiththeobjectiveoftheTREEprogramme.

4 For more details, please see Volume XX, Gender Awareness and Advocacy, Form 2, Examples of Gender Issues and Constraints in Education, Training, Micro-Enterprise Development and Wage Employment.


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PartIII. Rawmaterials/productioninputs

Aneconomicactivitycannotbedevelopediftherawmaterialsandotherproductioninputsneededarescarce.However,ifthereisalargesupplyofrawmaterialsandfewpeopleareusingthem,itmaymeanthattheycouldbeexpandedinnumberorsizebut,itcouldalsomeanthattheiruseisnotveryprofitable.

When rawmaterials and production inputs are imported from outside the community thismaysuggestapotentialopportunitytosubstitutethemwithlocallyavailablematerialsortheproductionofsuch inputs.Finishedproducts foroneproducermaybecomeproduction inputs forprocessingbyotherproducers.For instance, fertilizersandpesticidesareprocessedgoods,butare inputs tofarmers;animalfeedsarefinishedproductstotheproducersbutareproductioninputsforpoultryproducers.

PartI V. Presentsourcesandlevelsofincome

Thedatacollectedhereonincomesourcesshowthedifferenttypesofexistingemploymentinthecommunity. Data on agricultural production provides information on possible raw materials forprocessing.Dataonactivitiesandtheirmainproductsshowwhatskillsexistinthecommunityandwhatself-employmentactivitiesresidentsarepresentlyinvolvedin.Thisdataishelpfulindecidingtheopportunitiesforwage/self-employmentactivitiesinthecommunity.Itshowswhichskillsneedimprovingorwhichproductscouldbefurtherimproved.

Regardingincomelevels,suchdatamaynotbesoeasilyobtained.However,dataonincomelevels,disaggregatedbysexandtypeofeconomicactivityarecrucialforTREEmonitoring.Theyconstituteimportantbaselinedataagainstwhichtocompare incomesof thetargetgroupaftertrainingandpost-trainingsupport.Alsotheymayshedlightonhowwomenandmen’sworkisvalued.

PartV. Potentialforemploymentcreation

This sectionprovides initial information,whichwill need tobe compared tootherdataobtainedthrough consumer demand surveys, market opportunity surveys, feasibility studies, etc., on thepotentialfornewwage/self-employmentinthecommunity.Thedatawillneedfurthercheckingwithproducers,traders,residentsandotherkeyinformants.

A. Useofunused/abundantrawmaterials

InPartIII(above),unusedandabundantlocalrawmaterialswereidentified.Thepresentsectionwillseektoidentifyproductsthatcouldbemadewiththeserawmaterials.

B. Developmentprojectsin/nearthecommunity

Certaintypesofdevelopmentprojectsrequireskilledworkers.Theinventoryofexistingemployment(Part IV above) shows whether the specific types of skills needed are already available in thecommunityornot.

Iftherearenotenoughskilledworkersinthecommunityforuseintheprogramme,itmaybeanopportunityfortraininglocalmenandwomenforthework,dependingonwhetherthedevelopmentprojectiscurrent,abouttostart,orstillattheplanningstage.


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OthertypesofdevelopmentprojectsthatwillbeofinteresttotheTREEteamarethoseaimingtoencouragethedevelopmentofself-employmentactivities.Theseprojectscanbesourcesofsupport(e.g.fundingfortrainingandcreditforTREEclients).

Anotherconcernhereispossiblespin-offsfromplannedprojects.Publicprojectsaremoreoftenthannotconcernedwitheconomicobjectivesandpositiveandnegativespin-offsfromtheimplementationsof the proposed projects are rarely considered. For example, a rice irrigation scheme started toincreasefoodproductioncouldresultintheunplannedspin-offofricepaddiesbecomingabreedinggroundsformosquitoes,resultinginincreasedmalarialattacksandill-health.Toreducethedamagefromsuchanegativespin-off,mosquitospray/insecticidesandpossiblyevenmosquitonetscouldbeproducedthroughmicro-enterprises.

C. HotelsandResorts

Inthissection,theneedbynearbyhotelsfor(skilledorsemi-skilled)workersandforlocallyproducedproductswillberecorded.Ifpossible,specificinformationwillbegatheredonthetypeofskillsandproductsneededbytheseestablishments.HotelsandresortsinthePacificareapotentialsourceofclientsforlocallyproducedagriculturalanddairyproducts,providedqualityandreliabilityofserviceprovisioncanbemaintained.

2. Community Profile Survey form

Site/Community:______________________________________________

District:________________________Province:_____________________

Part I . Community General Description

A. Population of the programme site

1.Totalpopulation __________2.Numberoffamilies __________

Male Female

Totalpopulationofworkingage(15-65)

amongwhich,youth(15-24)

Numberunder/unemployed

Amongwhich,youth(15-24)

Disabledpersons

Otherrelevantgroups

B. Geographical features

1. Nearesttowns/citieswithinfluence Distance ontheprogrammesite (km) ____________________ _____ ____________________ _____


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____________________ _____ ____________________ _____

2. Villagesnearthe Distance programmesite: (km) ____________________ _____ ____________________ _____ ____________________ _____ ____________________ _____

3. Accesstoprogrammesitefromthenearesttowns(checkappropriateanswer):

___ byroad(describetype)_______________________ _______________________ ___ byrail ___ byriver ___ others(specify)______________________________

4. Naturalland/ Comment waterresource

___ River/stream ______________________________ ___ Lake/sea ______________________________ ___ Swamps ______________________________ ___ Farmingland ______________________________ ___ Grazingland ______________________________ ___ Miningsource ______________________________ ___ Forests ______________________________

5. Generallandscape

___ Flat ___Hilly ___Mountainous

6. LandOwnershipstatus____Private____Communal

C. Climate

Season Period

a. Rainy: ________________________________________ b. Dry: ________________________________________


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D. Educational facilities

Number TypeDistancefromprogrammesite(km.)

Numbersenrolled Numbersgraduated

Boys Girls Boys

Pre-schoolElementaryHighschoolVocationalCollegeOther(specify)

E. PotentialCredit sources for small/informal business activities

Name Type* Location Comments1. Local:

2. Outside the community:

*Typemaybeasfollows:• commercialbankswithspeciallendingprogrammes;• governmentinstitutions,ruralordevelopmentbanks;• micro-financeinstitutions;• development NGOs with their own funds for lending or administering loan funds for

governmentorprivateagencyprogrammes;• savingsandcreditassociations(e.g.creditunions,financialcooperatives,ROSCAs,ASCAs,

villagebanks);• cooperatives,ifbeneficiariesaremembers;• socialorganisations(e.g.RotaryorLionclubs)withlendingprogrammesforself-employment

activities;• informal credit sources (loans from friends and relatives, fromprivatemoney lenders or

creditfromthesupplierofequipmentandmaterials).


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F. Available services

Utility Comments

1. Waterfor: a.homeuse __________________________________ b.irrigation __________________________________ 2. Power/Lighting __________________________________ 3. Transport __________________________________ __________________________________

G. Economic and social organisations supporting small-scale activities

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

Part II. Gender Analysis

Most common constraints to women’s full participation in training and economic activities

Constraints Level of constraintsHigh Medium Low Not applicable

LowliteracyandbasiceducationLackoftechnicalandvocationalskillsLowgendersensitivityintraininginstitutionsChildbearing/rearingresponsibilitiesLackofchildcarefacilitiesattrainingsitesHouseholdchoresleavelittletimefortrainingandeconomicactivitiesWorkburdenathomenotsharedbyspousesAssistinghusbandinfamily’smainsourceofincomeTraditionaleconomicactivitiesforwomennotprofitableWomenarediscriminatedagainstinwageemploymentLowerpayforworkofequalvalueLackofchildcarefacilitiesintheworkplaceWomendonotownlandLackconfidencetobecomeentrepreneursFamilies,spousesandin-lawsunwillingtoseewomenleavetheirtraditionalroleashomemakersOther(specify)

Other(specify)

Other(specify)


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Part III. Raw materials and other production inputs

i.e.amountofrawmaterial/productioninputavailablefornewbusinesses:(Scoreas1-Scarce;2-Enough;3-Plenty;4-Abundant.)

Production input Score Comments

Agriculture inputs

1.Cropproduction:

Land ______ ________________________ Fertilizers ______ ________________________ Seedsupply ______ ________________________ Tools ______ ________________________ Machinery ______ ________________________ Other(specify) ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________

2.Livestock:

Animals ______ ________________________ Young ______ ________________________ Animalfeeds ______ ________________________ Veterinarysupplies ______ ________________________ Shelters ______ ________________________ Other(specify) ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________

3.Fishing:

Fishsource ______ ________________________ Boats ______ ________________________ Nets ______ ________________________ Engines ______ ________________________ Other(specify) ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________

4.Forestry:

SoftWoods ______ ________________________ _________ ______ ________________________ _________ ______ ________________________ Hardwoods ______ ________________________ _________ ______ ________________________ _________ ______ ________________________ Tools ______ ________________________ Other (specify) ______ ________________________


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_____________________ ______ ________________________ _____________________ ______ ________________________

Non-farm activity

5.Foodprocessing:

Mills ______ ________________________ Coldstores ______ ________________________ Tools ______ ________________________ Processingmaterials ______ ________________________ Other (specify) ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________

6.Crafts:

Rawmaterials ______ ________________________ Tools ______ ________________________ Workshops ______ ________________________ Other(specify) ______ ________________________ _____________________ ______ _________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________

7.Clothing/textiles:

Cloth ______ ________________________ Tools ______ ________________________ Workshop ______ ________________________ Other(specify) ______ ________________________ _____________________ ______ ________________________

8.Mining:

Minerals ______ ________________________ Tools ______ ________________________ Equipment ______ ________________________ (includingsafetyequipment)

Clothing ______ ________________________ Other(specify) ______ ________________________ _____________________ ______ ________________________

9.Services:

Repairshops ______ ________________________


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Construction ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________

10.Retailing: _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________

11.Others:Tourism?

_____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________ _____________________ ______ ________________________

Part IV. Present sources of income

Thislistgivesactualsourcesofincomeinthecommunity.Itshouldbetakenonlyasaguide.Notallspacesprovidedaremeanttobefilled-in.

Indicate approximate numbers ofmen andwomen in the community doing this work and theiraverageearningsperyearinthefollowingtable:

ActivityAs major role in the activity As minor role in the activityMen Women Men Women

Number Incomeperyear Number Income

peryear Number Incomeperyear Number

1.Agriculturalproduction:1.Cropproduction:a.Rootsb.Vegetablesc.Fruitsd.Other(specify)

2.Animalhusbandry:a.Cattleb.Pigsc.Chickenf.other

3.Fishing:a.Freshwaterfishb.SaltWaterfish


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Non-farm activities4.Foodprocessing:a.Meatb.Fishc.Cakesd.Kavaf.Other

5.Crafts:a.Wood/bamboob.Rattanc.Leatherd.Fibersf.Other(specify)

6.Textile/clothing:a.Weavingb.Sewingc.Embroideryd.Knittinge.Others:

7.Services:a.Shopsb.Transportc.Constructiond.Other

8.Others:

Part V. Potential for employment creation

A. Possible uses of unused/abundant local raw materials

Rawmaterial Potentialproduct(s)

__________________ _____________________________________ __________________ _____________________________________ __________________ _____________________________________ __________________ _____________________________________ __________________ _____________________________________ __________________ _____________________________________ __________________ _____________________________________


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B. Potential for improved Services and/or infrastructure in/near the community

(ClassifystatusN-Now;S-Soon;P-Planned)

TypeofService/ Status Typeofskills/labourneededInfrastructure 1._________________ ____ _________________________ ___________________ _________________________ 2._________________ ____ _________________________ ___________________ _________________________ 3._________________ ____ _________________________ ___________________ _________________________ 4._________________ ____ _________________________ ___________________ _________________________ 5._________________ ____ _________________________ ___________________ _________________________ 6._________________ ____ _________________________ ___________________ _________________________

C. Hotels/Resorts looking for workers or needing products

(ClassifystatusN-Now;S-Soon;P-Planned)

Name/Type Status Typeoflabour/productsneeded

1. a._____________________ ____ ______________________ _______________________ ____ ______________________ b._____________________ ____ ______________________ _______________________ ____ ______________________ c._____________________ ____ ______________________ _______________________ ____ ______________________ d._____________________ ____ ______________________ _______________________ ____ ______________________ e._____________________ ____ ______________________ _______________________ ____ ______________________


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Annex 3.3:Consumer Demand Survey (sample tool)

Guidelines for the use of the form

A. Introduction

TheConsumerDemandSurvey(CDS),isusedtocollectinformationaboutspecificproductswhichlocalconsumersneed/wouldlike,butarenotavailablelocally.

B. Data collection

Individualinterviewsusingastandardquestionnaire[see2.2below]areconductedduringvisitstorandomlyselectedhouseholds.

C. The questionnaire

Thequestionnaireasksforthefollowinginformation:

• Unsatisfied demandforproductswhichareforfamily/householduse

Inthedraftquestionnaire,goodsandservicescommonlybought(orneeded)byruralfamiliesare listed.This isageneral listonlyandmustbeadaptedforuse in the localareaof theprogramme.Anyitemonthelistknowntohavenodemandintheprogrammesiteshouldbecrossedoutandproductsthatareusedlocallyadded.Itmaybeagoodideatopre-testthelistwithmembersofthelocalpartnershipcommitteesothatanynecessaryalterationscanbemadebeforetheactualsurvey.

• Reasons for consumer dissatisfaction

Thereasonsforconsumerdissatisfactionwithcertainproducts,areclassifiedas:

1-Insufficientsupply. 2-Lowquality. 3-Inappropriatedesign/style. 4-Others(specify).

Foreachspecifiedgoodorservice,onlyoneanswer─themain reasonfordissatisfaction─shouldbenoted.

Theanswersshouldbeclassifiedas1,2,or3aboveandonlythenumbershouldbewritten.Iftheanswergivendoesnotfitintoanyofthesethree,write4(“others”)astheanswerandaddtheanswerinfull.

Ifseveralreasonsaregiven,askwhichisthemostimportant(themainreasonfornotbeing

satisfied)andwritedownthenumbercorrespondingtothisanswer.


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D. Selection of interviewees

Sincethedatatobecollectedconcernsunsatisfieddemandforproductsusedbyconsumer-families/households,thepersontoanswerthequestionsshouldbethehusbandand/orwifein the randomly-selectedhousehold.Theywillbeknowledgeableabout thepurchasesaswellastheunfulfilledneedsofthefamily.

Intheirabsence,anotherknowledgeablefamilymembercouldbeaskedthequestions. Ifatthetimeofthevisitnoknowledgeablepersonisavailable,anotherhouseholdshouldbechosen.

In order to get a representative view of local demand, a reasonable number of theconsumerswillhavetobeinterviewed:forpracticalpurposes,30householdsaresuggested.Asmentioned,the intervieweesshouldberandomlyselected,eitherbyvisitinghomesatrandomorbyinterviewingpeopleatrandominthemarketplace.

E. Data processing

Thefrequencyofresponsesarethentabulatedtoseehowimportantthevariousreasonsarefordissatisfactionwiththeproductsorservices.

AsampleofacompletedtabulationsheetfromthePhilippinesformerprojectisgivenonthenextpage.

Totabulatetheresponsesforeachcompletedquestionnaire,followthestepsbelow:

1. GiveeachcompletedCDSformanumberfrom1to30.Writethisnumberontherightuppercornerofthefirstpageoftheform.

2. Write the information on the programme site and the date of tabulation in the spacesprovidedinthetabulationsheet.

5. After tabulation of each form is finished, draw a circle round the number youwrote ontheupperrightcornerofthefirstpagetoindicatethattheformhasbeenrecordedinthesummarysheet.

The Consumer Demand Survey Form

Village(s):___________________________________________________District:____________________Island:________________________Dateofinterview:_____________Interviewer’sName:_______________

Unsatisfied Demand For Products

In the past, what processed/manufactured goods and/or services you bought or tried to buy were you dissatisfied with? Why?


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[Formainreasonofproductdissatisfaction,scoreasfollows:1-lackofsupply;2-lowquality;3-designand/orstyleinappropriate;4 - , -others:(specify)]

Goods/Services Reason for Dissatisfaction (1,2,3 or 4)

Family/Household

ProcessedFood:

1.Bread________________________________ _______________2.Meat_________________________________ _______________4.Vegetables___________________________ _______________5.Fruits______________________________6.Cookingoil__________________________ _______________7.Other______________________________ _______________ ____________________________________ _______________ ____________________________________ _______________

Garments:

1.Women’s:dresses______________________________ _______________2.Children’swear___________________________ _______________3.Men’sshirts_______________________________ _______________4.Trousers________________________________ _______________5.Shorts__________________________________ _______________6.Pillowcases_____________________________ _______________7.Others:____________________________________ _______________ ____________________________________ _______________OtherPersonalWear/Accessories:

Hygiene:

1.Bathsoap_________________________________ _______________

2.Clotheswashingsoap_______________________ _______________3.Shampoo_________________________________ _______________4.Others: _____________________________________ _______________ _____________________________________ _______________ _____________________________________ _______________ _____________________________________ _______________


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Kitchentools/equipment:

1.Stovefor firewood______________________________ _______________ charcoal_______________________________ _______________ others: _____________________________________ _______________ _____________________________________ _______________2.Ladle____________________________________ _______________3.Basket/Bayong____________________________ _______________4.Broom__________________________________ _______________5.Coconuthusk______________________________ _______________6.Others: _____________________________________ _______________ _____________________________________ _______________ _____________________________________ _______________ _____________________________________ _______________

Furniture:

1.Table____________________________________ _______________2.Chairs___________________________________ _______________3.Stool____________________________________ _______________4.Cabinet__________________________________ _______________5.Bed(bamboo,wood&rattan)________________ _______________6.Others: __________________________________ _______________ __________________________________ _______________ __________________________________ _______________ __________________________________ _______________

Services:

1.Electrician__________________________________ _______________2.Carpentry___________________________________ _______________3.Masonry____________________________________ _______________4.Plumbing___________________________________ _______________5.Radio/TV/cassetterepair_______________________ _______________6.Appliancerepair_____________________________ _______________7.Welding____________________________________ _______________8.Vulcanizing_________________________________ _______________9.Smallenginerepair(e.g.boatmotor)_____________ _______________10.Motorvehiclerepair_________________________ _______________11.Barber____________________________________ _______________12.Beautician_________________________________ _______________13.Others: ______________________________________ _______________ ______________________________________ _______________ ______________________________________ _______________ ______________________________________ _______________


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OtherGoods/Services:____________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ _______________

Product demand sample

I. Crop Production

A.ProcessedRawMaterial a.Fertilizer b.Pesticide c.Weedicide c.Others

B.Tools/Equipment a.Weeder b.Pick&shovel c.Rake d.Cultivator e.Sprayer f.Bamboobasket g.Others

C.Services a.Blacksmith(fortools/equipment.) b.Others

II. Poultry Raising A.ProcessedRawMaterial a.Feeds b.Feedsupplements c.others

B.Tools/Equipment a.Brooder b.Feedingtrough c.Drinkingtrough d.Heater e.Incubator f.Others


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C.Services a.Carpentry b.Tinsmithing c.Electrical d.Others

D.Others a.Poultryhouse b.Disinfectant c.Charcoal d.Others

III. Handicraft Making

A.ProcessedRawMaterial a.Rope b.Glue c.Rattanring d.Others

B.Tools/Equipment a.Knife b.Gluebrush c.Others

IV. Fishing

A.Processedrawmaterial

B.Tools/Equipment a.Outboardmotor b.Kerosenelamp c.Fishnet d.Others

C.Service a.Enginerepair b.Tinsmithing c.Netmending d.Others D.Tool/Equipment a.Stove b.Wok c.Cookingspade d.Tinpan e.Others


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Data analysis and interpretation

Aftersummarizingthesurveyresults,thefrequencyofresponseswillshowforwhichproductsthereisthegreatestunsatisfieddemand(andsothegreatestpotentialforanewbusinesstosupplythem).

1. Firstputtheproducts(goodsandservices)forwhichthereisunsatisfieddemandinorderaccordingtothenumberoftotalresponsesthateachhave,i.e.no.1willbetheonewiththehighesttotalandsoforthdowntotheproductwiththelowesttotal.

2. TakethetentopproductsandcheckeachoftheseitemsagainsttheresultsoftheCommunityProfile to seewhether there is any obvious reasonwhy the goods or service cannot besupplied.

3. TheremainingitemsontheshortlistshouldthenbeusedintheMarketOpportunitiesSurveyusingtheMOSquestionnaires[seebelowSection5.3].

4. Immediately after completing all the surveys, the results shall bepresented to the LocalPartnershipCommittee.

CDS results and design of training courses

Thereasonsfordissatisfactionwithaproductorserviceareaguideastowhatcanbedonetosatisfyconsumerdemandforeachparticularproduct.Thisinformationcanbeusedindesigningthecontentofthetrainingcourse.Forexample:

Iflackofsupplyisthereasonmostoftengiven,increasedproductionwillbethesolution.Thismeansthattheconductofaskillstrainingcourseshouldhelpgraduatesinself-employmenttoproducethegoodsorservice.

Lowqualitymaymeanskillsupgradingisnecessaryforownersand/orworkersofself-employmentactivities.

Inappropriatedesign/stylecouldimplytrainingtoupdatedesigns/stylesofproducts.


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Annex 3.4Market Opportunities Survey (MOS sample tool)

Guidelinesforuseofthesurveyform

1. Introduction

TheTREEmethodologyhasdevelopedtwodifferentformsfortheMarketOpportunitiesSurvey:oneforproducersandonefortradersasthequestionstheyneedtobeaskedareslightlydifferent.InthePacific,however,thenumberoflocalproducersofconsumergoodsislimitedandtradersplayamuchmoreimportantroleintermsofmeetingunsatisfieddemand.Wherelocalproductionfacilitiesexist,andwherethisproductionisidentifiedbyconsumersintheCDsurveyasinadequate,informationshouldbecollectedbut inmostPacific IslandCountries theemphasis in theMarketOpportunitySurveywillbeontraders.

2. MOS for Producers: Information objectives

TheMOS-producersformprovidesinformationonthesituationoftheproducersofparticulargoods/services,whichhavebeenidentifiedthroughtheCommunityDemandSurvey.

ResultsoftheMOSforproducerswillprovidethefollowinginformation:• reasons why local producers do not/cannot adequately supply the consumers in the

community;• whethertheproducersthinklocalproductioncouldbeexpanded/improved;• whatsourcesoftechnicalandcreditsupportareavailablefromdifferentagenciesforthe

producers.

3. Data processing

Individualinterviewsareconductedwithproducersusingastandardquestionnaire.

4. Selection of interviewees

The interviewees tobe selected should be local producerswhodeal in goods/services forwhichunsatisfiedconsumerdemandwasfoundintheCDSandforwhichthereisapotentialforemploymentcreationasfoundthroughtheCP.

Theowner of the enterprise or somebodywithin the enterprisewhohas good knowledgeof itsoperationsshouldbetheactualinterviewee.Thereshouldbetwoorthreerespondentproducersforeachproductunderreview.

5. Data processing

Whenalltheinterviewshavebeendone,theMOSdataissummarisedusingtheformbelow.


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6. Data analysis and interpretation

I. Unsatisfied demand for products

Alowlevelofproductionisanobviousreasonforinabilitytosupplythedemandsoflocalbuyers.Itmaybethattheenterprisehasonlyafewregularcustomers,inwhichcasetheownermaythinkthatalltheircustomersaresatisfied.

Oftenhowever,theproducerwillsaythattheyareunabletosatisfyallthedemandsofthecustomers.Inthiscase,theyshouldbeaskedtoestimatethedemandnotmet(whichgivesasideaofhowmuchproductioncouldstillbeincreased).

Iffinancialassistanceistheonlyreasonforlowproductionbytheenterprise,thisproblemhastobesolvedfirstbeforenewemploymentcanbecreatedwithinthisbusiness(eitheranextraemployeeofanexistingbusinessorasanewbusinessproducingthesameproduct).FinancialproblemsalonearenotasuitablereasonforaTREEtrainingcourse.TheTREEtrainingofficershouldthenlookatotherproductsforwhichthereisanunsatisfieddemandandwherepotentialskillstrainingcoursesistheproblem.

In thePacific lackof transportandhigh transport costsareoftenacauseofunsatisfieddemand,especially in communities located in remote or outer islands. This itself can become a potentialincomegeneratingactivityprovidedthatacosteffectivemeanscanbefoundtoprovidingadeliveryservice.

II. Potential for expanding/improving local production

Someenterpriseownerswanttolimittheiroperationstoemployonlyfamilymembers:theydonotwanttohire(andpay)workersfromoutside.Manybelievethattheywouldnotmaximizeincomefromthebusinessiftheystartpayingwagestooutsiders.Ifemploymentisbeingconsideredthroughexpansionofanexistingbusiness,therefore,itisimportanttofindoutfirstiftheowneriswillingtoexpanditsoperations.Ifso,thetargetedincreaseinproductionshouldberelatedtotheestimatedunsatisfiedconsumerdemand.

Iftheownerisgoingtoexpandhisbusiness,whathewilldo,forexample,inmarketingandfinancing,increased labour force,willhaveadirectbearingonwhatTREEshoulddo. If suchactionsdonotincreasetheneededworkforce,thereisnopointinconductingavocationalskillstrainingcourse.If,however,additionalworkersareneeded,thiswillguideTREEinidentifyingthekindofskillstrainingcoursesneededandthenumberoftraineesthatcanbeexpectedtobeemployeduponcompletionofthetraining.

III. Sources of financial and technical assistance

Absenceoffinancialandtechnicalassistancecanbethereasonwhyanenterprisecannotsatisfythedemandforitsproducts.Thisisimportanttoassessthepotentialexpansionofabusiness.

Theinformationinthissectionwillshowwhatfinancialandtechnicalassistanceisavailableandwherethesecanbefound.Thisinformationisveryimportantiftheestablishmentofnew(self)employmentactivitiesistobeencouraged.


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IV. Other producers of similar products

Information about other producers of similar products,may give amore general picture of thisenterprise.Theexistenceofcommonproblems,willgivetheTREEprogrammeagoodideaofthepotentialforwage/selfemploymentcreationintheareabeingconsidered.

Market Opportunities Survey for traders

Guidelines for use of the survey form

1. Introduction

Asmentionedearlier,twospecificformsfortheMOShavebeendeveloped:oneforproducersandonefortraders.Theformsaresimilar,butsomeofthequestionsthatneedtobeaskedaredifferent.ThissectioncoverstheMOSfortraders.

2. Information objectives

TheMOS traders form provides information on the situation of the traders in particular goods/services,whichhavebeenidentifiedthroughtheCommunityDemandSurvey.

ResultsoftheMOS for traders willprovidethefollowinginformation:• the reasons why local traders do not/cannot adequately supply the consumers in the

community;• solutionswhichlocaltradersthinkcanbeconsideredtomeetconsumerdemand;• suggestionsforemploymentopportunitiesinthecommunity.

3. Data processing

AswiththeMOSproducerssurvey,theMOStraderssurveyiscarriedoutthroughindividualinterviewswithtradersusingastandardquestionnaire(below).

4. Selection of interviewees

The interviewees to be selected should be traders who deal in the goods for which unsatisfiedconsumerdemandwasfoundintheCDSandforwhichthereisapotentialforemploymentcreationasfoundthroughtheCP.

Theselectedintervieweesshouldbeknowledgeableaboutthesituationoflocaltraders.

Theownerofthetradingenterpriseorsomebodywithintheenterprisewhohasgoodknowledgeofitsoperationsshouldbetheactualinterviewee.Thereshouldbetwoorthreerespondenttradersforeachproductunderreview.

5. Data processing

Whenalltheinterviewshavebeencompleted,theMOStradersdataissummarisedusingtheformbelow.


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6. Data analysis and interpretation

I. Unsatisfied demand for products

Firstly,informationonthequantityofsalesofthespecificproductunderreviewneedstoberelatedtounsatisfieddemandfor theproduct.Lowsalescaneithermeanthere isvery littledemandfortheproduct inthecommunityorthatthere isnotagoodenoughsupply. Itmaybethat,aswithproducers,thetraderhasafewregularcustomersandsofeelsthatthedemandsoftheircustomersareallsatisfied.

Often,however,thetraderwillsaytheyareunabletosatisfyallcustomers,inwhichcasetheyshouldbeaskedtoestimatethedemandnotmet(whichgivesanideaofhowmuchthebusinesscouldbeincreased).

Thetradersmayalsohaveagoodideaofthenatureoftheproblem(s)ofthelocalproducers/supplierswhichwillhelpdecidewhetherornotthereisaneedfortrainingtomeetunsatisfieddemand.

II. Potential for expanding/improving local production

Tradersareofteninagoodpositiontoknowwhatthecustomerswantandwhatcausestheirproductdissatisfaction.TheirsuggestionsonhowproductionbylocalproducerscanbeexpandedorimprovedwillbeveryhelpfulinfindingoutwhethertheTREEprogrammewillhavearoletoplay.

III. Potential for employment creation

Aslocalbusinesspeople,tradersmayhaveinterestingideasonotherpotentialwage/self-employmentactivitiesthatcouldbesuccessfullyundertakeninthecommunity.

TheMOStradersinformationwillbereportedinthesamewayasthatfromtheMOSforproducers[seeabove].

Market Opportunities Survey form for traders

Village/Community:_______________________________________________District:____________________Province/Island_______________________Dateofinterview:____________Nameofinterviewer:___________________

Trader: ____________________ Product/s: ___________________________

I. Unsatisfied demand of local consumers

A. Whatisyourbusiness’saverage sales level for_________(typeofproduct)perday/week/month/cycle?

____ ________ per ______


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B. Unsatisfieddemandforthisproduct

Aretheresituationswhenyouarenotabletomeetthedemandofsomeofyourcurrentorpotentialcustomersfortheproduct?

___ No

(Ifrespondentimmediatelyanswersnone,askthemtothinkofthepastfewweeksorcycles.Iftheanswerisstillnoneornotanymore,gotoSectionII.)

___ Yes

Whichofthefollowingspecifictype/sofdemand/sbythecustomersforyourproductareyounotabletosatisfy?

___ quantityasked ___ qualitylowerthanwhatcustomerswant ___ design/styleinappropriate ___ pricestoohigh ___ others(specify): __________________________ __________________________ __________________________

(Iftherespondenthasmorethanoneanswer,askhim/hertoputtheanswersinorderfrom1to5,with1asthemostcommonreason.)

C. Reasonsforinabilitytosatisfydemand

Whatdoyouseeasthereason/sforyournotbeingabletomeetthedemandsofallyourcurrentorpotentialcustomers?

___ notenoughstocksavailable ___ sourcescannotsupplyquantitiesordered ___ lackoffinancetobuymorestocks ___ sourcescannotsupplyhigherqualityproduct ___ sourcescannotsupplydesign/stylewanted ___ purchasecostsfromsuppliersarehigh ___ lackoftransporttobringtheproductfromitssourcetocommunity; ___ others(specify): _________________________ _________________________ _________________________ _________________________

(Ifmorethanonereasonisgiven,askrespondenttoputtheanswersinorderfrom1to5,with1asthemostimportant.)


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D. Sources(suppliers)oftheproduct

Fromwhereorwhomdoyoubuymostofthestocksoftheproduct?

___ localproducers ___ localwholesaler/retailer ___ nearbytowns/provincialcapital ___ regionaltradingcentre ___ nationalcapitalcity.

II. Potential of local production

A. Actionslocalproducerscouldtaketoimproveproduction

1. How,doyouthink, localproducerscould improvetheirproduction?(If thereareno localproducers,gotoSectionIII).

___ increasedavailabilityofrawmaterials ___ betterand/ormoretools/equipment ___ betterproductiontechnology ___ moreand/orbetterskilledworkers ___ updateddesignand/orstyle ___ others(specify): _________________________ _________________________

2. Iftheproductionproblem/sofcurrentnumberoflocalproducersaresolved,doyouthinktheirtotalcombinedoutputoftheproductwillbe:

___ enoughtosatisfythelocaldemand? ___ morethanenoughtosatisfylocaldemand? ___ notenoughtosatisfythelocaldemand?

III. Potential employment creation

A. Suggestionsforuseofunused/abundantrawmaterials

1. Thereareanumberofunused/underusedrawmaterialsinthecommunity.Inyouropinion,whatproductscouldbemadefromthemforwhichtherewouldbeademand?

Raw Material Potential Product/s (listfromCPS) __________________ ____________________________________ __________________ ____________________________________ __________________ ____________________________________ __________________ ____________________________________ __________________ ____________________________________

2. Ifyouweretobeginaproductiontypeofbusiness,whichtwooftheproductsyoumentionedabovewouldyouproduce?


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Product Why?

__________________ ____________________________________ ____________________________________ __________________ ___________________________________ ____________________________________

B. Other new product(s) that can be profitably produced

Regardlessofwheretherawmaterialswillcomefromand/orwherethemarketwillbe,whatothernewproductscanbeproducedinthecommunity?

Product Why is it worth producing?

__________________ ___________________________________ ___________________________________ __________________ ___________________________________ ___________________________________ __________________ ___________________________________ ___________________________________

PotentialneweconomicactivitiessuggestedfromtheaboveTNOsurveysshouldthenbesummarisedasfollows:(ThisformisthebasisofthereportontheTNOsurveys.)

Potential new economic activities

I. Potential economic activity

One copy of this section should be completed for each proposed enterprise

A. Descriptionoftheeconomicactivity __________________________________________________________ __________________________________________________________

B. Natureofeconomicactivity

___ newtoprogrammesite,butpresentintheadjacentvillages ___ newtoprogrammesiteandnotpresentinadjacentvillages

C. Basicjustificationforrecommendation

___ thereisabigdemandforthegood/sorservice/sinthecommunitythatisnotbeingmetbysuppliersand/orproducers

___ thereisabigdemandforthegood/sorservice/sinnearbyvillages/districts

thatarenotbeingmetbysuppliersand/orproducers


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___ rawmaterialscanberegularlymadeavailabletotheprogrammesiteandatreasonableprices

___ others(specify): __________________________________________________________ __________________________________________________________

D. Source(s)ofinformation

Specific Source Contact Person, if any

1.Agency _________________________ ______________________ _________________________ ______________________

2.Businessenterprise(s) _________________________ ______________________ _________________________ ______________________

3.Others: _________________________ ______________________ _________________________ ______________________

E. Site(s)forrecommendedeconomicactivity

Whichwillbethebestareasintheprogrammesitetosetuptheeconomicactivity?

Recommended Areas Why?

__________________________ ______________________ __________________________ ______________________ __________________________ ______________________

II. Marketing

A. Product

1. What specific types of good/s or service/s will be produced by therecommendedeconomicactivity?

______________________________________________ ______________________________________________

2. Who will be the main ultimate users of the good/s or service/s to beproduced?

___ individuals/families(ultimateusers) ___ offices ___ productionbusinessestablishments ___ other,(specify): _______________________________________


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_______________________________________

3. Whowillbethemaintarget buyersoftheofthegood/sorservice/stobeproducedbytheproposedeconomicactivity?

___ individuals/families ___ productionbusinessestablishments ___ labourcontractors ___ intermediaries5: ___ middlemen ___ wholesalers ___ retailers ___ other(specify): ______________________________________ ______________________________________ ______________________________________

4. Wherearethemaintargetbuyerslocated?

Area Specific location

___ localcommunity _________________________ surroundingcommunities _________________________ districtcapital _________________________ adjacenttowns _________________________ provincialcapital _________________________ regionaltradingcentre _________________________ adjacentregions _________________________ others,(specify): ______________________ ______________________ ______________________ ______________________ ______________________

5. If product is manufactured or processed in other areas, why will target buyerspurchasethegood(s)orservice(s)fromnewproducersinprogrammesite?

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

B. Competitors

Currentproducersofthegood/sorservice/sarefrom:

Area Specificlocation

___ localcommunity _________________________ surroundingcommunities _________________________ districtcapital ______________________

5 Many enterprises sell their goods or services through different channels of marketing, such as intermediaries, who in turn sell the products to the ultimate users.


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___ adjacenttowns _________________________ provincialcapital _________________________ regionaltradingcentre _________________________ adjacentregions _________________________ others,(specify): ______________________ ______________________ ______________________

III. Production

A. Rawmaterials/productioninputs

1. Whataretherawmaterialsand/orproductioninputsneededtoproducetheproductandwherewilltheirmainsourcesbe?

Input needed Main source Specific Location, available_______________ ___________ _____________________________________________ ___________ _____________________________________________ ___________ _____________________________________________ ___________ _____________________________________________ ___________ ______________________________

2. Tools/equipment:

Item Source

a. Tools: ______________________________

b. Equipment: ______________________________

c. Spareparts: ______________________________ ______________________________ ______________________________

d. Repair/maintenanceservice:________________________ ______________________________ ______________________________

B. Sourcesoftechnicalassistanceinproduction

1. What are the different types of skills needed for production and theiravailabilityintheprogrammesite?

Skills Needed Available locally Yes No _____________________ ___ ___ _____________________ ___ ___ _____________________ ___ ___ _____________________ ___ ___ _____________________ ___ ___


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2. Ifskillsareavailablelocally:

a. Are thereunemployedworkerswith theskillswhocanbehired fornewenterprises?

___ Yes ___ No

Ifyes,whichtypeofworkersareavailable: _______________________________________________________ _______________________________________________________ _______________________________________________________

b. Ifthereare,doanyoftheskillsavailablelocallyneedimprovement? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

C. Productidentification

1. Usingbasicallythesamerawmaterialsandtoolsandequipmentneededtoproducetheproposedgood/sorservice/s,arethereothertypesofproductsthatcanbedone?

___ Yes; ___ No

Ifyes,whatis/arethis/these? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

IV. Financing

A. Sourcesoffinancing

Apartfromself-financing,whatarethealternativesourcesoffundsinandaroundtheprogrammesite?

Funding Source Location _______________________ ______________________ _______________________ ______________________ _______________________ ______________________ _______________________ ______________________ _______________________ ______________________


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V. Personnel/Management

A. Typeoforganisationalset-up

Themostappropriateformoforganisationrecommendedfortheenterprise(economicactivity)tobesetupis:

Type Main reason for recommendation ___ individual ________________________________ ________________________________ ___ family-based ________________________________ ________________________________ ___ group ________________________________ ________________________________ ___ cooperative ________________________________ ___village-owned _________________________________others(specify) _________________________________

B. Potentialdifficulties

Whatarelikelytobethemaindifficultiesinsuccessfullysetting-upandoperatingabusinessoftheproposedtype?

1__________________________________________________________________________________________________________________________2__________________________________________________________________________________________________________________________3__________________________________________________________________________________________________________________________4__________________________________________________________________________________________________________________________5__________________________________________________________________________________________________________________________

Summary of proposed new economic activities

NeweconomicactivityMainreasonfor Skillstraining recommendation needed?Y/N

______________________ ___________________ _____________ ___________________ ___________________________________ ___________________ _____________ ___________________ ___________________________________ ___________________ _____________ ___________________ ___________________________________ ___________________ _____________ ___________________ ___________________________________ ___________________ _____________


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Possible types of group enterprise organisation

(i) Cooperatives

Cooperativesareeasilythemostpopulartypeofgroupenterprise.Therearemanydifferentkindsofcooperatives:e.g.consumers’coops,productioncoops,marketingcoops,creditcoops,servicecoops,transportcoopsandmulti-purposecoops.

Cooperativesaredesignedmainlytohelppeopledotogetherwhattheycannotdoalone.Thiscanmakethecooperativeanappropriategroupworkingarrangementforprojectsforthoselesscapableofworkingontheirownorforenterpriseswhichcannotbecarriedoutbyoneperson.

(ii) Production associations

Somebusinessenterprisesstartassmallventuresbetweentwoormorefriends,relatives,neighbours,etc.,whoshareacommonvisionand interests.Forvariousreasons,suchastheirsmallnumbers,lackofinterest,notinapositiontofulfilalltherequiredlegalobligations,theydonotregisterasacooperative,butbeginoperationsasaninformalgrouporassociation.

This is often an intermediate phase of development. Someof these groups grow and eventuallybecomelargebusinesses,whileothersmaylaterbecomeformalcooperatives.

Insomecountries,associationsarealsoeligibleforsupportfromgovernmentandlendinginstitutions.Forbanksandothercreditorganisations,theyhaveadvantages,suchaspeerpressureandgroupresponsibility,whichcanreplacecollateralandreducetheircreditrisk.Largerunitsalsooftenhavebettermanagement.Forsupportservices,itisalsoanobviousadvantagetobeabletodealwithasmallnumberoflargerunitsratherthanmanysmallunitsorindividuals.

AspartoftheTREEskillstraining,itmaybedecidedtoformthegraduatesintoinformalgroupsorassociations.Thiswouldmeanthattheyneedtobeprovidedwithtrainingonbothhowtomanageacommonincome-generatingprojectandhowtoworktogetherasagroup.

(iii) Venture capital projects

Venturecapitalprojectsaredesignedtobringtogetherlabourgroups,whoarelookingforincomeandemploymentopportunities,andcapitalinvestorslookingforbusinessideastoinvesttheirmoney.Thereareseveralvariations:

a) Labour sub-contracting

Hereanorganisedgroupofskilledpeople(e.g.TREEgraduates)entersintoaproductioncontractwithaventurecapitalist.

Thetermsoftheagreementdependonthenatureoftheproject.Sometimesitconcernsonlythepaymentforlabour,inothercasesitinvolveslabourplusothercosts.Suchanarrangementeliminates (at least forthetimebeing), theneedforgraduatestofindcapitaltostartabusiness/project.However,asavingsprogrammeshould also be introduced so that the group eventually raise their own capitalrequirementsandbecomeindependent.


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b) Anchor projects

Anchorprojectsrefertothoseproductionconcernswhicharetechnicallyattached to another firm such as thosewhichproduce inputs formanufacturingindustriesoragri-processingplants.Theexistenceof thesuppliergroupdependsonthemarketingfirm,butatleastthemarket,andsometimesthetechnologyandproductproblemsoftheproducergroupsaretakencareof.

c) Industrial partnerships

Theseareformallyorganisedbusinessventuresofinvestorsandgroupsofworkers,whohaveagreedtopooltheirlabourandcapitalresourcesforeconomicpurposes.Theresultingprofitsaredistributedaccordingly.

WithintheTREEtrainingprograms,usecanbemadeofalltheseandothertypesofruralenterprisestoensureemploymentfortheirgraduates.Thereare,however,someimportantpointswhichneedtobeconsideredifthesetypesofarrangementsareplannedforTREEgraduates:

• Special elements, such as group formation and association entrepreneurshipdevelopmentshouldbeincludedinthetrainingprogrammes.

• Group savings and capital accumulation schemes should also be included in thecourse,toassurefutureself-relianceofthegraduates.

• Partner firms/individuals need to understand the TREE approach that, whileprovisional arrangements can bemade, the trainees are expected eventually todecidetheworkingarrangementsontheirowntermsandmaydecidetobecomeindependentofthepartnerfirm.

• Groupsshouldbeformedandbecomeusedtoregularsavingbeforebeginningthetrainingcourse.


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Annex 3.5Feasibility Study Form (sample)

Titleofproposedenterprise:______________________________________

1. Description and purpose

Briefdescriptionoftheproposedeconomicactivityorenterprise(includingmaingoodsorservicestobeproduced):____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Giveabriefdescriptionof theeconomicactivityproposedtoprovideemploymentaftertheskillstrainingprogramme:e.g.location,typeofproducts,technology,workforceandintendedmarket.

Whataretheadvantagesofstartingthiseconomicactivityintheproposedlocation?

Availabilityofrawmaterials Existinginfrastructure Costoflabour Availablemarkets/roleoftransportcosts Relatedeconomicactivities

Ifspecificpeoplearebeingconsideredastraineesatthisstage,whydotheywanttostartupthisenterprise?

Whatdotheyneedtobesuccessful?(Training,credit,technicaladvice,otherassistance?)Dotheyhaveanyparticularbarriertoaddress?

2. Technical aspects

Abriefdescriptionofrawmaterialsused,theproductiontechniqueemployed,andthetoolsandequipmentneeded:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Arerawmaterialsregularlylocallyavailable:yes/no

Ifnot,describeoriginandsupplyarrangement:______________________________________________________________________________________________________________________


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3. Estimate of demand

Describethemainmarketsforwhichgoods/serviceswillbeproduced:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Noteanyspecialmarketingstrategies:______________________________________________________________________________________________________________________

Estimate total expected demand

Main market: _________units,Othersuppliers _________Expectedmarketshare _________Expectedsales _________

Secondary market: _________units,Othersuppliers _________Expectedmarketshare _________Expectedsales _________

Total expected sales _________

AllowancesExpectedwastageinproductionprocess_____%Expectedallowanceforpeakseason______%

Resultingproductioncapacity:Plannedmaximumproductioncapacity________unitspermonth.

4. Management aspects

Describetheplannedorganisationoftheproduction(e.g.numberofworkers─full-timeandpart-time─managementarrangement,useofspecializedvendors,etc.):_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Projects costs

5.1 Fixed investments

Thefixedprojectcosts,refertotheinvestmentsinland,buildings,toolsandequipment,etc.,


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whicharetolastforseveralproductionprocesses.

Indicatethecapitalinvestmentneededfor:

i) Land ______________________

ii) Building(s)(whennotrented) ______________________

iii) Machinery and spare partsSpecify:_____________________ ___________________________________________ ___________________________________________ ___________________________________________ ______________________

iv) Tools Specify:_____________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ______________________

v) Furniture,fans,lights,andothers Specify: _____________________ ______________________ _____________________ ______________________ _____________________ ______________________

vi) Installationcostsandpre-operatingexpenses(includingcostsofelectricityandwatersupplyconnections,costsoftransportingandinstallingthenewmachinery),marketingsurvey,etc.

Specify:_____________________ ___________________________________________ ___________________________________________ ______________________

Total fixed investment ______________________

5.2 Working capital

Thisisthecapitalwhichis“tied-up”intheproductionprocessfromthemomentrawmaterialsarepurchaseduntilthefinalpaymentbythecustomerisactuallyreceived:

(i) Stock of raw materialscosts,for__________week(s)Specify:_____________________ ___________________________________________ ______________________


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_____________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ______________________

(ii) Value of finished goods in stock_______________________

(iii) Credit to customers _____________________ creditfromsuppliers(minus) _____________________

(iv) Labour,for______week(s)

Specify:_____________________ ___________________________________________ ___________________________________________ ______________________

(v) Overheadcosts:rent(ifsitenotowned) _____________________electricity _____________________maintenanceandrepair _____________________licensefees _____________________

Total working capital _____________________

5.3 Need for outside financing

(i)Totalprojectcosts:Totalfixedinvestment ______________________Totalworkingcapital ______________________

Totalprojectcosts ______________________

minus

ii)Owneror(group)contribution ______________________

iii)Need for loan/credit ______________________

6. Proposed loan (if needed)


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Originoftheloan ______________________

Loanamount ______________________

Collateral __________________________________

Interest____%,graceperiod_______weeks/months

Monthlyinstallments_________for______weeks/months

7. Operating costs

Theoperatingcostsforthefirstyearofoperation:

(i) Raw materials(incl.transportcosts) ___________

(ii) Manpower costs(incl.mealsandsnacks) ___________

(iii) Costs of electricity and water,etc. ___________

(iv) Overhead costs• rentofthebuilding _________________• repairs/maintenance _________________• other______________ _________________

(v) Interest payments _________________

(vi) Depreciation

• buildings(5%purchasevalue) _________________• machinery(10%) _________________• furniture(6%) _________________

Total operational costs _________________

8. Sales price

Costprice=totaloperatingcosts÷numberunitsproduced:

Costprice=____________÷______________ = __________

Profitmargin_____% = __________

Proposedsalesprice __________

9. Earning potential of the proposed project

Totaloutput _______________

Less:Totaloperatingcosts _______________


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10. Other assistance required

Managementtrainingoradvice yes/no

Comments: ________________________________________________________________________________________________________________________________________________________________________

Technicaltraining

fortheowner yes/nofortheworkers yes/no

Comments: ________________________________________________________________________________________________________________________________________________________________________

Technicaladviceon:

purchaseofequipment yes/no upgradingproductiontechniquesyes/no introductionofimprovedornew productdesigns yes/no qualitycontrol yes/no packingofproducts yes/no marketing yes/no

Comments: ______________________________________________________________________________________________________________________________

Specificneeds:LiteracytrainingAssistivedevices/accommodationsfordisabledpersonsAssistanceinorganisingafamilyorgroupbusinessOthers

11. Final observations and conclusion(s):

_________________________________________________________________________________________________________________________________________________________________________________

Nowaconclusioncanbepresentedonthebasisof the informationcollected.Theassessmentofthebusinessproposalcanbemade in termsofmajorstrengthsandweaknesses in thetechnical,economic,financialandotherareaswhichhavebeendiscussedinthissection.

Previous experiences with this type of activity in the community (particularly past failures),governmentplans,successfultrainingelsewhere,thereliabilityofinformationprovided,theroleof


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communityleaders,thebackgroundoftheintendedbeneficiaries,possiblefluctuationsinthepriceoftherawmaterials,socialconditionswhichwillgoverntheorganisationoftheventure,etc.shouldallbeconsideredinreachingaconclusion.


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Annex 3.6Example of Short Feasibility Report (Bangladesh)

1. The proposed business

Theproposedbusinessisthemanufactureofropefromcoconutcoir.Althoughthereareseveralmanufacturers inthearea,thesurveyrevealedthatthereisamplescopefortheentryofnewentrepreneursiftheycansupplythedesiredquality.

Thetargetwomenwillmanufactureropeswithcoconutcoirthatisaneasilyavailablerawmaterialin the targetarea.Theywill sell these inNoaparaBazarof Jessoreor in thesurroundingareas.Despitethepresenceofseveralmanufacturers,demand ishighenoughtomake itpossibleforwomentorunthebusinessofropemanufacture.

2. Product description

Theproposedproductisropewhichwillbemanufacturedfromcoconutcoirobtainedfromthehuskofmaturecoconuts.Theropecanbeofvaryingthickness.

3. Market demand analysis

3.1 Estimateddemand

ThechiefmarketforcoconutcoirropeistheNoaparaBazarinJessore,Bangladesh.CoconutcoirropeisalsosoldinRupdia,BashundiaandJessoretown.Thereareabout200sellersormoreintheabovemarket.ThemarketsurveyrevealedthateachshopbuysropeworthTk.17,636(US$1=Tk69).Intheprojectarea,interviewswereheldin11shopsthatbuycoconutropeanditwasfoundthattheaverageannualrequirementisasfollows:

AnnualDemand

Averageannualpurchaseofcoconutropeperyear Tk.17,636

Numberofshopssellingropeintheprojectarea(Rupdia,BasundiaandNoapara)

50

EstimatedannualdemandintheprojectareainTaka Tk.8.81lacsEstimatedprojectsproductionvalueperyear Tk.0.37lacsProposedProject’sMarketShare 4%


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1.2 Competition

CoconutcoirropeismanufacturedbythevillagerswholiveclosetoManirampur.TheyselltheropetoshopsatthewholesalerateinNoaparaBazar.Somesellitattheretailratein“haats”onthedaysthathaatsgather.VillagersofDakatiaandZakiaandSiannabaiare involved in thismanufacturingbusiness.

Ropesareproducedbytraditionalmethodsindifferenthouseholdsoftheabovevillagers.Roughly50householdsareinvolvedinthisbusinessandtheyproducearound5kgofropeinaweek.EachkgsellsatTk.65-70.Inaweek,theysellropeworthTk.350andinamonthTk.1400

Competitionwillnotbesevereasthedemandismuchhigherthantheprojectedproductionlevel.Theproject’sshareisonly4percentoftotaldemand.

4. Technical aspects

4.1 Location

The business could be set up in the village named Padmavilla which is nearby Jessore-Khulnahighway.

1.2 Manufacturingprocess/equipment

Themanufacturingprocessinvolvedintheproductionofcoconutcoirropeisverysimple.Thewomencansetuptheproductionunitintheirhome.Theycanprocessthecoconutcoirintoropewiththeaidofatoolthatresemblesaspinningwheel.Itisoperatedmanuallyandlittleeffortisneededtoacquirethenecessaryskilltoworkwithit.

Instruments required

Thefollowinginstrumentsarerequired:

a. Hammerb. Punjac. Woodframed. Scissore. Brushf. Spinningframe

TheestimatedcostofinstrumentsisaboutTk.2000.

4.3 Rawmaterials

ThechiefrawmaterialiscoconutcoirwhichisabundantlyavailableinNoaparaBazaraswellasalloverJessore(province).Thetargetwomenwillhavenodifficulty inprocuringsuppliesofcoconutcoir.


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4.4 Productioncapacity

Itisestimatedthattwowomenwillworkonthisprojectandtheirdailyoutputforfourhoursofworkwillbe48kgofrope. Inthesubsequentyearwomencan increaseproductionby20percentperannum.

5. Management aspect

5.1 Management

Twowomencancometogetherandstartthisbusiness.Theycanusetheirhomeastheproductionpremises.

1.2 Profitsharing

Twowomenmaycalculatetheprofitattheendofeachmonthanddecideaboutwithdrawalofprofit.Withdrawalmustbeonanequalbasis.Womenshouldretainsomeprofitforreinvestment inthebusiness.

6. Financial aspects

6.1 Estimatedcosts Items Amount/Taka

A Fixed investment Tools 1,000 Total fixed investment 1,000B Pre-operating costs (costsforsettingupabusiness) Tradelicence 500 Marketconfirmationwithbuyers,etc. 500 Total pre-operating cost 1,000 Total investment costs 2,000

C Working capital (operating cost per month) Rawmaterials 1,500

Labour(costnotincludedasthewomenwouldworkintheproject) Overheadcosts(rent,utilities,maintenanceandrepairofequipment) Transport,marketpromotion,miscellaneous 1,400

Depreciationof5%ormoreequipment,furniture,machinery 100

Total working capital (operating costs) 3,000

D Total cost of business (A+B+C) 5,000


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6.2 Financial plan for the business AmountTaka Totalfixedinvestment(includingpre-operatingcosts) 2,000 Totaloperatingcosts/workingcapital 3,000 Total business cost 5,000

Equity Needforoutsideloan 5,000 Proposedloantobeborrowedfrom: BRIDGE Loanamount 5,000 Typeofguarantee/collateral:personalguarantee Annualinterest@15% 750

Repaymentschedule[e.g.monthlyloanrepaymentfor24months] 208

1.3 Profitabilityanalysis AmountTaka

Estimatedmonthlyaale 3,120Numberofmonths 12EstimatedannualsalesinTaka 37,440

Less:AnnualoperatingexpensesRawmaterialcost 14,400

OverheadincludingdepreciationMarketingexpenses 1,200Interestonloan 750Total operating expenses 16,350 NetannualprofitinTa ka 21,090Numberofwomenengagedinthisbusiness 2Profitperwomanperyear 10,545Profitperwomanpermonth 879

7. Business risks

Thefollowingrisksareanticipatedinthebusiness:• shortageofrawmaterialsduringrainyseason;• difficultyindryingcoconutcoirduringrainyseason;• poorrecoveryofcreditsale.

Thewomenshouldtakeprecautionssoastoavoidtheriskslistedabove.Forexample,theyhavetobuildupastockfortheslackmonths.


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8. Area for business operation

Theprojectshouldlookforthefollowingmarkets:• RupdiaBazaar• BasundiaBazaar• JessoreSadar

9. Training needs

Thewomenshouldreceivetraininginmakingcoconutcoirrope.

10. Post training support to women trainees

Thewomenwillneedthefollowingpost-trainingsupport:

a. arrangementofstart-upcapital;b. marketingservices,suchasdevelopmentof linkageswithmainstreambusinesses

bothatlocallevelandregionallevel;c. post-trainingtechnicalassistancewouldberequiredinproductivityenhancement,

andqualitycontrol;d. refreshercoursesafteroneyearofinitialtechnicaltraining;e. entrepreneurshipdevelopmenttraining;f. businesscounselingthroughdevelopmentofbusinessclinic.

11. Final observations and conclusions

The feasibility study report and related training proposal fully justify appropriateness of trainingprovisiontotheselectedwomen’sgroup.ItissuggestedthattheTREE

communitytrainingorganiserproceedwithnecessarytrainingarrangementsthroughTTCinKhulnaunderoverallguidanceoftheTREEimplementingunitinKhulna.


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Annex 3.7Suggested Terms of Reference for CDS, MOS and Feasibility Studies

1. Introduction

A key element of the ILO TREE approach is the systematic identification of economic/marketopportunitiesandtrainingneedspriortoanyprovisionoftraining.Thisistoensurethatskillstraininganddevelopmentmatchthemarketdemandandleadtoclearlyidentifiablebusinessopportunities.

Findings fromseveralTREEprogrammes showed thataccess tomarket informationandnewandlargermarketsbothlocallyandnationallyareakeyconstraintfortheruralpoor.Anotherconstraintistheirlackofaccesstoeducationandrelevantvocationalandtechnicalskillstraining,andalimitedcapacitytorespondeffectivelytomarketdemand.ThereforetheTREEmethodologyplacesastrongemphasisonidentifyingmarketopportunitiesandrelatedtrainingneeds.Forthispurposeseveralinstrumentshavebeendesignedthatshouldbeadaptedtothelocalsituation:

• CommunityProfileSurvey[CPS]• ConsumerDemandSurvey[CDS]• MarketOpportunitySurvey[MOS]

Results from these surveyswill be compared to data obtained from other sources, for instance,studiesongrowth-orientedsectorsorvaluechainanalysis.Thenextstepwillbetopreparefeasibilitystudies to check that the identified economic activities are viable options and to undertake thecorrespondingtrainingneedsassessment.

2. Objectives of the study

• ToundertakeaCDSandaMOSin…..(location)thatwillyieldadequatemarketinformationon potentially profitable businesses and self-employment opportunities (particularlynon-farm,non-conventionaltrades/occupations)forthetargetgroup.

• Toundertakefeasibilitystudiesfortheeconomicactivitiesthathavebeenshortlisted.6

Specific objectives and scope of work

• Use/adapt the ILO TREE survey questionnaires and translate them into the locallanguage.

• Assess the market demand and supply situation and identify specific economicopportunities,inparticular,self-employmentoptionsformenandwomeninthetargetgroup.

• Explore and identifynew areas withmarket potential and untappedmarket niches,particularlyinthenon-farm, non-conventional trades/occupationsthatwillwidentheprospectsof thetargetgroupwithrespecttowageandself-employment.Provideaninventoryoftheseopportunities.

6 This will be included only if the person or organisation that will undertake the surveys has a strong expertise in conducting feasi-bility studies.


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• Identify unsatisfied consumer demand, and prepare an inventory of available localresourcesandrawmaterialstobeusedforpossiblenewandimprovedproductstomeetmarketdemand.

• Assessmarketcompetitioninrelationtotheaboveandtheexistingbusinessesthatarealreadyinoperationinthevicinityofthelocality.

• Identifypotentialsmallorlargeenterprises,businessassociations,NGOs,governmentbodies and other organisations interested in developing market linkages andsubcontracting arrangements with rural producers. Identify specific backward andforwardlinkages.Provideinformationonthetypesofproducts/servicestheywouldbeinterestedin.

• Assesstheconstraintsinwomen’saccesstomarketsandinmarketingtheirproducts,andmakepracticalrecommendationstoovercomethese.

• Identifyexistinginfrastructure,facilitiesandtechnicalsupportavailablefromgovernment,NGOsandtheprivatesectorthatmayinfluencecapacitytoproducegoodsandservicesandtomarketthese.

• Based on the above findings and on other information complete feasibility studiesrelatedtotheidentifiedeconomicopportunities. [Use and adapt the form for the TREE Feasibility Study, in Annex 3.5.]

3. Methodology

• Thesurveys should seekoutbothquantitativeandqualitativedataandavoidanybiasedorpreconceivedopinionsonthetypesofemploymentareassuitableforwomenormen.Participatorytechniquesshouldbeappliedtoinvolvetherespondentsduringdiscussions.

• Asuitablesamplesizeisakeysuccessfactor.Thesampleshouldhaveanadequatenumberandrepresentationfromacrosssectionofrelevantindividualsandinstitutions.Thisincludesfor example, the project target group, customers, local businesses,wholesalers, brokers,retailers,businessassociations,governmentagencies,NGOsandotherinstitutions.

• Indicate the survey methodology to be used for example, focused group discussions,interviews,primaryresearch,etc.

• ThesamplequestionnaireshouldbediscussedwiththeTREEimplementingteamandtheTREEcommitteeandtestedbeforebeingappliedonafullscale.

• Itisimportanttoselectlocalenumeratorswithexperienceinmarketsurveysandensureagenderbalanceinthesurveyteam.

• Ifneededtrainingandcapacitybuildinginparticipatorysurveyskillsandtechniquesshouldbeorganisedforselectedstaffwhowillparticipateinthesurveywork.


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4. Outputs Thesurveyreportwillincorporate:

• executivesummary;• majorfindingsofthesurveysandanalysisofthedata;• recommendations on viable economic opportunities to be promoted and strategies to

addressmarketconstraints;• interviewsheets/datacollectionmaterialsprovidedasaseparateattachment;• priortothefinalreportthedraftreportwillbesubmittedtotheTREEnationalmanagement

teamandrequestedchangesorclarificationswillsubsequentlybeincorporated.

5. Profile of researcher

• Excellentexpertiseandexperienceinconductingmarketsurveys,includingtechniquesinparticipatoryresearch,datacollectionandanalysis.

• Astrongbackgroundandexperienceinmarketissueswithemphasisonnon-conventionalmarketnichesandskillsdevelopment, includingaproventrackrecord in this typeofwork.

• Experienceinundertakingfeasibilitystudies.


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Annex 3.8 Rapid Community Assessment (RCA)

The Organisation and Expected Output from RCA Meetings

TwoStagesinRCAMeetings

RCA-basedmeetingsaredividedintotwo(2)stages.Ineachstagespecific formsareusedtoguidethediscussions:

Stage 1 - Enterprise Ideas Generation -isdesignedtoproducealaundrylistofallpossibleenterpriseprojectsandindividualtrainingrequirementsrecommendedbytheparticipants.

Stage 2 – Enterprise Ideas Prioritization -wheretheenterpriseprojectideasareprioritizedbasedonsixbasiccriteria:

• Marketavailabilityandaccessibility

• Raw/productionmaterials

• Capitalorcreditavailabilityandaccessibility

• Technologythatisappropriatetothetargetgroups

• SupportInfrastructure(power,transportation,etc.)

• Support Agenciesthatcanassistthetargetgroups

Discussion Guide-Forms

DiscussionsinRCAmeetingsareguidedbyspeciallydesignedGuide-Forms.Ifpropercommunityprimingorsensitizinghasbeendone(i.e.preliminarydiscussionswithpeopleandotherstakeholdersusingthe“GuideinEnteringaCommunity”)andwithpriorannouncementsofthepurposeofthemeeting-themeetingcanbefinishedinjustonesetting,generallyfrom3to4hours.

• EnterpriseGenerationGuide – This formprovides the framework for generating economicprojectideasfromthecommunitythatcanbeprioritizedinaccordancewithenterpriseandtrainingcriteria

• EnterprisePrioritizationGuide–Thisformprovidesthecriteriaforselecting“viable”enterpriseprojectideasforprioritization.

Summary Forms

TheRCAmeetingisexpectedtoproducetwodocuments:

• TheNewEnterpriseProjectIdea(NEPI)-TheNEPIisaFormthatincorporatesthediscussions


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in the Enterprise Idea Prioritization stage of the community meeting. It basically statesthatapriorityenterpriseprojecthasbeenidentifiedbasedontheopendiscussionsofthecommunityonthesix(6)factorsthatcharacterizetheoperationofanenterprise,andthatthecommunityneedstrainingtoimplementsuchenterpriseproject.

• TheTrainingProposal-TheTrainingProposalisaFormthatincorporatesthetechnicalandfinancialinputsthatarenecessaryinordertocapacitatethetargetgroupstocarryouttheNewEnterpriseProjectIdea.Essentially,itsaysthattheenterpriseprojectcannotbecarriedoutwithouttheskillsandentrepreneurshiptrainingnecessary,andthat,theFormtellstheTrainingAgencyhowmuchisneededtoimplementthetrainingactivity.

TheTrainingProposalisaccompaniedbytwoFormscontainingfinancialandtechnicalinputsfordecisionmakingofdonorsortrainingagencies:

• TrainingInputs–providesinformationontheestimatedcostoftrainingonabudgetlineitem

• Training Syllabus–provides informationon the technical designof the skills trainingrequired

Section 3 - The Brainstorming Technique

BrainstormingisoneofthebasicandmostfundamentalskillthataTREEprojectfacilitator,ortrainer,should learn andmaster.When used in facilitating RCA-based communitymeetings, it developscreativity,enhancesteamwork,invitestotalandactiveparticipation,andalwaysgeneratespositiveresults.

1. Brainstormingisanexerciseofthemindandanexcellenttoolforsociallearningexperience.

2. Psychologistssaythatthehumanbrain iscomposedof two“parts”, the leftbrainandtherightbrain.Theleftbrainisusedforreasoning,andtherightbrainisusedforinnovationandcreativity.

3. Development workersmust be innovative and at the same timemust be able to justify theirinnovations.Theymustbeable todo this skillby themselves,ormust facilitate innovationandjustificationofideasthroughotherpeople.

4. Asinanyothermentaldiscipline,thisskillcanonlybemasteredbyhavinganextremelyopenmindandbyconstantpractice.Itisimportanttoknowthatmanhasgreatpotentialsinhisbrainsandheshouldlearnhowtomaximizeitsuses.

Section 4 - Steps in Conducting an RCA Meeting

Organising the Meeting

Organising communitymeetings needs a special advocacy and socialmarketing skill of the TREEProject facilitator.Buttheprocesscanbedonewitheasewiththemasteryoftheconcept,goals,objectives, and strategies of the TREE Methodology. It can also be fruitful with the conduct ofpreliminaryactivitiesoutlinedinthe“guideinenteringacommunity”.


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Meetingscanbeheldinanyconvenientplaceinthecommunity.Itcanbeheldinschoolbuildings,multi-purposecenters,townplaza,oranypublicplacewheretheparticipantsaresecuredfromrainorheatofthesun.TheMeetingshouldbescheduledforamaximumofthree(3)hoursonly.

TheTREEfacilitatorshouldseetoitthattherearebasicfurniturerequirementssuchas:

1. Chairsorbenches2. Chair/Secretary’stable3. Blackboardandchalks

ItwillbedesirableiftheTREEfacilitatorwillbeabletopreparethediscussionformsinManilaPapersinordertominimizetimeinwritingtheformsintheblackboard.

In addition to the above, the TREE facilitator must bring with him/her blank forms of the NewEnterpriseProjectIdea(NEPI)andTrainingProposalwithitsattachments.

Afterthemeetinghasbeenorganised,andthetargetgroupsaresettledintheirseats,theFacilitatormuststartthemeetingwiththefollowing:

1. Welcome remarks and goodwishes - from the TREE Facilitator and one or twoselectedCommunityleaders

2. BriefdiscussionoftheTREEprojectincludingitsdonorsandactorsbytheFacilitator–insuringclearunderstandingbytheparticipants

3. Discussionofthepurposeofthemeetingandthedesiredoutputs–toidentifyandprioritize an enterprise project, prepare a training proposal to realise it, and toselectproponentsandtrainees

4. Explanationof theprocedureof theMeeting - withemphasison theuseof theguideformsandthetotalparticipationofthecommunity

5. Explanation of the summary forms and how they will be accomplished – withemphasisonthecorrectentriesforpromptactionfromtheProjectdonors

6. DesignationofaSecretaryfromtheparticipants7. Timeframeofthemeeting(toendatanapproximatetimeoftheday)

Meeting proper

After the first steps discussed above, the TREE facilitator shall proceed to the followingsuggestedsteps:

Draw/writetheguideformsontheBoard.ItthereisareadyManilaPaperwheretheguideformsarepreviouslydrawn,laythemintheblackboard

StartthediscussionwiththeEnterpriseIdeaGenerationguide-form–ExplainthemechanicsofthediscussionthroughthevariouscolumnsoftheForm: (Please see individual Forms for detailed instructions)

LaundrylistofenterpriseprojectideasWhethertheideasareforsingleindividualorforagroupOthernon-enterpriseProjectproposals


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FollowthediscussionwiththeuseoftheEnterpriseIdeasPrioritizationForm–ExplainthemechanicsofthediscussionthroughthevariouscolumnsoftheForm:(Please see Form for detailed instructions)

Listofgroupandnon-farmideasidentifiedfromthepreviousdiscussion–ThepriorityfortheTREEprojectarenon-farmgroupenterpriseprojects.ProjectideasthatdonotfallunderthiscriteriawillbereferredbythecommunityortheProjecttootherserviceproviders

Factors influencing the viability of a planned enterprise –markets or buyers/customers,productionorservicematerialsneeded,productionorservicetoolsorequipmentrequired,requiredcapitalanditssources,productdesignortechnologytobeemployedandsupportinfrastructures and facilities that can help the planned enterprise to succeed. The TREEfacilitatormustbeabletoexplaineachoftheenterprisefactorstotheunderstandingoftheparticipants.

• Votecolumn–theneedtogatherconsensusvotesfromtheparticipantsontheenterpriseprojectideas,theonewithhighestnumberofvotesgetstobethepriorityprojectforthecommunity

1. Summarisetheproceedings–confirmthevotesoftheparticipantsandannouncethepreparationoftheNEPIformoutofthediscussionform.

2. PreparetheTrainingproposal–FormNo.1ofthetrainingproposalcanbepreparedahead. The two attachments, Form 1A (Training Inputs) and Form 1B (TrainingSyllabus)canbeprepared laterwiththeassistanceofa technical traineror fromstandardfilesoftheProjectortraininginstitution.(Please refer to training policies of the Project and/or training institution in the preparation of the training cost proposal)


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Annex 3.9New Enterprise Project Idea (NEPI)

Afteraprocessofprojectideasgenerationandprioritizationthisenterpriseactivityhasbeenchosenbythetargetgrouptobetheirprojectinthecommunity.However,beforeitcanberealisedtheyneedtrainingonskillsandenterprisedevelopmentandsomesupporttostarttheirenterprise.

Brief description of the enterprise project

Proponent-Beneficiaries

No Names Sex Signatures123456789

10

I - Name of Planned Product/s or Service/s

1. _________________________________________2. _________________________________________3. _________________________________________

NewEnterpriseProjectIdea(NEPI)Note:ThisFormshouldbeattachedtotheTrainingProposal

NameofEnterpriseProject______________________________________________ Location_________________________________________________________________

NameofProponent:


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II – Expected Benefits of the Enterprise Project

1. Fortheproponentbeneficiaries___________________________________2. Fortheorganisation(ifany)______________________________________3. Fortheircommunity____________________________________________

III– Initial discussions on the Enterprise Idea

1. Market

Buyers/customers/clients

Whoarethetargetbuyers/customers/clients?Forwhatusearetheproducts/services?

Where to sell:

Whatandwherewillbethemarketoutletsfortheproducts?Willitbesoldinthecommunity?Inthetowncenter?Someotherplace?Will theybesold inretailorwholesale?Will theproponentutilizemiddlemen?Whoarethemiddlemen?

Packaging/Brand Name/Advertising:

Willtheproductneedpackaging?TradeMarkorBrandName?Promotioncampaigns?Howwillbethepackagingoftheproducts?boxes?inplastics?inwrappingpapers?Howcanthebuyersknowabouttheproducts?Bywordofmouth,radio,newspapers,posters,flyers,exhibits,etc.

Competition:

Whatwillbethemaincompetingproduct/servicesinthemarket/community?Aretheresimilarkindsofproductsavailableinthemarket?Arethepeoplebuyingthem?Fromwhereshallthecompetitioncomefrom?Fromsmallproducers?Frombigindustries?Willtherebecompetitionamongtraining-graduatesorinthecommunity?Whatisthedistinctiveadvantageoftheproduct/service?Howwilltheproponentfightcompetitionfrommassproducedgoodsofbigindustries?

2. Raw materials or production inputs(forproductionorprocessing-orientedprojects)

Availability/accessibility/ownership:

Aretherawmaterialslocallyavailable?Whoownstherawmaterials?Aretheyaccessibleandavailablefortheuseofthebeneficiaries?Whatistheavailablequantityandquality?Isitavailablethewholeyearround?Aretherearenoenvironmentalimplicationsoftheiruse.Ifnotlocallyavailable,wherecanthebeneficiariesacquirethem?


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Cost of materials:

Are the costs of the raw materials (i.e. purchase and transportation) reasonable and within thebeneficiaries’capability?Is the supply steady soasnot tocauseproductionslacksand/orprice increases/fluctuationsof thefinishedproducts?

Alternative uses of the raw materials

Whataretheotherusesoftherawmaterials?Cantheybeusedintheproductionofotherproducts?Whatotherproductsarethese?Canthisproductsbeproducedalsobythebeneficiaries?

Pre-processing of raw materials:

Isthereaneedforpre-processingbeforetherawmaterial isfinallyusedinproduction?Whatistheprocess?Canorwillthebeneficiariesdoitinthisplannedenterprise?Ifnot,whowilldoit?Canitbedonewithinthecommunity?Willitcreateotherperipheraleconomicopportunities?

3. Tools or equipment (alsoforservice-orientedprojects)

Availability and accessibility:

Arethetoolsorequipmenttobeusedforservicingcustomersavailable?Ifnotcanthebeneficiariesproducethembythemselves?Wherecantheybepurchased?

4. Capital

Capital requirements and sources:

Wherewill the beneficiaries get their capital? from own savings? from friends or relatives? frommoneylenders? From NGOs? from banks or lending institutions? from donor agencies?Will thebeneficiariesqualifyforthesekindsofcapitalassistance?

5. Skills required, Product/Service designs & technology

Wherewillthebeneficiariesgettheproductdesigns?Whowillhelpthemindevelopmentorsettingupof their production/ processingprocess?Will the enterprise needbigmachines andmodernequipment?

6. Support infrastructures and facilities

Land: []available []notavailable[]notnecessary Buildings: []available []notavailable[]notnecessary Transportation: []available []notavailable[]notnecessary Electricity: []available []notavailable[]notnecessary Communication: []available []notavailable[]notnecessary Water: []available []notavailable[]notnecessary


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What are the strategies if infrastructures or facilities are needed for the enterprise but are not available?

Land

Building

Transportation

Electricity

Communication

Water

V - Expected support agencies or individuals

For the conduct of training For the setting of the Enterprise

Names Addresses Names Addresses


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VI – Certifications

Preparedby/indirectdiscussionswiththetargetgroups:_________________________________________________Name & Signature of the Head of Target Group - Date

IherebycertifythatIpersonallyfacilitatedthepreparationofthisenterpriseprojectideaformbytheproponent-traineesaftertheprocessofprojectideasgenerationandprioritization.IfurthercertifythatthisenterpriseideawillbeviableifskillstrainingandenterprisedevelopmenttrainingsuchasTEPisprovided.________________________________________________Name & Signature of Community Facilitator – Date


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Annex 3.10Transition Enterprise Plan (TEP)

Name of proposed Transition Enterprise Project

Location of Transition Enterprise Project:

_______________________________________________________________ _________________________________________________________

Duration of Transition Enterprise Project

__________ Months (TEP Projects must not be more than 6 months)

Name of Trainee / s preparing the TEP Plan

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

_____________________________________________

_____________________________________________


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My/our plan immediately after training

Afterthistrainingprogram,I/wewillimmediatelyimplementthisTransitionEnterprisePlan(TEP)for___________months/years.

I/Wewillstartiton_____________until_________________.

WithinthisperiodI/wewilldevelopfurthermy/ourentrepreneurialandbusinessskillsbyconstantlyaskingmyself/ourselves,andlookingforanswers,tothe followingstrategicquestions:

WhatPRODUCTS/SERVICESamI/arewegoingtomake/deliver?

ForwhomamI/arewearegoingtomakethem?

HowamI/arewegoingtomake/deliverthem?

Howmuchmoneyisneededtomake/servethem?

HowamI/arewegoingtoraisethemoney?

HowamI/arewegoingtosellourproducts/services?

HowmuchdoI/wewanttoearnfrommy/ouroperations?

HowshallI/wesustainmy/ourbusinessactivities?

HowcanI/wehelppromoteothereconomicactivitiesinmy/ourcommunitythrough m y /ourenterprise?

AftertheinitialTEPplanningperiod, I/wewillevaluatemy/ourbusinessperformanceagainstmy/ourtargetsandseewhetherI/wearesuccessfulornot,whetherI/wecanpursueonmy/ourown,orwhetherI/wewillstillneedfurtherassistance.Henceforththiswillbeoneorourimportantenterprisepolicy.


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1. The organisational structure of my/our Transition Enterprise

1.1 – For Individual TEP

IwillrunmyTransitionEnterpriseProjectwith:

[]Myselfalone []Myselfasthemanager,withmyfamily[]Myselfasthemanager,withsomefriends[]Myselfasthemanager,withhiredlabor

1.2 – For Group TEP

WewillrunourTransitionEnterpriseProjectasagroup.Theleader/managerofourgroupwillbe:________________________________________________________.

Theotheremployees/workerswillbe: ______________________________whowilldo_______________________ ______________________________whowilldo_______________________ ______________________________whowilldo_______________________

Therewillbeatotalof_______(number)personsthatwillbeinvolvedintheenterprise.

2. Location of my/our Enterprise

My/Ourbusinessenterprisewillbelocatedin:______________________(place).

Theplaceisownedby:_________________________________________.

Theplacewillbeprovidedtome/usbytheownerfor: []FREE[]lease,(P___________for__________________duration)[]rent,(P_________________permonth/year)

Theadvantageoftheplaceisthatitisaccessibleto:[]transportation(____________________,kind)[]electricity[]water[]telephone[]marketorcenterofbusinessactivities

Asidefromthis,theplacehasotheradvantagessuchasthefollowing:

__________________________________________________________________________________________________________


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3. Business and Profit Forecast

3.1 Duration of the Transition Enterprise

__________Months(not to exceed six months)

3.2 Breakdown of Estimated Expenses

P_______________rawmaterials/productioninputs(attach detailed list, if any)P_______________laborcost(skills & administrative support)P_______________smalltoolsand/orequipment(attach detailed list, if any)P______________depreciationofbigequipments(if required)P_______________rentals/maintenance(attach list of items to be rented)P_______________electricity,water,communicationsexpensesP_______________gasoline/transportation/deliveryexpensesP_______________otherexpenses(taxes, promotions, etc.) P______________ Estimated Expenses (Working Capital Needed)

1.3 Estimated Income & Gross Profit

Estimated Expenses (EE) : P_____________ +DesiredProfitMargin ____________(Desired % from forecasted EE) = Total expense + profit margin : P _____________DividedbyNo.ofProducts :_________(or No. of Clients for service enterprise) = Unit selling price : P _____________XNo.ofProductionUnits :_________(or No. of Clients) = Estimated Income : P _____________ -EstimatedExpenses : P _____________ = Estimated Gross Profit : P ____________

3.5 Business Strategies

WhenI/westartoperations,I/wewilldothenecessarystrategiesinordertobeprofitableandcompetitivesuchasthefollowing:

[ ] Production Enterprise:

Kind of Products: ________________________________________________

No. to be produced: ______________

[ ] Service Enterprise:

Kind of Service: ___________________________________________________

No. of planned clients: _____________


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[ ] Make price adjustments or reduce selling price without sacrificing profit.

[ ] Increase the volume of production/services after an estimate of the market demand.

[ ] Buy materials in bulk

[ ] Buy materials in cash with discounts

[ ] Enter into sub-contract or partnership agreements with owners of materials,

[ ] Pay myself/ourselves or my/our workers by piecework

[ ] Reduce business period and maximize production by appropriate technologies

[ ] Economise on use of electrical power, water, communication, office supplies, etc.

[ ] Other strategies ___________________________________

_________________________________________________

_________________________________________________

In computing production costs and selling prices I/wewill always remember the followingstrategies:

[ ] I/We will keep business costs at the minimum without sacrificing standards and quality

[ ] I/ We will question and analyze the wisdom of all kinds of expenses

[ ] I/We will maintain and analyze records of income and expense

[ ] I/We will generate savings to finance our next enterprise plans

4. Marketing my/our Products/Services

Inordertosellmy/ourproducts/servicesI/wewillapplycertainmarketingstrategies.Thefollowingaremy/ourstrategies:


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4.1 Buyers\Markets

My/Ourproducts/servicesareetargetedforthefollowingbuyers:

[]men[]women []hotels[]businessmen []children []households []transportation[]others []schools []officeworkers []tourists

4.2 Selling/Distribution

Tosellourproducts/serviesI/wewilldothefollowingmarketingstrategies:

[]I/Wewillselltinourshop []I/wewillsellinourvillage []I/Wewillsellthroughmiddlemen []I/wewillselltheadjoiningvillages []I/Wewillsellinthenearbymarket[]I/wewillsellinthemunicipalcenter []I/Wewillsellthroughotherstores []I/wewillsellthemintheCity []I/Wewillsellthroughexporters []I/wewillselltheminallmarketcenters []I/Wewilldodoor-to-doorselling []I/Wewillsellinretail []I/Wewillsellinwholesale

4.3 Sales Promotions Tobeeasilyidentified,I/wewillgivemy/ourproducts/serviestheirTRADEMARKSorBRAND

NAMES.I/Wewillcallthem:

___________________________For___________________________ __________________________For__________________________ In order to promote my/our products/servies and achieve my/our sales target, I/we will

advertisetheminthefollowingmanner:

[]Byjoiningexhibitions []Byusinganddistributingpamphlets []Byannouncingsalesdiscounts []Throughnewspapers []Throughradioand/orTV []Byendorsementsofpeopleoragencies

4.4 Product Packaging

Tofurtherpromotebettersales,I/wewillusepackagingmaterialssuchas:

[]Recycledmaterials []Paperbags[]Plants/scrubs/palms,etc.[]Others

5. Generating the Capital that I/we need

I/wewillraiseourTEPworkingcapitalthroughthefollowingstrategies:

_____________frommy/ourownsavings _____________fromfriendsandrelatives


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Otherstrategieswillbe:

[]Byenteringintopartnershipagreementswithlocalcapitalists[]Byaskingforadvancepaymentsforjob/production/serviceorders[]Byacquiringproductionsuppliesthroughcredit

6. Evaluating my/our Enterprise

Attheendofmy/ourfirstTEPimplementation,I/wewillevaluateourbusinessperformance.I/WewillseeifI/wewereabletoachievemy/ourtargetsintermsofthefollowing:

[]Products/clientsI/wemade/served []Products/servicesI/wesold []IncomeandexpenseI/weprojected []ProfitsI/weearned []SavingsI/wegenerated []LessonsI/welearnedduringtheinitialproductionperiod.

I/Wehopethatinthenextplanningorproductioncycle,I/wewillalreadybeonmy/ourownwithlesserneedforassistancefromourbenefactors.

Prepared and Submitted By:

Trainee/s Names and Signatures:

________________________________________

________________________________________

________________________________________

________________________________________

Trainer Name and Signature:

___________________________________________


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Annex 3.11Sample questionnaire for conducting a

Training Needs Assessment (TNA)

TNA survey questionnaire

Name of the programme site: Name of the village:District:

Dateofsurvey: Nameoftheenumerator/interviewer:

1. Name of the products/services

2. Aretheparticipantsfamiliarwiththeseproduct/services?

3. Cantheyproducethesebythemselves?

4. Iftheycanproducethese,whatisthelevelofskillstheypossess?

5. Would these skills be sufficient for producing products/services that match consumerdemand?

6. Ifnot,thenwhattypeofskillsarerequired,orskillsthatneedtobeupgraded,developedorenhanced?

7. Arepotentialparticipantsinterestedinbeingtrainedfortheseproductsandservices?

8. What type of machinery/equipment/tools would be required to produce the product/services?

9. Canthepotentialparticipants(includingwomen)operatethesemachines/equipment/toolstoproducetheproduct/services?

10. Ifnotwhattypeoftrainingwouldberequiredtodeveloptheirabilitytooperateandproducetheproduct/services?

11. Ifthewomenproducetheseproducts,willtheybeabletoselltheminthemarket?

12. Ifnot,whataretheconstraints?

13. Howwilltheseconstraintsbeovercome?

14. Whatarethegapsinpotentialparticipants’businessskills?


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Recommendations:

(i)Typesoftrainingandsuggestedtrainingperiod:

a.b.c.d.

(ii)Preferablelocationofthetraining:

a. b c. d.

(iii)Timeoftrainingthatismostsuitable(ingeneral,andforwomeninparticular):

a.b.c.d.


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Annex 3.12Training Needs Assessment Form for People with Disabilities

(asdevelopedbytheTREEprojectinPakistan)

Personal Information

Name________________Age________(years)

Gender________Maritalstatus___________

Qualification__________________reasonsfordiscontinuationofeducation_______________

Furthereducationplans_________________________________________________________

Mailing Address________________________________________________________________

Profile of disability

(natureofdisability,permanentorcurable,historyofdisability,hows/hetendstomanageit,endeavortoovercomeit,whoarepracticallysupportinghim/her)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Supportrequiredfromproject(prostheticdevices,linkageetc.)____________________________

Areaofinterestandpastexperience___________________________

Prioreffortsforemployment/selfemployment1)________________________________________________________________________

2)________________________________________________________________________

3) ________________________________________________________________________

Outcomes_____________________________________________________________________

Problemsencountered___________________________________________________________

FuturePlan(pleasediscuss)_______________________________________________________

________________________________________________________________________

Resourcesrequired_____________________________________________________________


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Annex 3.13Training Proposal Form

TheTrainingproposal shouldbe completedby the implementingpartner/NGO, submitted to theprojectteamthroughthetrainingofficersandapprovedbythedistrictprojectreviewcommittee.

1. Titleofproposedtrainingprogrammeandmajorobjective:

__________________________________________________

PurposeofTraining(Pleasetick) SupportingDocuments(Pleasetick)

ForthecreationofaNEWenterpriseNewenterpriseprojectidea

Forexpansionofexistingenterprise

Briefdescriptionofbusinessandplannedproducts,marketsorareas&numberofworkersneededtobetrained

Forskill,vocationaltraining Brief description of potential wageemploymentopportunities

3. Specifictrainingobjectives:

(i)___________________________________________________________

(ii)_________________________________________________________

(iii)________________________________________________________

(iv)___________________________________________________________

(v)___________________________________________________________

4. Trainingcoursecontent(technicalskillstraining,entrepreneurialtraining,etc.):

5. No.oftrainees:

Men:_______Women:______ Youth:______ TotalTrainees:_______

Peoplewithdisabilities-----------


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6. Estimatedtrainingduration

______________________days/______________________hours

7. Trainingvenue/trainingprovider:

8. Numberofpotentialtrainingapplicants(peoplewhoexpressedinterestinparticipating):

Male_________________________ Female _________________________

Peoplewithdisabilities

Total ____________________________

9. Cost estimates

9.1 – Professional and management fees

No. ExpenseItems EstimatedCosts

123

Honoraria/professionalfeeoftrainer/sHonoraria/professionalfeeofcoordinatorTravelingexpensesoftrainersandcoordinators

Sub-total

9.2 - Training venue and facilities


12

Rentaloftrainingvenue&facilitiesPower/water/communication

Sub-total

9.3. Direct Training Expenses


137


12345

Trainingtools&smallequipment(attachlist)Trainingsupplies&materials(attachlist)Officesupplies&materialsFreightandhandlingcostsindeliveringtheabovematerialsTravelandfoodallowanceofTrainees

Sub–total

+10%ofdirectTrainingexpenditure.Unforeseen/Miscellaneous

+_______Administrative/overheadcosts Totaltrainingcost

10. Trainees’ contributions

(Note: It will be an added advantage if some expense items in the training activities were shouldered by the community/beneficiaries, even if only in kind)

Qty. Description EstimatedCost


138

11. Planned post-training support services

______________________________________________________

______________________________________________________

12. Names of collaborating agencies:

This refers not only to the training, but also to the whole programme. Attach draftMemorandumofAgreement(ifany)showingtheindividualrolesofcollaboratingagencies.

a.___________________________________________________

b.___________________________________________________

c.___________________________________________________

Design and Delivery of

Training Programs


140

4. Design and Delivery of Training Programs

CONTENTS PAGE

Introduction 141

1. Preparingthetrainingcourseplan...................................................................... 141

2. Identifying,selectingandpreparingtrainers...................................................... 142

3. Thetrainingoftrainers(ToT)workshop.............................................................. 142

4. Traineeselectioncriteria................................................................................144

5. Curricula,lessonplansandtrainingmaterials................................................144

6. TrainingDelivery................................................................................................. 145

7. Grouptraining..................................................................................................... 146

8. Genderconsiderations........................................................................................ 146

9. Peoplewithdisabilities........................................................................................ 146

10. Conductingthetrainingprogram........................................................................ 147


4.1BasicInstructionTechniques............................................................................ 150

4.2Trainer’sguideonhowtoprepareaskillstrainingsyllabus.............................162

4.3Sampleformforaskillstrainingsyllabus..........................................................167

4.4BusinessManagementContentforToTCourse.............................................. 170

4.5Registrationformforaskillstrainingbeneficiary..............................................171

4.6Trainingprogressreport...................................................................................172

4.7Endoftrainingreport.......................................................................................173


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Introduction

This chapter covers theprocessof designing, organising anddelivering skills andentrepreneurialtraining programs that have been identified and validated during the economic opportunitiesandtrainingneedsassessmentsprocess. It includesallofthemeasuresnecessaryfordeveloping,conductingandevaluatingthetrainingprogramincludingthepreparationoftrainersandtheselectionoftrainees.Themainactivitiestobecarriedoutare:

• identificationoftrainingproviders,trainers/instructors,trainingvenue;• preparationofthetrainingcourseplan;• trainingoftrainers• developmentofcurriculum/syllabusandtrainingmaterials;• selectionoftrainees,basedonestablishedcriteria;• finalizationoftrainingplanandbudget,procurementofequipment;• trainingdelivery,qualityassurance,trainingtestingandcertification;

monitoringandevaluationoftrainingimplementation.

ThereareessentiallytwoapproachestoorganisinganddeliveringTREEtrainingactivities:

1. utilisingexistingtrainingprogramsandmaterialsfromlocalorregionaltraininginstitutions,suitablyadaptedtomeettheTREEprogramandtargetgroupneeds,

2. developingnewTREEtrainingprogramsbasedonthespecificrequirementsoftheidentifiedeconomicactivityandtargetgroup,usuallywiththeassistanceoflocalsubjectspecialists,skilledcraftsmenandlocalentrepreneurs

Clearly,thechoiceofwhichapproachtoadoptwillvaryfromcasetocasebutthemainfactorstobeconsideredwillbe:

• Theavailabilityof suitable training facilities incloseproximity to theTREEproject siteorcommunity

• Thewillingnessoflocaltraininginstitutionstoadaptexistingprograms–intermsofcontentandlength–tothepreciseneedsoftheTREEtargetgroup

• Theavailabilityofqualifiedtrainersabletodelivertrainingtoadulttargetgroupsinaflexiblemanner

• Therelativecostofdevelopingnewprogramsintermsofrequiredcurriculumandmaterialsdevelopmentcosts,asopposedtoadaptingexitingones

Whetheradaptinganexistingprogramordevelopinganewone,preparationofthetrainingcourseinvolvesanumberofkeyactivities.

1. Preparing the training course plan

The training course plan is prepared by the TREE team, specifically by the training specialist inconsultationwiththelocaltrainingproviderorsubjectspecialist.Thistrainingplandealsmainlywiththeorganisationof thetrainingcourse, themethodology tobeusedandtheprocurementof thetrainingtools,equipmentandmaterials.Thetrainingcourseplandeterminesthelengthofthecourseandthetypeofbusinessandtechnicalcontentrequired.Thecoursecontentiselaboratedindetailby


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thelocalTREEteamandthetraininginstructorsandthetrainingsiteandcollaboratingagenciesareidentified.Atrainingbudgetisthencalculated.

Thedetailedinformationrequiredinthetrainingplanis:

• titleofthecourse,length,proposeddates,trainingobjectives;• targetgroupandproposednumberoftrainees• trainingmethodology,requiredteachingmaterials,toolsandequipment;• selectionandtrainingofinstructors;• selectionoftrainingsite;• collaboratingagencies;• suggestedtrainingevaluation;• detailedcostestimate.

2. Identifying, selecting and preparing trainers

a) Preliminary steps

Instructors or potential instructorsmust understand the need for flexibility when designing andimplementingcoursesforTREEtargetgroups.TheymustalsogiveprioritytothepracticalorutilitarianaspectsofTREEtrainingandbeabletoprepareoradaptexistingprogramsaccordingly.Theywilloften be delivering programs to a diverse selection of individuals with limited formal educationwhoseinterestandmotivationinlearningaskillderivesfromitspracticalapplicationinanincomegeneratingcontext.Theyshould,therefore,minimizestheoreticalandconceptualcontentandadoptanon-formalapproachtoskillstrainingwhichcaterstotheindividualcharacteristicsofthelearner.

InstructorsshouldbebriefedontheTREEmethodologyandprojectandinvitedtoparticipateinthecommunitymeetingsinwhichthecriteriaforclientselectionisdiscussedandagreedonwiththecommunity.Ashorti.e.2-3daytrainingoftrainersworkshopshouldbeorganisedtointroducetrainerstobasicTREEtrainingmethodologyandthepedagogicaluseoftrainingmaterialsandequipment.TheTrainingofTrainersworkshopisconductedbytheTREEtrainingspecialistoranotherpersonwhoisexperiencedintheTREEmethodologyandintheuseofnon-formaltrainingmethods.

OnlyinstructorswhosuccessfullycompletetheToTworkshopshouldbeengagedintheTREEprogram.It is important that all TREE instructors understand their roles and responsibilities in a programactivitiesbeforeagreeingtoparticipate.

b) Role and responsibilities of trainers

TheeffectivenessofTREE-relatedtrainingprogramsdependstoalargeextentontheabilitiesandcompetenceofthetrainers.Theymustnotonlyhaveteachingskillsandtechnicalknowledge,butalsoskillsininfluencingattitudesandimprovingthegeneralknowledgeofthepeopletheywilltrain.

Astheexpert inthesubjectmatter,theinstructoradvisesonmaterialstobeusedintrainingandmay,insomeinstances,adviseinthepurchaseofequipmentandsupplies.Themainconsiderationinobtainingequipmentisthatitshouldresemble,asfaraspossible,thosetobeusedbytraineesaftertrainingi.e.thetechnologyshouldbeappropriate.

Sincemost economic opportunities which are identified in the TREE process will be of the self-employmentormicro-businesstype,basicbusinessmanagementtrainingshouldbeincludedinTREEtrainingcourses.Frequently trainersor facilitators inTREE typeprogramswillalsoberequired to


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providepost-trainingsupportservicestothoseembarkingonself-employmentorseekingtosetupasmallbusiness.TheroleoftheTREEtrainer,therefore,doesnotendwiththeconclusionofthetrainingprogram.Theyoftencontinuetofunctionasinformaladviserstoformertraineesworkinginthelocalcommunity.

Anearly inspectionofthetrainingsitebythetrainershouldbemadesothatadjustmentscanbemade to equipment and facilities, if needed, and ensure that all necessary tools,work benches,tablesetc.tobeusedintrainingareinplace.

c) Qualifications of trainers

ThefollowingisachecklistofdesiredqualificationsforTREEinstructors:

• Competenceinthesubjectbeingtaught• Masteryofthetechniquesofinstruction• Resourcefulnessandcreativity• Knowledgethetrainingclientele• Knowledgeofbasicbusinessmanagementpractices

d) Selecting trainers

TrainersinatypicalTREEprogrammayinclude:

Local Instructorsfromnearbyvocationalandtechnicalinstitutions,

Line ministry technical personnel and field extension officers from livestock, veterinary andagriculturedepts.

NGO staff with expertise in business management activities, local environmental impact andassessmentissuesorwithtechnicalskillswhoarewillingtoassistwithprogramimplementation.

Community development workersfromthedistrictswhereprogramimplementationistotakeplacewhooftenhaveexperienceintrainingspecialgroupssuchaswomenandthedisabled

Cooperative officerswhocantrainclientsinsmallbusinessmanagementandsimplebookkeepingasusedincooperativesociaties

Local trades people/craftsmen/entrepreneurs from the surrounding areawho can provide basictechnicaltrainingorshareexperiencesinsettinguplocalmicro-businesses

3. The training of trainers’ workshop

a) Information on Trainer Expertise and Experience

TheToTworkshop lasts for two to threedays.Whenplanning it, an interviewwith thepotentialinstructorswillhelptodetermineindividualinstructorneeds.Thefollowinginformationshouldbedetermined:

• Whataretheinstructors’levelsofexpertise?• Have theyhadanypastexperiencewithshort-termnon-formalapproaches tovocational

training?


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• Havetheyeverownedabusinessorworkedinasmallenterprise?• WhyaretheyinterestedinparticipatingintheTREEprogram?

b) ToT Course Content

TheTREETrainingofTrainersworkshopisdividedintotwoparts:

i) training methods and the preparation of training materials used during the TREEcourses.

ii) essentialbusinessskillsthataninstructormustmasterinordertoprovideclientadvisoryservicesduringthepost-trainingsupportphaseoftheprogram.

It is important that all instructors participate in bothparts of theworkshop.Dependingon theirpreviousknowledgeandexperience,theymayormaynotbeabletoteachthebusinessmanagementpartofthecoursetoparticipantsduringtheirtraining.Whilelocalartisans/tradersareoftencapableofteachingthetechnicalaspectsoftheirtrade,oftenthebusinessmanagementpartofthetrainingcourseneedstobesupplementedbyothertrainersorresourcepersonswithexperienceinthisarea,suchasbankstafforcooperativeofficers.

AstandardToTcoursecomprisesthefollowingcomponents:

• orientationonTREEmethodologyandtheroleofinstructors;• preparationoflessonplans;• non-formalteachingmethods;• preparationofteachingmaterials;• evaluatingtrainees’progress;• dealingwithgender,disabilityanddiversityissues;• basicprinciplesofbusinessmanagement;

4. Trainee selection criteria

Traineesareselectedaccordingtocriteriawhichreflecttherequirementsofthespecificeconomicactivitywhich has been identified i.e. previous experience, ability, existing skills and knowledge,trainabilityetc.andbroadersocialandcultural factors regarding individualneed,motivation,andstandinginthelocalcommunity.

Wherethepotentialnumberoftraineesisusuallymuchlargerthanthenumberwhichtheactivityrequiresoravailableresourcescanfinance,selectionisnecessaryandtheselectionofthosetoreceivetrainingtendstorepresentacompromisebetweenselectingthosewhoneeditmostandthosewhocanuseitbesti.e.thefamiliarequityvs.efficiencyconundrum.

5. Curricula, lesson plans and training materials

Thecurricula,lessonplansandtrainingmaterialsneededforthecourseshouldbeoutlinedduringtheToTcourse.TheseshouldnowallbefinalizedbytheinstructorwiththehelpoftheTREEtrainingadviser/specialistinpreparationforconductingthetrainingcourses.Ifthecourseisbeingorganisedbyanexistingtraininginstitution,thecurriculaandlessonmaterialsshouldbedeveloped/adaptedbytheinstitutioninclosecollaborationwiththeinstructorandtheTREEtrainingadviser/specialist


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Usually,amodularapproachtotrainingisthemostsuitable.Learningpackagesaredevelopedonthebasisofinterrelatedelementsthatcoverasingletopic.Themodularapproachisflexibleandallowstailoringtotheneedsofparticulargroupsoftrainees.

WhereverpossibleappropriatematerialsandcurriculafrompreviouslyconductedtrainingcoursesmaybeusedoradaptedtoTREEcourses.Oncespecificmaterialsforuseinruralcommunitytrainingcourseshavebeendevelopedoradapted, theycanbeused insubsequentTREEprogramswheretheneedforsimilarskillsisidentified.Ultimatelyindividualcountriesshouldseektobuildupabankofshort-cycleTREEtrainingprogramswhichcansupportthelong-termsustainabilityof theTREEprocessinthecountry.

Tosummarise:

• TheTREEtrainingcurriculumshouldbeflexible,changeableandadaptabletopeoplewithspecificneeds.

• Curriculumcontentshouldbetailoredtoprovidingrequisiteskillsinthespecifictrade.

• It shouldbe trainee-centred, and take into account traineesbackground, age, education,experience,skilllevelsandimmediateemploymentpossibilities.

• Needsassessmentisessentialtoanalyzetheexistingskillslevelandmanagementabilityoftheindividualasthebasisfordesigningthecurriculum.Thepurposeofthetrainingactivityistoclosethegapbetweenthelevelofkillsandknowledgetheindividualneedstodothejobandtheleveltheyalreadypossess.

• Trainers shouldusenon-formalmethodologies for skills development suchasdiscussion,demonstration,roleplay,casestudies,practicalexercises,groupandindividualpresentation,practicalfieldvisit,andexperiencesharing.

• TREEcoursesshouldemphasizepracticalhands-ontrainingratherthantheory.

6. Training Delivery

Trainingcanbedeliveredinruraltraininginstitutions,communitycentres,theofficesoflocalministriesordepartments,NGOlocationsorotherlocallyavailablefacilitiesincluding,whereappropriate,theuseofmobilefacilities.

WhendecidingonasuitabledeliverysystemforTREEprogramstheneedforacost-effectiveapproachmustbebalancedagainstitsconveniencetotheclientele.Inmanycasesthelatterwillbeinvolvedinnumerousadditionalactivitiesinthecommunityandlocaleconomy.Therewillbeaneed,therefore,toselectadeliverysystemwhichtakesaccountofthetargetgroupsexistingeconomicandsocialresponsibilitiesintermsofbothtimingandlocationofthedelivery.

On-the-job follow-upandpost-training support is an integralpartof client trainingand isusuallygivenduringthefirstfewmonthsofstart-up,continuingatleastforaperiodofsixmonths.

Inadditiontolearninghowtoproduceproductsordeliverservices,clientsofTREEprogramsshouldknow the legal requirements in setting-up amall business or entering into self-employment i.e.obtaining any licenses needed to operate the business, leasing of business premises, registeringwith localgovernmentand identifyingvendors forequipmentandsuppliesneededtobegintheirbusiness.


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7. Group training

Group training in support of a small business ideamay imply a division of responsibility whichshouldbereflectedinthetrainingprogram.Itmaynotbenecessary,forexample,forallmembersofthegrouptobetrainedintheidentifiedtechnicalskillsoftheproposedactivityifothersaretobeassignedadministrative,managementormarketingresponsibilities intheproposedenterprise.ThisisparticularlyrelevantinthePacificwhereitisenvisagedthatmanyidentifiedactivitieswillbecommunity-ownedenterprisesstaffedwithlocallytrainedpersonnelcarryingoutvariousenterpriserelatedresponsibilities.

8. Gender considerations

Althoughcertainconstraints,suchaslackofcapital,insufficientbusinessand/orskillstraining,limitedaccesstomarketsetc.iscommontobothmaleandfemaleentrepreneurs,womenfaceadditionalsocio-economicandculturalproblems.Theseissuesshouldbemadeexplicit,discussedaspartofthecourseandsolutionstoproblemsproposedwhereverpossible.

OnewayinwhichtheTREEmethodologytakesthissituationintoaccountisbyaddressingwomen’sincome generating needs through traditional group mechanisms.Women’s groups are strong inthePacificIslandCountriesandprovidetheorganisationalbaseandstructurethroughwhichotherinputs–financial,technicalandtraining–canbechanneled.Groupsareameansthroughwhichthememberscanexpresstheirinterestsandneeds,makedecisionsandactivelyparticipateinmanagingtheirownprojects/enterprises.

Agroupidentity,builtthroughacommonpurposeandasimilarsocio-economicstatusofmembers,canprovidestrengthandsolidarity.Moreover,experienceindicatesthatgroup-basedapproachesareoftenmorecosteffectiveintermsofobtainingthenecessarycredit,equipmentandtechnologyforsmallbusinessdevelopment.

Thebasic TREE trainingmethodology asdiscussedpreviously is also applicable to the trainingofwomen’sgroups.Themaindifferenceisinthelocationofthetrainingsite.Ruralwomen,becauseoftheirnumerousresponsibilities,arenotinapositiontotraveltodistantsites,andspendmanyhoursintrainingsessions.Therefore,thetrainingactivitiesneedtobeconductedclosetotheirhomesandthedurationoftrainingadjustedtofitinwiththeirotherresponsibilities.

Trainingsessionsneedtobeshortandmayneedtobespreadoutoveralongertimewithperiodicbreaks in instruction. Agreements should bemadewith the participants as towhen is themostappropriatetimeforthemtoattendthetraining,i.e.morningsorafternoons.Trainingonconsecutivedaysmaynotbepracticalbutshouldbecompletedinasshortatimeaspossible.Also,experienceshowsthatwomenprefertoattendtrainingsessionsintheafternoons(whenalltheirhouseholdjobsarecompleted)andthattrainingdaysshouldnotcoincidewithmarketdaysorthebeginningoftheschoolterm.

9. People with disabilities

Allcommunitiesandtargetgroupswillhavememberswhohavedisabilitiesandthese individualsshould not be excluded from TREE training program because of their disability. Just as trainingprograqmsforwomenasagroupmayrequiresomespecialmeasurestofacilitatetheirparticipation,so too special arrangements are sometimes necessary to ensure the participation of individuals


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withdisabilities.Thus,forexample,peoplewithmobilityimpairments,suchasinabilitytowalkandwheelchairusers,willhavespecificneedsregardingtransportationandaccessibilitytothetrainingvenueandthoseintheruralareaswillfinditespeciallydifficulttotraveltotrainingvenues.Similarly,thosewithsensorydisabilities (inability tohear, see)or thosewithspeech impairmentswillhavedifferentneeds. Peoplewith intellectual or psychological disabilitiesmay require specific trainingtechniquesorsupportiveenvironments.ThespecificneedsofdifferentdisabilitygroupsareoutlinedinPart8.

10. Conducting the training program

a) Final training site check

Theinstructor,whohasbeenhiredtodeliverthetraining,shouldvisitthetrainingsiteafewdaysbeforethestartof training tocheck if thearrangementsaresuitableandadequate,andtomakeadjustmentswhennecessary.Theinstructorshouldensurethatthetrainingareahassufficientspace.Thereshouldbeenoughworktables,benchesandchairsaccordingtothenumberoftraineesandshouldaccommodatetraineeswhohavespecificrequirements,suchaswheelchairusersandteachingaidssuchaschalkboardsandflip-chartsarepresent.Inareaswherepeaceandsecurityareconcerns,securityarrangementsmustbeadequate.

b) Lesson Plans Prepared

Theinstructorshouldhavepreparedalessonplanforeachdaypriortothestartofthecourse,toensurethatallnecessarytopicsarediscussedandnosingletopicismissed.Asfaraspossible,theinstructorshouldtrytokeepthetrainingflexibletoallowforindividualdifferencesinlevelsamongtrainees.

c) Opening the Course

TheTREEcoordinatorusuallyopens theTREE trainingcoursebyexplaining itsobjectivesand theimportanceoftheskillstobeacquired,eitherforthestartingandrunningofthesmallbusinessesidentifiedortechnicalskillsforemployment.

TheTREEtrainingofficerthenexplainsingeneraltermshowthecoursewillbeconductedandtherulesofconducttobeobservedbythetrainees,especiallywithinthetrainingpremises.

Theinstructoristhenintroducedtothetrainees,especiallyincaseswheretheinstructorisnotfromthelocality.

Fromthispoint,theinstructortakesoverandbecomesresponsibleforconductingtheskillstrainingcourse.

d) Monitoring training course activity

Duringthefirstdayvisittothetrainingsite,theTREEtrainingofficercancheckthelistofregisteredtraineesandcompletePartIofthetraineecards.

Duringtheconduct/deliveryofthetraining,theTREEtrainingofficershouldmakevisitswhiletrainingisunderwaytofindoutwhatproblemsrequireattentionandaction.


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e) Evaluating trainees’ progress

Theinstructorwillmonitortheprogressoftraineesthroughoutthetrainingperiodandkeeptheminformedoftheirprogressatallstagesofthecoursethroughtheclientproficiencyrecordsandwallchartsummary.

Performancetestsattheendofeachsessionandconstantchecksthroughwrittenororaltestshelptokeeptheinstructorinformedoftheprogressofthetrainees.Itshouldbenotedthatflexibilitymayberequiredintheevaluationprocesstoallowfordisabilityorlowliteracylevels.

f) Course evaluation and feedback (formative)

Inthecourseofconductingthetraining,theinstructorshouldnoteanyalterationsthatareneededtothecoursetoimproveitinthefuture.TheTREEtrainingofficershouldincludethisinformationinthetrainingcoursereportandlessonslearned.

On the lastdayof the training, theprogramshouldbeevaluatedbyboth the instructor and thetrainees.TheTREEtrainingofficershouldthenanalyzetheinformationgatheredandmakeanoverallassessmentof theeffectivenessandefficiencyof theconductof thecourse.Thedatagathered issummarizedinthetrainingcoursecard.


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Design and Delivery of Training Programs

Annex 4 Tools and Instruments


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Annex 4.1Basic Instruction Techniques

Introduction

ThismanualispreparedasreadingandreferencematerialfortrainersandastrainingmaterialforaToTcourseontheCB-TREEMethodology.

Thetechnicalskillsoftrainersinaparticulartradearea,productortechnologycannotbetransferredeffectivelytotheirtraineesiftheydonothaveinstructiontechniqueskills.Thesameisalsotrueinenterprisedevelopmentandinanyotherfieldsofteaching.

Belowisatrainingand instructiontechniquesframework. Itdescribesadifferentiationoftrainer-orientedtechniquesasopposedtotrainee-centredapproaches.Furthermore,itputsintoplacethecross-cuttingmethodsthatcanbeusedtoachievebettertrainingresults.Thetrainersareexpectedtohavemasteredthetrainingtechniqueswithintheframework.

Trainer Oriented TechniquesCross-cutting Techniques Trainee-Centered Techniques

Lecture–toteach,impartanddiscusswiththetraineeslessons

on skills-related theories and knowledgeoftheirtraining

subjectsandobjects

Questioningtechniques

Blackboardtechniques

Brainstormingtechniques

ExerciseorProjectmaking–allowingthetraineestopracticetheirskillsbyrequiringtomakeprojectsrelatedto

theirlessons

Demonstration–toteachtheskills formationcomponentsofthe

trainingprogram

Fieldvisits–toincreasetrainees’knowledgeontheproductorservice

throughobservationonactualpractices

Discussion–toallowthetraineestodeveloptheskillsofexaminingandsolvingissuesandproblemsespeciallyrelatedto

entrepreneurship development andonthepreparationoftheTransitionEnterprisePlan(TEP)

CasestudyandRoleplayingmethods–toaugmentthelearningprocessofthetraineesespeciallyonentrepreneurshipdevelopmentbyexposingthemtotheexperiencesofrealentrepreneurs,oraskingthemtoplaytheirplannedrolesintheir

proposedprojects.

Technique No.1 – Lecture method

Definition

Alectureisaonewaychannelofcommunicationbetweentrainersandtrainees.Itallowstrainerstotransferalotofnewinformationquickly,butpermitsagreatdegreeofparticipation,especiallyifthelectureiscoupledwithatwo-wayquestioningprocess.


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Usefulness

Thepurposeofalectureistoimpartbasictheoriesonthesubjectmatter,ontheidentificationoftoolsandequipment,andonsafetypointsofthejob.Lecturesrequireagreatdealofpreparation.Itneedstimeandvariousteachingaidsassupport.Thelecturecanbestructuredinrelationtotheblocksortasksrequiredinthetrainingsyllabus.

Process

1. Introduction-thetrainerexplainstheaimofthelecture.

2. Presentation-theinformationispresentedorgivenbythetrainer.

3. Clarification-thetrainerelicitsquestions,especiallyifsomepointsremainunclear.

4. Closure-thetrainersummarizesthemainpointsofthelecture.

Preparing for a lecture

1. Preparelectureandvisualsupportanddonotreadoffyournoteswhilegivingthelecture.

2. Iftherearehandouts,donotdistributethembeforethelectureastraineeswillreadandnotlisten!Encouragethemtotakenotes.Distributethehandoutsafterthelecture.

3. Lecturescanbecombinedwithotherapproaches,suchasdiscussions,exercises,workshopsorbrainstorming.

4. Besurethatthetraineesareproperlyseatedandthatyouarevisibletoallofthemwithoutanyobstructions.

Tips in giving a lecture

Evenawellpreparedlecturecanseemdisorganisedifthetrainer’stechniqueofdeliveryisdeficientorthetrainerignoresthereactionofthetrainees.Herearesomeguidelines:

1. Makethelectureparticipatorybyaskingquestionsandinvitingtraineestorespond.Masterthequestioningtechnique.

2. Makeuseoftheblackboardasmuchaspossibletoemphasizeimportantpoints.Mastertheblackboardtechnique.

3. Writenotesinsuchawaythattheycanbereferredto,butnotsostructuredthattheymustbereadfromextensively.

4. Facetheclassasmuchaspossible.Inparticular,trytoavoidtalkingtotheblackboard.

5. Makesuretolookatallthetraineesandnotjustatthosenearthefrontormiddleoftheroom.

6. Usethevoiceandbodyeffectively,varyingthetoneandpitchofspeechandmovingaround.This cangive important clues to the traineesonwhichpoints areparticularly important.Maintaineyecontactwiththetrainees,bothtomonitortheirunderstandingandtoconveyyourownfeelings.

7. Donotbeafraidtorepeatorrephrasesomething,especiallyifitisanimportantaspectofthecourse.Sometrainees’attentionmaywaiver,andsometimesanideadoesnotregister


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untilthethirdorfourthtimeitisstated.

8. Speakslowlyandallowpauses so that the traineescancatchupwithnote takingoraskquestions.Avoidusingtermsthatthetraineeshavenotyetseen;introduceordefinenewwordsassuch.

9. Be alert to the nonverbal reactions of the trainees, such as rustling, frowns, andpuzzled expressions orwhispering. These indicate that theymight not be absorbing theinformation.

10. Mistakesareinevitable.Justmakesuretoexplainerrorstothestudents,makecorrections,andthenproceed.

11. Rememberthat interjectionssuchas“um”or“ah”or“okay”or“like”or“youknow”canbecomeannoyinganddistracting.Briefsilentpausesareusuallybetter.

12. Similarly,becarefulnottooverusewordssuchas“clear”or“easy”or“obvious”or“trivial,”especiallyinlower-levelcourses,eveniftheyseemextremelywelljustified.

13. Thinkabouttheextenttowhichthesewillhelpthetraineesmasterthematerial;theycanbeusefultothebesttraineesintheclass,butfortheweakertraineestheyaregenerallyuselessatbestanddemoralizingoraggravatingatworst.

14. Attheendofclass,trytopointoutwheretheclassisnowandwhatcomesnext.Thiscanprovideausefullinktothenextclassperiod(s).

15. Relax,befriendly,andtrytogiveanairofself-confidence.

Helpful teaching aids

Thereisaneedtointroduceavarietyof(appropriate)visualaidsintoaclassotherthanusingtheblackboard.Themostwidelyusedvisualaidsbesidestheblackboardare:

1. flipcharts;2. manilapapers;3. overheadtransparencies;4. videotapes.

Onlyafewtrainerscanfollowallthesesuggestionsallthetime.Onewaytoimprovelecturingstyleistoasksomeonetoviewyouinaregularorsynthesizedclasssessionandprovidefeedback.Anothermethodistomakeatapeofsucharealorsimulatedclasssessionandviewitlater.

Technique No. 2 – Demonstration method

Definition

Demonstrationistheprocessofshowingthetraineeshowaparticulartaskshouldbedone.Itisateachingmethodthatmakesuseofman’snaturalinstincttoimitate.Itisamethodinwhichshowingratherthantellingplaysthemostimportantpart.

Usefulness

Demonstration technique is the most effective method in presenting lesson relating to skills


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developmentinTREEtrainingprograms.Itcanalsobeusedtoteachmentalskillssuchasinmeasuring,usingtapesorrulers,readingaweightscale,andinemphasizingkeypointsonqualityofworkandproducts.

Demonstrationsareusuallypresentedonlytosmallgroups.Individualdifferences,ratesoflearningabsorption,andphysicaldifficulties in showingandevaluating the technique limit itsuse to suchsmallgroups.

Process

1. Introduction-Establishandclarifytheexactobjectivesofthedemonstration.Explainexactlywhatthedemonstrationisallaboutandhowitrelatestowhatthetraineesknow,havedone,andneedtoknow,beforedoingthefirststepofthedemonstration.

2. Presentation-Involvesthefollowingthreemajoractivities:a. Showing. Showing to the participants the how to ormethods and standards of

workmanshipforperformingamanipulativeormentalskill.b. Explaining.Explaining to theparticipantswhat thetask isallaboutandwhy is it

beingdone.c. Practice.Lettingparticipants learntoperformtheoperationbyapplyingordoing

thetaskthemselves.

3. Clarification-Encouragetraineestoaskquestions.Thetrainershouldalsoaskquestionsasnecessary.

4. Closure-Repeatthedemonstrationlaterforslowlearnerswhocannotkeepupwiththerestofthegroup.

Preparing for a demonstration

Thefollowingpointsareimportantduringpreparation,presentationandapplicationofthedemonstrationtechnique:

1. Havealltools,equipment,materials,andtrainingaidsreadybeforethedemonstrationbegins.2. Restrictthe lengthandcontentofthedemonstration intooneshortanddigestible learning

activity.Refertotheblocksortasksinthetrainingsyllabus.3. Establishandclarifytheexactobjectivesofthelesson.4. Besurethattraineesarephysicallycomfortable.5. Arrangeequipmentandtraineessothateveryonecanseeandhearclearlyeverystepofthe

demonstration.

Conducting a demonstration

1. Explainexactlytheobjectiveofthedemonstration,whatitisallaboutandhowitrelatestowhat the trainees know, have done, and need to know, before doing the first step of thedemonstration.

2. Arrangethetasksinsequentialordersothattraineescanviewitfromthesamepointasthetrainerwhoperformstheoperation.

3. Performthedemonstrationintheexactmannerinwhichyouwantthetraineestoperformit.Doitslowlyandclearlyforthetraineestocatcheverykeypointandimportantdetail.

4. Pauseatintervalsduringthedemonstrationandcarefullyaskquestionstodeterminewhetherthetraineesarefollowingandgettingit.

5. Talkinlanguagesuitedtothebackgroundofthetrainees.Explainnewandunfamiliarwords.


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Compareandcitethingsthatthetraineesmayalreadyknow.6. Encouragetraineestoaskquestionsanytimeduringthedemonstration.7. Stresssafetyrulesandprecautions(keypoints)ateachstepwheretheyapply.8. Havetraineesrestatethekeystepsandkeypointsassoonasthedemonstrationiscompleted.9. Letthetraineesperformtheoperationsthemselves.Checktheirperformanceinaccordance

withtheworkstandards.Correct,wronghabitsimmediately.10. Repeatthedemonstrationlaterforslowlearnerswhocannotkeepupwiththerestofthe

group.

Technique No. 3 – Discussion method

Definition

Discussion isamulti-channelcommunicationunderthetrainer’sguidance.Knowledge, ideas,andopinionsarefreelyexchangedamongtheparticipants.Thepurposeofadiscussionistosolicitandinvolvetheparticipantsincontenttransmittal.

Usefulness

InTREEtrainingprogramsthediscussionmethodisbestusedintheenterpriseandentrepreneurshipcomponent,especiallywhenthetraineesarepreparingthetransitionenterpriseplansorTEP.Subjectmatterssuchasbusinessstrategies,marketing,generatingcapital,businessforecastingandbusinessorganising,needstheactiveparticipationofgroupmembers.

Process

1. Introduction-Theissueortopic,objectivesandinstructionsforthediscussionsareexplainedbythetrainertothegroup.Inmostinstancestheissuesarepresentedasmotivequestions.

2. Discussion–Thediscussionmethodcanbeapproachedintwoways:

• as a whole class where everybody is involved – in this case the trainer acts as thefacilitator;

• insmallgroupswheretheclassisdividedandassignedseveraltopics–inthiscasethetrainerassignssometraineestoactasthefacilitator.

3. Clarification – At the end of the discussion, the trainer, or group facilitators present theresultsoftheirdiscussions.Clarifyingquestionsarethenaskedandanswered.

4. Closing-Theideasproducedduringthediscussionsaresummarizedbythegroup.

Conducting the discussion technique

1. Allow trainees to freely discuss the subjectmatter.Give every trainee anopportunity tospeakandparticipate.

2. Toidentifytheissuesfordiscussion,thetrainercanrecountanearlierexperienceorinsightofthegroup.Hence,thediscussionmaybeconductedafteracasestudyofasampleenterpriseproject,orafteralecture.

3. Keeptheobjectiveofthediscussioninmind.Stoptheflowofdiscussionifitdigressesfromtheobjective.

4. Trainersmustclarifycomments,rephrasinginthetrainingcontext.


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5. Tosummarize,trainersmayneedtowritemainpointsontheblackboard.

Technique No. 4 – Exercise or project method

Definition

Exerciseistheprocessoftestingorpractisingthenewskillsorknowledgelearned,especiallyafterademonstrationor lecture.Thetraineesareaskedtoundertakeparticulartasks,ormakesampleprojects that testordemonstrate theirunderstandingof thesubjectmatter.Exercisesareusuallydoneingroupsinordertoapplypeerpressureandreinforcethelearningprocess.

Usefulness

Workshopexercisesareusedtohelpthetrainerascertainhowmuchofthelectureordemonstrationhas been absorbed by the trainees. In TREE training programs this is done by making projectsrelevanttoaproduct,orperformingsometasksrelatedtoservicesthatarethesubjectofthetrainingprogram.

Process

1. Introduction-Thetopic,objectivesandtheprocessoftheexercisearepresentedbythetrainer.

2. Exercise-Thetraineesareaskedtoperformthetasks,orpreparetheprojectrequiredinthetrainingprogram.

3. Presentation–Theoutputofthetraineesispresentedwithaccompanyingexplanationsoflessonslearned.

4. Clarification-Asynthesizingsession (second lecture) isgivenbythetrainer toclarifyunclearissuesoraffirmtheperformanceofthetrainees.

Tips in conducting the exercise technique

1. If possible assign the trainees in groups. A group exercise helps to reinforce theirknowledgethroughpeeractivitysincethelevelofabsorptionofknowledgevariesfrompersontoperson.

2. Ifanindividualexerciseisnecessary,thetrainermustbesurethattheassignedtaskorprojectisdirectlyrelatedtothetrainee’sinterestorfutureplansafterthetraining.

3. Makethetraineestheownersoftheiroutputs.

4. Besurethattheassignedtasksorprojectsarenotawasteoftimeandresources.

5. Always summarize results of exercises and relate them to the overall trainingobjectives.


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Technique No. 5 – Questioning techniques

Learning as a two-way process

Classroomtraining isbasicallyan interactiveactivity. Learning isaproductofa two-wayprocess;inputsfromthetrainerandabsorptionbythetrainees.Mostoftheimpactisrealizedthroughtheprocessofquestionsposedbythetrainertothetrainees,orbythetraineestothetrainer.Inbothways, the trainermustpossess theproper techniques so that the classroomcanbe a theatreofdynamismandeffectiveness.

Trainers asking questions

1. Ask open-ended, not just close-ended questions -Aclose-endedquestionstructurestheresponseforthetraineesandcanbeansweredbyoneword,often“yes”or“no”,orbyaverybriefphrase.However,anopen-endedquestionleavestheformoftheanswertothetraineesand,therefore,elicitsmuchmorethinkingorinformation.

2. Ask probing questions –Questionssuchas“doyouagree?”,“doyoubelieve?”areexamplesofprobingquestionsfromthetrainer.Theintentofprobingquestionsistodrawthetrainees’attentiontothingsthatmaybeonlyimpliedbutwherepersonalreasonsandexperiencearenecessaryinreinforcingthelearningprocess.

3. Promote a discussion among the students - Theprevioustipsusuallyinvolvecommunicationbetweentwopeople,typicallythetrainerandthetrainee,withtherestoftheclasslistening.Itmaybethatthetrainerwillwanttoinvolvethemajorityofstudentsintryingtoanswersomequestions,forexample,wherethereisconsiderabledifferenceofopinion.Thenthetrainermaysteerthequestionsdirectlytospecifictrainees,especiallythosewhoarenotparticipating.

4. Ask for questions -Ifyouwantthetraineestoaskquestions,givethemopportunitiestodoso.Pauseaftermakinganimportantpointorexplainingatopic,orsay“Anyquestions?”or“Areyouwithme?”or“Doyouwantmetosaymore?”However,suchstatementsmustbemorethanrhetoricalorusedasatechniqueforyoutogetyourthoughtstogetherbeforegoingtothenextpoint.Givethetraineestimetoformulatetheirquestionsbeforeyoumoveon.Also,lookatthetraineestomakesureyoudonotmisssomeonewiththeirhandsraised.

Trainees asking questions

1. Answer questions - Ifyouwantyourtraineestoaskquestions,thenyoushouldreinforcethemwhentheydobyansweringtheirquestions.Therefore,itissuggestedthatyourarelypostponeansweringaquestionor ignoretrainees’questions,which iswhattrainersdo iftheydonotcallupontraineeswhohavetheirhandsraised.

2. Answer trainees’ questions adequately - It is not enough to respond to the trainees’questions,buttheymustbeansweredtotheirsatisfaction.Theanswersshouldbeconciseandtothepoint,andthetrainershouldaskthetraineesifthequestionhasbeenanswered.Thisfostersbothaccuratecommunicationofcontentandsays“YourquestionisimportantandIwilltakethetimenecessarytoansweritifIcan.”If,aftertwoorthreeattempts,youstillhavenotansweredsatisfactorily,andother traineescannothelpanswer it, then it isappropriatetosuggestgettingtogetherafterclass.

3. Listen to the question, or to any trainees’ comments -Theway you listen to aquestionor comment also communicates your attitude towards the trainees. Look at themwhentheyare talking; show that youare followingbynodding,etc.; checkwhether you really


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understandwhattheyareasking.Donotputdownthetraineesbyavoidingtheirquestionsorinsultingthem.

4. Admit when you do not know an answer - Ifyoudonotknowtheanswertoaquestion,sayso.Althoughoneoftherolesofatraineristhatof“expert”and“informationsource”,admitting that youdonot know theanswer to aquestionwill probablynotdamage thetrainees’confidence inyou. In fact,giving themcluesabouthowcertainyouareofyouranswersislikelytoincreasetheirconfidenceinyou,forexample:“Theexpertsagreethat....”,“asIrecalltheyfound....”,“I’llhavetolookthatup....”,etc.Conversely,ifyoutrytofakeit,thereisagoodchancethetraineeswillfindyououtandyourcredibilitywillbeseriouslydamaged.Assumeresponsibilityforfindingtheanswertoquestionsyoudonotknowandreportbacktotheentireclass.

Process techniques

1. Wait, pauses and silence are not inappropriate class behaviour -Thediscomfortmany,ifnotmost,trainersfeelwhenapauseleadstoanextendedsilenceprobablystemsfromaculturalnormforsocialconversationwherethesilenceistakentomeanthatthereissomeinadequacyinthecommunication.Thisdiscomfortoftenisespeciallyacutefornewtrainerswholackself-confidence.Ifsuchatrainerweretotaperecordtheirclass,theymightfindthat thesepausesactually lastonlya fewseconds,veryoften less thanfive,andnot the“eternity”itseemedduringthewait.Intheclassroom,constanttalkingisneitherrequirednordesirable.

2. Wait, give the trainees time to think -Thebasicreasonforpausingafteraskingaquestionistogivethetraineestimetothinkaboutpossibleanswers.Ifthequestionisworthwhile(andmorethanrhetorical),evenatthememorylevel,itdeservesawait.Questionsathigherlevelsrequireaconsiderabletimefortraineestothinkbeforetheycanadequatelyanswer.

Technique No. 6 – Blackboard techniques

Use of the blackboard

Experiencehasindicatedthatthequalityofatrainer’sperformanceisoftenreflectedveryquicklybytheuseoftheblackboard.Whyistheblackboardsoimportant?Manytraineeslearnbetterwhentheycanseeaswellashearthematerial.Theblackboardcanhelporganisethepresentationandallowthemostimportantpointstobehighlighted.Effectiveblackboardworkallowstraineestoseehowalessonisconcretizedand/orhowaproblemissolved.

Process and tips in using the blackboard

1. Beginbycleaningtheblackboardcompletely.Doitverticallyfromrighttoleft.Materialleftfromthepreviousclasscanbedistracting.Also,ifsomestraychalkmarksareleftunerased,they can often change or confuse the meaning of things you write on the blackboard;thereforeitisimportanttobethoroughwhenerasing.

2. Beginwriting at the top of oneblackboard panel,movedown, and proceed to the nextpanel.Skippingaroundtheblackboard,placingexpressionshaphazardlyhereandthere,isdiscouraged.Explainwhatyouaredoingwhenwriting.Organiseyourworkinthesamewaythatyouwouldlikeyourtraineestoorganisetheirnotes.Scatteredcommentsontheboardnotonlymakeyourpresentationhardtofollow,buttheyalmostguaranteethattrainees’noteswillbeconfusingandfilledwitherrors.


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3. Right-handedtrainerswillprobablybeunabletousetheextremeleft-handpaneleffectively.Inanycase,trynottostandinfrontofthematerialyouarewriting.

4. Iftherearemorethantworowsoftrainees,avoidwritingtotheverybottomoftheblackboardbecausetraineesatthebackwillnotbeabletosee.Keepthedeskatthefrontclearoflargeobjectsthatmightblockthetrainees’view.

5. Donotuseanerasertosimplifycomplicatedexpressionsbecausethiscaneasilyinterferewithtrainees’opportunitiestotakenotes.Similarly,ifamistakeismadeinthemiddleofaproblemanditrequiresmajorchanges,itisbettersimplytocrossoutthewrongpartandtoredotheproblemelsewhereontheboard.Adifferentcolourofchalkmightbehelpful.Rememberthatitwilltaketraineestimetomakecorrectionsintheirnotes.

6. Drawdiagramsorpicturesifappropriate,anddefineinwritinganyabstractfigures.7. Explainwhatyouaredoingandwhyyouaredoingit.Trainees’notesusuallyconsistalmost

entirelyofwhatyouwriteontheboard;theyrarelywritedownwhatissaidbutnotwrittendown.

8. Highlightimportantresultsthatyouwantthetraineestomemorizebydrawingboxesaroundthem.

9. Allwritingmustbeclearandlegible,withaheightofatleasttwoinches(5cms)recommended.However,donotwritesolargethatyourunoutofspaceafteracoupleoflines.Avoidputtingtoomanyirrelevantmarksontheboard.Traineesoftenvieweverythingyouwriteontheboardasimportant,andextraneousmaterialmerelyconfusesthem.

10. Donotrelyontheblackboardforallyourteaching;useothervisualaids,especiallyifthetopicsareofarepetitivenature.

Technique No. 7 - Case study method

Definition

Acase study isadescriptionofa situation that the traineesneed toexamineandunderstand.A“case”isanactualevent,person,activity,operation,orotherrealhappeningsorsimulatedexamplesencapsulatedintoastoryofinterest.Traineesareaskedtoanalysethefactsofthecaseanddiagnosetheissuesandproblemssetoutinthecasestudy.Usually,therearenocommonconclusionsreachedoragreedduringcasestudies.Eachtraineeisallowedtodrawtheirownconclusionsandlearningfromthecase.

Usefulness

InTREEtrainingprogramsthecasestudymethodismoreappropriateintheenterprisedevelopmentcomponent.Thetrainermaypresenttothetraineesastoryofanappropriateenterpriseandhaveitdiscussed intheclassasacase.Theclassmayalso invitearealentrepreneurtotell theirstoryregardingtheoperationoftheirenterprise.Thisiscalleda“livecase”studyandwillhelptheclassinthepreparationoftheirTEP.

Process

Thecasestudymethodgoesthroughthefollowingprocess:

1. Introductionof thecaseorstory -Thetrainerpresents thecaseasastory. Ifa livecasestudyisused,theentrepreneurmustbeagreeduponbythetraineesinordertoraisemoreinterest.Theobjectiveofthecasestudyispresentedandtheoutcomeexpectedisdiscussedbythetrainer.

2. Identification of facts and issues - The trainer asks the trainees about the facts of the


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storyandissuesraisedinthestory.Thisisarestatementoffactsandissuesleadingtotheanalysis.

3. Discussionandanalysis–Theproblemsareidentifiedandthetraineesareaskedtodiscusstheprosandcons.Theyarealsoaskedtoprovidetheirownopinionsorsolutions.

4. Closing–Usuallythediscussionsareleftwithoutsummaryforthetraineestoponderandapply to futureevents.However, forcases thatneed immediateclarification, the trainermayfacilitateagroupsessiontosummarizeandsynthesizetheissuesandsolutions.

Tips for conducting the case study method

1. Prepareanddistributethehandoutsofthecasebeforethesession.

2. Provideindividualhelptotraineesorgroupsoftraineeswhoarehavingdifficultyinidentifyingandanalysingtheissuesandproblems.

3. Closethesessionwithalecturerelatedtotheissuesandtothetrainees’enterpriseplannedprojects.

Technique No. 8 - Brainstorming

Definition

Brainstormingisamethodusedtogenerateideas.Psychologistssaythatthehumanbrainiscomposedoftwoparts:theleftbrainandtherightbrain.Theleftbrainisusedforreasoning,andtherightbrainisusedforinnovationandcreativity.Thisskillcanonlybemasteredbydevelopinganopenmindandbyconstantpractice.

Usefulness

In TREE training programs, brainstorming is suitable in the enterprise and entrepreneurshipdevelopmentcomponent.Thetraineeshavetheopportunitytothinkandprovidesolutionstotheproblemsofproduction,marketing,capitalgeneration,andbusinessstrategiesasrequiredintheirTEP.

In brainstorming, the trainees learn by building on their experience. They learn to choose fromalternativesolutions.Brainstormingproducesahighdegreeofparticipation. Itmakes thesessionlivelierand stimulates creative thinking.Brainstorming isoneof thebasicandmost fundamentalskillsthatatrainershouldlearnandmaster.

Process

1. Introduction-Presentaproblemorquestion.

2. Presentation-Askthegrouptocalloutasmanyideasandsolutionsaspossible.Abasicruleatthisstageisthatnooneshouldcensororcriticizeideas,howevercrazytheymightseem.Creativity is stimulatedbyencouraginga freeflowof ideas. The traineracts as recorder,writingtheanswersontheboard,withoutjudging,censoringorcriticizing.

3. Analysis–Afterthegenerationofideas,thetrainerandtraineesanalysetheideasgeneratedandplace them into categories.Redundantandnon-relevant ideasareweededoutuntilusefulandreasonableonesremain.


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4. Closing-Decisionsorconsensusarethendrawnfromtheresults. Ifthereisaneedtobemorespecific,asecondbrainstormingcanbedone.

Technique No. 9 - Role playing method

Definition

Roleplayisthedramatizationofwhatmayhappeninreal life.Traineesareaskedtoactoutrolesinagivensituation.Theobjectiveistoallowthemtopracticedealingfacetofacewithareal lifesituation.Thedramatizationisthendiscussedinanopenforumtobringouthowsituationscouldhave been resolved differently. In role play, participants practice lifelike situations in a protectedtrainingenvironmentandreceiveadviceorconstructivecriticismfromcolleaguesandthetrainer.Thishelpsthetraineestolearnfinerpointsthroughpracticeandobtainguidelinesonhowtoreactappropriatelyinreallifesituations.

Usefulness

InTREEtrainingprogramsroleplayingisanappropriatemethodinenterpriseandentrepreneurshipdevelopment,especiallyinbusinessorganising.InthepreparationoftheTEP,thetraineesareaskedtopreparetheirbusinessorganisationalstructure.Inthisinstancethetraineesshouldbeaskedtoexaminetheirinterestandcapabilitiesinrelationtothedutiesandrolesidentifiedintheirplannedbusinessorganisation.Roleplayhelpstogivethetraineesconfidenceinfacingrealsituations.Theroleplayershavetosolvetheproblemimmediatelyandmakeadecision.However,thetrainershouldbeonguardforsomeparticipantswhomaybecomecarriedawayintheiractingtheirroles,thusmakingtheexerciseafarce,andsomethingnottobetakenseriously.

Process

1. Preparation - Planning is very important. The trainer must make a description of thesituationandeachoftherolestraineesareexpectedtoplay.ThebusinessorganisationintheTEPisagoodguide.

2. Introduction-Thetrainerexplainstheobjectivesoftheroleplayandselectsvolunteers.The non-players are assigned as observers. Volunteers have to prepare themselves fortheirroles.

3. Presentation-Thevolunteersplaythegameforasettime.

4. Closing-Thetraineeswritetheresultsoftheirroleplayandlinkthemtotheobjectivesofthelesson.Thenthetraineesdescribetheirviewsonwhattheydidwellandwhatcouldbedonedifferentlyinthefuture.

Tips on role play technique

1. Roleplayscaneasilyberunifyouplanbeforehand.

2. Atimelimitmustbesetandatraineeassignedtokeeptrackofthetime.

3. Alwaysbepositivewhencriticizingtheplayer.

4. ItwillbemorehelpfuliftheroleplayingisclosertotherequirementsoftheTEP.


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Technique No. 10 – Field visits

Definition

Field visits are activities outside of the classroom designed to expose the trainees to real worksituations.Theyareusuallymadeinthemiddleoftraining.Thetrainees,togetherwiththetrainer,observeactual jobs,productsor servicesbeingmadeanddone in factories, shops, farms,etc. togain actual experiences that are otherwise learned only vicariously through the lectures anddemonstrationsintheclassroom.

Usefulness

Field visits are an important facet of adult learning. TREE trainingprograms consider this as oneof the most productive training techniques ─ exposure to the actual work environment. This istheprincipalbasisforapprenticeshipandotheron-the-jobextensiontrainingmethodsappliedbysuccessfultrainingsystemsandinstitutions.Infact,exposuresinfieldvisitsprovidethetraineeswiththeopportunitytoimaginethemselvesintheworldofwork.

Process

Fieldvisitsshouldbebetterorganisedsothat theybecomeeffective. Inmostcases the followingactivitiesarerequired:

1. Thetraineesidentifyissuesandproblemsthattheywanttobeexposedto.

2. Thetraineesidentifyandagreeonthearea,company,orshoptobevisited.

3. The trainer communicateswith the target area, company, or shop to be visited andmakesthenecessaryrequests,schedules,andarrangements.

4. Thetrainerpaysavisittothetargetsitetoexplainindetailtheobjectivesofthefieldvisit,thethingsthatthetraineeswouldliketosee,andthepeopletheywouldliketotalkto.

5. Duringthevisit,thetrainerintroducesthetraineestothehostsandexplainsthepurposeofthevisit.

6. An official of the host is assigned to guide, explain and answer questions from thetrainees.

7. Thetraineestakenotesoftheirobservationsandexperience.

8. After thefieldvisit a summary session isdonewhere thenotesandexperiencesarediscussed.


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Annex 4.2How to Prepare a Skills Training Syllabus:

A Trainers Guide

TheskillstrainingcomponentoftheTREEmethodologyisdesignedasatrainingsyllabus.Thetrainersaregiventheformattoprepareandfollowinthedeliveryoftraining.

Theskillstrainingsyllabuscomprisescomprehensivetrainingmaterialusefultoallthestakeholders:thetrainees,thetrainers,thetrainingofficialsorsupervisors,andthegeneralpublic.Itprovidesaglimpseof thewholeprogram in termsof the trainingblocks, their specific skills andknowledgerequirements,theinstructionalmethodsandaidsrequired,thesafetycheckpoints,andtheschedulesthathavebeenidentifiedandplannedallinoneformat.

Itispreparedbythetrainersandisrecommendedtobemadereadyasapublicdocumentandbepostedinthetrainingvenueforeveryonetosee,tobeinformedorreminded.

1. Training program information

The syllabus is basically designed to cover the training requirements of a production or serviceorientedtrainingprogram–astrategyspecificallydevelopedfortheCB-TREEprojectinviewoftheneedsofitsmarginalizedandpoortargetgroups.Hence,thesyllabusisgearedtowardshowtoteachtheproductionof a certainmarketable product, or thedelivery of a service. In viewof this, theinformationisbiasedtowardstheestablishmentofanenterprise.

Fortrainingprogramsdesignedforwageemployment,orforotherpurposes,someoftheenterpriseinformationmayjustbeignored.

1.1 Name of project

Thisinformationreferstotheexactnameofthetransitionenterpriseproject,whichisalsothesubjectoftheTEPbeingpreparedbytheTrainee/s.Inmostinstances,thisisalsothesameasthenameoftheenterpriseprojectintheNEPI.

Example:Bakery

1.2 Title of training course

ThisinformationreferstotheexactnameofthetrainingprogramthatthetraineesareundertakinginpreparationfortheimplementationoftheirTEP.Thetitleofthetrainingcoursemaybethesameordifferentfromthenameoftheproject.

Example:Breadmaking.(Note:theverb“making”connotesaprocedure).

1.3 Training institution/intermediary

This information refers to the organisation, agency or training institution that has been hired toconductordeliverthetrainingprogram.Ifthereisnoinstitution,aprofessionaltrainermaybeusedinstead.


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Example:12DhammaratanaMalwatta,Mawatha,Ampara

1.4 Training objectives

Thetrainingobjectivesshoulddescribetheend-resultaspiredtobyallparties;thetrainees,trainer,the institution,andallotherstakeholdersrelativetotherealizationoftheenterpriseproject.TheobjectivesmustalsoadheretotheSMARTcriteria:Simple,Manageable,Appropriate,Realistic,andTime-bound.

Example:Attheendofthetendaystrainingthetraineesmustbeabletoproducefivekindsofbunsthataremarketableandprofitableusingavailabletrainingtoolsandequipment.

1.5 Number and description of trainees

Thenumberanddescriptionoftraineesisnecessaryforrecords,monitoringandevaluationpurposes.Threeorsixmonthsafterthecompletionoftraining,theCB-TREEprojectshallconductatracerstudyonthegraduatestodeterminetheeffectandimpactofthetrainingontheindividualtrainees.

1.6 Training duration

Thisreferstotheexactnumberofdays,weeksormonthsthatisneededtocompletethetraining.Thecorrectinformationonthedurationisveryimportantformanyreasons:

• formonitoringoftrainingactivities;• forschedulingofmajortrainingactivities;• forreferralsontracerstudies;• forreferenceoftraineesandotherstakeholders.

Example:Fifteendaysor120hours

1.7 Training schedules

Thescheduleoftrainingreferstotheactualconductoftrainingactivities;thenumberofdaysperweekand/orhoursperday–includingwhichdaysoftheweekandhoursoftheday.Theselectionoftheseschedulesshouldbediscussedwiththetraineessinceitmeansthedaysandtimesthattheywillbeawayfromtheirhomesandfamilies.Theschedulesmustbeattheconvenienceofthetraineesandthetrainer.

Example:EverySaturdayandSunday,8a.m.–12noonand2–5p.m.

2. Training design

2.1 Title of training course

Thetitleofthetrainingcourseshouldbethesameas intheskillstraining informationsectiononpage1.


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2.2 Name of product or service subject for training

Thisreferstotheexactnameortypeofservicethatthetraineeswillbetrainedfor.Inmostcases,especiallywhenthereisonlyonekindofproductorservice,thetitleofthetrainingcourseandthenameoftheproductorservicearethesame.

However,incaseswherethereareseveralproductsorservicesthisparticularinformationmaynotbethesameasthetitleofthetrainingcourse.

Example:Titleoftrainingcourse–Breadmaking.Nameofproduct–Buns

2.2 Blocks or tasks

Blocks(ortasks)aregroupsofstepsthatatraineemustperforminproducingaproduct.Theyarepartofasystemorprocedurethatleadstotheproductionofcertaingoodsortheperformanceordeliveryofacertainservice.

Example:Inthemakingofabunseveralblocksortasksareinvolved:• preparingthebakingmaterials;• mixingthematerials;• preparingtheoven,etc.

2.3 Steps per block or task

Stepsrefertothevariousactivitiescomprisingablockortask.Severalstepsarenecessaryinordertofinishacertainblockofwork,inthesamemannerthatseveralblocksofworkarenecessaryinordertofinishaproductorservice.

Example:Block1–preparingthebakingmaterials:

Steps:• selectingthematerial;s• measuringthematerialsinaccordancewiththerequiredmixture;• puttingthematerialsinthemixingbowl,etc.

2.4 Skills requirement

Theskillsrequirementreferstotheoperativeormanipulativecompetencethatthetraineemustbeabletoperform ineachofthestepsofthevarioustrainingblocksinordertofinishtheproduct.

Example:Block,withitssteps–preparingthebakingmaterials:Skillsrequirements:

• howtoselectthebakingmaterials;• howtousethemeasuringinstruments;• howtomeasure,howtousethemixingtools;• howtomix,etc.


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2.5 Related knowledge

Thisinformationreferstothebodyofinformationthatthetraineesmustlearn inordertocorrectlyrationalizetheirperformanceofthestepsineachoftheblocksofthetrainingprogram.Ideally,foreverystepthereshouldbeacorrespondingrelatedknowledgelistedinthesyllabus.

Example:Blockwithitsstepsandskillsrequirements–preparingthebakingmaterials:Relatedknowledge:

• differentkindsofbakingmaterials;• Capacitiesofthemeasuringinstruments;• Correctuseofthemixingtools,etc.

2.6 Teaching aids/materials

The informationprovided inthetechnicalportionofthesyllabusshallprovidethetrainerswithaguideinlistingtheteachingaidsandmaterialsneededtoteachaparticularblockofthecourse.

Example:Block-preparingthebakingmaterialsTeachingAids/materials:

• flour;• sugar;• measuringcupsandbowls;• mixingtools.

2.7 Teaching methods

Thetrainermustbeequippedwithseveralteachingmethodsandapproaches.Aparticulartrainingblockmayrequireadifferentteachingmethod.

Examples:• lecturediscussions;• demonstrationmethod;• blackboardmethods;• projectassignments;• groupworks;• industryvisits;• productsamplings;• inviteresourcepersons,etc.

2.8 Key points

Key points refer to important rules, regulations, practices and other reminders related to theperformanceofthevariousstepsintheproductionorperformanceofservices.Theyareemphasizedby the trainersduring the trainingprogramaspartof thehabitandattitudebuildingcomponenttosupporttheknowledgeandskillscomponentsoftraining.KeypointsgenerallyinvolvethebasiccharacteristicsofCB-TREEtrainingprogramswhicharereferredtoasSPEQS:


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Speed thatthecompletionofanytaskorworkshouldadheretoreasonabletime-frames;Procedures thatallworksfortheproductionordeliveryofgoodsorservices shall followthe

correctsystemsandprocedures;Economy that production or service procedures should use the minimum amount of

materials;Quality that all products, goods, or services should be produced with the customer

satisfactioninmind;Safety that thework should be donewith absolute care for the safety of persons and

properties.

2.9 Training schedule

Thisportionofthetrainingscheduleinthesyllabusreferstothedaysandhoursdesignatedfortheconductoftheparticularblocksinthetrainingprogram.

Example:Block–preparingthebakingmaterials

TrainingSchedule:Monday:2−4p.m.Duration:2hours.


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Annex 4.3Sample Form For a Skills Training Syllabus

1. Training Program Information

NameofProject(ShouldrefertotheEconomicActivity):_____________________________________________________

Title of the Training Program (Should refer to themaking of a product or delivery of aservice)

TrainingVenue:____________________________________________Location________________________________

Training Objective: __________________________________________________________________________________

__________________________________________________________________________________________________

NumberofTrainees_________Description_______________________________________________________

Training Duration _________ hours/days Start __________________________ End___________________________

TrainingSchedules(daysofweekand/orhoursoftheday):__________________________________________________


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2. Training Design(This Form should be prepared in as many pages as required)

TitleofTrainingCourse________________________________________________________________(RefertoPage1)

NameofProductorServicethatisthesubjectfortraining:_____________________________________

BlocksorTasks

StepsperBlockorTask

Skills RelatedTeachingAids/

Materials

TeachingMethods

KEYPOINTS Training

Block1: 1.11.21.31.41.5

Block2: 2.12.22.32.42.5

Block3: 3.13.23.33.43.5


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BlocksorTasks

StepsperBlockorTask

Skills RelatedTeachingAids/

Materials

TeachingMethods

KEYPOINTS

TrainingSchedule

Block4: 4.14.24.34.44.5

Block5: 5.15.25.35.45.5

Block6: 6.16.26.36.46.5

Block7: 7.17.27.37.47.5

Prepared by: ___________________________ Reviewed by: ___________________________Name&SignatureofTrainerTrainingSupervisor


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Annex 4.4 Business Management Content for ToT Course

Anessentialpartof theTREE trainersworkshop is a2day componentonbusinessmanagementtraining.TheobjectiveistoprovideparticipantswiththebasicsonbusinessmanagementtoenablethemtoincorporateentrepreneurshipsubjectsintoallTREEtrainingprograms.Themaincontentofthiscomponentisasfollows:

BasicConceptsinEntrepreneurship PreparingaBusinessPlanManagingaBusiness:KeyIssuesandManagementPractices StagesinthedevelopmentofasmallbusinessMarketingandproductdevelopment AccountingandFinancialmanagement


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Annex 4.5Registration Form for a Skills Training Beneficiary

(SamplefromtheTREEproject,Pakistan)

Date:____________ Name:______________________Gender:_____________________Age:_______________________Education___________________________

Village/Island:_______________

Postaladdress:__________________________________________________________ContactPersonTel#:_______________Name:___________________________________

Presentoccupation:____________________________________________________

Difficultiesfacedinpresentoccupation:____________________________________

Futureplan:_________________________________________________________

SupportrequiredfromTREEProject____________________________


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Annex 4.6Training Progress Report

(tobesubmittedmid-waythroughthecourse)

TrainingCourse:____________________________________________________Location/VenueofTraining:_______________________________________________StartofTraining:______________________EstimatedEndofTraining:__________________ToNo.ofDays/Hours:_______________No.ofdays/hourscompleted:_____________No.ofday/hoursremaining:_________

No. Tasks/BlocksRequiredforthe

Course

(basedonCourseSyllabus)

Status(PleaseCheck)

Trainer’sRemarksCompleted Inprogress

123456789101112

Prepared/Submittedby:______________________________________NameofTrainer(Signatureanddate)_________________________________________NameofTrainingSupervisor,Signature&Date________________________________


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Annex 4.7End of Training Report

(tobepreparedtogetherwithgraduationreport)

TrainingCourse:____________________________________________________Location/VenueofTraining:_______________________________________________Totalno.oftrainingdays/hours:______________________ResultofTraining: OriginalNo.ofTrainees:_______________ No.ofTraineesPassed:______________ No.ofTraineesFailed:_________________

1.PositiveaspectsoftheTraining:

2.Problemsencountered:

3.ActionTaken:

4.Recommendations:

Prepared/Submittedby: ______________________________________ NameofTrainer,Signature&DateApprovedby: _______________________________________ HeadofTrainingAgency,Signature&Date


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175

Post-Training Support


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5. Post-Training Support

CONTENTS PAGE

Introduction 177

1. Developanetworkofpost-trainingservices.............................................................. 177

2. Reassessandconfirmpost-trainingsupportneeds................................................... 178

3. Supporttosmallbusinessstartups...........................................................................178

4. Supporttoaccessingcredit.......................................................................................178

5. EstablishingVillageandCommunityFunds...............................................................180

6. Accesstosuitablepremisesforproductionpurposes...............................................181

7. Accesstoequipmentandtools.................................................................................182

8. Marketingsupport.....................................................................................................182

9. Assistancewithlegalandregulatoryrequirements..................................................182

10. Follow-upvisitstoTREEincomegeneratingactivities..............................................183

11. DocumentingPostTrainingFollow-upVisits.............................................................183

12. Supporttogroupformation......................................................................................184


5.1:Exampleofplanforpost-trainingsupportinBangladesh........................................186

5.2:Potentialsourcesofcreditformicro-enterprises...................................................187

5.3:Assessingthecapacityofamicrofinanceinstitution..............................................189

5.4:Creditguaranteefunds...........................................................................................191

5.5:Post-trainingmonitoringandvisitformsformicro-enterprises

(start-up,production,marketing,finance).............................................................192

5.6:Modalitiesofgroupoperations..............................................................................198

5.7:GuidelinesforGroupOperations............................................................................200

5.8:SampleTORforsavingsandcreditgroups..............................................................201


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Introduction

Training is onlyone componentof a successful employmentpromotion strategy. Indeed, trainingwillhavelimitedvalueunlessothersupportingmechanismsarepresent.Forexample,itwouldbeawasteoftimetrainingmorepeopletousesewingmachinesandproducemoregarments if theproductscannotbesoldbecauseoflackofdemand,inadequatemarketingstrategiesortransportdifficulties.Itisalsouselesstoprovidetrainingforselfemploymentifthosewhoaretrainedcannotaffordtobuyorrenttheequipmentandmaterialsnecessarytoconducttheactivity.

TheTREEprocessrecognizes,therefore,thatpost-trainingsupportiscriticalforensuringthattrainingleads to income-generation. Toprovide support services in aneffectiveway implies that servicesmustbewhatpeopleneed,ofanappropriatequality,andatapricetheycanafford.

Post–trainingsupportcoversthefollowingmainactivities:

• facilitatinglinkageswithemployersandchambersofcommerce• providingadvicetosmallbusinessstart-ups• facilitatinglinkstoruralcreditandbankingfacilities• administrativesupportforaccessingcredit;• provisionofbusinessdevelopmentservices,includinglinkageswithmarkets,qualitytesting,

taxandotherregulatorycompliancesupportservices,etc.;• technical advisory services to TREE business endeavours, including advice on issues of

occupationalsafetyandhealth;

Serviceprovidersmayinclude:

• governmentagencies,• community-basedinstitutions,• NGOsandprivateenterprises,• employers’andworkers’organisations,• self-helpassociations,includinginformalsectorassociationsetc.,• localconsultantsandexperts

Thepreparationofpost-trainingsupportbeginsduringtheplanningphaseoftheTREEprogramwiththeidentificationofpotentialpartnerorganisationsinandaroundtheTREElocality.Feasibilitystudiesalsoprovideusefulindicatorsofwhattypesofpost-trainingsupportwillbeneeded.

Theplanningofpost-trainingsupportinvolvesestablishingcontactswithandprovidinginformationtodesiredpartnerorganisationsfollowedbynegotiationsbetweenthepartnerandtheTREEcommitteetodefinespecificneedsandagreeonthetermsofsupportserviceprovision

1. Develop a network of post-training support services

Ideally,toprovideafullrangeofpost-trainingsupport,threeimportantelementsshouldexist:

• awiderangeofcompetentsupportserviceorganisations;• theabilitytoprovidesupportinaneffectiveandcoordinatedway;• theabilityofclientstoaffordandeasilyaccessservices.


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These conditions are rarely met in rural areas. Post-training support is part and parcel of themobilization of local partners and the promotion of a culture of cooperation and networking.Therefore, thefirst step in planningpost-training support is to establish effective linkageswith arangeofpotentialpartners.

In some caseswhereweaknesses of local partners havebeen identified in particular areas, gapsmaybefilledwithcapacitybuildingorbyaccessingotherestablishedexpertise,Forexample,wherepartnersareweak inbusinessormanagementskills the ILOexpertise inareas suchasStartYourBusinessorImproveYourBusinesscouldbeuseful.

The scope, size andmechanismsof post-training support shouldbenegotiatedandagreeduponbetweentheTREEprogramandpartnersduringtheeconomicopportunitiesandneedsassessmentphase.

2. Reassess and confirm post-training support needs

Aftertraininghasbeencompleted,ameetingshouldbeheldwiththelocalTREEcommittee,localresourcepeople,e.g.,trainersoftherelevantskillsandbusinesstrainingcoursesandrepresentativesofproposedpartnerorganisationstoreassessandconfirmpost-trainingneedsandplanpost-trainingsupport.Inparticular,theyneedto:

• identifyrequiredsupportforstartingandsustainingabusinessor• incomegeneratingactivity;• evaluateneedsforspecificassistancesuchasaccommodationorassistivedevicesfordisabled

peopleorliteracytrainingforthosewithlimitedskills;• identifyinvestmentandcreditrequirementsandpotentialsourcesoffinance• planascheduleoffollow-upvisits.

3. Support to small business start-up

TheTREEteamensuresthatbusinessskillsacquiredbygraduatesareappliedinstartingandoperatingtheir actual businesses. The teamhelps participants todevelop a simplebusiness planbasedonmarketdemandandthentoproducequalityproductsandservicestosatisfycustomers.

4. Support to accessing credit

Start-upandworkingcapitalarekeyrequirementstooperatingamicro-enterprise.However,capitalisaresourcetowhich,bydefinition,thepoorhavelimitedornoaccesstoTheywill,therefore,needanoutsidesourceofcapitalintheformofaloan.

Findingoutand/ordesigningthemostefficientandappropriatecreditsolutionthatcouldsuittheneeds of the target group is part of the TREE post-training process. The proposed steps are thefollowing:

• Assessingthedemandforfinancialservices• Assessingthesupplyoffinancialservices:• AssessingtheSuitabilityofFinancialInstitutionsasPartners• Establishmentoflinkageswithfinancialserviceproviders.• LinkingTREEclientstopartnerinstitutions.


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a) Assessing the demand for financial services among TREE clients1

Hereareguidequestionstoassesstheneedforstart-upandworkingcapitalaswellasotherfinancialservices:

• WhattypeoffinancialservicesdotheTREEclientsneed(credit/loans,savingservices,insurance,etc.)?

• Whatdotheyneedtheseservicesfor(enterprisestartup,expandingofbusiness,riskmitigation/vulnerability reduction, etc.)? The question intends to shed light on thecharacteristicsoftheloansandotherfinancialservicesthataredemandedbythetargetgroup,e.g.loansizeandtype

• DotheTREEclientshaveformerexperiencewithfinancialinstitutions?• Aretheyfamiliarwiththeconceptandpracticeofcreditandlending?• DoalltheTREEclientsneedcreditandotherfinancialservices?

b) Assessing the Availability of Financial Services: Mapping the Market 2

DeliveryofcreditthroughexistinginstitutionsandtheuseoftheirfinancialmanagementexpertisetoassistclientsareseenasthemostcommonwayofsecuringaccesstofinancialservicesforTREEclients.

Thefirststepin identifyingpotentialpartnerinstitutionsforthedeliveryoffinancialservicesistomaptheexistingmarketofferingsuchservices.Thefollowingquestions,guidelinesandcriteriawillhelptoidentifyappropriateinstitutions:

• WhichinstitutionsandorganisationsofferfinancialservicesintheareaoftheTREEprogram?

• AretheyrelevanttothefinancialorcreditrequirementsofTREEprograms?• AretheywillingtoincludeTREEtargetgroupsintheirrurallendingprogramandifso,

underwhatconditions?

c) Assessing the Suitability of Financial Institutions as Partners.

Criteriafortheappraisal:

• presenceofbranchesandnetworksclosetothecommunitywherethe programisbeingoperated;

• availabilityoffieldstaffwhocanmonitorloansandprovideadditionalfinancialservices;

• experienceinsavingsandcreditprogramsfortheruralpoor;• flexibilitycreditpoliciesandproceduresforshort-andmedium-termloansfor

individualandcollectiveenterprises• willingnesstosubstitutestringentcollateralrequirementswithgroupguarantees

basedoncommunitysupportandpressure;• affordableinterestrates;• reasonablerepaymentschedules• experienceinsmallsavingschemes;• interest and willingness to participate in the promotion of self-employment

schemes.

1 See ILO: “Microfinance Brief # 6; Mapping the demand and supply of microfinance”.2 See ILO: op. cit.


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d) Establishing linkages to financial service providers

After having identified suitable partner institutions, the TREE programmight have to enter intonegotiationsabouttermsandconditionsofapartnership.

ItmaybeappropriatefortheTREEprogramtosignaMemorandumofUnderstanding(MOU)withthepartnerfinancialinstitution.TheMOUdefinesthetermsandconditionsofthepartnership.Italsoformsthebasisonwhichloansareextendedtotheparticipants.Itmakesnecessaryprovisionsfortheparticipantstogetaccesstoloansontermsandconditionsthatarereasonable.

IfthereisnofinancialserviceproviderpresentthatcouldservetheTREEclients,theestablishmentofaTREEcreditfundmightbeconsidered.However,duetonegativeexperienceregardingsustainabilityandimpactofstandalonecreditfunds,thisoptionshouldbeexaminedwithextremecaution.

e) Facilitating the Loan Process for TREE clients

Financialinstitutionshavearangeofcriteriathatneedtobefulfilledbytheborrowersbeforetheyapprove a loan. Also, they have various disbursement arrangements (cash or directly to supplierofequipment).ThesearespelledoutintheMOU.TheTREEteamneedstoensurethatapplicants,eitherindividualsorgroups,clearlyunderstandthetermsandconditionsofsetuptheloanandhowtomanageit.

5. Establishing Village and Community Funds

Villageand rural communities throughout thePacifichavea traditionof raising funds for variouscommunitypurposes.Thisismostnotableinthefieldofeducationwherelocalcommunitiesfundasignificantproportionofrecurrentandcapitalcostsassociatedwithprimaryandsecondaryschooling.Fundshavealsobeenusedasameansofmanageing thewealth resulting fromnatural resourceexploitation(Nauru)andasameansofgeneratingasustainableflowoffundstofinancevocationaltraining(PNG).

ThecommunalnatureoflandownershipinthePacificalsogivesrisetovillage-levelincomegenerationprimarilythroughtheproductionandsaleofagriculturalproductsbutalsofromrentsandleasestobothlocalandnon-localfarmersandentrepreneurs.

Villagegeneratedfundscouldrepresentanimportantsourceofcreditforsmallscalebusinessactivities,identifiedand validated through theTREEprocessbutownedandoperatedby villages and ruralcommunities.TREEwouldbethemethodologicaltoolforidentifyingcommunity-basedenterprisesandthecorrespondingtrainingandbusinessdevelopmentskillsrequiredtoruntheenterprise,whilethecommunityfundwouldbethesourceofrequiredcreditand/orinvestmentcapital.Theissuesthatwouldneedtoberesolvedinordertoputthesepotentialinvestmentresourcestoproductiveworkincludethefollowing:

• Howwouldsuchafundbesetupandmanagedfromalegalstandpoint• Whowoulddecideontheuseofvillagefundresources• Whatwouldbetheproceduresforaccessingfundingsupport• Howwouldthefundbereplenished• Howwouldthefundbeadministeredandfinancialaccountabilityensured


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a) Legal Status

Sucha fund couldbe registeredas anon-profit foundationgenerating income fromvariousagri-businessactivitiesoperatedandmanagedbythevillage.Incomefromtheactivitieswouldbeusedtocoverrunningcostsandanysurplusi.e.profitwouldremaininthefundandbecomeavailableforinvestmentinfutureactivities.

b) Fund Control

ControloftheCommunity-fundcouldresteitherwithavillagedevelopmentcommitteeorwiththeVillageTREEcommittee,whowouldpriortizeareasfortheuseoffundresourcesand,onthebasisofTREEfeasibilitystudiesandbusinessplans,decidewhichpriorityactivitieswouldbefunded.

c) Procedures for identifying fundable activities

ThefundwouldrelyontheTREEprocesstoidentifyanddeterminetheviabilityofmicro-enterpriseideas and related training projects. Initial funding for the enterprisewould be limited to a trialperiodof6months,followingwhichanassessmentwoulddeterminewhethertocontinue,expandordiscontinuetheactivity.Trainingwouldbeorganisedandpaidforfromresourcesallocatedfromthefundforthestart-upoftheenterprise.

d) Fund Replenishment

TheCommunityFundwouldownandoperateallofthevillagebusinessesitwassupporting.Ineffect,theresourcesgeneratedbythesebusinesseswouldrepresenttheCommunityFund’sstockofventurecapitalwhichwouldriseandfalldependingonthe“profitability”ofindividualenterprisesandthenumberofactivitiesbeingsupportedatanyonetime.

e) Fund Administration and Financial Accountability

Thetermsonwhichfundresourceswouldbemadeavailabletoenterpriseideaswouldbedeterminedby the local villageauthority.However, fund resourceswouldbeadministeredbya suitable rurallendinginstitution,whichwouldberesponsiblefortherequiredfinancialaccountingproceduresandreportingonfundactivities.Thetermsunderwhichtheseserviceswereprovidedtothevillagebytheinstitutonwouldneedtobenegotiatedbuttheprinciplewouldbethatthevillageretainscontroloftheuseoftheresourceswhilethepartnerlendinginstitutionensuresthatagreeduponwithdrawalproceduresarefollowed,transparencyismaintainedandfinancialaccountabilityrequirementsaremet.

6. Access to suitable premises for production purposes

Oftenmicro-entrepreneursoperatefromtheirownhome,especiallytominimizeoperatingcosts.Inthecaseofwomenmicro-entrepreneurs,operatingtheirbusinessfromhomeisoftenseenasawaytocombinetheirbusinesswithchildrearingandhouseholdchoresevenifthiscombinationrepresentsaheavyburden.Manydisabledpeopleworkathomewheretheycancontroltheirenvironmentandwheretransportandotherbarriersarenotanissue.

Dependingonthebusiness,itmaybeappropriatetooperatefrompremisesthatarelocatedneartoamarketplaceorneartosourcesofrawmaterials.Whenidentifyingthepremises,assesswhetherthereisadequatespacetoinstallequipment/machinesforproductionpurposes,includingadequate


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storagefacilities.Ifnecessary,thelocalTREEteamshouldhelpparticipantsfindadequatepremisesandnegotiateanacceptableagreementwiththeowner.

7. Access to equipment and tools

During training and in planning post-training support, the TREE team prepares a list of requiredproduction equipment and tools. The specification of equipment is made taking into accountoperationalandmaintenancecapability,safetymeasuresandtheavailabilityofspareparts.Atthetimeofprocurement,itshouldbestipulatedthatthesupplierhastoprovideaftersalesservicesandensureavailabilityofsparepartsoverareasonableperiodoftime.

Insomecaseswherefundsareavailable,theTREEprogramprocurestheequipmentandhandsitovertoagroupofparticipantsonthebasisofamonthlyrentalcharge.This istoenablethemtostartbusinessoperationsoncompletionoftrainingandhelpreducedependencyonlargeloansfrom“outside”intheinitialphasesofbusinessstart-up.Ifsuchanagreementisenteredinto,theTREEprogramshouldsignanagreementwiththeparticipant(s)beforehandingovertheequipmentandtoolstotheindividualorgroup.Participantsneedtoclearlyunderstandtheirresponsibilitiesundertheagreementbeforesigning.

8. Marketing support

Marketingisanessentialelementofpost-trainingsupportandtheTREEteamsshouldbeawareofitsimportanceinpromotingsuccessfulbusinessventures.Anunderstandingoftheimportanceofaccessingmarkets is firstdevelopedduring trainingonbusinessmanagement, especially throughvisits to localmarkets and discussions with potential buyers. This capacity is strengthened afterbusinessstartupthroughbusinesscounselingandnetworkingwiththelocalbusinesscommunity.Asindicated,localtrainersandentrepreneursplayakeyroleinprovidingtheseservicestoTREEclients

Goodmarketingskillsandpracticesplayavitalroleinsustainingabusiness.ThelocalTREEteamshelptheentrepreneurstoformulateamarketingplan/strategy,buildingonthebusinessplandevelopedduringthetrainingprogram.Themainelementsofasuccessfulmarketingstrategyconsistof:

• developingmarketlinkages(withregularsourceofsuppliersforinputs,withbiggertradersandcompanies,etc.);

• developinginexpensiveadvertisementandsalespromotionmethods;• promotingconstantproductdevelopmentanddiversification;• maintaininganuptodateawarenessofcompetitorproductsandprices

9. Assistance with legal and regulatory requirements

TREEactivitiesneedtoobservethelegalandregulatoryrequirementsofsettingupabusinesse.g.tradelicencesandotherregulations,inparticularthoserelatingtofundamentalprinciplesandrightsatwork.Thetrainersareresponsibleforprovidingthisinformationduringthebusinesstrainingandin theplanningpost-training support. Twoof themost important regulatory requirementswhichTREEactivitiesmayneedtosatisfyare:

a) Obtaining a trade license from the local municipality

Itisimportantthatthebusinessesarerecognisedandgivenlegitimacy.Itmaybenecessarythereforefor a TREE income generating activity to register with local authorities and with relevant tradeassociations.


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b) Obtaining a certificate from the Health and Hygiene Authorities

Theremaybe strict government stipulations forproductionandmarketingof someproducts likefoodandbeverages,etc.,whichrequiremandatorycertificationfromtherelevanthealthandhygieneauthorities.Obtainingsuchacertificatemaybealengthyprocedureandapplicationsshouldbemdewellinadvanceofbusinessstartups.

10. Follow-up visits to TREE Income Generating Activities

Amajor causeofbusiness failure inmicro- and small-enterprises is the lackof relevantbusinesscounselling,particularlyamongfirst-timeentrepreneurs,andespeciallyduringthefirstthreeyearsofbusinessoperation.MonitoringtheTREEenterpriseonaregularbasis,especiallyduringthefirstfewmonthsafter start-up, is thereforeanabsolutenecessity.Newcompetitors, reducedproductdemand,inadequatemanagementpracticesmayallposethreatsthatneedtobedealtwith.Atthesametime,newopportunitiesforproductsmayalsoarisewhichneedtobeexplored.

Upon completion of the training, therefore, the local TREE team and/or the relevant trainerwillstartregularfollow-upvisitstotheprogrambeneficiaries.Thesevisitswillusuallybemadetomicro-enterprises,whetherrunbyindividualsorgroups.Theobjectivesoffollow-upvisitsaretoidentifyandcorrectproblems,inparticular:

• monitor the application of technical skills to the operation ofmicro-enterprises, identifyproblems,providecounselling,andreinforceskillstaught;

• developentrepreneurialcompetencies,providebusinessadviceandensurethattheclientkeepsthefollowingbusinessrecordsaccurately:

• examine financial management practices and suggest measures to strengthen wherenecessary

• provideadviceonoccupationalsafetyandhealth,appropriatetechnology,etc.;

Itisalsousefultohavethiscounselingdonebysuccessfulentrepreneurswhocantroubleshootandprovide practicaltipsandbusinessinsights. TheTREEteamneedstoidentifysuchpeopleandmakeappropriatearrangementswiththem.

Follow-upvisitsandon-the-jobcounselling shouldcontinue forat least sixmonthsafterbusinessoperations have begun, ideally with decreasing visits as clients gain confidence in running theirbusinesses.

11. Documenting Post Training Follow-up Visits

Dataandinformationgatheredduringthefollow-upvisitsarerecordedinthepost-trainingsupportandmonitoringforms(seeAnnex5forexamples).Usingonesetoffollow-upvisitformspermonth,theinstructorreviewsthestatusoftheclient’sbusinessintheareasofstart-up,production,marketing,financeandcompliancewithrulesandregulations.Theformsarefilledoutinthepresenceoftheclientandapracticalplanofactionispreparedforimprovement.

ThefindingsofthevisitsshouldbedocumentedinashortreportandregularlydiscussedbytheTREEteamwiththelocalTREEcommittee.Thereportswillenabletheprogramtomonitortheprogressof TREEactivities and,wherenecessary, suggest changesor adjustmentsboth in the contentsoftrainingprogramsandinthewaytrainingandfollow-upextensionservicesarebeingprovided.Forinstance,itmaybenecessarytoorganiserefreshertrainingtoupgradeskillse.g.toimprovequality


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ofproductsorservices,orreinforcebookkeepingskills,orbettermanageproductionschedulestomeetcustomerneeds.

12. Support to Group Formation

Micro-enterprisesand the self-employedoften lack the resources to launchand sustainactivitiesindependently.Formingagrouporlocalassociationsbasedonsectorspecificactivities,canbeusefulin organising collective bulk purchasing andmarketing, sharing the use of expensive equipment,facilitating access to technology and assisting members to meet quality and other regulatorystandards. They can also become suitable frameworks for organising savings, credit and socialprotectionschemes.

Depending on the context, individual enterprisesmay elect to join existing associations or formgroupsforproduction,collectivemarketingarrangements,oraccessingcredit.

Groupsor associationsofmicro-entrepreneurs canbeaneffectivemeansof stimulating the self-reliance of individualmembers, increasing their bargaining capacity in dealing with providers ofequipment aswell aswithmiddlemen and large buyers. As local associations develop theymaybecomemajoragentsofchangeandimprovementandkeypartnersforlocaldevelopmentagencies,trainingprovidersandothertechnicalsupport institutions.Theywilleventuallybecomecentraltothedevelopmentofasustainablelocaleconomy. An additional, and sometimes decisive, reason to form groups is that when grouped together,membershavebetteraccesstopost-trainingsupportprograms.VariousgovernmentagenciesandNGOsprefertoextendsupportservicestogroupsratherthantoindividuals,asitlowersthecostsofsuchprograms.

Inparticular,groupformation isaneffectivestrategyto facilitatethepoor’saccesstocredit fromvariousmicro-finance institutions (MFIs). Credit schemes oftenwork through group loans,whichspread the individual risks involved, reduce individual collateral requirements and rely on peerpressureforrepayment. InsuchcasesparticipantsneedtobemembersofagroupwellaheadofstartingabusinesssoastoqualifyforcreditfromanMFI.Furthermore,inmanycasesitismandatoryforgroupmembers togenerate savings for sometimeafter formationof thegroupandenrol assubscribersintheMFI.

As part of post-training support the TREE team facilitates group organisation for production andmarketingandhelpsthosewhowanttobecomeactivemembersofasavingsandcreditassociation.TheTREEteammayalsoprovidesupportforthegrouptoregisterwiththelocalauthorities.


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Post-Training SupportAnnex 5

Tools and Instruments


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Annex 5.1Example of Post-Training Support Plan in Bangladesh

Status of training activities Post-training support Person/organisation responsible

TrainingonManufactureofPaperBoxes&ShoppingBags

Trainingtobeheldfrom12April2005to29May2005onmanufacture of paper boxes & shopping bags,basicbusinessmanagement,andgenderawareness.Trainingduration–Total39days.

NumberofParticipants:15

Group organisation for production & marketing

•ThreeweekswillberequiredfortheformationofShatataBusinessGroupanditsregistration,andformemberstoqualifyforreceivingcreditfromamicrofinanceinstitution(MFI).

A 2-month business incubation period has been planned that includes:

•Traineeswillgivenatwomonthsbusinessincubationperiodtosharpenskillsandgetmorepracticeinbox&shoppingbagproduction

•Aplacewillberentedfortheproductionandbusiness,someequipmentwillbeprovidedfortrialproductionunderthesupervisionofatrainer

•Shatatabusinessgroupwillorganisehowtheywilloperatetheirbusiness.MemberswillcompletetherequirementsforobtainingcreditfromMFI.TheywillalsoobtainatradelicensefromthelocalMunicipality.

•Thegroupshouldbereadytoenterintobusinessactivityproperbytheendofthe2ndmonth.

Market Linkages•Partnerorganisationwillhelpparticipantstodeveloplinkageswiththeexistingmarketsforsalesofboxes.Inparticular,

•Aproductandmarketpromotionworkshoptobeorganisedwithpotentiallocalbuyersfromneighbouringtowns.

Access to Credit •Supporttocompletecreditselectionprocedure•CredittobeextendedbypartnerMFI•Thegroupwillreceivecredit•Monitoringandcreditmanagement.

Monitoring andFollow-up

• RegularMonitoringofbusinessactivitiesusingapreparedformat.

ProjectTeam/PartnerNGO

ProjectTeam/PartnerNGO

ProjectTeam/PartnerNGO/ShatataShProjectTeam/PartnerNGO/Shatata

ProjectTeam/PartnerNGO/Shatata




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Annex 5.2Potential Sources of Credit For Micro-Enterprises

(a) Commercial banks

Regularcommercialbanks,wheretheyexistinruralareas,normallyrequireasecurity(collateralinformofphysicalassets) forthe loanstheyprovide.Mostbanksfavour large loansoversmallones,uselengthyadministrativeproceduresandhavemisgivingsabouttheruralpoor,especiallywomenandyouthwhoareconsideredtobehighriskclients.SinceTREEgraduatesgenerallydonothavecollateral,commercialbanksarenotthemostappropriateoptionexceptwheretheyhavestartedspecialprogramsorwindowstoserveinformalactivities.

(b) Government institutions

Manycountrieshavegovernment-sponsoredcredit schemes,oftenwithgoodconditions for ruralentrepreneurs.Wheretheseexisttheycanbeasuitablesourceoffunds.Oftentheyarelimitedtoonlyonesector,suchasagriculture.

Also, government fundsmight be highjacked for particular political interests and thus limited tospecific target groups. Before considering government credit schemes for TREE graduates,governmentfundsshouldbecheckedcarefully.Cautionisrequiredregardingtheircreditpolicy,selectioncriteria(neutral?)andsustainability.

(c) Microfinance institutions (MFI)

These are organisations that aim at providing financial services to the poor and those who aretraditionallyexcluded.Duetothesocially-orientedgoalsandpovertyfocusofmostmicrofinanceinstitutions,theyareinprinciplefavourablepartnersfortheTREEprogram.Therearevarioustypesofmicrofinanceinstitutionsthatdifferintheir legalformandothercharacteristics,e.g.NGOs,creditunions,creditcooperatives(member-basedinstitutions),banks,non-bankfinancialinstitutions,etc.

NGOs

NGOssometimesrunasmallcreditprogramforlivelihood,eitherasastandaloneserviceoraspartof apackagewhichmay include communityorganising and thedeliveryof support services (e.g.agriculturalextension).WhilesomeNGOshavetheirownsourcesofcapital(sometimesfromforeigndonors),othersserveasachannelforgovernmentinstitutions,specializedagencies,etc.Theymostlyprovideshort-term,smallloans,whicharesometimestoolowforanyinvestmentbeyondpettytrade.Theyoftenchargeaflatrateofinterestwhichishigherthanthebankratesbecauseoftheirhigheradministrativecosts,withsmallerloansandintensiveloanmonitoring.

Generally they use a solidarity group/peer pressure andmutual guarantee system that exercisessocialsanctionsfornon-repayment.Loansare,therefore,givenonlyifthepotentialclientsformagroupofthreetofivepersons.Ideally,solidaritygroupsformutualguaranteeshouldnotbeartificial,opportunisticgroupings,butcomprisepeoplewhohaveprevioustiesasneighbours,kin,orfellowworkers(seesavingsandcreditassociations).ExperienceshowsthataccessingcreditthroughNGOsisnotaseasyasitlooks.Commonlytherearespecificrequirementswithregardtotargetbeneficiaries


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(certifiedpoor, living inparticular communities,operating ingroups).Where this typeof fundingexistshowever,itcanbeamongstthemostappropriate.

Savings and credit associations (e.g. credit unions, financial cooperatives, village banks)

In the caseof savings and credit associations their capital is normallymadeupof the savingsoftheirmembers. These associations require compulsory savings from individualmembers prior toextendingaloan.

(d) Informal credit sources

Informalsourcesofcreditareusuallythemostimportantforsmallproducers.Thesecanbeloansfromfriendsandrelatives,frommoneylenders,orcreditfromthesupplierofequipmentandmaterials.

Themainproblemhereisthatmoneylendersandthelikechargehigh,oftenexorbitantinterestrateswhichcannotreasonablyberepaidandresultinthecollapseofthebusiness.Ifthissourceoffundingisused,thecostofborrowingshouldbecarefullycheckedtoseeifitisworthwhile.

TREE credit guidelines

Creditshouldbeusedforprofitableandsustainableeconomicactivities.Interestwillthennotbeamajorprobleminasmuchasitisnotexorbitant.Small-scaleproductiondoesnotautomaticallymeanthatproducersneedcheapcredit.Thoughartificiallylowinterestratesmaytemporarilyenablethesurvivalofnon-profitableeconomicactivities,micro-enterprisesmayexperienceseriousdifficultieslater,whentheyhavetoborrowatinterestratesthatmicrofinanceinstitutionsorcommercialbankscharge.Onlyintermsofloansecurityandrepaymentschedulesdospecialarrangementsneedtobemadewhenprovidingcredittoinformalproducers.

To reduce the dependency on credit funds from outside, which invariably bring conditions andinsecurityregardingtimingofreleaseoffunds,beneficiariesshouldalsobeencouraged,asmuchaspossible,tocontributetotheirownstart-upcapital.

Tosummarize:

• Startearlyinassessingthecreditoptions.• Be prepared to postpone the training if it is likely that essential credit will not be readily

available.• Minimizethecredit/loanamountneeded(forinstancethroughsmallerscaleofproduction,less/

cheapertools,selectingappropriatetechnologiesand,iffeasible,somecontributionfromthegraduatesthemselves).

• Startwithasmallloan,andapplyforalargerrepeatloan.• Grouploansshouldnotautomaticallybetakentomeancollectiveresponsibility.• Thebusinessventureshouldinprinciplebeabletoaffordregularcommercialinterestrates.


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Annex 5.3Guidelines for Assessing the Capacity of Microfinance Institutions3

• Vision and mission: Doestheorganisationhaveaclearvisionandmission?IsthisinlinewiththevisionoftheTREEprogram?Doesitcombinesocialandfinancialgoals?IsitwillingtoworkwithTREE’stargetgroup?

• Strategy: Whatistheorganisation’sstrategyforitsmicrofinanceprogram?

• Sustainability focus: Does the organisation have a long-term view? Does it plan forsustainability?Isitlookingahead,beyondoneparticularfundingopportunity?

• Management: How is the agency’s capacity to manage a microfinance program? Doesmanagementsupporttheagency’svision,missionandstrategy?

• Expertise: Does the agencyhavemicrofinanceexpertise?Has itmaintained low levels ofdelinquency(e.g.,lessthan10percentportfolioatriskafter30days)?Isitsexperienceinsavingsandcreditprogramsfortheruralpoor?

• Image and reputation: Isthereputationoftheagencycompatiblewithmicrofinance,ordoesitgenerateexpectationsthatitwillprovideservicesforfree,oratasubsidisedrate?

• Presence of branches and network close to the community where the program is beingoperated.

• Presence of staff at the field level who can monitor the loans and provide the requiredservices.

• Is the rangeof servicesoffered (credit, savings,etc.) in linewithwhat is requiredbyTREEclients?

• Flexibilityinitscreditpoliciesandproceduresforshort-andmedium-termloansforindividualandcollectivesmallenterprisesinbothfarmandnon-farmactivities.

• Willingnesstowaivestringentcollateralrequirementsandusetheconceptofgroupguarantee,communitysupportandpressureandtoservenon-traditionalandsociallyexcludedgroups.

• Reasonableinterestrates(Note:NGOsoftenhaveaflatrateofinterestwhichishigherthanthebankratesbecauseoftheirhigheradministrativecostswithsmallerloansandintensiveloanmonitoring).

• Experienceinsmallsavingschemes.• Interestandwillingnesstoparticipateinthepromotionofself-employmentschemes.

Preferred requirements

Ideally,thepartnerMFIshouldalsomeetthefollowingpreferredrequirements(thesecanalsobebuiltthroughcapacitybuildingsupport):

• Depth of financial services: Doestheagencyprovideavarietyoffinancialservices(includingsavingsandcredit)?AretheseservicesappropriateforTREE’stargetgroup?

• Staffing: What are the skills of the staff, and how much emphasis is placed on skillsdevelopment? What is the productivity and turnover of staff? Are staff members well-motivated?

• Performance: What has the agency achieved through its past operations (in terms of

3 Adapted from ILO-IPEC (2004) “Technical Guidelines: Microfinance against Child Labour” ILO, Geneva http://www.ilo.org/iloroot/docstore/ipec/prod/eng/microfinance_guideline_2004_en.pdf. See also: ILO-SFP (2007) “Microfinance for Decent Work: Guide and Resource Book”, and the following Websites: http://www.mixmarket.org/: MIX Market microfinance information platform; http://www.cgap.org/: Consultative Group to Assist the Poorest; www.ilo.org/socialfinance.


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outreach,impact,sustainabilityandefficiency)?Ifpastperformancehasbeenlow,howdoestheagencyjustifythis?Howdoesittrackitsperformance?

• Internal controls: Howdoestheagencyprotectitselfagainstfraud?•Multi-donor support: Howmanydonorssupporttheagency,andforwhatpurposes?Support

frommore than one donor is preferred, yet support from toomany donors is counter-productive.Donorrequirementsshouldalsobecompatible.


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Annex 5.4A Note on Credit Guarantee funds

CreditguaranteefundsInsomecircumstances,acreditguaranteefundcanfacilitateaccesstocredit.Manymicro-andsmall-entrepreneurswithgoodbusinessplanscannotaccessbank loansbecausetheydonothavesuitablecollateral.Aguaranteefundisespeciallycreatedtoguaranteetheloansforwhichentrepreneursapplyforatthebank.Well-designedguaranteefundsapplyarisk-sharingmecha-nism:boththebankandtheguaranteefundsharepartofthecreditriskincasetheentrepreneurcannotrepaytheirloan.

Creditguaranteesarenotfree.Theentrepreneurhastopayafeefortheguaranteecoveragethatisoffered.Thereareanumberofreasonstobecautiouswithcreditguaranteefunds:

• Moralhazard.Anentrepreneur,whoknowsthattheirloanisguaranteed,mayfeellesspressuretorepaytheloan.• Highoperationalcosts.Usuallyboththebankandtheguaranteefundhavetoevaluatecreditapplicationsandmonitortheperformanceoftheclient.• Sustainabilityconcerns.Itisnoteasytocreateaguaranteefundthatcancoveritslosseswiththeincomefromguaranteefees.

WheneverTREEdecidestocreateacreditguaranteefund,careshouldbetakenthatthedesignisadaptedtothelocalcontextandthatpreviousexperiencesandgoodpracticesaretakenintoaccount.

Source:SFP-IPEC(2004)“TechnicalGuidelines:MicrofinanceagainstChildLabour”ILO,Geneva.


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Annex 5.5Post-training monitoring and visit forms for micro-enterprises

(start-up, production, marketing, finance)

Client Visit Form 1: Start up activities

Client_______________________ Adviser____________________Business_____________________ Location___________________TravelTime__________________ (hrs/days)Date______________________DurationofVisit________________(hrs/days)No.ofWorkers_____________

Start-up Activities ASSESSMENT ACTION YesNoN/A_____________________________________________________________________________1Havepremisesbeenobtained,paidforandagreementsigned?_____________________________________________________________________________2Havelicencesbeenacquired?_____________________________________________________________________________3Issecurityadequate?_____________________________________________________________________________4Hasmarketingplanbeendeveloped?_____________________________________________________________________________5Isallthenecessaryequipmentavailable?_____________________________________________________________________________6Aretheresufficientsupplies?____________________________________________________________________________7Adequatestorageforequipmentandsupplies?____________________________________________________________________________8Isthereanestablishedworkschedule?____________________________________________________________________________9Areproductsdisplayedwell?____________________________________________________________________________101Isthereaclearbusinesssign?____________________________________________________________________________11Isworkenvironmentappropriate?___________________________________________________________________________________________________ ________________________________________CLIENTSIGNATURE ADVISERSIGNATURE


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Client Visit Form 2: Production

Client_______________________ Adviser____________________Business_____________________ Location___________________TravelTime__________________ (hrs/days)Date______________________No.ofworkers_____________ACTIONRAW MATERIALSASSESSMENTYes/NoN/A_____________________________________________________________________________1.Arematerialsavailable?_____________________________________________________________________________2.Arequantitiessufficient?_____________________________________________________________________________3.Arethepricesfair?_____________________________________________________________________________4.Isthequalityacceptable?_____________________________________________________________________________5.Arematerialsproperlyutilized?_____________________________________________________________________________6.Arematerialsproperlystored?_____________________________________________________________________________

TOOLS & EQUIPMENT

7.Aretheyadequate?_____________________________________________________________________________8.Aretheywellmaintained?_____________________________________________________________________________

PRODUCTION PROCESS

9.Dooperatorshaveadequateskills?____________________________________________________________________________10.Istheproductionprocesswellorganised?____________________________________________________________________________11.Areworkschedulesinplace?____________________________________________________________________________12.Isproductqualityacceptable?____________________________________________________________________________13.Isproductionquantityacceptable?____________________________________________________________________________14.Areworkingconditionssafeandhealthy?____________________________________________________________________________15.Iftherearewageworkers,dotheyhavewrittencontracts?_______________________________________________________________16.Arethewagessetaccordingtolawsandregulations?______________________________________________________________


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17.Aretheprinciplesofequalpayforworkofequalvalueapplied?_______________________________________________________________

COMMENTS:_____________________________ ____________________________

CLIENTSIGNATURE ADVISERSIGNATURE

Client Visit Form 3: Marketing

Client_______________________ Adviser____________________Business_____________________ District___________________TravelTime__________________ Date______________________DurationofVisit_________________________________________No.ofworkers_____________

ASSESSMENT ACTION YesNoN/A___________________________________________________________________________________1.Knowledgeofcustomersneeds?___________________________________________________________________________________2.Customersseemsatisfied?___________________________________________________________________________________3.Newcustomersprospected?___________________________________________________________________________________

PRODUCT

4.Isthequalityacceptable?__________________________________________________________________________________5.Isthequantitysufficient?__________________________________________________________________________________6.Istheproducteffective?__________________________________________________________________________________7.Arepeoplebuyingmoreorless?__________________________________________________________________________________

BUSINESS LOCATION

8.Isthelocationsuitable?___________________________________________________________________________


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9.Arepeopleawareofthelocation?___________________________________________________________________________

PRICING

10.Arepricesacceptable?_________________________________________________________________________________________11.Arepricescompetitive?_________________________________________________________________________________________12.Istheprofitmarginsufficient?_________________________________________________________________________________________

PROMOTION/ADVERTISING

13.Docustomershaveknowledgeofproduct(s)?_________________________________________________________________________________________14.Isasignboardinplace?_________________________________________________________________________________________15.Areproductswellpresented?__________________________________________________________________________

Marketing Activities - Page 2/2

Client__________________________ Business___________________

ASSESSMENT ACTION YESNON/A____________________________________________________________________________16.Areworkerspaidontime?____________________________________________________________________________17.Aredebtorspayingontime?____________________________________________________________________________18.Arethereoutstandingdebts?____________________________________________________________________________19.Other:____________________________________________________________________________

____________________________ ________________________________CLIENTSIGNATURE ADVISOR’SSIGNATURE


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Client Visit Form 4: Finance

Client_______________________ Adviser____________________Business_____________________ District___________________TravelTime__________________ Date______________________DurationofVisit_________________________________________No.ofworkers_____________

Finance - Page 1/2 ASSESSMENT ACTION YesNoN/A_____________________________________________________________________________1RecordKeeping?_____________________________________________________________________________2Istheloanbeingrepaid?_____________________________________________________________________________3Isthereacashbook?_____________________________________________________________________________4Isthecashbookuptodate?_____________________________________________________________________________5Areallbusinesstransactionsrecorded?_____________________________________________________________________________6Other?_____________________________________________________________________________ BUDGETING

7Isthereabudget?_____________________________________________________________________________8Isthebudgetfollowed?_____________________________________________________________________________9Areproductscosted?_____________________________________________________________________________10Areproductswellpricedrelativetocost?_____________________________________________________________________________11Istheresufficientworkingcapital?_____________________________________________________________________________12Other:_____________________________________________________________________________

CREDIT/DEBIT

13Arecreditorspromptlypaid?____________________________________________________________________________14Isloanrepaymentuptodate?____________________________________________________________________________15Hasrentbeenpaid?____________________________________________________________________________


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Finance - Page 2/2

Client__________________________ Business___________________

ASSESSMENTACTION YESNON/A______________________________________________________________________________16.Areproductseasilyavailable?______________________________________________________________________________17Aresampleproductsavailablefordisplay?______________________________________________________________________________

18Other:______________________________________________________________________________

____________________________________________________________CLIENTSIGNATUREADVISOR’SSIGNATURE


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Annex 5.6 Example of completed Client Visit Form

_________________________________________________________________Client:_________________________________ NOTE:TOBEFILLEDBusinessName:__________________________ INBYADVISERSBusinessLocation:______________________ DURINGVISITSDate:___________________________________ WEEKS1-4__________________________________________________________________

Poultry ASSESSMENT/REMARKS__________________________________________________________________

START-UP

1. Necessaryequipmentavailablefor clearingchickenrun,repairing buildings,etc.

2. Necessaryfeedsandwateravailable

3. Adequatestorageavailablefor feeds,medicalsupplies,etc.

4. Establishedworkschedule

5. Attractivebusinesssignidentify eggsorchickensforsale.

6. 1stloaninstalmentspaid.

PRODUCTION

1. Eggsproductionsatisfactory.

2. Sufficientlabourtotendchickens.

3. Areworkingconditionssafeandhealthy?

4. Iftherearewageworkers,dotheyhavewrittencontracts?

5. Arethewagessetaccordingtolawsandregulations?

6. Materialproperlyusedandaccountedfor

7. Toolsandequipmentwellmaintained.

8. Eggsofhighquality.


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MARKETING

1. Marketforproductsidentified.

2. Pricecompetitive.

3. Profitmarginsufficient.

4. Customersseemsatisfied.

FINANCE

1. Loanbeingrepaidasscheduled.

2. Cashbookwellmaintained.

3. Budgetprepared.

4. Allproductscosted.

5. Sufficientworkingcapital.

6. Creditorspromptlypaid.

7. Debtorspayingpromptly.

OTHER COMMENTS

____________________________________________________________CLIENTSIGNATUREADVISOR’SSIGNATURE


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Annex 5.7Guidelines for Group Operations

Foragrouptofunctionproperlyitisrecommendedthatthemembers:

• arefromareasofgeographicalproximity;• sharecommongoalsandobjectives;• arewillingtoworktogether;• trusteachother.

The size of the group depends on many factors, including the number of people interested inparticipating,theirproximitytoeachother,thesizeofinvestmentandbusinessoperationsandtheavailabilityofworkspace,etc.Afive-membergroupisoftenfoundtobeeffectiveforsmallbusinessoperation,productionandmarketingofproducts/servicesandnetworkingwithotherstakeholders.Groupswithmorethan15membersare,attimes,difficultforthegroupleaderstomanage.

Ifrequiredbylocalauthorities,thegroupmayhavetofillupthenecessaryregistrationpapersandgetofficialregistration.

Thegroupdividesresponsibilitiesforsmoothoperationofthebusinessandforday-to-dayproduction,marketingandmanagement.Eachmemberhasanassignedresponsibility,butremainsaccountabletothewholegroup.

Ifconflictsarise,theTREEteamshouldendeavourtohelpresolvethemimmediatelysoastoavoidgroupdisintegration.Theexperiencewithgroupsdemonstratesthatforthemostpartparticipantshaveoptedtoworkincooperationwitheachother.


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Annex 5.8Example of Terms of Reference For Savings And Credit Groups

(Used by NRSP4 under ILO TREE project in Pakistan)

Communityparticipationisveryimportantforruraldevelopment.NRSPisanon-governmental,non-profitsupportorganisationforruraldevelopment.Itisbasedonaparticipatoryapproach.Itworksforpovertyreductionandimprovingthequalityoflifeofthepooronasustainablebasis.

Itworksoncapacitybuildingofthepoorandencouragesthemtoformcommunityorganisationsthatenablethemtosolvetheirownproblemsthroughavailableresources.

InordertodothisNRSPhasstartedaprojectwiththehelpoftheILOandwiththeobjectivesof:

1. building thecapacitiesof themostdisadvantagedgroups (women,youthand thosewithdisabilities)foreconomicandsocialempowermentthroughskilltrainingsandemploymentopportunities;

2. providingimprovedaccesstoservicesincludingmicro-finance;3. creatinglinkagesandprovidingadvisoryservicesforsustainabledevelopment.

Terms of Partnership

Date………………………

Wemembersaretakingresponsibilitythatwearetheregularmembersofthesavingandcreditgroup(nameofS&CG)_______________________________________

Allthetermsofpartnershiparereadandlistenedcarefullyandagreeduponwiththegiventermsbythemembers.

Thetermsofpartnershiparegivenbelow:

1. Savings and credit groupwill holdmeetings once in amonth on a given date and time.Attendanceistheresponsibilityofallmembers.

2. Memberswillsavecollectivelytowardscapitalformation.3. Membersareresponsibleforplanningtheiractivitiesandfollowup.4. Thememberswhoaretrainedintechnicaltrainingbytheorganisationwillutilizetheirskills

onrequirementtoprovideadvisoryandmicrofinanceservices.5. Memberswillhelpeachotherforeconomicstability.6. Groupwillplanhowtomarkettheirproductsandservicestomarketandendeavourtobuild

networksorbusinessassociationsorlinkwithexistingbusinessassociations.7. Presidentandmanagerwillbeselectedonconsensusbasis.8. Thecredittakenbyanymemberwillbepaidonduedatewithservicecharge.Otherwisethe

guarantors/groupwillberesponsibleforrepaymentofthecredit.9. Organisationhasanauthoritytoprovidecreditorotherwisetoanindividualorgroup.10. Group will make linkages with government, NGOs, developmental schemes and service

providers.

4 NRSP-The National Rural Support Program in Pakistan which was contracted to implement components of the ILO TREE

Project in that country.


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11. Groupwillfacilitateothersthatareleft/notbenefitedfromaprojectduetoanyreasons.12. Theequipments/machinerygivenbyanorganisationor throughanotherorganisation for

economicactivitiesandnotutilizedwillbegivenbacktothesaidorganisation:eithertheequipment/machineryortheamountofthegivenequipment.

13. Beforestartinganydevelopmentalactionplanassurethateitherinsideagrouporamemberhasnolitigationwithotherorganisationorgovernmentcourts.

14. Loss due to any developmental scheme or plan implemented through NRSP or otherorganisation.NRSPwillnotberesponsiblefortheloss.

15. Thedecisionswillbetakenonamajoritybasisandwillberesponsiblefortakingthemintoconsideration.

16. Ifamemberwhoisdominantoverthegrouptakesabaddecisionthenthegroupwillberesponsible.

17. NRSPreservestherighttodo/bringamendmentsintermsofpartnershipandmemberswillaccepttheterms.

18. Two nominees are selected in general body meeting through majority voting and willbe responsible for keeping/saving other business dealings. Group will responsible foraccountabilityofselectednominees.

Nominee No. 1: …………………… Signature: …………………..Nominee No. 2: ……………………… Signature: ………………..…


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Monitoring, Evaluation and

Documentation


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CONTENTS PAGE

Introduction 205

1. Monitoring................................................................................................................205

2. TREEPerformanceMonitoringPlan(PMP)...............................................................206

3. Monitoringatthenationallevel...............................................................................206

4. Locallevelmonitoring...............................................................................................206

5. Monitoringtrainingcourses......................................................................................206

6. Monitoringtrainingdelivery.....................................................................................207

7. Monitoringpost-trainingperformance.....................................................................207

8. Evaluation..................................................................................................................207

9. FormativeEvaluation................................................................................................208

10. SummativeEvaluation...............................................................................................208

11. ImpactEvaluation......................................................................................................208

12. Documentation/Reporting........................................................................................208

13. TREEreportsproducedduringtheprogramcycle....................................................208

14. Statusandprogressreports......................................................................................210


6.1:TREEprogramperformancemonitoringplan(sample)............................................212

6.2:TREEtrainingprogrammonitoring...........................................................................213

6.3:Howtoconducttracerstudies.................................................................................218

6.4:Tracerstudyreportform(sample)............................................................................219

6.5:Sampletracerstudyreport(TREEPhilippines)........................................................222

6.6:Assessmentinstrumentforself-employmentandsmallBusiness/

enterpriseprojects..........................................................................................................224

6. Monitoring, Evaluation and Documentation


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Introduction

Monitoring,evaluatinganddocumentingtheTREEmethodologyandresultsisanessentialandon-goingprocessfromthestartoftheTREEcycleuntilitsfinalmanifestationinaself-employmentormicro-businessactivity.Monitoringisimportanttotrackprojectprogress,identifyproblems,improveimplementationandprovidefeedbacktopolicy-makersandotherstakeholdersonanon-goingbasis.Evaluation is necessary to assess the impact of training and post-training support. DocumentingtheTREEexperienceisessentialforsharedlearningandtoensuretheinstitutionalmemoryoftheprocessthatisbeingpilottested.

Major activities:• programperformancemonitoringplan;• programperformanceevaluationplan;• monitoringtrainingdelivery;• monitoringandassessingmicro-enterprisecreationprojects;• monitoringgroupsandassociations;• documentingtheexperience.

1. Monitoring

Monitoring is the regular and systematic collectionandanalysis of dataonwhat is happening intheprogram.Monitoring isan importantmanagementtool intheTREEprocessas itprovidestheinformation needed for overall guidance, adjustment and evaluation of program activities. Onlywheninformationregardingprogressandproblemsisavailableandanalyzed,canimprovementsintheplanningandimplementationofactivitiesbemade.

ThereareanumberoftaskswhichshouldbemonitoredbytheTREEteamandtheTREECommittee.Thesemirrorthemainstagesintheplanningandimplementationprocessandaremainlyfocusedonproblemsordelaysencounteredateachstageofthemethodology.Clearly,inastep-wiseprocesssuchasTREEproblemsencounteredatonestagecanhaveaknock-oneffectforsubsequentstages,so it is importantto interveneasquicklyaspossiblewhendifficultiesareexperienced. Themainthingstomonitorare:

a) During the planning phase:

• selectionoftheappropriatetrainingsite;• preparation,organisationandconductingofsurveys;• identificationofskillstrainingprogramstobeprovided;• selectionoftrainees;• selectionoftrainers;• preparationofthetrainingcourse.

b) During the delivery stage:

• provisionoftrainingtools,equipment,suppliesandmaterials;• preparationofthetrainingsite;• trainingofthetrainers;• conductingthetrainingcourse.


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c) During the post-training period:

• provisionofpost-trainingsupportservicesandassistance(e.g.placementservices,credit,marketingsupport,etc.);

• averagemonthlyincomeincreaseandempowermentimpact.

2. TREE Performance Monitoring Plan (PMP)

The PMP is primarily designed to quantify project performance related to the achievement oftargetoutputsduringspecificperiodsof theTREE implementationprocess i.e.Howmanypeopleparticipatedintheprogram?Howmanydroppedout?Howmanybusinessideaswereidentified?etc.Monitoringalsoincludesdocumentationandthemaintenanceofaninformationanddatabase.ThefollowingmainactivitiesandoutputsaremonitoredanddocumentedinthePMP:

• trainingdelivery;• participationandoperationofcommunitygroups;• performanceoftraineesinthetrainingprograms;• performanceofindividualorgroupself-employmentorbusinessactivities.• impactofactivitiesonmonthlyincome(tracerstudies);

3. Monitoring at the national level

AtthenationallevelTREEprogrammonitoringiscarriedoutbythehostagency.Dependingonthereporting requirements of donors, government agencies or other involved institutions, progressreportsbytheTREEnationalprogramcoordinatorwillbemadeonaregularbasisi.e.usuallyeitherquarterlyorsemi-annually.Thedatacollectedisusedtoprovideinformationonprogramperformanceandfeedbacktotheleadimplementingagency,programpartnersanddonoragencies.

4. Local level monitoring

MonitoringatthelocalorcommunitylevelismainlycarriedoutbythelocalTREEofficers,courseinstructorsandlocalTREEcommitteemembers.Thingstomonitoratthelocallevelinclude::

• visitsbyTREEtrainingstaffand/orinstructorsinheposttrainingperiod;• ensuringthatacreditfacilityisusedforthepurposeintendedandthatrepaymentsaremade

onschedulebyindividuals/groups;• ensuringthattechnicalinputsthroughsectoralagenciesandnon-governmentalorganisations

areprovidedwhenneeded;• identifyingproblemsfacedbyentrepreneursandassistingthemtofindpracticalsolutions.

5. Monitoring training courses

Duringthetrainingcourses,specificformsareusedformonitoringperformanceandareusedduringthepreparationofthetrainingcoursereportasmentionedabove:

• traineeapplicationform;• attendancerecords;• performancetests;


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Theseformsprovidetheabsoluteminimumofdataneededforbasicmonitoringofprogramactivitiesintrainingplanninganddelivery.TheirtimelycompletionandupdatesaretheresponsibilityoftheTREEprojectteams.

6. Monitoring the training delivery process

Therearethreestages inmonitoringTREEtrainingprograms.Eachstageutilizes itsownstandardform.

a) Stage 1 − Before training

Training application form:TREEutilizesanapplicationformthatcontainsbasicsocio-economicdataandinformationofeachtrainee-applicant.Thedataandinformationdetermineswhetherthetrainingapplicantsbelongtothepovertygroup,henceinneedofpriorityassistance.

Enrollment record form:Thelistoftraineesthatarefinallyadmittedtoaparticulartrainingprogramismonitoredintheenrollmentrecordform.

b) Stage 2 − During Training

Training progress report form:Theprogressoftrainingactivitiesismonitoredthroughthetrainingprogressreportform.Thereportrecordsthestatusoftrainingdeliverybytaskorblock.Thetasksaretakenfromtheskillstrainingdesignpreparedbythetrainerforthetrainingprogram.Thereportreflectstaskswhichwerecompletedsofar,orstillinprogressatthetimeofreporting.

c) Stage 3 − After training

Graduation report form: Customarily, training programs are marked with closing or graduationceremoniesandtheawardingofcertificates.Evenforshorttrainingprogramsofacoupleofweekssuccessful completion is the culmination of hard work and should be recognised. Appropriatecertificatescanbeissuedprovidedtheyrepresentatruedescriptionandassessmentoftheskillsandknowledgethathasbeenlearned.

End of training report form:-Theendoftrainingreportisthebasisfortheterminationofthetrainer’sofficialengagementinthetrainingprogram.Forcontractualtrainers,thereportisthebasisfortheissuanceof clearance for the trainer on their technical and administrative responsibilities on thetrainingprogramandalsothebasisforthereleaseofthefinalpaymentfortheirservices.

7. Monitoring Post-Training Performance

Tracer studies:AspartoftheprogramdesignandmethodologyTREEtrainingprogramscarryouttracerstudiesonindividualandgroup-basedactivitiestoseeiftheyarestillfunctioningafewmonthsafterstart-up.Datafromthesestudiesiscrucialforthelaterevaluationoftheprogrambypartners,thegovernmentand,inthecaseofforeignfundedTREEprojects,externalevaluators.

8. Evaluation

Evaluationistheprocessofdeterminingobjectivelywhethertheprogramhasachieveditsstatedobjectivesornot.TREEtypeprogramshavemanydifferentobjectivessoitisimportanttodistinguishbetween them when evaluating program performance: The results of an evaluation are usuallyaccompaniedbysuggestionsforimprovement.


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In training and capacity building programs there are threemain types of evaluation: formative,summativeandimpact.

9. Formative evaluation

This is the evaluation of the training process.Was the quality of the training up to the desiredstandard?.Wereparticipantsabletofollowthecourseandattainthelearningobjectives?Werethematerialsandtrainingmethodsappropriatetothetargetgroup?

10. Summative evaluation

Thisistheevaluationoftheoutcomesattheendofthetrainingactivity?Didallpupilswhostartedcompletetheprogram?Whatwasthedropoutorattritionrate?Didparticipantsattaintherequiredlevelofskillproficiency?Howdidtraineesratetheskillandeffectivenessofthetrainer?

11. Impact evaluation

In the TREE context impact evaluation refers to the resultswhich theprogramhadon individualor group incomes and empowerment.Were individuals able to set up and run self-employmentactivities? Did these generate the expected additional income?Were women or disadvantagedgroups able to access new income generating opportunities?Did the village and local economybenefitfromtheprogram?

12. Documentation/Reporting

DocumentationistherecordingofinformationontheTREEprogramintheformofreportswhichareusedtofollowprogressandrecordexperiences.Thesereportsare,inmostcases,writtensummariesofvariousstepsoftheprogramcyclewhichhavealreadytakenplace.

13. TREE reports produced during the program cycle

ThereareanumberofTREEreportswhichmayberequiredduringprojectimplementation.However,thekindandvolumeofthereportswillvaryaccordingtotheprojectanddonorrequirements.Reportsmayberequiredonthefollowingtopics:

• Siteselection• Resultsofeconomicopportunitiesandneedssurveys;• Reportonthefeasibilitystudy;• Reportonthetrainingoftrainers(ToT)course;• Reportontrainingcoursereport;• Reportonpost-trainingfollow-up

a) Site Selection

Thereportontheselectionofaprogramsiteshowsthejustificationforchoosingthesitei.e.howitconformswiththeselectioncriteriasetupearlierandagreedonwiththeTREECommittee.Deviationsfromthecriteriaortheselectionofasitewhichdoesnotconformwiththecriteriashouldbejustified.Siteselectioninformationshouldinclude:

• maincharacteristicsoftheproposedprogramsite(location,population,maineconomicactivities,mostimportantservicesavailable);


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• availablerawmaterialswhichmightbeusedasabasisforthecreationofadditionallocalemployment;

• technicalskillswhichareavailable/needed,andtheinterestamongthetargetgroupinreceivingskillstraining;

• supportexpectedfromlocalofficials;• governmentagenciesandNGOslocallyactiveandthetypeofcollaborationthatmight

bepossible.

b) Report from the economic opportunities and needs surveys

Aftercompletionofthesurveysandthediscussioninthelocalcouncil/committee,thesurveyreportcovers themainpointsof thediscussions (e.g. summaryof theminutes).The report justifies theselectionofaparticulareconomicactivity(oractivities)forthepreparationofafeasibilitystudy.

c) Feasibility study

Whenadecisionhasbeenreached inconsultationwith the localcouncil/committeeon themostsuitableareafor incomegeneration,afeasibilitystudyispreparedtoanalyzetheprofitabilityandsustainabilityoftheeconomicactivitieschosen.

Feasibilitystudieswouldcoverthefollowingareas:• marketanalysis;• technicalassessment;• managementaspects;• financialanalysis.

d) Training of trainers (ToT) course report

TheToTcourseisconductedaftertheidentificationandvalidationofincomegeneratingactivitiesinthefeasibilitystudies.Attheendofthecourse,areportispreparedbytheTREEtrainingspecialist.

ThecontentsofatypicalToTreportwouldbe:

• selectionoftrainers;• coursecontents;• assessmentoftrainers;• summaryofcourseplansforclienttrainingcoursescovering:coursetitle,datesobjectives,

methods,materialsandequipment,costestimateandevaluationprocedures.

e) Training course report

ThetrainingcoursereportispreparedbytheTREEtrainingspecialistandshouldcomparetheprogressofthecoursewiththe initialtrainingcourseplan. It ismeanttoprovideanoverallassessmentoftheparticulartrainingcoursehighlightingthemainfeaturesofthecourse,theresultsobtainedandproblemsencounteredinrelationtothecourse.Ofparticularimportancearequestionsrelatedtoreplicatingthetrainingcourseinotherareas.

Thetrainingcoursereportshouldcover:

• assessmentofthetrainingobjectives,methods,contentandtrainingaids;• suitabilityoftheinstructorandtheirpreparation


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• suitabilityofthetools/equipmentandthesupplies/materialsused;• discussionofthetraineesselected;• discussiononvenue,timescheduleandotherlogistics;• opinion of trainees of the training course and their expectations for employment/

business;• generalsummaryofcoursestrengthsandweaknesses

f) Post training follow-up report

ThefinalreportonaTREEprogram,i.e.thepreparation,deliveryandfollow-upofaparticulartrainingcourseononeprogramsite,isafinal assessmentoftheresultsofthetrainingcourse.

Thisreport,shouldbepreparedafterthecompletionofthetrainingcourseandfirstfollow-upvisits(threemonthsaftercompletionofthetrainingcourse).

Thepost-trainingfollow-upreportwillcoverthefollowingareas:

• preliminary assessment of the impact of the training course, information onemployment and increased incomes of the graduates, problems encountered,finalconclusionswithregardtoselectionofbeneficiaries;

• experiences in the provision of post-training support services − did theymaterializeasplanned/expected?Conditionsposed?Practicesoftheagenciesandorganisationsinvolved?

14. Status and progress reports

Suchreportsneedtogiveanuptodatesituationforalltheprogramsites,regarding:

• trainingplanned;• resultsoftraining;• (preliminary)impactoftraining;• networkingwithotheragenciesinrelationtotraining;• costoftraining.


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Monitoring, Evaluation and Documentation

Annex 6Tools and Instruments


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Annex 6.1TREE program performance monitoring plan (sample)

PerformanceIndicator DataAcquisitionAnalysis,Use&Reporting

PerformanceIndicator

IndicatorDefinitionandUnitofMeasurement

DataSource

Method/ApproachofDataCollection

Schedule/Frequency

SchedulebyMgmt

Immediate Objective 1: Increased employment for target groups

#/%ofparticipantsinTREEtrainingprogramswhoutilizeskillsacquiredforincomegeneration

Disaggregatedbytargetgroup

Target:70%of#

Participantsaredrawnfromtargetgroups(women,youthandpersonswithdisabilities).TREEprogramsincludealltrainingprogramsimplementedbytheproject(vocational,entrepreneurial,managementand/orliteracy/numeracy).Incomegeneratingactivitiesincludeallformsofemployment(wage,selfemployment,parttimeorpiecework).

Youthincludesindividuals15to35yearsofage. Unit:participants

Projectteamindistricts

Projectmonitoringform-reportedonceperindividualparticipant

Quarterly Semi-annualtechnicalprogressreview(FebandAugust)


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Annex 6.2Monitoring TREE training programs

TherearethreestagesinmonitoringtrainingprogramsundertheTREEmethodology(see attached forms).

Stage 1 – Before the conduct of training

RecruitmentofTraineesAccomplishingthetrainingapplicationformAccomplishingtheenrollmentreportform

Stage 2 – During training

MonitoringtheprogressoftrainingAccomplishingthetrainingprogressreport

Stage 3 – Upon completion of training

GraduationAccomplishingthegraduationreportAccomplishingtheendoftrainingreport

Stage 1 - Before the conduct of training

The TREE projectmonitors the training programbefore it starts through the following steps andstandardforms.

(i) Recruitment of trainees

Qualification of trainees:TheTREEprojectrequirestheimplementingpartners,throughtorecruitand select the trainees for aparticular program. Thepolicy and criteria for selection include thefollowing:

• thattheycomefromthecommunitywheretheassessmentwasconducted;• thattheybelongtothepovertysectortargetedbytheTREEproject;• thatthereshallbenodiscriminationastogender,politicalorreligiousbeliefs;• thatthosewithdisabilitieswillhavetoppriorityinselection.

Training application: The data and information that determines the qualification of the traineesforthetrainingprogramiscontained inthetrainingapplicationform.Theformisfilledupbytheapplicants..

Enrollment records: The TREE project is informed about the qualifiers for the training programthroughtheenrollmentreportform.Theformisaccomplishedbythetrainerandattestedtobytheheadoftheimplementingagencyortheirauthorizedrepresentatives.

(ii) Completing the training application form (see Annex 6.3 below)

ThetrainingapplicationformisrequiredbytheTREEprojectforseveralreasons:• tocollatebaselinestudiesonthepersonalandeconomicbackgroundsofthetargetgroups

applyingfortraining;


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• to have a basis for assessment for the selectionof the actual trainee/beneficiaries for aparticulartrainingprogram;

• tohaveanofficialdocumentthatwillattestthatthetraineesareindeedinterestedinthetrainingprogram.

TheTrainingapplicationformcontainscertaindataandinformationrequirementsthattheapplicantsareaskedtoprovide.Ifthetraineesdonotfullyunderstand,theCTECoranyrepresentativeoftheimplementingagencyisrequiredtoprovideassistance.

Training course applied for:Thisreferstotheparticulartrainingcoursethatthetraineeisinterestedin.Theassumptionhereisthattraineeshaveparticipatedinthecommunityassessmentmeetingandarefullyawareoftheplannedprojectandtrainingprogram.

Name and address of community:Thisreferstothecommunitywheretheassessmentmeetingtookplace.

Personal information: This refers to commonandbasic information relating to thepersonal andfamilybackgroundandeducationalattainmentofthetrainingapplicants.

Employment status:Thetrainingapplicantsarerequiredtotick intheproperboxestheirpresentjobstatus;whethertheyarenotworking(notemployed),workingontheirown(self-employed),orworkingforanemployer(wageemployed).

Name of job or occupation:Iftheapplicantsareworkingforanemployer,orworkingontheirown,theyareaskedtonameordescribetheirjobsoroccupation.

Other source of livelihood:Theapplicantsarerequiredtoprovideinformationonothersourcesofincomesapartfromthejoboroccupationmentionedabove.

Estimated family income per month:Thisreferstothepresentestimateofgrossincomeofthefamilyoftheapplicantcomingfromallsources,notonlyfromwageorself-employment,ifthereareany.Theincomeiscategorizedintofourlevels:

Below 100From P101to500From 5001to1,000Over 1,000

Pledge of obligation:Thefinalactofthetraineeapplicantistheacceptanceofthetermsoftrainingand the pledge to diligently attend, participate, and submit to all requirements of the trainingprogram.Inlinewiththis,thetraineeapplicantisaskedtosignontopoftheirprintedname.

(iii) Accomplishing the enrollment report form

Theenrollmentreportcontainsdatafilledupbythetrainerbasedonthetrainees’applicationforms.Ifthetrainee’sapplicationformisnotfilledupproperlythetrainershouldaskthetraineestocompletetheinformationaskedfor.

Theenrollmentreporthasthefollowingdatarequirements.

Training course:Thetrainermustfillupthisinformationwiththepropernameofthetrainingcourse.The name is taken from the training proposal. If there is a defect in the technical aspect of the


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proposednameinthetrainingproposal,thetrainermustcorrectitandinformtheproponentsandtheimplementingagency.Thisisnecessaryinthepreparationofthetrainingdesignforthecourse.

Location/venue of training:Thetrainermustplaceinthespacetheexactnameofthetrainingvenueanditslocation.ThisinformationisnecessaryformonitoringpurposesoftheTREEprojectanditspartners.

Start of training:Thisspacemustbefilledupwiththeexactdateofthestartofthetrainingprogram.Thisisamustfordocumentationandadministrative/financialsupportsystem.

Estimated end of training:Thetrainermustfill thisspacewiththeestimateddateofthetrainingprogram,takingintoconsiderationthelengthofthecourseandotherenvironmental,administrative,andtechnicalfactorsthatmayaffecttheimplementation.

Total number of days/hours:Thetrainermustprovidethisinformationbasedonthetrainingproposal.Thedurationoftraininghasdirectimplicationontrainer’sremuneration,especiallyiftheyarepaidbythenumberofhoursserved.

Name of trainees:ThecompleteandcorrectnamesoftheTraineesmustbeenteredinthiscolumn.Foreasymonitoringthetraineesshouldbegroupedbygenderandlistedinalphabeticalorder.

Personal data: Therestofthecolumnsintheformarepersonaldatathatmustbesummarizedfromthetrainees’applicationforms(e.g.gender,age,disabilities,civilstatus,educationalattainment).

Economic data:Threecolumnscallforspecialattention.Thetrainermustchecktheindividualdatasheetofthetraineesandcorrectthemifnecessary:

• Numberoffamilymembers:Thisinformationisnecessaryinthepost-trainingassessmentof the indirect impact of the training programon themembers of the family of thetrainees.

• Employment status: This information will provide a baseline data on the impact ofthe training on the trainee especially in employmentmobility, in promotions, or jobdiversification.

• Estimated family income per month: This information will provide baseline data onincomesofthetraineesbeforeandafterthetrainingintervention.

Stage 2 - During training

Monitoring the progress of training

TheTREEprojectmonitorstheimplementationoftrainingtodetermineitsproperandtimelydelivery.Theprogressoftrainingactivitiesismonitoredthroughthetraining progress report form.Itrecordsthestatusoftrainingdeliverybytaskorblockinaccordancewiththeskillstrainingdesignpreparedbythetrainer.|Itaskswhattaskshavebeencompletedsofar,orarestillinprogressatthetimeofreporting.

Since it is a progress report, the trainer is supposed to observe any deviation from the plannedactivities, problems in the logistical support, resource requirements, or any other technical andadministrativeissuesrelatedtothetrainingdelivery.Atthesametime,theTREEprojectwantstomonitorwhatactionshavealreadybeentakenorwhatrecommendationsthetrainerorthetraineeshaveinordertocorrectthesituation.


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Thereportispreparedandsubmittedbythetrainerinthemiddleofthetrainingprogram.Itislikewiseverifiedbytheheadoftheimplementingagencyortheirauthorizedrepresentative.

(i) Completing the training progress report

The trainer is assigned to prepare and fill up the form in accordancewith following informationrequirements.

Training course:Thisreferstothesametitleofthecourseappearingintheenrollmentreport.

Location/venue of training:Thisalsoreferstothesameinformationintheenrollmentreport.

Start, end, and total number of days/hours: Again, this refers to the same information in theenrollmentreport.

No. of days consumed: This information refers to thedays that have alreadybeen spent on thetrainingprogram,atthetimeofreporting.

No. of days/ hours remaining:Thisinformationreferstotheremainingdaysorhoursforthetraining,startingfromthetimeofreporting.

Tasks required for the course: This column is used to list the tasks, or blocks, required for thecompletionofthetrainingprogrambasedontheskillstrainingsyllabusortrainingdesign.

Status (completed or in progress):ThiscolumnprovidestheTREEprojectwiththeinformationontherealprogressofthetrainingimplementation.

Trainers’ remarks:ThiscolumnshallbefilledupbythetrainertoinformtheTREEprojectofspecificissues and problems that have been acted upon by the trainer, or that need attention from theproject:

• Technical–Thisreferstothetechnicalaspectsoftrainingdeliverysuchasonthetrainingdesign,teachingaids,trainingtoolsandequipment,trainingsupplies,etc.

• Administrative–Thishastodowiththeschedulesanddurationoftrainingandtheirpracticality.Itmayalsorefertologisticssupportsuchasinfinance,transportation,etc.

Stage 3 - Upon completion of training

(i) Completing the graduation report

Thegraduation report contains terminal informationof the training courseespecially in termsoftraineeperformanceandcompletionoftrainingrequirementsforcertification.

Theformrequiresthefollowingdataandinformation:

Training course: This information refers to the same course title in the enrollment and trainingprogressreports.

Location/venue of training: Similarly, this information is also the same as that appearing in theenrollmentandtrainingprogressreports


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Duration of training, start, end of training: This information is also copied from the enrollmenttrainingprogressreports.

Total number of trainees: This refers to the number of trainees enrolled and reported in theenrollmentreport.However,thenumberisnowsummarizedintermsofmale,female,DAP/PWD,andagebrackets.Theinformationistakenfromtheoriginalenrollmentreport.

Names of trainees:Thisinformationiscopiedfromtheenrollmentreport.

Skills training:Thecolumnsrefertoinformationaboutthetraineeswhoeitherpassed,orfailed,inthetrainingassessmentsdonebythetrainer.Therating,ifthereisany,isenteredintherespectivecolumns; otherwise, checking is already sufficient as long as the trainer keeps the records ofassessment.

Entrepreneurship training:ThecolumnsalsoprovidetheinformationonthosetraineeswhowereabletopreparetheirTransitionEnterpriseProjectplans(TEP)andthosewhodidnot.ThepreparationoftheTEPisarequirementforthosewhochoosetopursueindividualorgroupenterprise,hence,isnotastandardrequirementfortrainingcertification.

The graduation report:Thisispreparedbythetrainerandattestedtobytheheadoftheimplementingagencyortheirauthorizedrepresentative.

(ii) Completing the end of training report

TheEndofTrainingReportasksforthefollowinginformation:

Training Course:Thisinformationisliftedfromtheprevioustrainingreports.

Location/venue of training:Thisinformationislikewisecopiedfromthe previousreports.

Total no. of training days/hours:Thisinformationissimilarlycopiedfromthepreviousreports.

Result of the training:Thisinformationiscopiedfromthegraduationreportaccompanyingtheendoftrainingreport.

Positive aspects of the training:ThisboxrequiresthetrainertoprovidetheTREEprojectwiththeirprofessionalassessmentontheoveralldesignandusefulnessofthetrainingprogramtotheTREEprojectandmethodology.

Problems encountered: This box requires the trainer to provide information on the issues andproblems encountered during the training implementation, be it technical or administrative incharacter.Itsummarizestheissuesandproblemsmentionedinthetrainingprogressreport.

Action taken:ThisboxrequiresthetrainertoinformtheTREEprojectofthemeasuresundertakenthatmayproveusefultotheprojectinfutureimplementation.

Recommendations: This box requests the trainer to recommend or suggest to the TREE project,measuresthattheprojectshouldundertaketoimprovethetrainingprogramanditsdeliveryinthefuture.


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Annex 6.3Training Course Application Form

I – Training Course Applied for: _______________________________________

II – Name & Address of Community: ___________________________________

III - Personal Information

Name:________________________ _______________________________ (FamilyName) (FirstName) (M.I.)

Address:__________________________________________________________________

CivilStatus:[]Single[]Married[]Widow/er[]SeparatedSex:[]Male[]Female[]PersonwithDisability(PWD)Age:___________yearsNo.ofMembersintheFamily:________________

HighestEducational []ElementaryNo.ofyears________________Attainment: []HighschoolNo.ofyears________________ []College No.ofyears________________[]Voc/TechnicalNo.ofyrs/mos/days__________NameofVoc/Techcourse:________________________

EmploymentStatus:[]NotEmployed[]Self-employed[]WageEmployed

NameofJob/occupation(ifwageorself-employed):________________________________

Othersourcesofincome/livelihood______________________________________________

Estimated family income per Month (In local currency):

Below100 101–500 501–1000 1001-above

______________________________ PrintedNameandSignature ofTrainingApplicant


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Annex 6.4How to Conduct Tracer Studies

1. The nature and objective of the tracer study

TheTREEmethodologyrequiresthatatracerstudybemadeonthetraineesinordertodeterminehowtheyhaveutilizedtheirnewly-acquiredskillsinrelationtotheirplansandobjectivesasexpressedintheprojectproposal.

Forbetterresultsthestudyisconductedthreetofourmonthsafterthecompletionoftraining.Itisalsorecommendedthatitbedonebytrainingbatchsothatitwillbeeasiertoanalysethedataandprepareasummary.

2. Preparing for the tracer study

The Tracer form:Theprincipaltoolforthestudyisthetracer for training beneficiaries instrument.Itisasimple,one-pagequestionnairethatisadministeredindividuallytothetrainees/beneficiaries.

Selecting the training programs scheduled for tracer:TheTREEprojectstaffmaintainamonitoringoftrainingprogramswiththeirspecificstartandenddatesFromwhichtheprojectstaffselectsthetrainingprogramsthathavebeencompletedthreetofourmonthspreviouslyandarenowscheduledfortracerstudy.

Identifying the trainees to be traced:theprojectstafftakesthenamesofthetrainees.fromthelistoftrainingprogramsforwhichatracerstudywillbeconducted

Filling in the initial data: Theproject staff thenprepares the tracer formbyfilling ineachof thepersonalinformationboxeswithdataderivedfromthetrainingapplicationformsandtheenrolmentreport.

Hiring/assigning interviewers:Thetracerstudycanbedoneintwoways:

• Ifthetrainingprogramwasimplementedbyapartner-implementingagency,theinterviewisconductedbytheTREEprojectstaff.

• If the training program was implemented directly by the TREE project, the interview isconducted through an independent local interviewer or partner. In this case, the TREEprojectstaffshouldproperlybrieftheintervieweronthenature,purpose,andproceduresofdoingthestudy.

3. Conducting the interview

Reviewing the background of the training program:Thefirstthingthataninterviewermustdoistoreviewthedocumentsregardingthetrainingprogram.Thisincludesthetrainingproposal,thetrainingapplicationformsandthetrainingreports,especiallytheTEPplansubmittedtotheTREEProject.Thiswillgivetheintervieweranidea,orsufficientleadsintalkingtothetrainees/beneficiariesintheircommunities.=


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Contact persons:Theinterviewerswillhaveaneasiertimedoingthetracerstudyiftheyengagetheassistanceofacontactpersoninthecommunitywherethetraineesreside,orwheretheenterpriseprojectislocated.Thecontactpersonscouldbethefollowing:

• thelocalcoordinatorofthetrainingprogram;• thetrainer,iftheycanbelocated;• arepresentativeofthepartner-implementingagency.

Locating the trainee/beneficiary:Themajorrespondentstothestudyarethetrainees/beneficiaries.Theinformationonthetracermaterialontheiraddressmaygivetheinterviewertheleadonwhereto find them. In case the trainees are engaged in enterprise projects, their TEPwill provide theinterviewerwiththeinformationonwheretofindthem.

Group interview:Ifitispossibletoassemblethetraineesinonelocation,thiswillbethebestwaytoconducttheinterview.Thisstrategywillprovidemoreofachancetogatherdatathatwillberelevanttothestudy.

Key informants: In cases where a trainee is not available, a key informant, who could be theparents,brothers,orsisters,oranycloserelativewithpersonalknowledgeof thetrainee,canbeinterviewed.

Administering the questionnaire: The interviewer should follow the sequence of questioning asnumberedinthetracerform:

• Introduction–Theinterviewermustexplaintotherespondentsthepurposeofthestudy,whichisinlinewiththemethodologyandtheobjectivesoftheTREEProject.

• Isthetrainingbeneficiaryengagedinanyeconomicactivity?Thisquestionreferstothetimeoftheinterview.ItmustbeansweredbyasimpleYesorNo.

• IfNO,whatis/arethereason/s?Thisisafollow-upquestioniftheanswerofthetraineetothefirstquestionisNO.Inthisinstancetheinterviewermustrequiretherespondenttogivereason/swhytheyarenotengagedinanyeconomicactivity.Thequestionshouldfocusonbothpersonalandenvironmentalreasons.

• IfYES,whatisthepresenteconomicactivity?Thisquestionwillgenerateanswerswhichtheinterviewerwillhavetoorganizeintothree:

1. Wageemployee–Thisitemwillbetickedifthetraineeisworkingforanemployer.Theanswerwillalsobequalifiedintowhethertheworkisfulltime(thetraineeisworkingasaregularemployeeoftheemployerandisnotinvolvedinanyotherjob);part-time(thetraineeisnotaregularemployeebutworksonlyoncallorinanyothertemporaryarrangementwiththeemployer);piece-work(thetraineeisworkingandisbeingpaidbasedonproductsorservicesthattheyareabletoaccomplish);others(anyotherworkingarrangementwhichdoesnotfallunderthethreecategories).Buttheinterviewermustprovideadescriptionofthisjob.

2. Self-employed – This itemwill be ticked if the trainee is engaged in an income-generating activity all by themselves without an employer (which includes alsosomemembersoftheirfamily).Theanswerwillalsobequalifiedastohowmanymembersofthefamilyareinvolvedintheenterprise.

3. InaGroupEnterprise–Thisitemwillbetickedifthetraineeisworkingwithagroup,oriftheyaremembersofagroupengagedinanenterpriseandwhereallofthemshareintheprofit,orloss,oftheenterprise.Theanswerwillalsobequalifiedastohowmanymembersthereareinthegroup.


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• Isthepresenteconomicactivityrelatedtothetrainingprogramattended?Thisquestiontriestorelatethetrainee’spresentemployment,job,orenterprisewiththetrainingprogramthattheyhaveattendedundertheTREEproject.ThisquestioncanbeansweredbyYESorNO.

• Estimatedaveragemonthly incomeof the familyNOWafter the training. This query canbeansweredbyestimateswithreferencetoregularorparttime incomesof thetraineesincludingtheirfamilies.

• Whataretheproblemsencounteredbythetraineesintheirpresenteconomicactivity?–Thisquestionneedstheinterviewertofocustheansweronjoborenterprise-relatedissuesandproblems.TheinterviewermustseetoitthatthetraineewillgiveanswersrelatingtotheimprovementoftheTREEprojectanditsmethodologyofintervention.

• Whatotherbenefitshavebeenderivedfromthetraining?Theinterviewermustbeabletogetmoreinformationaboutotherbenefitsthathavebeenexperiencedbythetraineeotherthanincomesforthefamilysuchastheirsocialrelationsinthecommunity.

Concluding the interview:Aftertheinterview,theinterviewermustasktherespondentstoaffixtheirsignatureintheboxprovidedforonthetracerform.Afterwards,theinterviewershouldalsoaffixtheirsignature.Thisactwillaffirmtheauthenticityoftheinterview.Theinterviewermustthanktherespondentswithoutnecessarilypromisingorcommittinganythingtothetrainees.

4. Preparing the tracer summary

Thesummarizationispartofthedutiesandresponsibilitiesoftheinterviewer.Theformtobeusedisthesummary of tracer study form(seeAnnex6.5).

Need for analysis:Thetracerstudyquestionnairesshouldbesummarizedforthepurposeofanalysis.TheanalysiswillprovidetheTREEprojectwithaguideinmakingdecisionsonpolicies,directions,andadjustmentsinprojectimplementationincludingthemethodology.

Summarize by training batch:Thesummaryofthequestionnaireswillbemoreusable ifdonebytrainingbatch.ThisapproachwillbeadministrativelyandtechnicallyeasierfortheTREEprojectifthereisaneedtoprovidefollow-upactions.=

Table entries:Thedataandinformationtobeenteredintheformarealltakenfromtheadministeredindividualquestionnaires.Theform,however, requiresthecomputationof totalsand/oraverageswhichcanbeenteredinthebottomrow.

Summary of data:Theformhasasummaryportionbelowthetablewheretotalsand/oraveragescanbeentered.Fromthedata,anykindofquantitativeandqualitativeanalysiscanbemadetobeplacedinanarrativereport.

Making narrative reports: Depending on the requirements of the project, the donors and thepartners,theTREEprojectcannowprepareitsanalysisofthedataandpreparethenarrativereports.Itisimportanttoemphasize,however,thatthetracerstudyisonlyasnapshotoftheresultofthetraineestraining.Itdoesnotprovideaguaranteethattheeconomicactivitieswillbesustainable.Thelong-termimpactwillstilldependontheoveralleconomicenvironmentuponwhichthetrainees/beneficiarieswillhavetointeractaftertheirinitialenterpriseprojects.


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Annex 6.5Tracer study report form (sample)

I - Personal Information (Copy from Training Application Form and Enrollment Report)

Name :___________________________ ___________________________________ (FamilyName) (FirstName) (M.I.)Address: ________________________________________________________________________

Trainingattended:______________________EndofTraining:_____________ Venue:______________ CivilStatus:_______Sex:_______Age:____________[]withdisability No of members in the family: _____ Highest Educational Attainment:________________________ Estimated average monthly income of the family BEFORE the training: P_________________________

Employment/Sourceofincomeoftraineebeforethetraining:__________________________________

II - Post-training Information (This is the subject of the Tracer Study)

1. Isthetrainingbeneficiaryengagedinanyeconomicactivitynow?( ) YES ( ) NO

2. IfNO,what is/arethereason/s?_______________________________________________________

3. IfYES,whatisthepresenteconomicactivity?

[ ]Wageemployee(working under an employer)Kind/Nature/DescriptionofJob:______________________________________________ ( ) Full time ( ) Part-time ( ) Piecework ( ) Others:________________

[ ]Self-employed(engaged in livelihood/enterprise individually or with the family)Name/Natureoflivelihood/enterprise__________________________________________Howmanymembersofthefamilyareinvolvedintheactivity?_____________ [ ]InaGroupEnterprise(working with, or operating an enterprise with a group)


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ArethegroupmembersclassmatesoftheTrainee?( )YES( )NO Howmanymembersinthegroup?_________________

4.Isthepresenteconomicactivityrelatedtothetrainingprogramattended?[ ]Yes[ ] No

5. Estimated average monthly income of the family NOW after the training: P___________________

6. What problems have been encountered by the Trainee in his/her present economicactivity?

__________________________________________________________________________ 7.WhatotherbenefitsdidthetrainingbroughttotheTrainee?

______________________________________________________________________

Name & Signature of Trainee or Key Informant:

Name, Signature of Interviewer - Date of Interview: ___________________________________


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Annex 6.6Assessment of self-employment and small business/enterprise projects

I – Enterprise Information

1. NameofSmallEnterprise:_____________________________________

Dateofstartofoperation:______________________________

2. LocationofEnterprise:__________________________________________

3. TypeofEnterprise:

[]Individual(operatedbythetraineealone[]Group(operatedbyagroupinwhichthetraineeisamember)

4. Numberandnamesoftrainee-beneficiariesinvolvedinthegroup(Attach List)

5. AmountofStart-upcapital:_____________________________

6. PresentAsset:$______________(Attach details)

7. Whereis/arethesourcesofstart-upcapitalfortheenterprise?

7.1TREEProject(Tools,Equipment,training/productionsupplies):$______________

7.2Otherdonors

• Name/sofDonor/s:____________________________$_________• Conditions:__________________________________• Problemsencountered:__________________________________________________________________________________________________________________________________

1.3 Loan/Credit:$_________________

Nameofcreditor:___________________________________________

BasicConditions:

[]CollateralWhat?______________________________________ []Mortgageoftoolsorequipment

[]Specificperiodofpayment[]Interestrateperyear/annum

Otherconditions:_________________________________

Problemsencountered:_______________________________


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1.4 Products(If enterprise is engaged in production)

7.4.1Name/KindsofProductsoftheenterprise:

NamesofProductsbeingproduced VolumeofProduction/period

1.5 Services(If enterprise is engaged in services)

Namesofservicesbeingsold/delivered Volumeofclients/period

II – Business Operation

A – Production/Service materials

1. Whataretherawmaterialsoftheproducts? __________________________________________________________ _________________________________________________________

2. Fromwherearetheyobtainedorbought?Givetheexactsourceofthematerials?________________________________________________________

________________________________________________

3. Whatwere/aretheproblemsingettingrawmaterials?________________________________________________________________________________________________________________________

4.. Howdidtheowner/ssolvetheproblems?__________________________________________________________________________________________________________________


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B - Production Technology

1. Whatisthekindoftechnologyused?

[]Purelybyhands []Mechanized Ifmechanized,whatarethetoolsormachinesused?(Providelist) Fromwherethetoolsormachineswerebought/made?

[]Local []Imported []Fabricated

C – Marketing

1. Whoarethebuyers/customersoftheProducts/services? ____________________________________________________

[]Local []Foreigners []Mixed

2. Towhatincomebracketdotheybelong?

[]Fromthepoor[]Fromthemiddleclass[]Fromtheupperclass[]Others,pleasespecify____________________________

3. Istheproductbeingexported?

Towhatcountry/s?_________________________________________

4. HowdoesthebusinesspromotetheProduct?

[]byradio[]bynewspaper[]byTV

[]bytheirownsalespersons []bywordofmouth []byothermeans__________ oristherenopromotionatall?_________________________

5. Howareproductsbeingpackaged?

Bycartons?________,bypaper?_________byplastic bags?_______,byanyothermaterial?_________


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or,istherenopackagingatall?____________

6. Whatis/aretheTradeMarksusedintheproducts?(ifthereareany) ______________________________________

7. Wherearetheproductsbeingsoldordisplayedforsale? (pleasegivetheexactplaces) _______________________________________________________ _______________________________________________________

(Ask whether the sales outlets are owned by the proprietor/s or by other retailers. Please give short description, or diagram on how the products are being distributed to these market outlets.)

8. Arethereknowncompetitorsoftheproducts?Wherearethey?Whatistheadvantageoftheenterprise’sproductsovertheothers?Orwhataretheadvantagesofthecompetitorsovertheenterprise’sproducts?(Giveshortdescription.)

9.Howdoestheowner/sdeterminethepricesoftheirproducts?

D – “Enterprise system / forward and backward linkages”

1. Is theenterpriseDELIBERATELYawareorapplyingtheconceptof “enterprisesystem”,orforwardandbackwardlinkagesofentrepreneurialactivitiesamongitsmembersorwithinthecommunity?

()YES()NO

Ifyes,describebasedonthefollowing:

Fromwheredoestheenterprisebuysitssuppliesandotherproduction/servicematerials?__________________________________________________________________________________________

Towhomdoestheenterprisesellstheirproducts?___________________________________________________________________________________________

Fromwhomdoestheenterprisegetitscapitalrequirements?_________________________________________________________________________________________________

2. Whatarethebenefitsexperienced?___________________________________________________

__________________________________________________________


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3. Whataretheproblemsordifficultiesmet? ________________________________________________

_______________________________________________________

4. Whataretherecommendationsorsuggestions?__________________________________________________

___________________________________________________

E – Financial Management

1. Howdoestheowner/sdeterminethepricesoftheirproducts? (Ask and please provide a formula showing the cost of production and profit

margins.)______________________________________________

2. Whohandlesthefinancialaspectofthebusiness? (Find means to interview him/her)____________________________________

3. Isthereanyaccountingrecordofthebusiness?(Describe and bring a sample if possible)._____

4. Isitusingbankstodepositmoney?_______________ Ifyes,whatisthenameoftheBank?______________________

5. Howdoestheowner/smaketheirfinancialplans,budget,orincomeorexpenseforecasts? __________________________________________________________________________

______________________________________________

6. Did the owner/s made any additional investments aside from the originalcapital?__________________

Howmuchistheadditionalinvestment?___________________

Wheredidtheygetthemoney?___________________________

Wheredidtheyputtheiradditionalinvestments?________________________________________________________________________________________________________________________

F – Issues and Problems

Whataretheproblemsandissuesmetbytheenterpriseoperators?

1. IntermsofSkills2. Intermsofcapital3. Intermsofsavings4. Intermsofmarketing5. Intermsofproduction


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6. Intermsoffinancialmanagement7. Intermsoftheoverallbusinessmanagement8. Others(Governmentsupport,etc.)

(Pleaselistdownanddescribeindetailifpossibleinanotherpage.)

G – Motivation

1. Whatisthemostimportantmotivationthatdrivestherespondentstocontinueoperatingtheenterprise?________________________________________

2. Inwhatspecificaspectsoftheenterprisedotheyfindsatisfaction?________________

3. Would theywant their children tobe in the sameenterpriseproject, or to continue theenterprise?

4. IfNo,Why?_______________________________________________ ___________________________________________________________

IfYes,Why?____________________________________________ __________________________________________________________

5. Givenanotherchance,wouldtheystillwanttobeinthesameenterpriseproject?

IfNo,Why? ___________________________________________ __________________________________________________________

IfYes,Why?______________________________________________ _______________________________________________________

H - Future Plans

Whatarethefutureplansoftheenterpriseoperators?

(Note: Refer to Issues and Problems as a guide for the interview.)

III - Findings and recommendations of the Interviewer(Recommendations shall focus on possible post-training assistance under the TREE Methodology in relation to the outcome of the interview)

Name and Signature of Respondent: _________________________________

Name and Signature of Interviewer:_____________________________

Date of Interview:_______________________________


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231

Equity Issues in TREE Programs: (I)

Ensuring Gender Equality


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7. Equity Issues in CB/TREE Programs: (I) Ensuring Gender Equality

CONTENTS PAGE

Introduction 233

1. AccessToTrainingForWomenInNewTrades/Skills...................................................233

2. Capacitybuildingof“gendertrainers”.......................................................................234

3. ToTingenderawarenessandworkplaceenvironment...............................................234

4. Expandingconventionaltrainingcontent...................................................................235

5. LiteracyandNumeracyTraining..................................................................................235

6. IncreasingthenumberofwomeninstructorsinCB/TREEPrograms..........................235

7. Avoidinggenderbiasincurriculaandtrainingmaterials............................................236

8. Genderfriendlyadditiontotrainingdelivery..............................................................236

9. OrganisingChildCareFacilities...................................................................................236

10. Gendermainstreamingpost-trainingsupport............................................................236

11. Grouporganisationandempowerment......................................................................236

12. GendermainstreaminginmonitoringCB/TREEprograms..........................................237

13. Networkingwithotherorganisations.........................................................................237

14. Genderequality:IndicatorsofImpact........................................................................237

15. Documentingexperiencesfromotherprojects.......................................................... 239

16. Usingthemediatoraisegenderequalityinemploymentandtraining...................... 240

17. Evaluation.................................................................................................................... 240


7.1 Glossaryofgenderterms...........................................................................................242

7.2Exampleofgenderissuesandconstraintsineducation,training,micro-enterprise

developmentandwageemployment.........................................................................245

7.3Equity,anti-povertyandefficiencyarguments........................................................... 249

7.4CapacitybuildingprogramintheCBTprojectinBangladesh:Genderadvocacyand

awarenessraisingforhostagency,partnerorganisationsandlocalsupportteams...250

7.5:Outlineofthemanualon“GenderAwarenessandWorkplaceEnvironment”

(samplefromBangladesh).........................................................................................253

7.6Howtocomparegenderinformation........................................................................254

7.7Scanningreportsforgenderandskillsinformation...................................................256


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Introduction

TheCB/TREEprocessiscommittedtousingtrainingandincome-generatingactivitiesasameanofpromotinggenderequalityinruralareas.InthiscontextitisimportantthatCB-TREEprograms:

• ensurethatthateachgrouphasasayintheimplementationofCB/TREEactivities;• anticipatethedifferentimpactoftheCB/TREEprogramonwomenandmen;• recognizethatchangesinthestatusquomaybeperceivedbothpositivelyandnegativelyin

thecommunity;• ensurethatinformationrelatingtotrainingandotheractivitiesoftheCB/TREEprogramis

explicitlytransmittedtobothwomenandmen.

1. Access To Training For Women In New Trades/Skills

TheCB/TREEprocesshelpsidentifynewoptionsforruralmenandwomenandaddressestheissueofoccupationalsegregation.Itemphasizesopportunitiesforruralwomeninnon-conventionaltradesthataremarket-oriented,andinwhichwomenareinterestedinearningalivelihood.

However,theintegrationofwomenintonon-traditionalareasofworkstillremainsachallenge.Ontheonehand,womenneedtheskillstoearnadecentincome,ratherthanconcentrateonproductsand services that are currently filling a saturatedmarket.On the other hand, vocational traininginstitutions tend to have a traditional approach to thosewho should participate in the differentvocationaltrainingcourses.TheDecentWorkapproachaspromotedbytheILOhighlightsthattheveryconceptoffemaleandmaleemploymentareasmustberevised.

Thedeparturefromgenderstereotypestakestimeasitentailschangingthesocialperceptiononwhatactivitiesareacceptableforwomen.Femaleparticipationinnon-traditionaltradesoftenrequiresthatculturalbarriersbeovercome.Socialreadinessforwomentoworkinparticulartradesisnecessaryotherwisetheskillstrainingcanbeawasteoftimeandmoney.Advocacyandawarenessraiseingatboththecommunityandinstitutionallevelsisrequiredsothatothersinthecommunitywillacceptwomeninnon-traditionalareas.ThisiswhyinmanyCB/TREEprogramsgenderequalitysensitizationsessionsareundertakenforallthoseinvolvedintheprogram–womenthemselves,theirfamiliesandcommunities,aswellaspartnerorganisations.Inparticular,theCB/TREEprogramsactivelyseeksupportfromhusbandsandfamiliesasitisessentialforafocusongenderequalityontheground.Sensitizationtakestimeandsupportfromthecommunitiesandlocalleadersisessential.

In the Bangladesh project, great care was taken to build support from the communities and local leaders for new economic roles for women. Such support was required both before and after training activities. In the Philippines, the CB/TREE project worked closely with employers to agree to hire women trained in welding.

However, in Cambodia it was found that women motor repairers were not trusted by the customers, and their businesses could not survive. The vocational training project had encouraged women to undertake non-traditional training courses, such as radio repair, as well as traditional skills such as sewing, weaving and joss-stick making.1 One female who took a course in electrical repairs and graduated with the highest marks in a class full of male trainees, found that when she opened her stall for radio repair, no clients came to utilize her services because they did not believe that a woman was capable of repairing radios. Eventually she was forced to close her stall due to lack of business.2

1 The Vocational Training for the Alleviation of Poverty (VTAP).

2 Skills Training Thematic Report (draft) February 2004. ILO-IPEC Dusit Duangsa.


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Such sensitization may also be needed for men to undertake training in occupations that areconsideredaswomen’sjobs,asshowninthecaseofMadagascar.

… the project organized training in industrial sewing for young women and men who were interested in working in these enterprises. A first batch of 29 youths (26 girls and 3 boys) started the training. However, two of the boys abandoned the training because they were not considered seriously by the other boys. Only one boy succeeded because he was determined to obtain a job in a factory in town and help out his family.

2. Capacity building of a “core group of gender trainers”

InBangladeshaTrainingofTrainers(ToT)programwasorganizedtobuildthecapacityofa“coregroupof gender trainers” in required skills, techniques and competence, toplan,organize and conducttrainingin“genderawarenessandtheworkplaceenvironment”.Aspecifictrainingmanualhasbeenpreparedforthistraining.3 ToTlasted11days.The“coregroup”comprised30selectedtrainersfromthepartnerinstitutions.Thesetrainersinturntrainedothertrainersandparticipantsandusedthemanualinfacilitatingthegenderawarenessandworkplaceenvironmenttraining.ThisToTenabledmembersofthecoregrouptoacquireskillsandtechniquesinplanning,organisingandfacilitatinggenderawarenessandworkplaceenvironmenttraining.

3. ToT in gender awareness and workplace environment

Trainersinvocationalandotherskillsalsoneedtobesensitizedtogenderissuesandwaystoaddressthemintraining.ThisiswhyToTsessionsneedtobeorganizedfortrainersto:

• befamiliarwithagenderresponsiveCB/TREEMethodology;• beknowledgeableandskilledinnon-formaltrainingmethodologies;• writereportsontrainingprograms;• acquireskillsandknow-howinmonitoringthelevelofgenderawarenessamongthetarget

participantsduringandaftertheskillstraining.

Technical Training Centres (TTCs) in Bangladesh sensitized on gender issues

Prior to the start of the project the TTC instructors followed a conventional vocational training approach and used formal training/teaching methods. They were not aware of gender issues and had limited know-how in non-formal, gender-responsive training approaches. The ToT gave them exposure and sensitized them to gender issues.

Oftentrainersliveandworkincitiesandarenottoofamiliarwiththeneeds,behaviourandlevelofeducationoftheruralpoor.Furthermoretheymaynotbeusedtoteachingwomentrainees.ThisiswhyinMadagascar,representativesofthefuturetraineeswereinvitedtoparticipateintheToTsessionssoastogetthetrainerstobetterunderstandthetrainees’situation.

4. Expanding Training content

IntheCB/TREEprograms,skillstraininggoesbeyondoccupationalskillstrainingforaspecifictrade,even if this fills a current niche in the labour market. Leadership, advocacy and organisationalcompetencesarenecessary toenable thepoor tomanageandovercomeunequaleconomicandsocialrelationsrelatedtoworkstatus,gender,age,ethnicityorcaste.

3 Refer to Annex 6 for the outline of the Manual on “Gender Awareness and Workplace Environment”.


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Bothinsideandoutsidebusiness,womenandmenneedenablingskills,suchasconfidencebuilding,communication and negotiation skills, training in occupational safety and health, and in genderawareness.Incountrieswheremenaremoreinclinedthanwomentogointobusiness,womenneedmoreintensiveentrepreneurshipdevelopmentandbusinessmanagementtraining.

5. Literacy and Numeracy Training

Ofteninformalentrepreneurssufferfromalowlevelofgeneraleducation,inparticularilliteracy.Forinstance,theycannotreadthepackagingandinstructionsfortheequipmenttheypurchaseorthesparepartstheyuseintheirrepairwork.Also,girlstendtoleaveschoolatanearlyage(theyareoftentakenfromschoolbeforeboys)andtheymayrequireliteracyandnumeracytraining.

An important component of the CB/TREE project in the North-West Frontier Province and Punjab Province in Pakistan is a program on literacy and numeracy skills. This component is mainly focused on illiterate women, given the relative imbalance of literacy in the region.

Training toenableempowerment impliesbuildingsocialandnegotiatingskillsalongwithskills toenhanceproductivity.Nevertheless,itisimportanttogetthebalancerightbetweenskillsdevelopmentforemploymentandotherskillsandcompetences.Perhapssometimestoomuchisexpectedfromatechnicalcooperationprojectthatistakingplacewithinalimitedtimeperiod.

However, training activities can present major challenges for women because of their genderroles andhousehold responsibilities andas theyoftenhave less freetime thanmen,evenwhenunemployed. Ifwomen feel that they are likely to fail or the stereotype they arebeing asked tobreakistoomuch,theywillnottaketherisk.Howeverifthepotentialfinancialrewardishigh,theymaytaketherisk.Selectingtraineesinthepast,particularlyforvocationaltraininginstitutions,oftentended tobesupplydriven,because trainersknewwhichgroupwouldpresent the lowest risk intermsofcompletingthetrainingandobtainingajob.However,thechallengeistoadapttrainingtotheneedsofwomenandmen,aswellasmarkets.

6. Increase the number of women instructors in TREE Programs

Theapplicationof this strategy requires specialeffortsandoftenposesaproblembecause therearenotmanywomeninstructorsavailableastrainers,particularlyinnon-conventionalandtechnicaltrades.Oftentheirfamilyresponsibilitiesdonotallowthemtoprovidetrainingatfieldlevel,toofarfromtheirhomesfortherequiredtimee.g.twotothreemonths.

Experienceshowsthatwomeninstructorsaremorewillingtobeinvolvedintrainingactivitieswhichareforashorterperiodoftime.TheTREEteamsthereforeneedtonetworkwitharangeoftrainingproviderstoidentifyrelevantwomentrainers.

Atthesametime,thereisacontinuedneedtosensitizetraininginstitutionsontheimportanceofpromotingwomen in technical education and recruiting them as instructors. This is a long-termeffort.

7. Avoiding gender bias in curricula and training materials

Thetrainingcurriculaareinshortcyclesofonetothreemonthsdependingonthetrade,withpracticaltraining,on-the-jobtrainingandrefreshertrainingasrequired,providedatintervals.


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TheCB/TREEcurriculaaredesignedtoensurethattheappropriateknowledge,skills,andattitudesareincorporatedtoenabletraineestobecomeproficientinaparticulartrade.Theemphasisisonimpartingqualitypractical training, andpromoting the idea thatwomencan takepart equally inlearningandapplynon-conventionalskills.

Trainingmaterials, includinghandouts─ inparticular,drawingsandphotos─needtobecarefullyscreenedsoastoavoidstereotypesastowhocancarryoutwhattask.Thereneedstobeabalanceofpositiveandnegativeexamplesrelatingtowomenandmen.Itiscrucialtodrawtheattentionoftraineestowomen’sexperienceandtheircontributiontothetraining.

8. Gender friendly additions to training delivery:

Forthetrainingtobesuccessfulitisimportanttoaddressthepracticalconstraintsthatwomenandmenmayfaceinparticipatingintraining.Asfaraspossible,trainingprogramsareconductedinthevillagesofthetargetgroup.Allowancesfortransportation,andsmallrefreshmentsshouldbefactoredintothetrainingbudgetsothatwomentraineesdonothavetoaskformoneyfromtheirparentsortheirspousestoattendthetraining.

Traineesareconsultedonthebestsuitabletimefortrainingactivities.Forwomen,thisusuallymeansthattrainingsessionsareheldonahalfdaybasis(i.e.between10a.m.–2.00p.m.).

9. Organising child care facilities

Inmosttrainingcentrestherearenobuilt-inchildcarefacilities.However,manyofthewomentraineeshavesmallchildren.Thebudgetsoftrainingcentresareverylimitedanditisnoteasyforthemtoprovidethesefacilities.Insomecases,ithasbeenpossibletonegotiatewithtrainingcentrestosecurea space for the childrenallowing someof theparticipants toavail themselvesof this facility andarrangeforsomeonefromtheirownfamilytotakecareofthechildrenduringtheskillstraining.

It is essential that childcare arrangements be organized and decided by the women, and thenfacilitatedbytheCB/TREEprogramatthetrainingvenueasneeded;thisallowswomentopursuetheirtraininginaconcertedmanner.

10. Gender mainstreaming post-training support

Toaddressthegenderconstraintsfacingpoorwomeninaccessingfacilitiesandpost-trainingsupportservices for self-employment and micro-enterprise development, CB/TREE emphasizes: grouporganisationforproductionandmarketing;linkagestomarkets;accesstocredit;continuedadvocacyandothersupportservices.

Intheabsenceofemploymentservices,negotiationswithenterprisesandNGOsplayadecisiveroleintheproductionand/ormarketinginthesectorswheretraininghastakenplace.Partnershipswiththeseorganisations,aimedatcreatingjobsordevelopingmarkets,havebeenestablishedinalltheCB/TREEprojects.

11. Group Organisation and empowerment

Group organisation for production andmarketing can be a powerful strategy for empowerment.Group organisation may take place around a common objective. In several cases women have


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expressed theneed to formgroups for theirproductionandmarketingactivitiesand tomutuallysupporteachother.Suchcollectivestructuregivesthemidentity,strengthandlegitimacy.Itincreasestheirnegotiatingandbargainingpowerinthemarketandwithbuyers.ItisalsoeasierforCB/TREEorservicecentrestoprovidesupporttoagroupintermsofcredit,tradelicences,additionaltraining,followup,etc.thantoindividuals.Mostimportantly,itstrengthensthecapacityofthetargetgrouptowardsgreaterself-relianceandempowerment.

12. Gender mainstreaming in monitoring CB/TREE programs

Monitoring

ThemonitoringofaCB/TREEprogramrequiresthatdatacollectedshouldbedisaggregatedbysexfromthestartandthatsexdisaggregatedinformationisincludedinallprogressreports.ThefactthatalldatacollectedmustbesexdisaggregatedoftensensitizesCB/TREEteams, training institutions,officialsandothersinvolvedthatthereisafocusongenderintheprogram.Ananalysisofsuchdatashouldtakeplaceasearlyaspossible,sothattheprogramactivitiescanactuallybedirectedaroundtrendsidentifiedfromthedata.Agenderanalysisofdatashouldcontinuethroughoutthelifespanoftheprogram.

Analyse data to follow up

Sex disaggregated data is data broken down into male and female variables. Sex disaggregateddataisafirststepintheanalysisofthereasonsbehindanydifferencesbetweenmaleandfemale.Forexample,itwouldlistthenumberofmenandthenumberofwomenwhoattendedparticularcourses.Thenagenderanalysiswouldexaminethereasonsbehindthenumbersofonesexwhohaveattendedacourseincomparisontotheother.

Thecapacityofthoseinvolvedinanalysingsexdisaggregateddatafromsurveysandotherfieldvisitsiscriticaltomakingappropriategender-relatedrecommendations.Althoughtherawdataarethere,theymaynotbeanalysedandfollowedthroughintheformofrecommendations.

13. Networking with other organisations

Variousministries,governmentdepartments, international,nationaland localNGOs,chambersofcommerce, employers’ andworkers’ organisations are involved in skills development,micro- andsmall-enterprisedevelopment,income-generatingactivities,andthepromotionofgenderequality.TheCB/TREEprogramshouldliaisewiththeseorganisations,shareexperiencesandcollaboratewiththem.

ItisimportantthatinmonitoringtheCB/TREEprogramthepartnerorganisationsensurethatgenderconcernsare fully integrated into theprogram.Thechecklistat theendof thepresentvolume isausefulguideline,and isalso included inVolumeVtobeusedwhilemonitoringperformanceongendermainstreaming.

14. Gender equality: Indicators of impact

Gender indicators are used to plan, monitor and evaluate gender equality aspects of CB/TREEprograms. They require data to be disaggregated by sex, age and other variables, and require agenderanalysisofsuchdata.OnthewholegenderindicatorsencouragetheintegrationofgenderequalityissuesfromtheplanningofaCB/TREEprogramrightthroughtoimplementation,monitoringandevaluation.


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Indicatorsareasourceofinformationonhowneedsareaddressed.Genderindicatorswillmeasurechanges in the skills development and other gaps between females and males. They can alsodemonstratetheimpactofchangesasaresultoftheCB/TREEprogram,suchasinopportunitiesforemploymentbetweenwomenandmen.

In general, indicators can be considered in terms of:

• whether outcomes from theCB/TREEprogramare appropriate and respond to the skillsneedsofbothwomenandmen,andmatchmarketdemands(microlevel);

• whether the partner organisations implementing the CB/TREE program (meso level) arecapableofidentifyingandaddressinggenderissues;

• improvements at the policy level for gender equality, skills development, employmentpromotion and the operation ofmicro-enterprises, for example, changes in policies thatsustainanenablingenvironmentforgenderequalityintheareaofskillsdevelopment(macrolevel).

Some examples of indicators can be found in Box 1, below. Box 1: Examples of indicators for gender and skills training

Micro level• ThenumberofwomeninrelationtomentrainedthroughtheTREEprogramin

varioustradesandoccupationscomparedtobeforetheprogrambegan.• Therelativenumbersofwomenandmenaccessingsustainableemploymentor

startingtheirownbusinessfollowingskillstraining.• The number of women graduates relative to men engaged in self/wage

employmentandapplyingacquiredskills.• Therelativenumberofwomenandmentraineeswhohavedroppedoutsince

thetrainingbegan,andcomparisonofthereasonswhytheydroppedout.• Averagepercentageincreasesinincomeforwomen(comparedtoincreasesin

incomeformen)usingthebaselinesurveyasabenchmark.• Demonstrated positive attitude of target group and community towards

self/wage employment andmicro enterprises for both women andmen incomparisontobeforetheprogrambegan.

• The perception of bothwomen andmen on their participation in the skillstrainingactivities(thiscouldberankedonascaleof1-5).

• EvidenceofincreasedmobilityofwomeninpublicplacescomparedtobeforetheCB/TREEprogrambegan.

• Number of women and men who have access to credit (or other inputsrequired),comparedtopreviously.

• Continuationofgroupmeetings(includingself-managementandself-reliance)bythegroupsofmenorwomenaftertheprogramisfinished.

Macro level• Newlegislationchangesthatlinktotrainingandemploymentopportunitiesfor

womenandmen.


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Verificationofindicatorswithrespecttotraineesatisfactionshouldincludeprovisionforobtainingtheviewsofbothwomenandmen.Focusgroups(sometimesseparatingwomenandmenintodifferentgroups),isausefulwaytoobtainopinionsandfeedback.GenderanalysistoolswillberequiredtoexaminetheimpactonwomenandmenseparatelyandthisshouldbeclearlystatedwhendesigningaCB/TREEprogram.

15. Documenting the experiences of other projects

Documenting the experiences of CB/TREE programs is useful for several reasons:• it provides theopportunity todisseminate success stories and lessons learnedandgives

visibilitytootherwiseignoredtargetgroups;• itprovidesusefulinputsforpartnerorganisationsfortheirownactivities;• itprovidesinputsforthedesignofnewCB/TREEprogramsatthenationallevelorinother

countries.

Box 2: Lessons leaned from the Bangladesh CB/TREE Project

Thefollowingarethegender-relatedlessonsthatemanatedfromtheimplementationoftheCBTprojectinBangladesh:• Understandingthelocalculture,socialandgenderrelationsiscriticalforproject

staffandpartners,alongwithasolidknowledgeofthedynamicsofthelocaleconomicenvironment.

• Technical skills arenot sufficient. Entrepreneurial skills aswell as social andcommunication skills, including self-organisation and bargaining, are alsoimportant.

• Trainingdeliveryneedstobeflexibleforruralwomen,takingplacewithintheproximityofruralhouseholds,modularandattimesthatareconvenient forwomen.

• Asmalltrainingallowancewasnecessarytofacilitatewomen’stransportandothercostsandithelpedtomaintainahighattendancerate(95percent).

• Women’sworkloadhadnotdecreasedasaresultofskillstraining.Thesharingoffamilyresponsibilitiesbymalehouseholdmemberswhenwomenworkisamatterthatrequiresnotonlyawarenessraisingongenderroles,butalsoalotoftimeandperseverance.

• Thereisaneedforfemaleentrepreneurswhocanactasrolemodels.• Tocontinuetosharpenwomen’sentrepreneurialandbusinessmanagement

skills,greatermarketexposureisneededaswellasmoreeffectivenetworkingstrategies.

• NGOsmaybegood socialmobilisers.However, theirbusiness skills capacityoftenrequiresstrengthening.

• Accesstomarketsbeyondthecommunityoffocusisnecessary.Thesupportoftheprivatesectortoassistruralwomengainaccesstolargermarketsandfinanceisvital.

• Addressing gender issues in training is not enough. Access to employmentand self-employment often raiseswider gender-equality issues that requireattention,suchascivilandeconomicrightsandissueswomenfacewithregardtopropertyrights.


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16. Using the media to raise gender equality in skills development and employment

Promotingabalancedandnon-stereotypedportraitofwomen in themedia is apracticalway toaddressgenderequality.CB/TREEprogramsgenerateawealthofsuccessstoriesandlessonslearnedthatareinterestingtothemedia.Usingthemediawillhavethedualeffectofenablingthemessageto reachavastaudience,whilstalsohelping themedia to identifystoryelements.Oftengender-relatedstoriessuchaswomenbreakingstereotypesinemploymentcanputahumanelementintodrysubjectslikeemploymentstatistics.

17. Evaluation

Generallyspeaking,CB/TREEprojectshaveprovedsuccessfulforpoorwomenwhentheystartonasmallscale,arewelltargeted,welldesignedandeffectivelyorganizedwithanempowermentfocus.ACB/TREEprogrammustbebasedonacarefulanalysisofthelocalemploymentsituationandmeetthespecificrequirementsoftheintendedbeneficiariesandincludemeasuresto:

• expand men and women’s ability to make employment choices where this ability waspreviouslydeniedtothem;

• improvethecompetenciesandskillsofbothwomenandmen(thesupplysideoflabour)andimprovethematchbetweensupplyanddemand,linkingwithenterprises,thepublicserviceandmarketdemand.

However,suchmeasurescantaketime,particularlywhenstrivingtoincludeagender-equalityfocus.Inparticular,timeforsensitizingatthecommunitylevel,aswellassensitizingtraininginstitutionson the importance of gender and skills development is often required. Unfortunately, technicalcooperationprojectsoperateunderastricttimeperiod.ExperienceinthevariousCB/TREEprogramsdemonstratedthat:

• it takes time toworkwith disadvantaged beneficiaries, however, ifwomen are given anadequate time for training and other activities they show high levels ofmotivation andattitudinalchanges,butthisrequiresconstantsupportwhichtakestimeandotherinputs;

• formaltraininginstitutionsrequiretimeandspacetolearnnewmethods,inparticular,tochangetheirpedagogicapproachesandstereotypedideasonatargetgroupsuchaspoorandilliteratewomen;

• women’shusbandsrequiretimetoadapttheirattitudes,butwhentheyseehowwomen’sincome-generatingactivitieseasethefinancialburdenofthehousehold,theybecomemoresupportiveandwomen’sstatusinthecommunitycangraduallyincrease.


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Equity Issues in CB/TREE Programs: (l) Ensuring Gender Equality

Annex 7Tools and Instruments


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Annex7.1GlossaryofGenderTerms

Glossary of gender terms4

Gender referstothesocialdifferencesandrelationsbetweenmenandwomen,whicharelearned,changeableovertime,andhavewidevariationsbothwithinandbetweencultures.Forexample,insomecultures,itisappropriateforwomenandgirlstoworkonroadconstructionaswellasmenandboys,whereasinothercountriesonlymenandboysperformroadwork-relatedlabour.

Sex referstouniversalbiologicallydetermineddifferencesbetweenmenandwomen.

Gender rolesarelearnedbehavioursinagivensocietyinwhichpeopleareconditionedtoperceiveactivities,tasksandresponsibilitiesasmaleorfemale.Perceptionsofwhatisappropriateforwomenandmen,boysandgirlstodo,isaffectedbyage,class,race,ethnicity,culture,religionandideologies,andbythegeographical,economicalandpoliticalenvironment.Forexample,insomecountriesbytraditionmendoweaving;whereasinothercountriesweavingandclothmakingispurelyawomen’srole.

Gender biasisthetendencytoperceivethingsorpeople,makedecisionsortakeactionsonthebasisofgenderorgenderstereotypes.

A gender analysis isa tool todiagnosethedifferencesbetweenwomenandmenregardingtheirspecificactivities,conditions,needs,accesstoandcontroloverresources,andaccesstodevelopmentbenefitsanddecisionmaking.Itstudiesthelinkagesoftheseandotherfactorsinthelargersocial,economic,politicalandenvironmentalcontext.

Gender equality,orequalitybetweenwomenandmen,referstotheequalrights,responsibilitiesandopportunitiesofwomenandmen,girlsandboys.Itmeansthatbothwomenandmenarefreetodeveloptheirpersonalabilitiesandmakechoiceswithoutthelimitationssetbystereotypes,rigidgenderrolesandprejudices;andgivingwomenandmen,girlsandboysthesame(equal)opportunitiestoparticipatefullyinthedevelopmentoftheirsocietiesandtheirself-development.Italsomeansequalityoftreatmentandvaluation.Genderequalityisnotjusta“women’sissue”;itconcernsmenaswell.

Genderequalitymeans:equalvisibility,empowerment,participationofwomenandmeninallaspectsofpublicandprivatelife.

Genderequalitydoesnotmeanthatwomenandmenwillbecomethesame,butthattheirrights,responsibilitiesandopportunitieswillnotdependonwhethertheyarebornmaleorfemale.Equalitybetweenwomenandmenisbothahumanrightsissuesandapreconditionforsustainablepeople-centreddevelopment.Genderequalityincludestherighttobedifferent.

Beinggender sensitivewouldmeanthatthegender-baseddifferencesbetweenmenandwomenare acknowledged. Once acknowledged, those providing skills training should take gender-baseddifferencesintoconsiderationonhowsuchdifferencesaffecttheabilityoftraineestoavailthemselvesof their training services and how such differences affect their employment and entrepreneurial

4 Adapted by Una Murray from ILO (2000) ABC of women workers’ rights and gender equality; and ILO (2000) Gender! A partnership

of equals. The Gender Bureau, ILO Geneva.


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activities.Throughthisprocessissuesthathelporhindermenandwomentraineesareidentified.

Gender mainstreamingmeans introducingagenderperspective intotheprocessofassessingtheimplicationsforwomenandmenofanyplannedaction,includinglegislation,policiesorprogramsin any area and at all levels. It is a strategy formakingwomen’s aswell asmen’s concerns andexperiences an integral dimension of the design, implementation, monitoring and evaluation ofpoliciesandprogramsinallpolitical,economicandsocietalspheressothatwomenandmenbenefitequallyandinequalityisnotperpetuated.

Gender discrimination:Prejudicialtreatmentofanindividualbasedonagenderstereotypeoranydiscrimination,exclusionorpreferencebasedonsex,whichnullifiesorimpairsequalityofopportunityand treatment inemploymentoroccupation,aswell asaccess toeducationand training,and toproductiveresources,etc.

Gender equity: It is a condition in which women and men are accorded fairness in treatmentaccordingtotheirrespectiveneedsandcanparticipateasequals,haveequalaccesstoresources,andequalopportunitiestoexercisecontrol.Thismayincludetreatmentthatisdifferentbutwhichisconsideredequivalentintermsofrights,benefits,obligationsandopportunities.Wheregendergapsareverywide,oftenequityprogramsmayneedtotakeactioninfavourofwomen(typicallymoredisadvantagedcomparedtomen)toachievetheequalstatusofwomenandmen(forexample,giveprioritytowomenduringrecruitmentinordertobringthemtoamoreequalleveltomen).

Gender issues: Specific problems related to the inequality or differentials in socio-economic andpoliticalsituationofwomenandmen.

Gender sensitive indicators are used to measure gender-related changes in society over time.5

Indicatorsinprojectsareusedtobothclarifyandmeasureobjectivesandimpacts,andassuchareverifiablemeasures of changes or results. Gender-sensitive indicators provide a standard againstwhichtodemonstrateprogressagainststatedtargetswithrespecttowomenandmen.

Empowermentcanbedescribedastheprocessofbuildingcapacitiestoexercisecontroloverone’slife.

Job segregationconcernsthetendencyformenandwomentobeemployedindifferentoccupationsfromeachother.Societiesallovertheworldcontaingenderednotionsandvaluesattachedtowhatyoungmenandwomenwilldoineducation,atwork,inthefamilyandinsociety.Forexample,earlymarriageforgirlsinsomeculturesdisruptseducation,reducingopportunitiesforfutureindependencethroughwork.Infactoriesallovertheworld,womenareconsideredtohavethemanualdexteritytoproducegarments,textiles,andassembleelectricalgoodsandotherproducts.Theirlowerwagesandthebeliefthattheywillacceptrepetitiousandmonotonouswork,aswellasthefactthatemployersknow that they may leave employment when they get married is highly advantageous to firmsoperatinginaglobalizedeconomy.6Suchjobsegregationisoftenmorerelatedtothetrainingtheyreceivedintaskssociallyappropriateforgirlswhileyoung.Theymayhaveleanedsewingathome,andmayhavebeensocializedtobedocileandnotchallengeauthorityfrommen.

Stereotypesareconsideredtobeagroupconcept,heldbyonesocialgroupaboutanother.Prevalentgenderstereotypesworktostreamgirlsandboysintodifferentsubjectsinschool,andsubsequently

5 Beck T. (1999) Using Gender-Sensitive Indicators. A Reference Manual for Governments and Other Stakeholders, Commonwealth

Secretariat, London, 1999.

6 Elson, D. & Pearson, R. (1981) The Subordination of Women and the Internationalisation of Factory Production. In: The Developing

World. Edited by Anna Farmar, DESC 1988.


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to limit their occupational choices. Evenwherewomenhave achievedhigh participation rates ineducation,asisthecaseinSriLanka,theirparticipationinvocationtrainingmaybeconfinedtobasiclevelandtraditionallyfemalecourses.7

7 Sri Lanka Skills Development Project 1999. http://www.adb.org/gender/practices/education/sri001.asp


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Annex 7.2Examples of gender issues and constraints in education, training, micro-enterprise

development and wage employment

It is important that CB/TREE implementing partners have a good understanding of women andmen’semploymentsituationandtheissuesrelatedtoit,inordertorespondtotheseeffectivelyandin a practicalway. Persisting inequalities in education and training have far-reaching implicationsfor employmentpromotion. In addition, the specific social positionofwomen in the society andhousehold isa crucial factoraffecting theiraccess toeconomicopportunities. Seriousconstraintsandbarriershinderwomen’sparticipationinbusinessactivities.Belowaresomeexamplesofgenderissues.

Regarding education and training:

• accesstoeducationandtraining;• low social value attached to girls’ education (boys’ education is often prioritized within

families);• opportunitycostsforgirls’educationascomparedtoboys’areoftenperceivedashigherby

thefamily,mostlyduetogirlsmoresignificantcontributioninthehouseholdmanagement;• womentendtobeconsideredassecondaryincomeearners(sonotworthinvestingintheir

educationandtraining);• access to resources for training and for incomegeneratingactivities limitedbargaining

powerwithinthehousehold;• infrastructuralbarriers─lackofboardingandsanitaryfacilities,especiallyinformerallmale

schools or training centres devoted to traditionalmale training fields (this is particularlyrelevantforpersonswithphysicaldisabilities);

• institutionalbarriers─prerequisitesandentryrequirements,fixedhoursetc.;• geographicalbarriers─remotelocationoftraininginstitutions,lackofpublictransport;• genderbiasineducationcurriculaandtrainingmaterial(reaffirmingtraditionalgenderroles

andstereotypesandinfluencingchoicestowardstraditionallysegregatedfields);• trainersandeducatorsmayholddiscriminatoryattitudes,reinforcingstereotypesongender

roles;• lackoffemaletrainersinmale-dominatedskillsareas,whichmayfurtherdiscouragewomen’s

participation;• because of the responsibilitieswomen havewith respect to household chores and child

rearingtheyhavelesstimetodevotetotrainingandeconomicactivities;• patternsofemploymentrelations,contractualarrangements,donotfavourwomen’straining

inenterprises;• income,benefitsderivedfromeducationandtraining.


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Regarding paid work:

• womenaremorelikelytobediscriminatedagainstwhenlookingforemployment(maritalstatus,pregnancyormaternity,genderstereotype,longhoursetc.);

• horizontal occupational segregation when women and men are concentrated in certainsectors or careers,withwomen predominantly found in sectors or sub-sectors requiringlesserskills,withlesserprospectsforcareeradvancementandlowlypaid;

• vertical occupational segregation when within the same sector or sub-sector womenpredominantlyoccupythelowestranksofthehierarchicalladder(andlowersalaryranges)existenceofaninvisible“glassceiling”,preventingwomenreachingtop-positionswithincompaniesandinstitutions;

• accessibleoccupationsareoftenthoserequiringskillsrelatedtohouseholdwork,activitieswithlowproductivityandyieldinglowincomes;

• typical occupations are domestic workers, unpaid family workers, home-based workers,streetvendors,etc.oftenintheinformaleconomy;

• aswomentendtoconcentrateinanarrowerrangeofoccupationsthanmentheyareexposedtofiercercompetitionforjobsandmarkets;

• womenaremoreconsistentlyfoundinlow-skilledoccupations;• issueofwomen’slowerpayforworkofequalvalue;• bearingadisproportionateloadoffamilyresponsibilities,womencandevotelimitedtime

topaidemploymentandevenwhentheydowork,itislikelyforthemtocontributefewerhoursthanmen;

• forthesamereason,ifthereareanywork-relatedevents,whetherformalorinformal(e.g.,meetings,businessdinners,tradeunionassemblies,butalsoafterworkgatheringsandothersocialoccasions),outsidestandardworkinghours,womenarelesslikelytobeabletoattend,thusmissingoutonimportantsocializationandnetworkingopportunities,whichmayhaveanimpactontheircareerprospects;

• issueofwomen’smultipleresponsibilitieswhichmayresultinapparentlowproductivitywhenconsideredonlyfromaworkplaceperspective,especiallyinfamily-unfriendlyenterprises;

• controloveractivitiesandincome;• highproportionofwomenintheservicesector,whereproductivitymaybelessobviousto

measureandwherealotofunproductivejobsmaybefound;• highproportionofwomenintheinformaleconomy,againwithmeasurementproblemsand

withmanyunproductivejobs;• workinagricultureandissueof landownershipand, inparticular,whenmoreproductive

exportcropsareintroducedwomentendtobemarginalizedandoftenloseaccesstolandthatwasusedforsubsistencecrops.

Regarding self-employment and the operation of micro-enterprises:

Formal wage employment is scarce, and women often lack the necessary skills and educationalqualifications required for the job market. Micro-enterprise development and self-employmentis theonlyopportunity for themtoearnan income.Poorwomenarealso restricted inaccessingeconomicopportunitiesbecauseofheavyhouseholdresponsibilities.Self-employmentoftenmakesiteasierforwomentocombinetheirproductiveworkandtheirhouseholdresponsibilities.However,micro-enterpriseandself-employmenthavemorerisksthanwageemployment,althoughcontinuousemploymentisrarelyguaranteed.ThepilotingofCBTinBangladeshclearlyindicatesthatpoorruralwomenparticipantsareenthusiasticandmotivatedinseekingasustainablelivelihood,butlacktheopportunitiesandsupportforthis,andfaceanumberofconstraints intheiraccesstoworkandemploymentand insettinguptheir


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businesses.Anumberofgender-specificconstraintswereidentifiedduringthecourseofthebaselinesurvey, themarketopportunity survey, the trainingneedsassessmentand thevariousfield visitsof theproject staff aswell as during the implementationof thepost-training support. These aresummarizedbelow.

Educational Constraints:• relativelylowlevelsofeducation,lowliteracyandbasiceducation;• lackoftechnicalandvocationalskills.

Behavioural constraints/socialization:• many women and girls lack confidence to become entrepreneurs and this attitude is

reinforcedbyfamilies,spousesandin-laws;• womenentrepreneurshavetocontinuouslyfight internalandexternaldoubts inorderto

succeed.

Access to productive resources:• limitedaccesstocredit,markets,technicalandothertraining,businesssupportservices;• patriarchal assumptions about the ownership of assets (land equipment, tools) and

property.

Legal issues:• takingloansrequirespermissionofspouses,whichmaynotbereadilyforthcoming;• women have scant means of entering into an independent business contract or, more

generally,ofundertakingindependentlegalaction.

Social and family constraints:• societyisunwillingtoseewomenleavetheirtraditionalroleashomemakers;• negative attitudes towards women in business, in-laws and husbands oppose the idea

of women working outside the home; criticism from family members, neighbours andcommunity;

• restrictedmobilityoutsidethehouseholdbecauseofsocialandreligiousfactors;• workburdenathomenotsharedbyspousesandothermalehouseholdmembers.

Infrastructure constraints:

• lackofchildcarefacilitiesattrainingsitesandintheworkplace;• distanceoftrainingvenuefromhome;• absenceofsafelawandordersituationactsasarestrainingfactorwhenwomencontemplate

theprospectofgoingoutofhometowork.

Constraints in business:

• lackofrequisiteskillstostartandrunabusiness;• women have little market information and lack knowledge about the marketing of the

products;• womendonotgettherightpricefortheirproductsoftenbecausetheyarewomen;• limitedinteractionwithmiddlemenandbuyers,anddifficultiesingoingpersonallytomarket

placestosellproductsorpurchaserawmaterials;• Customers do not like to purchase products fromnew entrepreneurs, especiallywomen

sellers;


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• lackoffinancialsupportforwomen’sbusinesses;• maleentrepreneursnotwillingtocooperatewithwomen.

Institutional barriers:

• lowgendersensitivityintraininginstitutionsandlackofrelevancetothetraining/employmentneedsofpoorwomen;

• rigidentryrequirements.

Constraints in wage employment:

• inabilitytocomprehendthenatureofworkduetolackofeducation;• lackofskillstogetwageemployment;• employersaremoreinterestedtorecruitmaleworkersthanfemaleworkersspeciallyinthe

non-traditionaljobs;• lackofsafetyandsecurityintheworkplace;• absenceofchildcarefacilitiesintheworkplace.


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Annex 7.3Equity, anti-poverty and efficiency arguments

Equity, efficiency and anti-poverty arguments form the main rationale for a focus on genderequality.

(i) Equity arguments

Equity implies the application of general principles of justice and fairness for women and menaccordingtotheirrespectiveneeds.Thismayincludeequaltreatmentortreatmentthatisdifferentbutwhichisconsideredequivalentintermsofrights,benefits,obligationsandopportunities.Thisdoes notmean thatwomen andmenwill become the same, but thatwomen andmen’s rights,responsibilitiesandopportunitieswillbeconsideredinskillsdevelopmentplanningandthroughouttheprocessoftrainingandfollowup.8 (ii) Anti-poverty arguments

Manydevelopingcountrieshaveformulatednationalpovertyreductionstrategies.Suchstrategiesare increasingly recognizinggender-equality issues.This isbecause inmanydevelopingcountries,thenumberofwomen living inpovertyhas increaseddisproportionately to thenumberofmen.Inadditiontoeconomicfactors,therigidityofsociallyascribedgenderrolesandwomen’slimitedaccesstoeducation,trainingandproductiveresourcesareallcontributingfactorstotheso-calledfeminization of poverty. Poverty is increasingly seenas related to structural issues aswell as thepoor’sinabilitytoinfluencedecision-makingprocessesaffectingtheirlife.

Ananti-povertyapproachwould thereforeadvocate foranexpansion inskills training forwomenbecauseskillsdevelopment increaseswomen’semploymentopportunities. It isarguedthatarisein income forworkers,especiallywomenworkerswillbenefitall.Theavailabilityof skills trainingrelevanttothelabourmarketforwomencancontributetowomen’seconomicself-reliance.

(iii) Efficiency arguments

Anefficiencyargumentmaintainsthatafailuretotakeaccountofwomen’sproductiveroles(aswellasmen’s) inskillsdevelopmentwill leadto inefficientuseofbothhumanandfinancialresources.Agenderperspectiveresults inmoreefficientuseofhumanresources.Fromthepointofviewofemployers,benefitsincludethegainsemployersreceiveintermsofattractingbettercandidateswiththeappropriateskills,andthebenefitsfromhavingastaffwithadiversityofexperiences.9

Technicalcooperationprojectsbythenatureoftheirobjectivesandstrategiesoftenstrivetochangeparticular norms and expectations of individuals, institutions and policies. Unless attention isspecificallypaidtowhatischangingforbothwomenandmen,rights,rolesandresourcesmaybealteredinawayunintendedbyaproject.Anyskillsdevelopmentinitiativethatdoesnotendeavourtonarrowdowntheskillsgapbetweenmenandwomenwouldresultinincreasinggendergapsintermsofaccesstoemploymentandaninefficientpoolofhumanresources.

8 Equality between women and men is seen both as a human rights issue and as a precondition for reaching the Millennium Devel-

opment Goals (MDGS). Improving knowledge and skills for both men and women is one of the core elements of the ILO Global Employment

Agenda.

9 ILO Bureau for Employers’ Activities (2005) Employers’ Organisations taking the lead on Gender Equality. Case studies from 10

countries. ILO Geneva.


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Annex 7.4Capacity building program in Gender advocacy and awareness raising for host agency,

partner organisations and local teams (from CB/TREE project in Bangladesh)

Intechnicalcooperationthatincludesinstitutionaldevelopment,theinstitution’scapacitytoaddressgenderequality issuesneeds tobeexamined. Ithas tobe remembered that the sameprocessesthatwork againstwomen and sustainmale privilege in society also exist within institutions. Farfrombeinggenderneutral, training institutions,government institutions, tradeunionsandplacesofemploymenttendtoinstitutionalizethepowerimbalancesthatgiverisetogenderinequalities.Formaland informalvalues,attitudes,norms, rulesand regulationswithin institutionshinder thepromotionofgenderequality.Evidentlywhenthereisafailuretotakeintoaccountthegenderednatureofinstitutions,projectactivitieswillnotturnoutasplanned. Ideally,allstakeholdersshouldberesponsibleformainstreaminggenderconcernsintotheCB/TREEprogram.Yet,noteveryonerequiresthesamelevelofgendermainstreamingskills.Somestaffwillrequireanalysisskillstoidentifygapsbetweentheskillsrequirementsofwomenandmen.Othersmayrequireadvocacyskillsforpromotingequalaccesstovocationaleducationinstitutions.Programmanagersmayneedtobesupportive,whilealsohavinganabilitytoinfluenceotherstomainstreamgender.

Theapproachaprojectadoptsdependsonindividualprojectstaffasmuchasitdependsonprojectdesign. Thosedirectly involved (be they ILO staff,membersof CB/TREE committees, governmentstaff,NGOs,employers’andworkers’organisations,andprojectbeneficiaries)arekeytoaddressingsocial,culturalandpoliticalfactorsthataffectgenderinequalities.

Akeystrategy is raisinggenderawarenessandpromotinganenablingenvironmentsupportivetowomen’spursuitofeconomicopportunities.ItisthereforenecessarytobuildthecapacityoftheCB/TREEhostagency,CB/TREEcommitteesandlocalteamsandthetargetgroupinaddressinggenderissues.Specialattention isgiventoprovidinggendersensitizationtraining toall those involved intheCB/TREEprogram.Butcreatinggenderawarenessisnotaone-timeactivity.ItisplannedasanongoingfeatureofCB/TREEadaptationtolocalcircumstances.

InBangladesh,genderadvocacyandawarenessraisingwascarriedoutthrough:

1. Orientationsessionsforlocalsupportteams(localcommittees,socialmobilisersandotherrelevantstaff).

2. ToTongenderawarenessandworkplaceenvironmentforlocalsupportteamsandtrainers,andsettingupofa“coregroupofgendertrainers”.

3. Gendersensitizationandawarenesstrainingforwomenandmenparticipants.4. Gender advocacy and awareness raising workshops for the male relatives of the target

womenandthevillagers.

1. Orientationsessions for the local support teams (membersof localCB/TREEcommittees,socialmobilisersandotherrelevantstaff)

MembersoflocalCB/TREEcommitteesand,asthecasemaybe,socialmobilisers,playanimportantrole inmotivatingthetargetgroupsandactingasfacilitators inCB/TREEprograms.Thesearethepeopledirectlyinteractingwiththeparticipantsandcommunity,andneedtobesufficientlyskilled.


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Theyhaveakeyroleinpromotingnewmarket-orientedtrainingactivities,facilitatingtheparticipationofwomen,andenlistingthesupportofthefamiliesandcommunity.TheyarealsoadvocatesfortheCB/TREEprogramsandarethereforetrainedinadvocacywork.Assuchtheorientationsessionstraintheparticipantson:

• theobjectivesandactivitiesoftheCB/TREEprogram;• genderissuesandinclusionofgenderconceptinCB/TREEmethodology;• the methods of motivating community people and the family members of the target

trainees;• nonformalcommunity-basedtrainingapproaches;• theirroleinprogramimplementation;• monitoring of program activities, including the need to regularly undertake gender

assessments (for instance evaluate the impact of the program on gender relations andchangesrelatedtotheaforementionedconstraints).

2. ToTongenderawarenessandworkplaceenvironmentforlocalsupportteamsandtrainers

A Rationale Anintensifiedandongoingeffortisneededtodealwithgenderissuesintheworkingenvironment,both in thecommunity ifwomenareself-employed,and in theworkplace ifwomenare inwageemployment,andattheinstitutionallevelofthehostagencyandotherpartnerorganisations.

Thereforea“coregroupofgendertrainers”mayberequiredwiththeskills,capacityandcompetence,toplan,organizeandconducttrainingingender awareness in the working environmentforwomenparticipants.Todothis,atrainingoftrainersapproachisapplied.

Capacity Building of a “core group of gender trainers”

InBangladeshaToTprogramwasorganizedtobuildthecapacityofa“coregroupofgendertrainers”in required skills, techniques and competence, to plan, organize and conduct training in gender awareness and the workplace environmentforwomenandmenparticipants.TheToTalsoorientsthetrainerstogenderresponsiveCB/TREEapproaches.InBangladesh,aspecifictrainingmanualhasbeenpreparedforthistraining.10ToTlasted11days.Thecoregroupcomprised30selectedtrainersfromthepartnerinstitutions.Theyinturntrainedparticipantsandusedthemanualinfacilitatingthegenderawarenessandworkplaceenvironmenttraining.

ThisToTenabledmembersofthecoregroupto:

• befamiliarwithagenderresponsiveCB/TREEmethodology;• beknowledgeableandskilledinnon-formaltrainingmethodologies;• acquireskillsandtechniquesinplanning,organisingandfacilitatinggenderawarenessand

workplaceenvironmenttrainingforthetargetgroup;• usethetrainingmanualandmaterialsandaudiovisualaidspreparedforthetraining;• writereportsontrainingprograms;• haveskillsandknow-how inmonitoring the levelofgenderawarenessamong the target

participantsafterthegendertrainingandduringandaftertheskillstraining.

3. Gendersensitizationandawarenesstrainingforwomenandmenparticipants

The trainers and members of local support teams who have received ToT conduct training forwomenandmenparticipants.Allwomenparticipantsreceivetwotothreedaysofgendertraining.

10 Refer to Annex 4 for the outline of the Manual on “Gender Awareness and Workplace Environment”.


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Thistrainingaimsatgendersensitization,awarenessraising,andbuildingwomen’sconfidenceandself-esteem as entrepreneurs andwageworkers. The gender training needs to be repeated andstrengthenedregularly.

TheCB/TREEexperienceshowsthattraininginconfidencebuildinginparallelwithskillsandbusinesstrainingcanhelpwomendiscoverthatsmallbusinessisnotonlyaboutsurvival,butthattheycandeveloptheirskillstomakebusinessesgrowandbecomeprofitable.

4. Gender advocacy and awareness raising workshops for the male relatives of the targetwomenandthevillagers

Itisimportanttoinvolvethemalerelativesoffemaleparticipantsforthesuccessfulimplementationofprogramactivities.Thismaybedonethroughorganisingadvocacymeetingsinthecommunities.TheobjectiveofsuchmeetingsistopresenttheCB/TREEprogramtothecommunity,discusswhatitinvolvesfromthecommunity,briefthemalerelativesofwomenparticipantsaboutCB/TREEactivitiesandtheimportanceofwomen’sparticipationineconomicactivitiesandthesupportrequiredfromthecommunity;enlistthesupportfromthecommunitypeopleandelectedrepresentativesforthesuccessfulcompletionoftheprogram.

When planning a major effort on advocacy and awareness raising at the community level, it isimportanttofieldtesttheapproachandgainfeedbackbeforereplicatingitinothervillages.Onthebasisoftheexperience,trainingmaterialsmaybeprepared,andagroupoffacilitatorsfromamongthetrainerswillbetrained.Subsequently,thefacilitatorswillcarryouttheprogramineachvillageonacontinuousbasis.


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Annex 7.5Outline of the manual on “Gender Awareness and Workplace Environment”

(sample from Bangladesh)

Curriculum design and content of training:

ThetitleofthemoduleisGender and Development.

Thetrainingisdividedintotwomodules:Module1isGenderAwareness,andModule2:isWorkplaceEnvironment.

Module1comprises:

1. TheCBTconceptandmethodology2. Conceptofdevelopmentanddevelopmentindicators3. Genderconceptsanddifferencesbetweensexandgender4. Thedivisionoflabourofwomenandmeninthesociety5. Thereasonsforthechanginggenderrolesinsociety6. Thestrategiestobringequityingenderroles7. Genderinthesocializationprocess8. Genderneeds(anintroductiontopracticalandstrategicneeds)9. Organisingarounddifferentissuesandobjectives(self-employment,genderissuesthatcut

acrossdifferentoccupationalcategories,etc.)

Module2comprises:

1. Equalopportunitypolicies:Internationalandnational2. LabourlawsandFactoryActofBangladesh3. Workplacesafetyandsecurity4. Howtomakedecisionsinthefamilyandattheworkplace5. Howtobeassertive6. Howtoapplyforajob7. Occupationalhealthandsafety8. HIV/AIDS9. Organising:roleoflabourunions,whatcantheydoforwomen

workers

Module 1 isorganizedatthebeginningoftheskillstrainingandforalltheparticipants.

Module 2 is organized at the end of the skills training and will be conducted for only thoseparticipantswhowouldoptforwageemployment{QUERY:someofthetopicssuchasself-confidence,assertiveness,occupationalhealthandsafety,decisionmaking,etc.arealsorelevantforwomenwhowillbecomeself-employed.Furthermore,somewomenmayswitchfromwageemploymenttoself-employment,dependingonopportunities.}


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Annex 7.6How to compare gender neutral information and gender-aware information11

Belowaresomesuggestionsonhowtoturninformationthatseemstobeneutralintomoregender-awareinformation.

Information on:

the circumstances ofpeopleinthecommunity

Gender neutral information

For gender aware information you need to:

Occupations, levels ofeducation and literacy,access to primary healthcare, assets and incomes,savings and indebtedness,numberofhouseholds,andhousehold size, isolatedgroupsinthearea

- Compare disaggregated by sexin terms of occupations, assessto primary health care, whoowns assets? who has incomes,savings and indebtedness,levels of education and literacy,the number of households,householdsize,numberofsingle-headed households, ethnicallyor culturallydistinct and isolatedcommunitiesinthearea

-whodoeswhatworkinagivencommunity

Paid employment, self-employment, machineryoperationandmaintenance,labour, transportation,marketingetc..

- Assess the relative roles anddivision of labour betweenwomen and men in work, rolesand responsibilities in householdfoodsecurity,householdorsmallscale entrepreneurs, agriculturalprocessing and marketing, paidemployment,etc..

-accesstoresources Credit, equipment, land,water,research,education,training

- Examine the relative access toresources by women and menincluding formal and informalcredit, equipment, land, water,research, education and trainingopportunitiesetc..

-constraintsandproblemspeople in the communityface

Assessment of constraintsincluding financial, credit,literacy, technology andtraining

- Assess the different constraintsfaced by women and menincludingtime,mobility,financial,credit and collateral, literacy,assetownership,technology,lackoftraining,familyresponsibilities,culturalorreligiousconstraints.

11 Adapted by Una Murray (op. cit.) from APEC Guidelines for Gender Analysis http://www.iot.gov.tw/apec_tptwg/TPT/tpt-main/Steering-Committees/HRD/tpt-wg-16-final-papers/apec-guidelines-for-gender.htm


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-howanILOprojectcouldbedevelopedoradjustedtoincreasepositiveeffectsandreducenegativeones

Impacts of previous orcurrent project, recentchanges (for exampleeconomic downturnresultinginlossofincome)

- Examinethedifferentimpactsofprevious or current ILO or otherdonor projects on women andmen, impact of recent changesonbothwomenandmensuchasloss/gainofincome;

- Considerhowtheintroductionofnewskillsornewtechnologyhasaffectedbothwomenandmen;

- Consider how previous projectshave affected workload of bothwomen and men and familyresponsibilitieshaveimpactedonavailabilityforprojectactivities.


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Annex 7.7Scanning reports for gender and skills information12

CRITERIA

Does the document specificallymentiongenderequalityissues,ornot?

Would you consider the mention ofgenderequalityasatokenisticmention?

Doesthedocumentdealwith:womenonly?menonly?withwomenandmenandgenderrelations?Doesitshowawarenessofthedifferencebetweenfocusingonwomenin isolationtomen?

Does the document show conceptualclarity on what gender mainstreaming/genderequalityactuallymeans?

Doesthedocumentusesex-disaggregateddata/information?

Areanytrends/recommendationsrelatedtosex-disaggregateddatahighlighted?

Doesthedocumentusegender-sensitivelanguage?

Does thedocumentprovide informationand examples of female trainees, orapproachesthatworkedwithwomen(aswellasmen)?

Does the document show awareness ofthe differential impacts of the traininginitiativesonwomenandmen?

Does thedocument represent theviewsofbothwomenandmen?

Doesthedocumenttreatgenderequalityasan‘add-on’inaseparatesection,oraregenderissuesmentionedasrelevantandappropriatethroughout?

12 Source: Murray, U. op. cit.


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Equity Issues in TREE Programs:

(II) PromotingSocial Inclusion


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8. Equity Issues in CB/TREE Programs: (II) Promoting Social Inclusion

Contents Page

Introduction 259

1. Backgroundandbarriers............................................................................................. 259

2. Whoaredisabledpersons?......................................................................................... 260

3. RightsandDisability.................................................................................................... 261

4. Skillstraininganddisability.........................................................................................262

5. Organisationalstructuresfortrainingthedisabled.....................................................263

6. Disabilityinclusivesettings..........................................................................................263

7. Disability segregated settings ...................................................................................... 265

8. Peer Training ............................................................................................................... 265

9. On-the-job training ...................................................................................................... 266

10. Job Coaching ............................................................................................................... 266

11. IncludingdisabilityineachstageoftheCB/TREEProcess..........................................267

12. Facilitatingaccesstowageemployment....................................................................274

13. Facilitatingmicro-enterprisedevelopment................................................................275

14. Facilitatingself-helpgroups/cooperatives..................................................................276

15. Disabilityperspectivesinmonitoring,evaluationanddocumentation......................276


8.1ILOdisabilitytoolsandresources...................................................................................... 280

8.2:Chartofimpairments,implicationsandaccommodationexamples.................................282

8.3:Languageuse..................................................................................................................... 284

8.4:Applicationoftrainingmethodstopeoplewithdifferenttypesofdisabilities.................285

8.5:Thebusinesscaseforhiringpeoplewithdisabilities........................................................ 293

8.6:Disabilityorganisations..................................................................................................... 294

8.7:Glossary............................................................................................................................ 298


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Introduction

Ineverycommunity therearedisabledpeopleandevery targetgroup, suchaswomen,youthorveterans,willalsoincludedisabledpersons.Disabilityisafactoflife.Peopleareborndisabled,maybecomedisabledinearlylife,orasanadultthroughwork,accident,illness,war,agingorfromothercauses. Some communitiesmayhavehigher ratesof disability thanothersdue to lackof propernutrition,extremepoverty,disasterorconflictorothercauses.Indevelopingcountries,itisestimatedthat80percentofpeoplewithdisabilitiesliveinruralareas.Inallcountries,disabledpersonsaremorelikelytobepoorandsociallyexcludedthanothersegmentsofthepopulation.

Many acquire employment or set up small enterprises or income- generating activities, but millions face serious challenges and barriers to finding decent work. Including disabled persons in CB/TREE programs will help address some of these obstacles, if the barriers to their participation in CB/TREE are removed.

CB/TREEstaffmustbefamiliarwithdisabilityifprogramsaretoincludeallmembersofthecommunity,especiallythemostdisadvantaged.Forexample,ifatargetgroupisoutofschoolyoungwomen,itis likely to includemanywithdisabilitieswhoshouldbe included.Atargetgroupofveterans inapost-conflictsituationwillalsohavemanydisabledindividuals.Insomecases,organizersmaywanttoconsiderthosewithdisabilitiesasaseparatetargetgroup.Thisapproachneedstobecarefullyconsideredsinceitreinforcesexclusion,isolationandtheideathatdisabledpeoplerequireseparateservices.Generally,theydonot.Itisbesttomakesurethattheygetthetrainingtheyneedbyincludingtheminanytargetgroup.And,fromthehumanrightsperspective,theyshouldalwayshaveaccesstoanactivityiftheyqualifyandtheyshouldbegiventhesupporttheyneedtoparticipate.Thiswillbeexpandedonlater.

SomeCB/TREEorganizersandimplementingagenciesmayfindworkingwithdisabledpeopleanewexperiencewhileothersmaybeusedtoworkingwiththemorthosewithcertaintypesofdisabilities.Regardlessofthelevelofexperience,itisimportantforprogramplannersandtrainerstothinkofdisabled persons just like other peoplewho need training and employment assistance to accessdecentwork.Atthesametime,itisimportanttorealizethatsomedisabledpeoplemayneedspecificaccommodationandsupporttofullyparticipateintheCB/TREEprogram.ByapplyingthebasicCB/TREEprinciplesofplanning,participationandpartnership todisability, it caneffectively integratethemintoCB/TREEandmakesurethattheyaremeaningfullyincluded.

To achieve this goal, including disabled peoplemust begin at the planning stage. Planningmustconsider extra resources and costs related to capacity building of staff and trainers and makereasonable accommodation. Participation of disabled people at each phase of CB/TREE, alongwithotherstakeholdergroups,isvital.Finally,partnershipswithotherorganisationsanddisabilityadvocacygroupswillassistinfillingknowledgeandresourcegaps.

1. Background and barriers

The disable represent a significant group in all societies, TheWorld Health Organisation (WHO)estimates that 10per centof thepopulationhas adisability. Thatmeans globally, there are650millionpeoplewithdisabilitiesandabout470millionareofworkingage.Povertyanddisabilityareinextricablylinkedasbothacauseandeffectofdisabilityformingaviciouscycleofdisadvantage.Byinterveningwithtrainingandjobopportunities,thecycleofdisabilityandpovertycanbebroken.ThisisaprincipleobjectiveoftheCB/TREEprogram:tomitigatepovertyanddisadvantagethroughbuildingskills.


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Broadly speaking, disability inclusion means supporting and ensuring the participation of people with disabilities in all aspects of society including education, training and employment and providing the necessary support so that they can fully participate. Disability inclusion is more than just “inviting disabled persons to the table”; it is assuring that they can get to the table and that the barriers to participation are removed and support provided.

There are various types of barriers and their impact depends on the nature of a person’s impairment. Barriers can be:

• physical (as a result of how infrastructure and transport facilities are designed);• information and communication (as a result of how training an information service are

organized, formatted or disseminated);• political and legal (as a result of the absence of laws or policies to foster their inclusion or

right to participate);• institutional (as a reslt of limited institutional and staff resources);• attitudinal (as a result of negative attitudes, stereotypes and outright discrimination).

Thesebarriersarefurthercompoundedbygenderinequality,wherebymanygirlsandwomenwithdisabilitieshavelessaccesstoeducation,trainingandemploymentthandisabledboysandmenortheirnon-disabledpeers.

ItisimportantforCB/TREEorganizers,staffandpartnerstobeawareofthesebarriers,toexaminetheirownattitudestowardsdisabledpeopleandtoovercomebarrierstotheparticipationofdisabledpeopleintheCB/TREEprograms.Beingawareofdisabilityandthebarriersdisabledpersonsfaceisaninitialsteptowardinclusion.

2. Who are disabled persons?

The ILO defines a disabled person as an individual whose prospects of securing, retaining and advancing in suitable employment are substantially reduced as a result of a duly recognised physical or mental impairment. (ILO Convention on Vocational Rehabilitation and Employment (DisabledPersons),(No.159),1983.)

According to the United Nations Convention on the Rights of Persons with Disabilities, disabledpeopleincludethose who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.(UnitedNationsConventionontheRightsofPersonswithDisabilities,Article1.)

Eachcountryhasitsowndefinitionofdisabilityandmorelikelyhasmanydefinitions,dependingonthecontextorpurposeofthedefinition.

a) Dimensions of Disability

Peoplewithdisabilitiesarenotahomogeneousgroupsoit isnotpossibletogeneralize.Theyareuniqueindividuals,likeeveryotherhumanbeing.Theydosharesomecommonexperiencesrelatedtobeingdisabled.Inassessingandworkingwiththem,however, it is importanttorecognizetheirdiversity.Someofthedisabilitydimensionstoconsiderarelistedbelow.

b) Type of impairment

Therearemanywastocategorizethedifferenttypesofimpairmentthatpeoplehavethatcanlead


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to disability. The chart in Annex 8.2 identifies one approach and includes examples of assistivedevicesand interventionsneededtofacilitatetraining,andthebasic implicationsfortrainingandaccommodationthatmayberequired.

c) Severity or seriousness

Theseverityofthedisabilityisanotherfactorthatneedstobetakenintoaccount.Clearly,apersonwithaslightlimpresultingfrompolioorinjurymayhavemildmobilityimpairment,butthiswouldnot be significant for most jobs or learning situations and theymight be easily included in CB/TREE.Someonewithaspinalcordinjurythatresultsinparalysisoftheirlowerlimbswillrequireaphysicallyaccessiblelearningandworkplaceandperhapssomespecificaccommodationdependingonthenatureofthework.Apersonwithamildintellectualimpairmentmayhavedifferenttrainingrequirementsthansomeonewithanintellectualimpairmentthatdemandsmoreintensivetrainingapproaches.

3. Rights and Disability

Peoplewithdisabilitiesarecitizenslikeeveryoneelse.Equalityistheirbirthright.Yet,inthepasttheyhavenothadaccesstothesamerightsaseveryoneelse.Theyhavenot,asagroup,enjoyedequalityof treatmentorequalityofopportunity, in trainingandemployment. It is important forCB/TREEexecutingagenciestounderstandthelegalframeworkofthecountryasitrelatestodisabledpeopleandthisframeworkisoftenbasedoninternationalstandards.

International Standards

All ILO standards apply to women and men with disabilities although some particularly singleout their needs and rights. The concept of providing vocational rehabilitation services (careerguidance, trainingand jobplacementassistance)andpromoting inclusionwasadvancedwiththeVocational Rehabilitation (Disabled) Recommendation 1955, (No. 99).ItwasfollowedbyVocational Rehabilitation and Employment (Disabled Persons) Convention 1983, (No. 159) anditsaccompanyingRecommendation (No. 169),which promotetheprinciplesofequaltreatmentandequalopportunitybetweendisabledworkersandworkersgenerally,aswellasequalopportunitiesbetweendisabledwomenandmen.Further, ILO Recommendation concerning Human Resource Development, No. 195recognizestheneedtopromoteaccesstoskillstrainingforpeoplewithdisabilitiesaswellasotherswithspecialneeds,includingyouth,low-skilledpeopleandethnicminorities.

The ILOmandateof includingdisabledpeoplehasbeengivenrenewedstrengthandpromotionalopportunities with the coming into force of the UN Convention of the Rights of Persons with Disabilities.ItrequiresthatStatepartiesensurethatpeoplewithdisabilitiescanaccessvocationalandotherformsoftrainingandthatreasonableaccommodationisprovided.Similarly,itstatesthatdisabledpersonsshouldbeacceptedinthelabourmarketandabletoworkinanenvironmentthatis“open,inclusiveandaccessible.”

The ILOprojectto improveprovincial trainingcentres inCambodiaduringthe1990s(uponwhichsomephasesof theCB/TREEmethodology isbased)hadadisability inclusion component,whichillustrates how disabled persons were included and accommodated in training. The componentincludedthefollowing:

• disabilityawarenesstrainingforinstructors;• retrofittingofbathroomsandtheadditionoframpsforpeoplewithphysicaldisabilities;• specially trained staff referred to as thedisability resource team toprovideoutreach to


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disabledpersons,toarrangeforindividualaccommodationandtosupportdisabledtraineesandtheirinstructorsduringtraining;

• resourcestoassistwithextracostsrelatedtotransport,accommodationorotherunusualcosts;

• follow-upassistanceandgrantstohelpthemstarttheirownbusinesses;• monitoring,assessmentandevaluation.

Intheprovinceswheretheprojectcomponentoperated,theparticipationrateofdisabledpersonsincreased from5 to 15 per cent, and 67 per cent of the graduates either found employment orstartedincome-generatingactivities.

4. Skills training and disability: Major issues and challenges

CB/TREE programs need to be open to all and accommodation made for the needs of specific individuals and groups. Such accommodation may include specific scheduling considerations for women, dietary changes for certain religious groups or adapted training techniques for those with low literacy. People with disabilities may share such needs and/or require other types of adjustments.

a) Core work skills

People with disabilities and other socially excluded groups are more likely to lack core workskills developed throughout a person’s life of regular social interaction and work, skills such ascommunication, team building, decision-making, time- management and others. They typicallycannotbe taught in a short-term training course,but are important toboth formal and informalworkplaces.Attentionneedstobepaidtoassessingthelevelofcoreworkskillandtoaddressingtheirdevelopment.Roleplay,assignments,useofmentorsandcoachesduringandaftertraining,providingworktrialsandon-the-jobtrainingorworkexperienceswillassistindevelopingsuchskillsalongwithtechnicalskills.

Atthesametime,somedisabledpersonscanhaveverywelldevelopedproblemsolvingskillshavingexperiencedalifetimeofhavingtofigureouthowtodothingsandovercomechallengesandbarriers.Suchskillscantransfertothetrainingandworksituation.

b) Information and communication

SinceCB/TREEisbasedoncommunityparticipationanddecisionmaking,outreach,communicationand informationdisseminationtoall stakeholders is important fromthestartand ineveryphase,includingevaluationandmonitoring.Gettinginformationtodisabledpersons,especiallythosewithcertain types of disabilities, who require alternative formats of communication, or for themostsociallyisolated.

Radiomaybeagoodwaytoreachthegeneralpopulation,includingtheblind,butwouldexcludethedeaf.Signsandnoticesoncommunityboardsandthroughotherchannelsmaybeagoodwaytogiveinformationtothosewhocanread,butwillnotbeaccessibletothosewhoareilliterateorblind.Andeveniftheinformationreachesthedisabledperson,themessagethattheyareincludedandencouragedtoapplymustbeclearlyarticulated.Specificoutreachmethodsandassessmentoftheirimpactwillgoalongwaytomakingsuredisabledpersonsarereached.

c) Assistive devices, accessibility and accommodation

Somedisabledpersonsneedassistivedevicesorspecifictrainingpriortobeingabletoparticipatein


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training.ExamplesofsuchdeviceshavebeennotedinAnnex8.2.Useofawheelchairformobilityisacommonexample.Adeafpersoncouldbenefitfromsignlanguageinstruction,butanofficialsignlanguageisnotyetestablishedinallcountries,norissignlanguagetrainingreadilyavailable.CB/TREEorganizerscanworkwithcommunitypartnerswhoaredisabilityknowledgeabletosecureneededdevicesandtrainingandassistwithaccommodating,especially if theproject fails to includesuchexpertiseonstaff.

AccessibilityoftheCB/TREEprogramreferstowhetherornotpeoplewithcertaintypesofdisabilitiescanparticipate.Forexampleforwheelchairuserstoparticipate,meetingortrainingsiteswillneedtobeaccessible.For theblind toparticipate inacomputercourse,“speaking”software,which iscommonlyavailable,mayneedtobeprovided.Aliteratepersonwithlowvisionmayonlyrequirelargeprintmaterialsandsittingatthefrontofaroomtoactivelyparticipateincommunityorplanningmeetingsortraining.

Transportmayormaynotbeanissueforpeopledependingonlocalconditions,thelocationofthetrainingvenueandtheperson’sdisabilityandotherfactors.Communitymeetingsandtrainingshouldbeofferedclosetowherethestakeholderslive.Mobileorpeertrainingtechniquescanbeusedforthosewhoneedtrainingbutliveinsecludedareas.Thebestwaytofindoutwhatisneededistoask thedisabledpersonwhat theyrequire toactivelyparticipatebe it incommunitymeetingsortraining.

5. Organisational structures for training the disabled

Avarietyoforganisationlstructuresexistwithregardtodeliveringskillsdevelopmenttothosewithdisabilities.Non-traditionalapproachescanbeadaptedforthosewithdisabilitieswhentraditionalmethods are not useful for reasons of literacy, transport, accessibility, the nature of a person’simpairmentorduetosomeotherfactor.Thefollowingaresomestructuresfordeliveringtrainingthathavebeenusedwithdisabledpersonsandothersociallyexcludedgroups.

6. Disability inclusive settings

Inclusivevocationaltrainingsystemshavethefollowingcharacteristics: 1

• theintegrationofdisabledandnon-disabledpeopleinone overall system;

• theinvolvement of disabled peopleinallaspectsofthatsystem,includingdesignanddevelopmentofprogramsandthehiringofdisabledpeopleastrainersandteachersintheseprograms;

• a barrier-free environment–onethateliminatesallbarriers, includingpsychological.Infrastructureisdesignedandbuiltwithaccessibilityfordisabledpeople inmindandexistingfacilitiesarerenovated.Accommodationsaremade,systemsmadeaccessibletoallpeople,includingpeoplewhoareblindordeaf,andtransportmadeaccessible;

• teaching methodsareadaptedandassistivelearningdevicesmadeavailable;

• career guidanceisofferedsothatpeoplewithdisabilitiescanmakeappropriatechoices.Thisincludesindividualizedassessmentsofstudents’skillsandproactiveguidancethatdoesnotdiscriminateagainstpeoplewithadisability;

1 ILO: Proceedings of the Expert Group Meeting in Inclusion of People with Disabilities in Vocational Training (Bangkok, ILO, 2006), pp.

17-18.


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• a market-driven approachthatensuresthequalityoftrainingandmaximizesemploymentoutcomesandtheactiveinvolvement of employerstoensurethatskillsaredevelopedinlinewiththeirneeds;

• recognitionoftheimportanceofcultivatingpositive attitudes–includingtheattitudesofnon-disabledstudentsandstaff–toensureawelcomingandsupportiveatmosphereforpeoplewithdisabilities;

• training staff and disability specialist support staffwhocanadapt instructional methods and techniquestoensurethatallstudents,includingthosewithdisabilities,developthevocationalcompetenciestheyneed;

• adequate resourcestosupportthetrainingofalltypesofstudents;

• adequate preparation of people with disabilities to ensure that they succeed invocationaltraining.

CB/TREE organizers, implementers and partners should take the following steps to becomeinclusive:

1. Develop a policy and a strategy for inclusion: Itshouldaffirmtheimportanceofalltraineesandensures thatany traineewhomay requireadditional supportor resources isno lessvalued. A strategy that sets out how the organisationwill implement that policy is alsoneeded.

2. Collect accurate information about the number of people needing assistance and the type of assistance needed: This is part of theCB/TREE approach. Systems should be in placeto communicate this information to relevant personnel, advisory groups and communityleadersinvolvedinCB/TREE.

3. Develop an inclusive curriculum: An inclusive curriculum is one that does not createadditional barriers forpeoplewithdisabilities and their vocational training instructors toovercome.Curriculumdefinesthecompetenciesrequired,butshouldnotincluderestrictionsonhowthesecompetenciesareattained.Peoplewithdisabilitiesdonotneed,andgenerallydonotbenefitfromaseparatecurriculumortrainingprogram,butmayrequireassignmentsormodifiedapproachesasdescribedinthestructuresandapproachespartsofthisPartofthemanual.

4. Build effective links between the training institution, family and/or advocate and community: Thesupportof families,advocatesand thebroadercommunity, includingofNGOs and Disabled Persons Organisations (DPOs) that work with disabled persons, cancontributegreatlytothetrainingsuccess.

5. Develop the skills and knowledge of the institution’s staff: Vocationaltraininginstructorsmayneedadditionalskillsinassessment,curriculumdevelopmentandpedagogy.Employingstaffwithdisabilitiescanassistthisprocessandprovidegoodrolemodels.

A disability expert or resource office, similar to the disability resource team approach alreadyreferenced,canprovideexpertguidanceonmeetingthevocationaltrainingneedsofpeoplewithdisabilitiesandcanprovideadditionalservicesinsupportofthetraining.Recruitingsucharesource


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officerwho can take onmultiple roles related to disability issues is a very effectiveway of bothincreasingdisabilityknowledgeandskillswithintheCB/TREEprojectandimprovinglearningoutcomesfortraineeswithdisabilities.

7. Segregated Disability Settings

As noted, segregated settings are generally not recommended since they reinforce the social exclusion that many disabled persons have experienced throughout their lives and sends a message to communities that people with disabilities should be segregated. However, in some situations and with certain groups it may be the most realistic approach. These situations might include:

• if it is the choice of a self-help group or cooperative of disabled persons;• if the group is inclusive of people with intellectual impairments who cannot be accommodated

in an inclusive training program because of the specific learning methods or adaptations they need;

• a specific service is required and it can only be required for a group (for example, sign language interpretation is required and must be secured from a person living in another geographic area).

Segregated activities should be the exception rather than the rule. Separate classes should not be used to deny trainees entry into other training or to restrict their occupational choice. (For example, all blind people must take massage classes and will not be accommodated in computer training.)

Other considerations noted still apply in segregated settings. Disabled persons should have instructors sensitive to and trained in disability issues; they should have their individual needs accommodated so that they can succeed; and due consideration should be given to addressing other issues, such as business development training, job placement assistance, etc.

When training is segregated, additional attempts should be made to ensure inclusion whenever possible, such as incorporating work experience or work trials, on the job training components, field trips and other community-based components so that disabled persons are socially integrated into the mainstream during their training period.

8. Peer TrainingPeer training or informal apprenticeship is a training method that occurs naturally at the village level where skills are often transferred from family member to family member or villager to villager. The ILO field tested an approach to this type of informal apprenticeship in Cambodia and found it quite effective for persons who may experience barriers that make other kinds of training extremely difficult. The method involves locating successful village based entrepreneurs who are willing to train others in their income-generating activity or micro business. It is important to make sure that the entrepreneurs business is profitable and that the market can accommodate another similar business. Often such income-generating activities feed into local or rural markets.

The training is typically short term and is supervised by a trained staff member. The peer trainer provides training in the business and technical aspects of running a business. Training can be supplemented in some cases by other forms of training, such as more formal business development classes.

Peer training was found to be particularly useful for people who were illiterate or had limited literacy skills, for those who were deaf or posed specific training challenges for which a one to one approach was beneficial. Women or men who found it difficult to leave their homes or those with limited mobility or access to transport also found this approach particularly suited to their needs. Sometimes, family


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members were involved especially if the person was unable to master some aspects of the technical skill or the business operation. Sometimes, groups were trained or formed. A basket weaving group is of particular interest since it could incorporate a young woman with an intellectual disability who was taught by group members to make smaller and simpler baskets that were part of the entire line of products.

9. On The Job Training

On the job training or other forms of formal and informal apprenticeships can be highly effective ways of learning since they are practical and do not require transferring skills learned in a classroom to the work situation. For people with certain types of disabilities, such as those whose psychosocial or intellectual disabilities making changes and transferring to generalizing skills may be more difficult than for other persons, so on-the-job training can be quite adaptive. Employers’ organisations can be involved in helping to organize on-the-job training programs.

10. Job Coaching

Job coaching is a form of on-the-job training where a trained job coach (in disability and training techniques) provides one on one training to an individual with a disability or a small group of individuals in the work setting. The job coach typically learns the job first and then teaches the trainee the tasks involved. Once the trainee has learned the skills the coach gradually withdraws from the work situation and allows the trainee to assume the job tasks independently. The coach continues to follow up however on an as needed basis or if new skills are required of the job. Job coaching is typically used in formal work settings with people who have intellectual or psychosocial disabilities. In some countries, former employees of a company or retired union members have become job coaches to disabled persons.

Example of Hang Hach

Fifty-fouryearoldMr.HangHachhasbeencompletelyblindsincechildhoodaftercontractingmeaslesattheageoffouryears.Henowliveswithhiswifeandfourchildren,allboys, inPursatprovince,aruralvillageofCambodia.Priortotrainingtobecomearopemaker,Hangstayedhomeanddidnotearnanymoney.Hewas completelydependentonhis childrenwhoworkedaslabourersinthericefields.ThevillagechiefdirectedtheprojectstafftoHachandtheyworkedwithhimtoidentifyanincome-generatingactivitythathecouldmanage.SinceCambodiaisagriculturally-based,andsincecattleareusedinricefarming,ropesareneededtotetheranimals,especiallyintherainyseason.Makingropetethers,usingthenylonfibersfromricesacksisagoodlocalbusiness.Projectstafffoundasuccessfultether-makerinanothervillagewhoagreedtotrainHach.Thetraininglastedforoneweekandthetrainingfeewasminimal.Theprojectgavehimasmallgranttobuyhisrawmaterialsandhestartedhisbusiness,earningmoneyforthefirsttimeinhislife.Althoughheiscompletelyblind,Hachis smart, committed, andbecamehighly skilled in rope-makingwithin just a fewmonths.Mostdayshemakes10ropesandsellsthemtovillagerswhocometohishomeortheyaretransportedtothemarketbyoneofhissons.Inanaveragemonth,dependingonhowmanydaysheworks,Hachearnsanetprofitthatisabovethepovertylineandwhichisamajorcontributiontotheoverallfamilyincome.Heishappyandsatisfiedwithhisachievementanddescribeshimselfasbeing“reborn”.


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11. Including disability in each stage of TREE

The CB/TREE program logically develops in a participatory manner to culminate in the trainingandemploymentof disadvantagedpersons in target areas. The followingdescribes thedisabilityconsiderationsineachphase.

Process 1: Institutional organisation and planning

Process1ofCB/TREEinvolvesinstitutionalorganisationatthenationalandlocallevelsandbuildinglocalpartnershipsandtheircapacity.Someofthedisabilityconsiderationsatthisstageinvolvethefollowing:

• ensuring the positive attitudes and disability expertise of organizers and/or staff andotherwisebuildingcapacity;

• includingdisabledpersonsinthedesign,organisationandplanningofCB/TREE;• providingforinclusiveandaccessibleplanningmeetingsandprocesses;• selectingappropriatepartners;• planningfordisabilityconsiderationsthroughtheprogram,includinginbudgetallocations

a) National Executing Agency

1. Itislikelythatthenationalexecutingagencywillhavesomedisabilityexperience.Findthepersonorpartof theagencythathasresponsibility fordisabilityandmakesuretheyareinvolvedinCB/TREE.Ifthereisnooneintheexecutingagency,requesttheinvolvementofthepersonorofficeinvolvedwithdisabilityfromanotherministryoragencytoparticipate.

2. Determinethelegalandpolicyframeworkinthecountryrelatedtodisability,skillstraining,smallenterprisedevelopmentandemployment.Inmanycases,

3. reportsrelatedtodisabilityissuesmayhavebeendevelopedbytheILOorotherorganisations.DPOs,otherUNagencies,governmentministriesorHumanRightsCommissionsmayalsobeofassistanceinsourcingdisabilityinformation.

4. Conductanoverallorganisationalauditofthehostagencytofindinternalchampions,sourcesofhumanorfinancialsupportorothercontributionsrelatedtodisability.Forexample,theagencyorarelatedonemayalreadyhaveaprogramtopaytuitionfordisabledpersonstoattendtrainingorprovideloanstohelppeoplewithdisabilitiesstartupbusinesses.Somecountrieshaveincentives,includingfinancialonestoencouragecompaniestohiredisabledpersons.

5. Manygovernmentshavecoordinatingbodiesrelatedtodisabilityorcommitteesthatmightprovideneededexpertiseandresourcestoassist.

b) National partners

1. Inassessingnationalpartnersitisimportanttodeterminetheirexperienceinworkingwithandtrainingdisabledpersonsaswellasothersociallyexcludedgroupsandtoassesstheirwillingnesstoincludeandaccommodatedisabledpersonsiftheyhavenotdoneso.

2. Conductasimilarauditasconductedwiththenationalexecutingagency.


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3. Ifthenationalpartnershaveworkedwithdisabledpersonsdeterminetheextentandqualityoftheirexperiencesandtheiroutcomes.

4. Assessthestaff.Dotheyhaveanydisabledpersonsonstaff?Doanystaffmembershaveexperienceindisabilitywhetherornottheagencydoesdirectly?

5. Determinetheirneedsfortrainingandcapacitybuildingrelatedtodisabledpersons.6. Mostorganisationshaveanetworkofotherorganisationswithwhomtheyworkandget

informationandotherwisepartnerwith.Assesstheirextendednetworkfororganisationsthatinvolveorprovideservicestodisabledpersons.

7. Communicate clearly the expectation that they are expected to serve disabled personsactivelyaspartnersandasparticipantsintheprogram.

8. Determine gapswith regard to disability knowledge and skills so that these gaps canbeaddressed in securing localpartners, through capacitybuildingand throughpartnershipswith other organisations, especially thosewhowill be on the CB/TREE national advisorycommittee.

Inworkingwithdisabledpersonssomeofthefollowingissueswillneedtobeconsidered:

a. Meeting locations should be accessible if disabled representatives or otherparticipantsarewheelchairusersorhaveamobilityimpairment;otheraccessibilitymeasuresmayberequiredfordeaforblindpersons.Asktherepresentativewhatkindofaccommodationtheyneed.

b. Meetingsplacesshouldbeinconvenientlocationsthatareeasytoreach.c. Advancenoticeshouldbeprovidedastransportcanbedifficulttoarrange.d. Facilitators or chairpersonswill need to be sensitive to disability issues by using

appropriatetechniquestoassuretheparticipationofdisabledpersons.

c) Planning considerations

TheadvisorycommitteewillbeinvolvedincriticalplanningtasksanddecisionsrelatedtotheCB/TREEproject.Thefollowingplanningconsiderationsshouldbetakenintoaccount:

1. Planningneedstobeparticipatorywiththechairpersonmakingeveryattempttoensurethatallcommitteemembershaveachancetoparticipateandthattheyrepresenttheinterestsoftheirstakeholdergroup.

2. Resourceswillneedtobeallocatedtoallowforreasonableaccommodationorspecificcostsrelatedtotheinclusionofdisabledpersonssuchasprovidingforsignlanguageinstructors,adaptationstotrainingequipment,providingtrainingmaterialinalternativeformats(e.g.,forBrailleoronaudiocassettes,forcapacitybuildingofstaffondisabilityissuesandotherrelatedmeasures).

3. Planningshouldconsiderissuessuchaslowliteracy,disabilityawarenesstraining,alternativelearningandworkstructures,inclusivetrainingprograms,familyapproachesandothers.

d) CB/TREE National Management Team

Sincetheteamwillhavealeadershiproleintheprojectandwillinteractwiththenationaladvisorycommitteeandoverseethelocalactivities,itwouldbemostbeneficialifsomeoneonthenational


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managementteamhaddisabilityexperienceandcouldserveasadisabilityexpertorresourceofficeratthislevelaswellasatthelocallevel.Whilethispersonmayhaveseveralduties,championingandaddressingtheneedsofdisabledpersonsmightbeamongthem.Asensitivitytodisabilityissuesandopenness to championing thecauseofdiversityofall types, includingpersonswithdisabilities iscriticalfortheteamanditsstaff.Includingdisabledpersonsonthestaff,iftheyhavetheappropriatequalifications,wouldsignaltoallstaffthattheCB/TREEprogramisinclusiveofall.

Thefollowingisalistofskillsrecommendedfortrainers,facilitatorsandcoordinatorsadaptedfromtheILOprojectDeveloping Entrepreneurship among Women with Disabilities (DEWD).TheprojectfacilitatedtheinclusionofwomenwithdisabilitiesinmainstreamwomenentrepreneurshipprogramsinAfrica.Selectedstaffshouldhavepracticalknowledgeabout:2

• howphysicalandserviceenvironmentsdisablepeoplewithimpairments;• therangeofappropriatereasonableaccommodationswhichcanfacilitateinclusion;• appropriatepracticalarrangements,suchasroomlayout;• howtoadaptandensuretherelevanceofmaterials,handouts,exercisesandotherprogram

activitiestoawiderangeofparticipants,includingpeoplewithdisabilities;• howtoensurethatentrepreneurswithdisabilitiesareheardandareenabledtoparticipate

fully,especiallyduringgroupworkandplanningsessions;• howtoensure thatextrasupportofferedtodisabledpersons in thecourseof integrated

activitiesdonotservetostigmatizeormarginalizethemfurther,especiallywomen;• howtobuild solidarity, cooperationand teamspiritbetween traineesandentrepreneurs

withandwithoutdisabilities;• howtochallengeanddealinasupportivemannerwiththewayinwhichtheexperienceof

exclusionandthelowself-confidenceoftraineeswithdisabilitiesaffectstheirparticipationineventsandprograms(especiallyatthebeginningofcourses);

• howtoaddressdisability-relatedissuesthatariseduringtrainingcoursesandotherevents;• howtochallengeanddealwiththemutualprejudicesandperceptionsof entrepreneurs

withandwithoutdisabilities;• thespecificissuesandbarriersencounteredbywomenwithdisabilitiesandhowtocounteract

them;• sourcesofmaterials,furtherreading,supportandadvice.

In addition to developing disability related expertise, check that all staff, partners and trainers show an agreed level of knowledge of and sensitivity to other equality issues, such as religion and cultural background.

e) Local Team and Village Committees

The same principles and actions should be taken with regard to the local team, partners andcommittees.Insummary,itisimportantto:

• assess the disability capacity and locate champions, experts and knowledge gaps andpreferablytohaveadisabilityresourceofficerateachlevel;

• fillgapswithexpertpartnersandcapacitybuildingactivities;• assurethatdisabledpersonsarerepresentedinallplanningactivitiesandoncommittees;• planforspecificdisabilityinclusivemeasures,includingallocatingneededresources.

Process 2: Identification of economic opportunities and training needs assessment

2 ILO: Count Us In! How to make sure that women with disabilities can participate effectively in mainstream women’s entrepreneur- ILO: Count Us In! How to make sure that women with disabilities can participate effectively in mainstream women’s entrepreneur-

ship development activities (Geneva, ILO, 2008), pp. 21-22.


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Process2oftheCB/TREEprocessinvolvesconductingavarietyofsocioeconomicsurveystodeterminemarket opportunities and trainingneeds assessmentof the target groupor groups. Participatorycommunity-basedactivitiesarethefoundationfordiscussionsanddecisionmakingaboutthetypeoftrainingthatwillbeprovided.

Someofthedisabilityissuesasthisstageoftheprocessinvolvethefollowing:

• conductinganassessmentorsecuringonethatmayhavebeendonealreadytodeterminewhatorganisations,governmententitiesorinformalgroupsalreadyoperateinthecommunitywithregardtodisability;

• conductingeffectiveoutreachtomakesurethatdisabledpersonsarefullyinvolvedintheprocess;

• preparing and disseminating inclusive and accessible surveys that disabled persons cancompleteorrespondtodirectlywiththehelpofothers;

• ensuringthatdisabledpersonsandtheirneedsandconcernsarerepresentedincommunityprofilesandmarketdemandassessments;

• includingdisabilityissuesinfeasibilitysurveys;• ensuringthatmeetingsandotherstakeholderactivitiesareaccessibleandaccommodating

topeoplewithdisabilities.

a) Locate disability organisations and resources

Therearemanytypesoforganisationsatthecommunitylevelthatmayadvocatefor,representorservepersonswithdisabilities.Somearegovernmentsponsored,othersmaybeinternationalorlocalNGOsandothersmaybeself-helporadvocacygroupscomposedofdisabledpersons.Manylocalcommunitiesmayalsohavecommunitybasedrehabilitationprograms(CBR).CBRisamulti-sectoralapproachtomeetingthehealth,education,vocationalskillsandlivelihoodneedsofchildren,youthandadultswithdisabilities,primarily indevelopingcountries.NationalpartnersshouldbeabletoassistinlocatinglocaldisabilityexpertiseandorganisationswhichcanassistinimplementingtheCB/TREEprograminclusiveofdisabledpersonsatthelocallevel.

b) Effective outreach for involvement and community assessment

Relyonlocaladvisers,DPOsandothersidentifiedintheassessmentofdisabilityorganisationsandresourcestomakesurethatoutreachisappropriatetothedisabledpersonsinthecommunity.

Thefollowingaresomegeneralpointstokeepinmind:

• Sometimesdisabledpersonsdonotwanttoselfidentifybecauseofnegativestereotypesorafailuretoidentifythemselvesasdisabled.Itmaybenecessarytousetermslikedifficultywithwalking,seeing,hearing,orotherfunctionaltermstoidentifydisabledpersonsratherthantousethetermdisabled.

• Familymembersandothers,especiallyinsomeruralareas,maystillhideorkeepdisabledpersonsinthehome.

• Consult local offices of government ministries and agencies responsible for disability,whichoftenhavesurveysofdisabledpersons.Keepinmindthatthesedatacanoftenbeinaccurate,especially if it is collectedbasedon thepersonswhoapply for services sincemanydisabledpersonsdonotself-identifyorseekservicesduetopastdiscriminationorgeneraldiscouragement.

• Makesure thatalloutreacheffortsuseavarietyofmethodsandmedia− radio,wordofmouth,printandothers.Encouragewordofmouthdisseminationofallmaterialsandmake


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itknownthatdisabledpersonsareencouragedtoapply.• Withinputfromlocaldisabilityadvocates,considerholdingmeetingsofstakeholdersofjust

disabledorworkthroughDPOs,iftheydonotusuallytakepartinmainstreamcommunityactivities.

• Makesurethatthecommunityassessmenttoolsaredesignedinsuchawayastodeterminethetypesofdisabledpersonspresentinthecommunityortargetarea,sincethiswillhaveanimpactontheservicesthatmightbeconsidered(e.g.whatistheincidenceofmobilityimpairments,blindness,amputationsrelatedto landmineaccidents, intellectualdisability,etc.?).Using local categories of disabilitywillmake it easier to locate and comparedatawithinthecountry,ifthedatarecognizestypesofimpairments.

• Inthecommunityassessment,considerissuesthatwillbeparticularlyrelevanttodisabledpersons, for example, the accessibility of infrastructure such as local markets or thetransportationoptions.

• Besurethatkeyinformantsincludepeopleknowledgeableaboutdisabilityissuesandshopownersandentrepreneurswithdisabilities.

• Inconductingthekeyinformantinterviews,itissuggestedthatdisabledpersonswithvarioustypesofdisabilitiesandrepresentingdifferentgenders,agegroupsandotherdemographicdimensionsareincludedtotheextentpossible.Whilemostofthequestionsthatapplytootherstakeholderswillalsoapplytodisabledpersons,itisimportanttoaskaboutspecificdisabilityrelatedbarrierstheymayface.

c) Market study analysis and feasibility studies

Whilethequestionsaskedordatapointswithregardtotheseactivitieswilldealwitheconomicandmarketissues,disabilityconsiderationsshouldbepartoftheanalyses.Forexample,ifsomesectorsormarketspresentspecificopportunitiesforcertaingroupsofdisabledpersonsthisshouldbenoted.Afoodprocessingopportunitythatishighlylabourintensiveandeasytoteach,andwhichhasbeenundertakenby illiteratepeople already,maypresentopportunities for certain groupsof disabledpersonswhohavenotbeentoschool.

d) Community Discussions

Asnotedelsewhere,communitymeetingsshouldincludeallthosewithdisabilitiesandtheirfamilymembers.Careshouldbetakenthatbarrierstoparticipationareovercomeandaccessibilitymeasuresareinplaceforcommunicationandinvolvement.Organizersorfacilitatorsofmeetingsshouldmakesurethatdisabledpersonsunderstandthepurposeofthemeetingandwhattranspiresandthatthevoiceandopinionsofdisabledpeopleandtheirfamiliesareexpressedandheard.

e) Training needs assessment

Surveysandneedsassessmentinstrumentsshouldbeavailableordeliveredinalternativeformatssothatpeoplewhoareblind,deaf,illiterateorlackthemanualdexteritytocompletesuchformsareincluded.Attentionshouldbepaidtodisabilitybarriersinaccessingtraining−whattheseareandhowtheycanbeovercome.Peopleconductingmeetingsandsurveysshouldhavesomeknowledgeofdisabilityandbesensitivetodisabilityissues,avoidadheringtoacceptedlocalmythsandstereotypesandbeopenandflexiblewithregardtodisabilityissues.


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Process 3: Preparing and delivering the training program

Ifthephasestothispointhavebeeninclusiveofdisabledpersons,thetrainingwillnaturallyincludesomedisabledtrainees.Sincethekeypointsrelatedtotrainingwerelargelyissuesthatrelatedtoallphases,thefollowinglistincludessomeremindersofwhatneedstobeconsideredatthisstage.

a) Preparing the training course plan

Thefollowingpointsshouldbekeptinmindinplanningthecourseplan:

• budgetforreasonableaccommodationsorforadaptingequipment,trainingmaterialsandthetrainingsite,ifneeded;

• allowforavarietyoftrainingmethodsandflexibleevaluationmethods;• identify support personnel within the project (a disability resource person) for trainers

and traineesor identify support agencies familiarwithdisabledpeoplewho canprovidenecessarysupport;

• preparematerialsinalternativeformatsasrequiredbythetypesoftrainees.

b) Identifying and Preparing Trainers

• Identifysupportagenciesrelatedtodisabilityifspecializeddisabilityexperienceisneeded.• Select at least some trainers who have disability experience and who can share their

experiences,ifpossible.• Incorporatedisabilityintotheoveralltrainingoftrainersthatisprovided.• Includedisabledpersonsandrolemodelsinthetraining.

At aminimum, trainers shouldbepreparedwithdisability awareness training to enable them toeffectively include traineeswithdifferent typesof disability in their classes andbe supportedbypeoplewho understand disability such as community based rehabilitationworkers, the CB/TREEdisabilityresourcepersonorsomeotherlocalexpert.Thesedisabilityworkerscanhelptoprovideadviceaboutcommunicatingandworkingwithpeoplewithdisabilities,andhelptosolveanyproblemsthatmightarisebetweenthetrainerandtrainee.3

Alistofcompetenciesforadisabilityresourceofficerandtrainershasalreadybeennoted.

c) Selecting Trainees

• Makeapplicationsaccessible.• Avoidstereotypesandpreconceivedideasinselectingtraineeswithdisabilities.• Explorewiththepersonhowtheymighthandlebarriersorchallenges−donotjustrejecta

personbasedonthecommitteeperceptionsthatthedisabilitywillinterferewiththeperson’sabilitytolearnandsucceed.

• Discussneedforaccommodationdirectlywiththetrainee−donotassumethatyouorthetrainerknowswhattypeofaccommodationtheyneed.

• Workwiththedisabledpersonasapartnerintheirlearningprogramandmakesurethatreasonableaccommodationneedsareexploredandresolvedpriortotraining.

• Involvefamilyasneededandwiththepermissionofthedisabledtrainee.• Try to have several disabled persons in a training class so they do not feel isolated.

This is especially true for peoplewho are deaf and rely on sign language as ameans of

3 ILO: Skills development through community-based rehabilitation (CBR). A good practice guide (Geneva, ILO, 2008), p. 52.


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communication.Withoutotherdeaf trainees, theywillnothaveanyone tocommunicatewithandaremorelikelytofeelisolated.

• Donotacceptapplicantsonatokenbasis.Makesuretheapplicantwantstoparticipateandislikelytosucceed.

• If it appears that individualsmaynot succeeddue toa lackof confidence,knowledgeofwhattheywanttodoorotherissuesthatcouldbeaddressedatanothervenue,bringthemtogetherwithothers(eveniftheyarealldisabled)withsimilarneeds,forconfidencebuildingandcareerguidanceandcoreworkskills,topreparethemfortraining.

• Consideralternativelearningstructuresforthoseforwhomaregulartrainingprogramisnotfeasible.

• Consider establishing quotas for the number of disabled persons tomake sure they arefullyrepresented.However,iftargetsdoexistmakesurethattraineesselectedarelikelytosucceedandarenotjustfillingaquota.

d) Curricula, lesson plans and training materials

TheprinciplesofhowCB/TREEtrainingshouldbedelivered−traineecentred,flexible,etc.shouldmeanthatdisabledpersonswillbenefitaswell.Ofparticularconcerninlessonplanningistoconsiderthefollowing:

• Formatmaterialsinwaysthedisabledtraineecanaccesstheinformation.• Usepracticalapproaches.• Have flexible and alternative activities and methods of teaching to adapt to individual

learningstylesandcommunicationneeds.• Planforanyassistivelearningdevicesthatmaybeneeded(suchasaBraillestylus,asimple

manualtoolusedforrecordinginformationmuchlikeanotebookforthosewhoareblind,largeflipchartsforwriting,orataperecorderforthosewhocannottakenotes).

• Planandallowforalternativewaysofevaluatingprogressbasedontheperson’simpairment(e.g.,giveaverbaltesttoablindperson,awrittentesttoadeafperson).

• Planaheadforhowtodealwithadisabledortraineefallingbehindtherestoftheclass,suchashavingvolunteertutorsormentors,specialpracticesessions,involvementoffamilymembers.

e) Training Delivery

Basictrainingmethodsusedforalltraineeswillapplytomostpersonswithdisabilities.Itisselectionorapplicationofthesemethodstothosewithaparticulardisabilitythatisunique.Inotherwords,peoplewithdisabilitieslearnthroughlectureandexplanation,demonstration,practiceandahands-onapproach,problemsolvingactivitiesandassignments.Methodsmayneedtobeadaptedorselectedbasedondisability.Forexample,adeafpersoncanlearnfromexplanation,butitmayneedtobewritten(assumingtheycanread),communicatedthroughasignlanguageinstructororbylipreading.When this isnotpossible,demonstrationandusingcreativemime techniquesmaybenecessary.Demonstrationrequiringsightwillnotworkforatotallyblindpersonbutguidingtheperson’shandsandexplainingtheprocesswill.Annex8.4describesvariousstandardtrainingtechniquesandhowtheycanbeappliedtothosewithdifferentkindsofdisabilities.

Many countries are incorporating special education and inclusive education programs into theirteacherandinstructortrainingcurriculaandmorecanbelearnedfromnationalandinternationalexpertsonthetopic.


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f) Conducting the Training

• Treatdisabledpersonsasregularmembersoftheclass.• Encouragetheirintegrationifneededandmakesuretheyareinvolvedingroupactivities

anddiscussions,iftheyarenotparticipating.• Beawareofhowdisabledandnon-disabledpersonsmixandengage;staffshouldencourage

themtominglesothattheyarenotisolatedorinonegroup.• Assesstheneedforaccommodationsandsupportsiftheyarenotkeepingup.

Process 4: Post-training support for micro-enterprise development and wage employment

Post-trainingsupportwillensurethesuccessoftrainingfordisabledpersonsaswellasforanygroup.Manydisabledpersons,dependingontheirpriorlevelofsocialinclusion,educationandtraining,maybeabletofindajoborstartabusinesswiththeexpectedlevelofsupport.However,sincedisabledpersonsoftenfacediscriminationinhiringorsecuringaloanandmightfacemanybarriersrelatedtomobility,transport,communicationandotherdimensionsofsuccess,plannersandorganizersshouldconsiderthesebarriersandneedsinfacilitatingtheirmovementintowageorself-employment.

a) PlanningInplanning,thesameprocessesmaybeusedbut,keepinmindthattheremaybeaneedformoresupport.BuildingsupportwithinthecommunitytoassistthedisabledpersonaftertrainingcanbeimportantandwilllessentherequirementsofCB/TREEstaffaswell.Suchsupportsormentorscouldinclude:

• peerssuchaspeertrainers,DPOleaders;• mentorssuchasvillageorcommunityleaders,bothformalandinformal;• localentrepreneursforthosestartingtheirownbusinesses;• friendsandfamilymembers;• staffofNGOsinvolvedindisabilityorprovidingcommunitysupports;• aco-workerorsupervisor,orunionpersonnelinaformalworksituation;• otherdisabledpersonsorrolemodels;• othersasidentifiedbythepersonwithadisability.

12. Facilitating access to wage employment

TohelpdisabledpersonssecurewageemploymentCB/TREEstaffshouldfacilitatethefollowing:

1. Raiseawarenessabouttherightsandpotentialofpeoplewithdisabilities.2. Enableandassistpeoplewithdisabilitiestofindjobs.3. Enableandassistpeoplewithdisabilitiestoretainemployment.4. Networkandpartnerwithemployers,tradeunionsandemploymentserviceproviders.

a) Raise awareness

Employersarelikelytohavethesameattitudesasothermembersofthecommunitywithregardtodisabledpeople.Ifthecommunitytendstoperceivethemasbeingincapableandobjectsofcharity,employers are likely to feel the same. If the community accepts disabledpeople as fully fledgedcitizens,thiswillbereflectedbyemployers.

Manyemployershavehireddisabledpersonsandfoundthemtobeexcellentemployees.SeeAnnex8.5fortheBusinesscaseforhiringpeoplewithdisabilitiesandotherusefulresources.Findthose


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employersandworkwiththeemployers’associationinyourlocalareatogettheirsupporttopromotewageemploymentfortrainees,toconductemployerawarenessseminarsandtoidentifyspecificjobopenings forall trainees, including thosewithdisabilities. Ifemployershavebeen involved in thedesignofthetrainingprogramtobeginwith,andtheirspecificationshavebeenincorporatedintothetraining,theywillbeawareoftheskillsthegraduatespossess.SeetheexampleonEmployers’FederationofCeylon inPart5 Post-trainingsupport formicro-enterprisedevelopmentandwageemployment.

b) Assistance with job placement

Sometrainingpartnersmayhavejobplacementpersonnelorlinkstogovernmentorotheremploymentservices.Employmentorjobplacementpersonnelmustavoidthemyths,negativestereotypesandmisconceptionsaboutpeoplewithdisabilitiesandmatchthemtojobsaccordingtotheirabilities.Wheretherearejobopportunitiesandthegoaliswageemployment,itwillbenecessarytoassistthedisabledpersontosecureemployment.Thiscouldinvolvethefollowing:

• providing instruction in job seeking skills with particular emphasis on how to addressdisabilityrelatedissues;

• assistinginorganizingjobseekingdocumentsandlocatingjobleads;• conductingspecificjobandworksiteanalysistomatchthedisabledpersontoajob;• assistingwithresolvingoraddressingissuessuchastransportorotherbarriers;• assessingtheneedforreasonableaccommodationonthejob;• securingfundstocovercostsifreasonableaccommodationisneeded.

c) Enable and assist the disabled person to maintain employment

Onceapersonisinajob,followupisimportanttoensurethatthenewemployeeadjuststothejobandthattheyandtheemployeraresatisfiedwiththejobmatch.Forthedisabledperson,someofthefollowingmayneedtobeconsidered:

• determiningifareasonableaccommodationorjobsupportmaybeneeded;• identifyingonthejobcoachesormentorstoassistthenewemployeewiththeirtransition;• providingsupport,encouragementandassistancetothosewhomaylackconfidenceand

experienceinworksituations.

d) Networking with other agencies and social partners

In somecommunities, specialprogramsor initiativesexist toassistdisabledpeople tomove intowageemployment.Networkandpartnerwiththeseorganisations,notonlytohelpthemfindjobs,buttoprovidetheothersupports,suchasjobcoaches,thatthosewithintellectual,psycho-socialorseriousdisabilitiesmayrequiretostayadjustedtoanewjobandretainemployment.

Followupstaffshouldbeavailabletoboththeformertraineeandtheemployer,ifneeded,toassistthe person to remain in the job and to arrange for advanced training for promotion and careerdevelopment.

13. Facilitating micro-enterprise development

Peoplewithdisabilitieswillrequirethesamefollowupandbusinessdevelopmentservicesasotherstostartandsucceed inbusiness.Likemanysociallyexcludedgroups,theymay lackconfidence intheirabilitiestosucceedandspecialencouragementmaybenecessary.Staffengagedinfollowup


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mayhavetoaddresssomespecificissuesrelatedto:• organizingsupports;• facilitatingcredit;• assistingwithreasonableaccommodations.

14. Facilitating self-help groups/cooperativesIn some instances,disabledpersonsmay join a grouporpartnerwithothers to start abusiness,participate inacooperative,orworkwith familymembers.Thiscanbeausefulalternative if thetraineelacksthespecificabilityneededtosucceedinthebusinessandnoparticularalternative,suchaswageemployment,canbeidentified.Taskscanbesharedandthepersonwithadisability,andtheirpartnersorothermembers,cancontributebasedontheirabilitiessothatalltheworktasksrequiredofthebusinessarecovered.ConsiderthecaseofHangHatchwhosesonsassistedhimwithgettinggoodstomarket.InanotherexamplefromCambodia,ayoungwomanwithanintellectualdisabilitycouldnotlearncomplexbasketweavingtasks,sotheself-helpgroupgaveherthesimpleproductstoproducethatwereintheirrangeofgoods.Shewasabletomakethesmallandsimplerbaskets,participateinthegroupandstillearnmoney.Moreskilled

andcapableweaverswereabletodevotetheirtimetothemorechallengingpatternsanddesigns.

a) Arranging credit

Creditcanbeamajorproblemfordisabledpersons.Becausetheyaremostlikelytobeamongthepoorestofthepoor,theyarelesslikelytohavethenecessarycollateraltogetaloan.Additionally,MFIsmayhavenegativeattitudesabouttheabilityofthemtoreimbursealoanandmaybehesitanttolend.TheCB/TREEprojectstaffwillneedtoworktodispelthesenegativeattitudesandtohelpovercomethebarrierstoobtainingcredit.

b) The need for innovative approaches

Manycreativeapproacheshavebeendevelopedtoassistdisabledpeopleandtheverypooraccesscredit, includingguaranteeing loans,establishing savingscirclesandothers.The limiteddata thatisavailableshowsthattheyareanexcellentcreditriskandatleastoneresearcherdiscoveredthatmicrofinanceinstitutionsfoundthemtobeamongtheirbestcustomers.

15. Disability perspectives in monitoring, evaluation and documentation

Including and countingdisabledpeople is critically important. Toooften they are assumed to beapartofgroupsreferredtoasdisadvantaged,vulnerableandmarginalized,butunlessspecificallynoticed,theyareoftenignored,leftoutand“invisible”.Foryears,theyhavenotbeencountedand,asaresult,themessageandrealityhasbeen“youdon’tcount”.Itwilltaketimeandeffortandthelearningofnewskillstomakethemcountandaddresstheirneeds,butnowisthetimetodoso.

Theoverarching issueofmonitoring, evaluation anddocumentationmust look specifically at theissueofhowdisabledpersonsare involved inallphasesof theCB/TREEproject.TheprocesswillprovideameasureofaccountabilityanddocumentationoftheCB/TREEexperiencecanaddtothebodyofknowledgeregardinginclusiveandparticipatoryprogramming.

a) Monitoring

OngoingmonitoringoftheCB/TREEprojectshouldincludemeasuresthataddresstheoutcomeofinvolvingdisabledpersons aswell as theprocesses thatwereused. The goal is theparticipation


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of all segments of the community in CB/TREE, including peoplewith disabilities. The success ofthisinclusionshouldmonitorallaspectsandphasesofCB/TREE.Ifpeoplewithdisabilitiesandthedisability perspective are not included in Phase 1, planning and organisation development, it isunlikelythatthesubsequentphaseswillbeinclusive.So,monitoringmustbegininthefirstphaseandatthebeginningoftheproject.

Monitoring and then feeding back the information into the system is a continuous process. Ifmonitoringyieldsdatathatisnotpositive,theprojectstrategiesmayneedtobeadjustedorchangedandreassessed.Forexample, ifcommunicationmethodsaboutcommunitymeetingsfailtoresultindisabledpersonsparticipating, theprocessor strategies for reachingout to themmay requireadjustment.

Measures of impact against which data is collected, monitored and evaluated will need to bedeveloped for each phase. Measures with regard to disability have been suggested or impliedthroughoutthisPartofthemethodologybuteachprojectwillneedtodevelopspecificmeasuresbasedoncommunitystandardsandrealities.

b) Evaluation

From a disability perspective, CB/TREE should ultimately be evaluated in terms of its success inbuildingskills thatresult inworkfor theCB/TREEparticipants, includingdisabledpersons.Clearlyonemeasureofsuccesswillbesecuringajoborstartingabusiness;anotherwillbetheincreaseinincometheCB/TREEparticipantrealizesasaresult.Forsociallyexcludedgroupsinparticular,itwouldbeusefultomeasureimpactinotherwaystoo,suchasimprovedself-image,confidence,impactonthefamilyandfamilylife,engagementinsocialandcommunityactivitiesbeyondwork,andothersocialaswellaseconomicdimensions.

In evaluating CB/TREE’s success with disabled persons, it will be important not only to identifyparticipantsasdisabled,buttocategorizethemaccordingtotypeandseverityofdisability,servicesandaccommodationsprovided,aswellastorecordrelateddemographicandoutcomedata.Inthiswaythesuccessofvariousgroupsofdisabledpersonscanbeassessedwithregardtothetypesofinterventionsprovidedtoassistthem.4

SinceCB/TREEinvolvescommunityempowermentmeasures,itshouldalsoexaminehowdisabilityorganisations,advocatesandindividualswithdisabilitieswereempoweredintheprocessandshouldidentify processes and methods of inclusion, fostering participation and providing training andaccommodationsforpeoplewithdisabilitiesinruralareas.

From the perspective of knowledge development, the evaluation of methods, processes andalternativetrainingstructuresshouldalsobeconsidered.Whatweretheprocessesandapproachesthatworkedinreachingouttodisabledpersonsandgettingtheminvolvedintheprojectplanning,design,assessmentandevaluation?Whatparticipatorymethodsweremosteffective?Whatmeasuresoptimizedinvolvement?WhatweretheobstaclesorareasofresistanceamongCB/TREEorganizers,partnersorstafftoworkingwithdisabledpersons?Whatwerethetraininggaps?Whatprovedtobeeffectivestrategiesinovercomingthem?Whattrainingmethodsprovedmosteffectivewithdifferentdisabilitygroups?Whatwerethelessonslearnedinfollowup?Whatmotivatedemployerstohire?

c) Documentation

4 For more information, see ILO: Managing Success: An Instruction Manual for the APPT Database and Management Information

System (Phnom Penh, ILO, 2008).


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Documentationhasmanyaspects.Itiscriticalforaccountability,monitoring,feedingbackinformationinto the system for continuous improvementandevaluation.Documentation should includedatacollectionandreportwriting,but itshouldgofurther.Fromadisabilityperspective,knowledge islackingabouthowtoeffectivelyincludedisabledpersonsincommunityactivitiesandtrainingandemploymentprogramsindevelopingcountries,whereresourcesanddisabilityexpertisearelimited.Therefore,itissuggesteddocumentationincludethefollowing:

• Citingdisabledpersonsintheprojectdocument.• Writtenpoliciesandproceduresthatdescribehowtoincludedisabledpersonsmeaningfully

inallaspectsoftheproject.• Establishingtargetsifneededtoencourageinclusion.• Project reports, meeting minutes, surveys, studies and analytical papers that reflect

disability.Ifforsomereasondisabledpersonsorthedisabilityperspectivewasnotincluded,documentingwhy.

• If a problem, challenge or obstacle prevented the inclusion of disability, a remedy orsuggestionforhowtodealwithitshouldbedocumentedforthefuture.

• Describinghowdisabledpersonswereincludedinthedesign,planning,meetings,monitoringandothercommunityinvolvementaspectsoftheproject.

• Noting how disabled persons were involved in training activities and what approachesworkedinaddressingchallengesorbarriers.

• Casestudiesreflectinghowdisabledpersonswereincludedandlessonslearned.• Rolemodelsdescribedandtheirsuccessstoriesdisseminated.• Training techniques, benefits of inclusion, challenges and obstacles and how theywere

overcomeshouldsimilarlybedocumentedtoaddtothebodyofknowledgeabouthowtoincludedisabledpersonsinCB/TREE.


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Equity Issues in CB/TREE Programs: (II) Promoting Social Inclusion



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Annex 8.1ILO disability tools and resources5

• Advocacy Kit: International Day of Disabled Persons Report: Decent work for persons withdisabilities,3December2007.ILO,2008

• AssistingDisabledPersonsinFindingEmployment:APracticalGuide/R.HeronandB.Murray.AsiaandPacificEdition.ILO,2003.(2ndEdition-1stEditionof1997availableinArabic,Khmer,Mandarin,VietnameseandThai)

• Count us in! How to make sure that women with disabilities can participate effectively inmainstreamwomen’sentrepreneurshipdevelopmentactivities.ILO,2008.

• EmployAbility:AresourceguideondisabilityforemployersinAsiaandthePacific/D.A.Perry,ed.ILO,2007.

• GettingHired:AGuideforJob-SeekerswithDisabilitiesandaTrainer’sManualforConductingaWorkshopforJob-SeekerswithDisabilities.ILO,2008.

• GettingHired:ATrainer’sManualforConductingaWorkshopforJob-SeekerswithDisabilities.ILO,2008.

• IntegratingWomenandGirlswithDisabilities intoMainstreamVocationalTraining:APracticalGuide./FooGaikSim.ILO,1999.

• Job andwork analysis: Guidelines on identifying jobs for personswith disabilities. ILO, 2005 French:Analysede l’emploietdu travail:Guidepratiquepour identifierdesemploispour lespersonneshandicapéesSpanish:Análisisdelempleoydeltrabajo:Directricesparaidentificarempleosparapersonascondiscapacidades.

• ManagingSuccess:AnInstructionManualfortheAPPTDatabaseandManagementInformationSystem.ILO,2008.

• MovingForward:TowardDecentWorkforPeoplewithDisabilities:ExamplesofGoodPracticesinVocationalTrainingandEmploymentfromAsiaandthePacific/D.A.Perry,ed.ILO,2003.

• PlacementofJobSeekerswithDisabilities:ElementsofanEffectiveService/B.MurrayandR.Heron.ILO,2003.AsiaandPacificEdition.2ndEdition(alsoavailableinKhmer,Mandarin,VietnameseandThai).ACaribbeanEditionalsoexists.

5 To get a copy, email to [email protected] or download from the Internet through http://www.ilo.org/public/english/employment/skills/

disability/publ/index.htm


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• ProceedingsoftheExpertGroupMeetingonInclusionofPeoplewithDisabilitiesinVocationalTraining,Thailand,14-16February2006.ILO,2006.

• ReplicatingSuccess.TheILOprojectAlleviatingPovertythroughPeerTraining,Cambodia(Video).ILO,2008.

• Skillsdevelopmentthroughcommunitybasedrehabilitation(CBR).Agoodpracticeguide.ILO,2008.

• The right to decent work of persons with disabilities/ Arthur O’Reilly. ILO,2007.

• TrainingforSuccess:AGuideforPeerTrainers.ILO,2008.


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Annex 8.2Chart of impairments, implications and accommodation examples

Type Examples of impairment

Examples of assistive devices, interventions and disability specific training

Examples of learning and work implications

Examples of

Physical Impairments: Includesarangeoflimitationsthataffectsomeaspectofphysicalfunctioning(walking,manualdexterity,strength,etc.)

Amobilityimpairmentresultingfromamissinglimb,aspinalcordinjury,backproblemetc.;amanualdexterityimpairmentrelatedtoarthritis,muscleweaknessfromdiseaseorinjury;oroverallweaknessorrespiratoryproblemsrelatedtoavarietyofillness,etc.Neurologicalproblemscouldcauseseizuresorbehaviouralproblems.

Wheelchair;tricycle,prostheticlimbs,medicationtocontrolseizures,etc.

Dependsonnatureofthephysicalimpairment.Manyhavenolearningimplications;forothersequipmentorworking/learningenvironmentmayneedtobeadapted.Thosewithstrengthandotherlimitations,respiratoryproblems,etc.willneedspecificconsiderationsinselectingtypesofjobs.

Raisedworktable;accesstoanaccessibletoilet;removalofphysicalobstaclesfrompathways;easytooperatedoorsanddrawerhandles;footorhandpedalsinsteadofthereverseforthosewithamputations.

Sensory/communication impairments: Includedifficultyseeing,hearingorspeaking.

Apersoncouldhavelowvision,oftenundetectedindevelopingcountries,orbecompletelyblind,haveahearingimpairmentorbecompletelydeaf.

Braille,whitecaneandmobilitytrainingfortheblind(sotheylearntomovearoundindependently);signlanguageinstructionfordeaf;hearingaidsforthosewithhearingimpairments.

Seespecificlearningmethods;clearlysomeadaptationsneededformostdisabilitiesofthisnature.Incaseofspeechimpairmentuseofwriting,computerorjustpatienceonpartoflistenermaybeneeded.

Brailleprinting,largeprintmaterials,signlanguage,clearpathwaysforblind,specialseating


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Intellectual: Referstoone’scognitiveabilityandcapacitytolearnasquicklyasothersandtoretaininformation.Intellectualimpairmentsoftenresultfrombirth,braindamage,lackofnutritioninearlylifeoravarietyoffactors.

Down’sSyndrome

Pre-vocationalandindependentlylivingtraining.

Peoplewithintellectualdisabilitiescanlearnbuttheymayneedtohavethingsrepeatedorhavetasksbrokendownintosmallsteps.

Longertrainingperiods,useofpictures,onetooneonthejobtrainingorjobcoaching.

Learning disabilities: Referstopeopleofnormalintelligencebutwhoprocessinformationorlearninwaysthataredifferentthanothers.Forexample,theymayhavedifficultyprocessingandrememberingnumbers,comprehendingthewrittenwordorwithprocessingauditoryinformation.

Dyslexia,Attentiondeficitdisorder

Specifictrainingprovidedinstudyskillsandadaptivetechniques(usuallyonlyavailableinmoredevelopedcountries)

Differentteachingmethodsaresometimesusedwithsuchindividuals.However,inmanydevelopingcountrieslearningdisabilitiesarenotdetectedorareconfusedwithintellectualdisabilities.Sinceallpeoplehavepreferredlearningstyles,itisbesttouseavarietyoftrainingapproaches.

Usingwrittenorauralinstructiondependingonhowsomeonelearnsbestorprocessesinformation.

Psychosocial impairment: Referstodisabilitiesthatcouldresultinunusualordifferentbehaviours,emotionsorthinkingpatternsorthatinterferewithdaytodayfunctioning.

Traumaticstressdisorder;depression;bipolardisorder(extremehighandlowmoodsthathaveanimpactonbehaviour)

Mayundergomedicaltreatmentorcounsellingtoadapttoimpairmentandlearncopingmechanisms

Anxietyorstresscouldaffectlearningsothatsomeadaptationsmaybeneededonanindividualbasis

Jobcoaching;creatingmorestressfreeenvironmentand evaluationsettings;providingadditional

Notethatpeoplemayhaveseveralimpairments.Forexample,peoplewithAlbinismlackpigmentintheirskincolouringandhavevisualproblems.Asaresult,theyhaverestrictionsinbeingoutdoorsandmayneedglassesorotherassistivedevicestoreadbetter.Peoplewithcerebralpalsyorcertaintypesofbraindamagemayhaveimpairmentsrelatedtospeech,hearing,manualdexterityormobility.


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Annex 8.3Language use

Note: This information is from Equal Employment Opportunities Trust (NZ) and UK Employers’ Forum on DisabilityWeb site: eeotrust.org.nz, www.employers-forum.co.ukDownload from: www.eeotrust.org.nz/toolkits/disability.cfm?section=practicaltips

Languagerepresentsourattitudesandinfluencestheviewsandbehavioursofthosearoundus.Thelanguageusedwhentalkingaboutdisabilityandpeoplewithdisabilitiesisveryimportantbecausepoorchoicesleadtonegativeorstigmatizingperceptionsthatonlyreinforcefalsestereotypesandwillhurtthemoraleofanyworkplace.

In the past, languageused to describe peoplewith disabilities focusedon themedical conditionratherthantheperson.Thiswasdehumanizinganddidnotportraythosewithdisabilitiesascapableindividuals. Today, the languageused should emphasize a social perspective reflecting aperson’sindividualityovertheirimpairment.

Languageusecanchangeovertimeandfrompersontoperson,soitisimportanttobeopentoinputandindividualpreferences.Ifyouarenotsureofwhatwordstouse,youmayaskthepersonhowtheyrefertothemselves.

Tips• Disabled is theproper termas opposed to “handicapped”. The key is to always identify

peopleasapersonorpeople,asinadisabledpersonorpeoplewithdisabilities.Donotusenon-personalphrases,suchas“thedisabled”as it isdehumanizingandseemstoreducepeopletotheirimpairment.

• Avoid outdated terms such as “handicapped” and “crippled”. Many of these terms areconsideredderogatory.Although theymayhaveoncebeencommonusage, theyarenolongeracceptable.

• Withanydisability,avoidnegative,disempoweringwordsthatinvitepity,suchas“victim”or“sufferer”andphraseslike“inspiteoftheirdisability”.Formanypeople,theirdisabilityissimplyapartoftheirlifeandnotatragedy.

• Avoid labels that lump people together as a homogeneous group. Labels such as “thedisabled”or“thementallyill”reinforcestereotypesthatdisabledpeopleareexactlyalikebynatureoftheirimpairmentandareseparatefromsociety.Theyalsoreinforcestereotypesthatpeoplewithdisabilitiesarepowerlesspatients.

• For deaf people, avoid the phrase “deaf and dumb”. This terminology is outdated andderogatory.Inanycase,manydeafpeoplearenotsilent;theycanspeakandusesounds.

• Thephrase“mentallyretarded”isconsideredoutdatedandoffensivebymany.Instead,apersonshouldbereferredtoashavinganintellectualdisability.

• Wheelchairs give people the freedom tomove. So do not speak of them as if they areconfined.Insteadsay,“theyuseawheelchair”ratherthan“theyarewheelchair-bound”or“confinedtoawheelchair”.

• Donotbeafraidtousecommonexpressionsthatmightrelatetosomeone’sdisability,suchas“seeyoulater”,“didyouhearaboutthat?”or“I’llberunningalong”.Peoplewithdisabilitiesdonotwantexcessiveattentionbroughttothemortobringdiscomforttoothers.

• Whenaddressingsomeonewithadisability,offerthemthesamerespectasanyoneelseinthesamesituation.Donottreatadultsasiftheywerechildren.


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Annex 8.4Application of training methods to people with different types of disabilities

Note: This information is from Training for Success: A Guide for Peer Trainers, 2008, ILO. It was developed as part of the Alleviating Poverty through Peer Training (APPT) project funded in Cambodia which used village-based peer trainers to provide one-to-one (and sometimes group training) to persons with disabilities. Trainers were both disabled and non-disabled entrepreneurs who provided training in the business and technical aspects of their work in informal short-term apprenticeship type situations.

How to teach: Different teaching methods for peer trainers

Itisimportanttolearnaboutdifferentmethodsoftrainingandwhenandhowtousethemtoteachpeopleskills,knowledgeandattitudes.Youcanthenselectamethodoftrainingthatbestsuitsthetraineeorwhatyouwanttoteach.Thisguidedescribesthefollowingmethods:

1. Explainingorlecturing;2. Showingordemonstrating;3. Learningbydoing:Guiding,discoveryandpractice;4. Roleplaying;5. Usingquestionsandassignments;6. Exposurevisits.

Youhavelearnedthingsfromsomeofthesemethodsyourself.Youmayhavealsousedthesemethodsinteachingothers.Or,youmayhaveusedthesemethodsinhelpingyourchildrenorfriendswithoutrealizingit.

1. Explaining or lecturing

Explainingmeans telling someonehow todo somethingor giving information. Explaining canbedonebytalking,usingsignlanguageorinwriting.Whenexplainingisdoneinalargegroupitisoftencalledlecturing.

Best uses

• Explainingorlecturingisagoodwaytoexplainbothverballyandinwriting,ifyourtraineeisabletoread.Ifthetraineecanwrite,theycantakenotes.

• Explaining is good for short training periods and useful for trainees who have no priorknowledgeofatopic.

• Lecturingismorecommonlyusedinlargegroupsorformalsettings.• Usedalone,explainingisnotveryeffectiveforteachingpracticalskills.However,explaining

whileusingothermethodscanbeveryeffective.

Disability considerations

Traineeswhohavehearingdifficulties(completelyorpartlydeaf):• usewriting,ifyourtraineescanread;• usesignlanguage,ifyouandthetraineeknowsignlanguage;• picturesanddrawings,likethoseusedinthisguide,helppeopleunderstandbetter.


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Traineeswhohaveseeingdifficulties(completelyorpartlyblind):• writtenexplanationrequiresBraillefordisabledpeoplewhocanuseBraille;• largeprintisusefulforpeoplewhoarevisuallyimpaired,butnotblind.

Traineeswhohavelearningdifficulties:• usesimplewordsandpicturesorothervisualrepresentationsespeciallyfortraineeswhoare

illiterateoroflimitedintelligence.

Tips• Usesimplelanguage.• Giveexamplesforwhatyoumean.• Presentinformationandideasinalogicalway.• Explainindifferentwaysifyoucan,suchasverbally,bywritingonablackboardorbywriting

andshowingatthesametime.• Encouragethetraineetowriteordrawpicturestorepresentwhatisbeingexplained,ifthey

areabletodoso.• Interactwiththetraineebyencouragingoraskingquestionsorstartingadiscussion.

2. Showing or demonstrating

Showingordemonstratingisphysicallydoingtheactivityyouwantyourtraineetolearn.Sometimestraineesjustobservewhilethetrainerworks.Showingordemonstratingisagoodwayforalmostallgroupsofpeopletolearnexceptthosewhoareblindorvisuallyimpaired.Showingisespeciallyimportantforpeoplewhoaredeaf.

Best uses

• Explainingandshowingatthesametimereallyworks.Traineeslearnbetterwhentheyseewhatisinvolvedinataskorinoperatingabusiness.

• Showingordemonstratingisanespeciallyimportanttrainingmethodforteachingcomplicatedtasksorthosethathavemanysteps.Withmanystepsyouwanttobreakthetasksdownintosmallstepsanddemonstratethemoneatatime.Youmayevenwanttoletthetraineepracticeorlearnbydoinginbetweenpartsofthedemonstrations.

Example: Showing or demonstrating Mrs. Seng Sopheap teaches deaf trainees how to produce soybean milk

Mrs.SengSopheak isa37yearoldmotherof twowhose left legwasamputated in1986afteralandmine accident. Sopheakhas a successful businessmaking soybeanmilk,which sheoriginallystartedwithILOassistance.Shehasalreadytrainedsixotherdisabledpeoplehowtoreplicatehersuccess. Sopheak normally demonstrates and explains at the sametimewhen she trains others.Shehadtobecomemorecreativewhenshewasteachingsomeonewhoisdeaf.“Ifirstfoundthecommunicationverydifficultbecauseshecouldnothearme”,Sopheakadmits.Sopheakstartedusingsymbols,somewrittentextandherfingersforshowingnumbersandpointingtoexplaintheprocessofmakingsoybeanmilkwithouthavingtotalk.Thetrainingtookabitlongerthannormal.Sopheakusedalotofpracticesessionstomakesurehertraineehadlearnedwell.“IamproudofmyselfthatIhadtheskillstotrainadeafpersonandotherpeoplewithdisabilitiesandtobeabletohelpthemliketheILOoncehelpedme.”


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Traineeswhohaveseeingdifficulties(completelyorpartlyblind):• describewhatyouaredoingasyoudemonstratewithtraineeswhohaveseeingdifficulties;• use touch or physical guiding (see the method “learning by doing” which follows), for

example,ifyouareteachingablindpersontodoamanualtaskyoucanhavehimorherfeelyourhandswhileyoudothetask.

Tips• Plandemonstrationsandthinkaboutwhatyouwantthetraineetolearn.• Makesureyouhaveallthematerialsandtoolsathand.• Demonstrate slowly and, if possible, explain as you do it. You can also ask the trainee

questionsatthesametimetomakesuretheyunderstand.• Combinedemonstrationwithothermethodssuchaslearningbydoing.• Askthetraineetorepeatthetasksyoudemonstrate.• Praisewhatthetraineedoesrightandcorrectwhatiswrongbyshowingtherightwaytodo

it.• Repeatthedemonstrationorshowthestepsseveraltimesifneeded.

3. Learning by doing: Guiding, discovering and practicing

Giving thetraineethechancetodoapractical task,or learningbydoing, isan importantwaytotrain. It is alsoaway toevaluateor test to see if the trainee is learning. Learningbydoing isanimportantwayforanyonetolearn.Itisfrequentlyusedtotrainpeoplewhohavelimitededucationalbackgroundsorlearningability.

Therearedifferentapproachestothismethod:

(a) Guiding

Thereare twoways toguide: verballyorphysically. Inverbal guiding the trainer tells the traineewhattodo.Thetrainercoachesthepersonthrougheachstepoftheprocess.Inphysicalguiding,thetrainermayphysicallytakethepersonshands(oranotherpartofthebody)andtakethemthroughthesteps.Youshouldalwaysaskthetraineefirstifyoucanusephysicalguiding.

(b) Discovering

Thetrainercreatesasituationwherethetraineehastofigureoutordiscoverwhattodo.Forinstance,inmakinganecklace,thetrainercouldprovideamodel(thecompletednecklace)andaskthetraineeto“discover”orfigureouthowtoputittogether.Thisapproachmightmeetwithfrustrationorfailuredependingonhowdemandingitis.But,afterprovidingproperinstruction,thetrainermaywanttousethisapproachtotestordeterminehowwellthetraineecanperformthetask.

(c) Practicing

Oncesomeoneunderstandshowtodoatask,thetrainercouldaskthetraineetopracticethetaskoverandovertodevelopskillsorimprovespeed.Practicesessionsareanimportantpartoflearning,asyoucanseefromtheexamplesofMrHemHimandMrsSengSopheak.


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Example: Physical guiding Mr. Hem Him trains Mr. Hang Hatch how to make rope tethers in Pursat

Mr.HemHim,40yearsold, trainedMr.HangHatch,who is completelyblind,how tomake ropetethersforanimals.Himhadneverbeforetrainedanyoneandwonderedifitwouldbeevenpossibletotrainsomeonewhocouldnotsee.HewaspositivelysurprisedwithHatch’scapacitytolearnandhisownskillstoteach.Himhasthefollowingfourkeyrecommendationsforotherpeertrainerswhoaretrainingpeoplewithseeingdifficulties:

1)Usephysicalguidingasmuchaspossible.Itworkswellwithpeoplewhocannotsee.IheldandguidedHatch’shandtoshowhowtoweavetherope.

2) Explain to describe the different processes at the sametimewhen you are holding yourtrainee’shandsandguidinghimorherthrougheachstep.

3)Bepatientandexpectthatthebeginningwillbedifficult.IttookmesometimetorealizethatIneededtodoalotofpracticesessionswithHatchespeciallywhentraininghowtoidentifyandprocessthedifferentrawmaterials,whichmayfeelthesameforsomeonewhocannotsee.

4)Usethehelpofyourtrainee’sfamilyorneighbourswhocansee.Forexample,IalsotrainedHatch’seldestsonwhocansometimeshelphisfather.

Best uses

• Learningbydoingisanimportantwayfortraineestodeveloppracticalskills.• Learningbydoingcanbeusedonitsownorwithothertrainingapproaches.• Practicesessionswillhelpbuildspeedandimprovequality.• Ifthetasksarecarefullyplanned,learningbydoingcanhelpbuildtraineeconfidence.• Learningbydoingisalsoawaytoevaluatehowthetraineehaslearnedandofmeasuring

progress.


Traineeswhohavehearingand/orspeakingdifficulties:• Learningbydoingisespeciallysuitableforpersonswithhearingand/orspeakingdifficulties.

Itreliesonseeinganddoingratherthanhearingorspeaking.

Traineeswhohaveseeingdifficulties(completelyorpartlyblind):• Physicalguidingisagoodwaytoteachblindpeople.Letthemfeeltheproductoroutcome

thatisexpectedbeforetheystart.Youcanguideandexplainastheytrytolearnbydoing.

Traineeswhohavelearningdifficulties:• Learningbydoingisespeciallyimportantforthosetraineeswhohavelimitededucationor

learningdifficulties.• Combineshowingandguidingforthesetrainees.First,breakthetaskdownintosmallsteps.

Show the stepand thenguide the trainee through repeating the step, either verballyorbytouch.Repeateachstepasneededuntiltheyareabletodoitcorrectly.Thengotothenextstep,untiltheprocessiscomplete.Manyrepetitionsmaybeneeded.Itisimportanttoremainencouraging.Youwillalsoneedtograduallyputeachsteptogethersothetraineelearnsthesequenceofthesteps.


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Tips• Be creative. There aremanyways to use learning by doing. Use it as away to improve

learning,toassessprogressandtodevelopspeedandquality.• Givefeedbackduringpracticesessionsandaskquestions.Positivefeedbackwillencourage

motivationandconfidence.Correctingmistakespreventsthetraineefromlearningincorrectmethods.

4. Role playing

Roleplayingislikeagameoraplay.Itinvolvessettingupascene,assigningrolesandactingoutascenesothetraineecanlearnsomething.Roleplayscanbeusedinmanysituations.Forexample,ifyouwanttoteachatraineehowtointeractwithacustomer,youmightsetuparoleplay.Thetrainercanassumetheroleofthecustomer(orgetsomeoneelsetoplaythisrole)andthetraineewouldactastheshopkeeper.Thetraineegetstopracticehowtodealwithcustomers.Anotherexampleistohavethetraineenegotiateapriceforrawmaterialsfromavendor.Thetrainersmustcarefullydesigntheactivity.Theymustalsomaketherolesverycleartothetraineesorpeopleplayingtheroles.Thepeopleplayingtherolesmustbeencouragedtotakeitseriouslysothatitseemsreal.

It is important to discuss the role play afterwards. Ask the traineeswhat they learned from theexperience.Alsoask the traineeshow theywoulddo itdifferentlynexttime.Youcan repeat theroleplaymanytimesorchangeitsothetraineescandeveloptheirskillsrelatedtotheroleplay’spurpose.

Best uses

• Role plays are a good way for people to learn new skills, especially those that involveinteractionwithothers.Ifpeopleareafraidofinteractingwithothersorareshy,itisagoodwaytolearnhowtobecomfortableandconfident.

• Roleplayingisalsosuitedforteachingacomplexseriesofskills,suchasselling.Sellingmayinvolvemeetingsomeone,findingouttheirneeds,andpromotingtheproductsorservicesavailable. Finally, the vendormust close the sale or try to get the customer to buy theproductsorservice.Thiscaninvolvedecidingonaprice,deliverydateandothermatters.

• Roleplaysareveryeffectiveandfuntouseingroupsituations.• Roleplayscanbeusedtotesttraineeunderstanding.Forexample,inthesellingsituation

justdescribedthetrainercanevaluatethetrainee’scommunicationandsellingskills.Thetrainercanalsodeterminethetrainee’sknowledgeof theproductorserviceandwhat itshouldcost.

• Roleplayscanbeusedtobuildconfidence,breakstereotypesandchangeattitudes.


Traineeswhohavehearingand/orspeakingdifficulties:• Youneedtoconsiderhowwellthetraineeisabletocommunicatewithothers,becauserole

playsofteninvolvespeakingandotherformsofcommunication.

Traineeswhohavepoorsocialskills• Make the role plays interesting and fun to encourage participation. Role plays may be

particularly useful to build social and interactive skills among disabled peoplewho havebeensociallyisolated.


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Tips

Thefollowingstepsareinvolvedindevelopingaroleplay:• Decidewhatyouwanttoteachthroughtheroleplay.Createasimpleroleplay.• Definetherolesorcharactersintheplay.Considerhowmanypeopleyouneedandwhat

eachpersonshoulddo.Thetraineesmayplaythemselves.Infact,thisismosteffectivesotheycanhavetheexperienceofwhattodo.Askotherpeopletoplaytheotherrolesintheplay.

• Makesurethateachpersonintheroleplayknowstheirroleandthekeywordstosay.Youmaywanttokeepthespecificsituationsecretfromthetrainee.Forexample,ifyouwantthetraineetolearnhowtoaskforalowerpriceforsomerawmaterials,youshouldnottellthetraineethatyouhaveinstructedthepersonintheroleofthevendornottoagreerightaway.Thiswaythetraineewilllearnthevalueofbeingpersistentandtryingtogetalowerprice.

• Bytheendoftheroleplay,youshouldaskwhatthetraineethoughtitwasabout,whatwaslearnedandwhatthetraineewoulddodifferently.

• Afterthediscussion,youshouldconcludebyreinforcingthemainlessonoftheroleplay.• Youcanrepeattheroleplaytodevelopskills.Itcanbelikeapracticesession.

5. Using questions and assignments

Questions and assignments are often used with other training methods. Using questions andassignmentsisagoodwaytoencourageactiveparticipationandtocheckwhatthetraineealreadyknowsoriftheyhaveunderstoodyourteaching.Thetraineehastorespondindependentlyeitherbyansweringaquestionorcompletinganassignmentgivenbythetrainer.Thetraineesneedtousewhattheyknowtofindasolutiontoaproblemorpracticeataskrelatedtorunningthebusiness.

(a) Questions

Questionsareaneasyproblemsolvingactivitytotesttraineeknowledge.Forexample,youmayaskthetraineewhichscissorsorotherequipmenttheywouldusetocutsomeone’shair.

Questionscanalsobemorecomplexinvolvingastory.Forexample,thetrainercanposeaquestionrelatedtoastorytosolveaproblem.Thestorycanberealorimaginary.Forexample,atrainerinpigraisingmightdescribeasituationwheremanypigsaredyingandthepigraiserisabouttolosetheirbusiness.Whatshouldtheydo?Wherecantheygotogethelp?Thetrainerasksthetraineetosolvetheseproblems.Anotherexamplemightbeaboutabusinesspersonmakingamistake,suchasinpreparingKhmercakes.ThetrainermightdescribeasituationwheretheingredientsusedtomaketheKhmercakesarewrong.ThetrainerasksthetraineetoidentifywhytheKhmercaketastesbad.Thisisagoodwayoftestingifthetraineeknowstherecipe,iftheyunderstoodthatiftherecipeisnotfollowed,thebusinessisnotsuccessful.PeoplewillnotbuybadtastingKhmercakesandthetraineewilllosetimeandmoneyasaresultofthemistake.

(b) Assignments

Thetraineesaregivenatasktodobythemselves.Anassignmentcanhavemanypurposes.Itcanalsobearealassignmentoronethathasnoconsequence.Usingassignmentsislikelearningbydoing,butitismorecomplex.

Forexample,abicyclerepairtrainermightaskatraineetofindabrokenbicycleintheirvillageanddecidewhatneedstobedonetofixit.Assignmentscanalsobeusedtohelpthetraineelearnnewinformationthatwillhelpthebusiness.Forexample,foratraineelearningtosewshirts,thetrainer


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mightinstructthemtointerviewallthepeopleinthevillagetofindoutwhatcolourandstyleshirtstheymightwanttobuy.Thisisagoodwaytofindoutmoreaboutthemarketdemands.

Best uses

• Questionsandassignmentsarebestusedtohelptraineeslearnbythinkingordoingontheirown.Thismethodcanalsobeusedtofindoutifthetraineereallyunderstandswhattodo.Itencouragestraineecreativityandinitiative.

• Usingquestionsandassignmentsisespeciallyusefulifthetestingortrainingcannotbedoneinanotherwayoritwouldbetoocostly.Forexample,theKhmercakeexampletestsifthetraineeunderstoodhowtomakeKhmercakesbyfollowingarecipe. Italsoteacheswhatgoeswrongifthedifferenttypesofingredientsarenotproperlyusedormeasured.

• Thesemethodscanbeused tohelpbuild thebusiness tofindoutnew information.Theassignmentaboutfindingoutwhichcolourandmodelshirtspeoplewanttobuyisaboutmarketresearchandcanhelpthetraineestartorimprovethebusiness.


Traineeswhohavehearingand/orspeakingdifficulties:• You need to consider the trainee’s ability to communicatewith otherswhen presenting

questions andassignments.Adeafpersonmighthavedifficulty in carryingoutproblem-solvingtasksrelatedtomarketresearch,unlesstheycouldbedonewithapartner,throughwritingorsomeothermeans.

Traineeswhohavelearningdifficulties:• Keeptheassignmentsandquestionssimpleandeasytounderstand.• Moredifficultassignmentsorquestionswithcomplexstoriesmayonlybeusefultopeople

whohavehigherintellectualabilities.

Tips• Usequestionswithothertrainingtechniques.• Usesimpleassignmentstotesttraineeunderstanding.• Usemorecomplexassignmentsandquestionstobuildnewknowledge.• Gainexperiencebeforeyouusemorecomplexstoriesorassignments.• Consider the trainee’s experience level. Difficult questions and assignments can lead

to frustration and failure. Those carefully designed can challenge and build traineeconfidence.

6. Exposure visits

Exposurevisitsaresimilartotheshowingordemonstratingmethod,buttheyhaveabroaderpurpose.Anexposurevisitorfieldtripinvolvesvisitingasuccessfulbusinesswhereitoperatesoraplacethatcouldbeusefulforteachingaspecificskill.Forexample,ifyouareteachinghowtoraisepigs,youcouldorganizeavisittoasuccessfulpigfarm.Or,youmaywantthetraineetovisitabankorcreditbureautolearnhowtoaccesscredit.Exposurevisitsareoftenarrangedforasmallgroupofpeople,butcanalsobedoneforindividualtrainees.Sometypesofexposurevisitscanbeexpensive.

Ifthepeertrainingsessionsarenotheldatyourplaceofbusiness,itisagoodideaforthetraineetovisityourbusinessorasimilaroperation.Thetraineeshouldseehowthebusinessisorganized,managedandcarriedout.Evenifthetraineeisworkingatyourplaceofbusiness,itisusefulforthetraineetovisitsimilarbusinessesandrelatedplaces.Forexample,ifyouaremakingropesforanimals


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thataresoldinthemarketthroughamiddleman,youmaywantthetraineetovisitthemarket.

Best uses

• Exposurevisitsareagoodwayfortraineestoseedifferentwaysofdoingthings.• Exposurevisitscanbeagoodwaytoencourageandmotivatethetrainees.• Exposurevisitsworkbestwhen theyarecombinedwithother trainingmethods, suchas

usingquestions and assignments. For example, a trainee could be asked to evaluate theprofitabilityofabusinessbeingvisited.Or,theycouldbeaskedtoidentifythestepsinvolvedinmakingtheproduct.

• Exposurevisitsaremostusefulwhen the traineeshavesomepreviousexperienceof thebusinessorprocess tounderstandwhat isbeingobservedandbeable toaskquestions.Trainees, who already have a business but need to improve it, can benefit greatly fromexposurevisitstosuccessfulsimilarbusinesses.


Traineeswithmovingdifficulties• Theplacevisitedmustbeaccessibletopeoplewithmovingdifficulties.Youneedtoconsider

issuesofbarriers,transportation,safetyandsuitabilityoftheplace.

Traineeswithhearing,seeing,speakingand/orlearningdifficulties• Youmayneedtoprovidesomeassistanceinexplainingwhatisgoingontothosewhohave

seeingorhearingdifficultiesorareslowlearners.

Tips• Makesurethatthepersonsvisitedarecomfortablewithdisabledpeopleanddeliverpositive

messagesabouttheirabilitytodothework.• Considerusingafacilitatortoprovideguidanceandensurelearningwhenanexposurevisit

isorganizedforagroup.Thefacilitatorcanbethepeertrainerthemselforsomeonewhoisequallyskilled.

• Befocusedandwellprepared,haveaclearpurposeandexpectedoutcome.• Preparethetraineeortraineesforthevisit.Tellthemthegoalsandwhattheycanexpectto

seeandlearn.Coachthembyaskingquestionsbeforehand.• Involvethetraineesinsummarizingthevisitattheendtoemphasizewhatwaslearned.


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Annex 8.5The business case for hiring people with disabilities

Manyemployersare increasingly recognizing thevalueofpeoplewithdisabilitiesasworkersandemployees. The new disability business case states that diversity is a key factor in improving acompany’sefficiency,productivity,competitivenessandoverallsuccess,andthatdiversityincludespeoplewithdisabilities.Corporate commitment to social responsibility ison the rise, resulting inmorecompaniesreachingouttomarginalizedpopulations.Andtheexperienceisthatwhentheydo,theylearnthatpeoplewithdisabilitiesmakegoodemployees.Infact,companyresearchshowsthatdisabledpersonsperformonparorbetterthantheirnon-disabledpeersoncriteriaofperformance,attendanceandsafety.Whencompanieshiredisabledpersonstheyalsofindthatmoraleandteamworkoftenimproves.

Smartbusinessesalsorecognizethatpeoplewithdisabilitiesarecustomers.DisabledpersonsfromtheUnitedStates,CanadaandtheUKhaveacombinedestimateddisposableincomeof$275billiondollars.This isnotamarkettobe ignored.And,asthepopulationages, thedisabilitymarketwillgrow.Havingdisabledpersonsonstaffwillhelpbusinessesaccessthismarket.

Whilesomegroupsofdisabledpersonsdorequireaccommodationsorsupportstowork,mostofthesecostsarereasonable−thingslikeraisingorloweringadesk,orprovidingalongertrainingperiod.And,fromaneconomicperspective,investmentininclusivepoliciesandpracticesfaroutweighsthecostofexclusion.

Thebottomlineisthathiringorretainingdisabledorinjuredworkersmakesgoodbusinesssense.

• People with disabilities make good, dependable employees. Employers of disabled workersconsistentlyreportthat,asagroup,peoplewithdisabilitiesperformonparorbetterthantheirnon-disabledpeersonmeasuressuchasproductivity,safetyandattendance.

• Peoplewithdisabilitiesaremore likely to stayon the job. The costsof job turnover, suchaslost productivity and expenses related to recruitment and training, are well known tomostemployers.

• Hiringpeoplewithdisabilitiesincreasesworkforcemorale.Manyemployersreportthatteamworkandmoraleimproveswhendisabledworkersbecomepartofthestaff.

• Peoplewithdisabilitiesareanuntappedresourceofskillsandtalents.Inmanycountries,peoplewith disabilities have skills that businesses need, both technical job skills and transferableproblem-solvingskillsdevelopedindailylife.

• Peoplewithdisabilitiesrepresentanoverlookedandmultibillion-dollarmarketsegment.Thatmarket is disabled persons and their families and friends. The annual disposable income ofdisabledpersonsisestimatedtobeUS$200billionintheUnitedStates,$50billionintheUnitedKingdomand$25billioninCanada.Ignoringthismarketmaymeanlosingnotonlythedisabledconsumerbuttheirfamilyandfriends.Asthepopulationages,sodoestheincidenceofdisability.Itmakessensetohaveemployeeswhoknowfirst-handabouttheproductandserviceneedsofthisconsumersegment.


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Annex 8.6Disability Organisations

These are someof themajor internationalNGOs and disability organisations, operating inmanycountries, which can be contacted for information on disability and to locate national disabilityorganisations.

• ActiononDisability&DevelopmentInternationaldevelopmentagencythatsupportsorganisationsofdisabledpeople;seewebsiteforaddressesofcountryoffices.

Website:www.add.org.uk

• Asia-PacificDevelopmentCenteronDisabilityRegional centre on disability promoting the empowerment of people with disabilities and abarrier-freesocietyindevelopingcountriesintheAsiaandPacificRegion.

Address: Asia-PacificDevelopmentCenteronDisabilityBuilding,RajvithiRd.,Rajthevee,Bangkok10400,ThailandTel: +66(0)23547505,+66(0)2354352529Fax: +66(0)23547507,66(0)23543530Email: [email protected]: http://www.apcdproject.org

• CBM–ChristianBlindMissionOrganisation forpersonswithdisabilities (notonly forpersonswith visual impairments); seewebsiteforcountryoffices.Address: Nibelungenstraße124

64625Bensheim Germany

Tel: +496251131392Fax: +496251131338Website: http://www.cbm.org/

• DisabledPeoples’InternationalNetworkofnationalorganisationsorassembliesofdisabledpeople; seewebsite fornationalmemberorganisations.

Address: 874TopsailRoad MountPearl,Newfoundland A1N3J9 CanadaTel: +17097477600Fax: +17097477603Email: [email protected]: http://www.dpi.org/

• HandicapInternationalInternationalNGOspecialisedinthefieldofdisability,workingwithdisabledpeople;seewebsiteforcountryoffices.Website: http://www.handicap-international.org/


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• InclusionInternationalOrganisationofandforpeoplewith intellectualdisabilitiesandtheir families;seewebsitefornationalmemberorganisations. Address: c/oTheRixCentreUniversityofEastLondonDocklands CampusLondonE162RDGreatBritainTel: +44(0)2082237709or+44(0)2082237411Email: [email protected]: http://www.inclusion-international.org/

• PeopleFirstOrganisationrunbyandforpeoplewithlearning/intellectualdisabilities. Address: HamptonHouse,4thFloor20AlbertEmbankmentLondonSE17TJTel: +442078206655Fax: +442078206621Email: [email protected]: http://www.peoplefirstltd.com/

• RehabilitationInternationalGlobalnetworkofpeoplewithdisabilities,serviceproviders,researchers,governmentagenciesandadvocates;seewebsitefornationalmemberorganisations. Address: 25East21SCB/TREEt,4thfloorNewYork,NY10010,USATel: +12124201500Fax: +12125050871E-mail: [email protected] Website: http://www.riglobal.org

• WorkabilityInternationalOrganisation for providers ofwork and employment services to peoplewith disabilities; seewebsitefornationalmemberorganisations.

Address: 42ruedesEcureuils Asniéres,SainteSoline 79120,DeuxSevres,FranceTel/Fax: +33(0)549295438Email: [email protected]: http://www.workability-international.org/

• WorldBlindUnionInternational NGO representing national organisations blind persons and personswith visualimpairments;seewebsitefornationalmemberorganisations.

Address: WorldBlindUnionOffice 1929BayviewAvenue TorontoOntario,CanadaM4G3E8Tel: +14164869698


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Fax: +14164868107Email: [email protected]: http://www.worldblindunion.org

• WorldConcernAn NGO providing community development and disaster response, including to disabledpeople.

Address: 19303FremontAvenueNorth Seattle,Washington98133Tel: +12065467201Fax: +12065467269Email: [email protected]: http://www.worldconcern.org/

• WorldFederationforMentalHealthWorldwidegrassrootsadvocacyandpubliceducationorganisationinthementalhealthfieldwithorganisationalandindividualmembers.

Address: 6564LoisdaleCourt Suite301 Springfield,VA22150-1812 USATel: +17033138680Fax: +17033138683Email: [email protected] Website: http://www.wfmh.org/

• WorldFederationoftheDeafInternationalNGOrepresentingnationalassociationsofDeafpeople;seewebsitefornationalmemberorganisations.

Address: P.O.Box65 FIN-00401 Helsinki,FINLANDFax: +35895803572Email: [email protected]: http://www.wfdeaf.org/

• WorldFederationoftheDeafblindInternational NGO representing national organisations of deafblind people; see website fornationalmemberorganisations.

Address: Snehvidevej13 DK-9400Noerresundby DenmarkTel: +4598192099Fax: +4598192057Email: [email protected]: http://www.wfdb.org/


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• WorldNetworkofUsersandSurvivorsofPsychiatryInternational organisation of people with psychosocial disabilities with organisational andindividualmembers.

Address: StoreGlasvej49 5000OdenseC DENMARKTel: +4566194511Email: [email protected] Website: http://www.wnusp.net/


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Annex 8.7Glossary

ACCESS (TO VOCATIONAL EDUCATION AND TRAINING)

Vocationaleducationandtraining(VET)opportunitiesopentoindividuals,groupsofindividualsandenterprisestogainknowledgeandskillsforwork.Accessdeterminesthefairnessofaneducationandtrainingpolicyandsystem.Itcanbeinfluencedbyanumberoffactorsincludingthecriteriasetforadmission(e.g.educationlevel),physicalfactors(e.g.thelocationofthetraininginstitution),economicconsiderations(e.g.thecostsofeducationandtraining),socialandculturalrules(e.g.attitudestocertaingroups)andpersonalcharacteristics(e.g.disability).

ACCESSIBILITY (FOR DISABLED PEOPLE)

Accessibilityreferstoaccess,onanequalbasiswithothers,tothephysicalenvironment,totransportation,toinformationandcommunications,includinginformationandcommunicationstechnologiesandsystems,andtootherfacilitiesandservicesopenorprovidedtothepublic,bothinurbanandinruralareas.

ACCOMMODATION See reasonable accommodation

ACCREDITATION OF TRAINING

Theofficialrecognitionandapprovaloftrainingcourses,programsandinstitutions.

AFFIRMATIVE ACTIONApolicyorprogramthatseekstoredresspastdiscriminationthroughactivemeasuresaimedtoensureequalopportunityineducation,trainingandemployment.

ASSESSMENT

Allmethodsusedtoappraiseperformancebygatheringevidencetodeterminewhetherlearners,trainers,aswellastrainingmethodologies,programsandinstitutionshaveachievedtherequiredstandards.

ASSESSMENT OF COMPETENCY See Competency-Based Assessment.

ASSISTIVE DEVICE Anydevicethatisdesigned,made,oradaptedtoassistapersonperformaparticulartask.

AUDIO-VISUAL AIDEquipmentthatusesbothsightandsoundinlearningandtraining.Itincludestelevision,soundfilm,filmstrips,videorecordingsandslideswithsoundtracks.

BRAILLEAsystemoftouchreadingforblindorvisuallyimpairedpeoplewhichemploysembosseddotsevenlyarrangedinquadrangularletterspacesorcells.

CERTIFICATION Theformalassurancethatanindividualhassuccessfullyachievedadefinedsetoflearningoutcomes.

COMPETENCY Anindividual’sdemonstratedabilitytoundertaketasksanddutiestothestandardexpectedinajoborinanoccupation.


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COMPETENCY-BASED ASSESSMENT

Thecollectionandassessmentofevidenceinordertodecidewhetheranindividualhasachievedadeterminedstandardofcompetency.Theassessmentshoulddecidewhethersomeoneis‘competent’or‘notyetcompetent’.

COMPETENCY-BASED TRAINING

Trainingwhichdevelopstheknowledge,skillsandattitudesrequiredtoachievecompetencystandards.

COMPETENCY STANDARD

Thespecificationofperformance,i.e.thelevelofskills,knowledgeandattitudessetbyanindustryforworkingeffectivelyinajoboroccupation.

CURRICULUMAdetaileddescriptionoftheobjectives,content,duration,expectedoutcomes,learningandtrainingmethodsofaneducationortrainingprogram.

DEMAND-DRIVEN TRAINING Trainingthatisdeterminedbytheneedsanddemandsofindustry.

DISABILITY

Thetermdisabledpersonmeansanindividualwhoseprospectsofsecuring,retainingandadvancinginsuitableemploymentaresubstantiallyreducedasaresultofadulyrecognisedphysicalormentalimpairment.(ILOConventiononVocationalRehabilitationandEmployment(DisabledPersons),(No.159),1983).

Personswithdisabilitiesincludethosewhohavelong-termphysical,mental,intellectualorsensoryimpairmentswhichininteractionwithvariousbarriersmayhindertheirfullandeffectiveparticipationinsocietyonanequalbasiswithothers.(UnitedNationsConventionontheRightsofPersonswithDisabilities,Article1).

DISABILITY RESOURCE OFFICER (DRO)

Specialiststaffmemberofavocationaltraininginstitutionwhoprovidesspecificguidanceonmeetingthevocationaltrainingneedsofpeoplewithdisabilitiesandotheradditionalservicesinsupportofthetraining.

DISCRIMINATION Anydistinction,exclusionorpreferencebasedondisabilitywhichnullifiesorimpairsequalityofopportunityortreatment.

EMPLOYABILITY

Theportablecompetenciesandqualificationsthatenhanceanindividual’scapacitytomakeuseoftheeducationandtrainingopportunitiesavailable,tosecureandretaindecentwork,toprogressinanenterpriseandbetweenjobsandtocopewithchangingtechnologyandlabourmarketconditions.

EQUAL OPPORTUNITY

Thepossibilityforindividualstoaccessandtakeuplearningopportunitiesregardlessofsocio-economicstatus,gender,age,ethnicorigin,disabilityorothercharacteristicsthatareirrelevanttolearning.

EQUITY Fairnessinaccesstoandparticipationinemploymentandtraining.

IMPAIRMENT Anylossorabnormalityofapsychologicalorphysicalfunction.


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JOB Anyemployment,full-time,part-timeortemporary.

JOB ANALYSIS

Analysistodeterminethecontentofajobandtoformulateadetailedjobdescriptionforthepurposeofrecruitmentofpersonnel,theidentificationofcompetencystandards,thedevelopmentoftrainingprogramsorprovidingadvicetoprospectivejobseekers.

LABOUR MARKET Thesupplyoflabour(individualslookingforjobs)inrelationtoenterprises’demandforlabour.

LITERACY Theabilitytoreadandwrite,includingreadingandunderstandingwrittenmaterialpresented,forexample,inabook,chartorsign.

MEDICAL MODEL OF DISABILITY

Amodelinwhichimpairment(ordisability)wasseentobeamedicalproblem,requiringamedicalsolution-thatis,medicalorrehabilitativeactionthatwould‘cure’theimpairmentormakeitbetter.

MNEMONICS

Mnemonicsinvolvestheassociationoffamiliarthingsorconceptswithsomethingthatisnovelorunfamiliar.Forexample,usingawordwhoselettershelpthelearnertorememberthefirstlettersofitemsinalist;orassociatinganimageorpicturewithcharactersorobjectswhosenamesoundsliketheitemthatneedstobememorized.

MODULAR TRAINING Trainingthatisdividedintoindependentlearningunitsormodules.Thesecanbecombinedtoformaprogramsuitedtoindividualneeds.

MODULE Oneormoredistinctunitsorperiodsofeducationandtrainingwhichcanbecombinedtomakeupacourse.

NUMERACY Theabilitytocompute,measure,estimateandinterpretmathematicaldata.

OCCUPATIONAL GUIDANCE

Theprocess,servicesandactivitiesaimedatassistingindividualsofanyageandatanypointthroughtheirlivestomakeeducation,trainingandoccupationalchoicesandtomanagetheircareers.

OUTCOMETheresultofanindividual’sparticipationinatrainingprogramintermsoftheirsubsequentemployment,promotionorhigherremuneration.

PERSON WITH DISABILITY

Anindividualwhoseprospectsofsecuring,retainingandadvancinginsuitableemploymentaresubstantiallyreducedasaresultofdulyrecognisedphysical,sensory,intellectualormentalimpairments.

“Disability”resultsfromtheinteractionbetweenpersonswithimpairments,conditionsorillnessesandtheenvironmentalandattitudinalbarriersthattheyface.

REASONABLE ACCOMMODATION

Necessaryandappropriatemodificationandadjustmentsthatdonotimposeadisproportionateorundueburden.Thepurposeofreasonableaccommodationsistoensuretopeoplewithdisabilitiestheenjoymentorexerciseonanequalbasiswithothersofallhumanrightsandfundamentalfreedoms.


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SIGN LANGUAGEAlanguagethatusesasystemofmanual,facial,andotherbodymovementsasthemeansofcommunication,especiallyamongDeafpeople.

SIGN LANGUAGE INTERPRETER

Asignlanguageinterpreterisapersontrainedintranslatingbetweenaspokenandasignedlanguage.

SKILL Abilitytocarryoutamanualormentalactivitythathasbeenacquiredthroughlearningandpractice.

SKILL ANALYSIS Analysisoftheskillsneededforperformingadequatelyinaparticularjob.

SOCIAL MODEL OF DISABILITY

Amodelthatviewssocietyascreatingbarriersthatpreventpeoplewithdisabilitiesfromfullyparticipatingintheircommunitiesandeconomies.

TASK ANALYSIS

Taskanalysiscanbepartofthejobanalysisprocess,whereitreferstotheprocessofidentifyingthespecificactivitiesofaparticularjob.Withinthetrainingcontextitreferstobreakingdownlargetasksintotheircomponentpartsandteachingtheminsequentialorder.

VOCATIONAL TRAINING

Activitiestodeveloptheknowledge,skillsandattitudesrequiredforeffectiveworkinanoccupationorgroupofoccupations.Itcomprisesinitial,refresher,furtherandupdatingtraining,retrainingandjob-relatedtraining.Itmayincludegeneraleducationsubjects.Itmayincludegeneraleducationsubjects.

VOCATIONAL TRAINING INSTRUCTOR

Atrainerwhosuperviseslearnerswhiletheyacquiretechnicalandpracticalskills.


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