CANADA NEPAL GENDER IN ORGANIZATIONS

Section II: NGO Capacity building for gender equality

8. Building Skills and Knowledge

| Backstopping and coaching | Training Content Plan |

8.2. Training

Training formed the core building block to increase PNGO skills and knowledge for individual, organizational and ultimately societal transformation for gender equality. The training process began with curriculum development (based on the needs identified in the Organizational Assessments and their Plans), then delivery and finally training package production/printing by CNGO. These modules were distributed to the PNGOs and other organizations. A Canadian gender training advisor provided technical input and guidance during the curriculum development process, and also strengthened the gender integrated participatory training skills of the training teams. Core curriculum modules and complementary training manuals were published.

Training teams: Two training teams, one per cluster, were contracted to work with the PNGOs, in cooperation with the NGO coordinators. A training of facilitators workshop with the teams built a common vision of the CNGO training approach and strengthened the facilitator’s skills. An important training principle was that these same teams consistently delivered the core training so that a strong feeling of trust and understanding grew between the trainers and PNGOs. The training teams were guided by the “Gender Integrated Capacity Building Plan” developed at the organizational assessment stage.

Curriculum Development: The two training teams collaborated on developing the curriculum for each module, then adapting the module to meet each PNGOs needs and capacity. After delivery, the training teams reflected on the curriculum and made revisions. These modules were written in English and in Nepali. Two rounds of curriculum feedback were held – with Kathmandu-based training specialists, and then with senior members of the PNGOs. Modules were revised and finalized for printing.

Delivery Process: Two trainers delivered the draft module. Each delivery team comprised one woman and one man so that gender balance was modeled. A participatory approach was used to ensure deeper learning and integration of the material into the PNGOs work. When feasible, training was residential. Later in the training cycle, the newly trained PNGO facilitators assisted the training teams in delivery in their own PNGO.

The way that training was delivered varied by topic and with the needs of the PNGOs:

Training was offered to each PNGO individually when it was critical to involve a significant number of PNGO members and local stakeholders (e.g. gender awareness training) and when training outputs were specific to each PNGO's reality (e.g. creating their vision, mission, and constitution). Several trainings were conducted for the two PNGOs in each district to nurture mutual support, joint advocacy, and shared problem solving. Other trainings were delivered to the six PNGOs in a cluster or collectively to all 12 PNGOs. Experience sharing and networking were fundamental to the training.
For each training, PNGOs were encouraged to include as many committed people as space allowed so that they would be able to stimulate and support each other in the change process. PNGOs were also encouraged to ensure a core group of people attended all the learning events so that their knowledge continued to build.
Mixed-sex PNGOs were asked to ensure a gender balance in training participants so that women had equal opportunities to develop the skills and assume leadership roles. Even with women as a majority in most learning events, the trainers found that more efforts were needed to ensure women received the full benefit of the training, for example giving them roles and responsibilities during and after the training.
Since PNGOs were encouraged to involve as many members as possible, the participants in training events came from diverse backgrounds, castes, and ethnic groups, and varied in age, literacy level, etc. In designing and delivering the training, CNGO took steps to make the training accessible and relevant to this wide diversity of individuals. Training activities were participatory and designed to include people regardless of literacy. Non-literate participants were encouraged to attend with other members helping them. However the trainers did find it a challenge to meet the needs of non-literate and college educated participants in one group. Respecting the knowledge of each participant, and valuing their contribution helped to address this challenge and encourage everyone to participate.

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Backstopping and coaching: The trainers supported the skill development of the participants after the training, responding to questions and challenges raised by the PNGOs. This typically consisted of a day or two of informal meeting time following training delivery, prior to the next training event, or in specially scheduled visits.

PNGO ownership: PNGOs were actively involved in managing the training events. A training assistant was contracted for a small honorarium to assist the trainers with support tasks and logistics. Other members were requested to assist in managing the training (arrange venue and snacks, organize supplies), and later took most of the responsibility. Mixed NGOs were encouraged to assign women for these tasks thereby ensuring that the women gained skills too. PNGOs were not provided with training allowances; however a small allowance was allocated for the PNGO to manage snacks/tea during the training and the balance was available for the PNGO operational expenses. The no-allowance policy was a challenge for some PNGOs that preferred to provide the allowance to participants; however, the intent was to ensure that participants attended because of their personal motivation rather than due to a monetary incentive. CNGO recognized that for some participants this could be a financial hardship.

Training new Facilitators: In their role as GROs, the PNGOs required capable facilitators who could work with the community, with other NGOs and with local government to promote gender equality. The facilitator role was strongly supported by CNGO, with a strategy to ensure appropriate skills building, knowledge and confidence.

Facilitator selection process: Initially, the PNGOs, trainers and the NGO coordinator each selected four people for training, based on criteria such as aptitude, skills and motivation for training, and including a minimum of two women in mixed PNGOs. CNGO then made the final selection from this list.

Training of facilitator's workshop: A ten day residential workshop was held. At the end of the workshop, one objective was to ensure that each district (from the two PNGOs) had facilitators for each target group: the community, other NGOs and district government. Each participant self-assessed their abilities and interest to train/facilitate in one of the target groups. All target groups are important and require skilled and confident people.

Practice Plan: Each TOF grad (Training of Facilitators graduate) developed and implemented a practice plan with five learning events, including two CNGO learning events, and events with their target group or within their organization. The CNGO event required that the TOFs facilitate their own PNGO, with the guidance of the CNGO trainers. With the support of the PNGO facilitators, only one CNGO trainer led the training. These practice plans were monitored by the training team, and when available, the trainers were on-site to coach. Completion of the plan entitled the TOFs to a second tier of training.

Phasing of TOFs: A second and then third intake of training for facilitators was held, and these TOFs were then mentored by the first round of TOF grads. This mentoring skill ensured that the PNGO continued to nurture new facilitators, as a human resource development strategy for their organization.

Second tier of training: TOFs were selected to participate in a drawing workshop and a curriculum development workshop to deepen their skills. As well, senior TOFs worked with CNGO on critiquing the training modules. TOFs also facilitated the PNGO training in Kaski district, the final CNGO working district, with the CNGO training team. This gave the TOFs out-of-district experience and was an additional practice and feed-back session for them.

Gender Strategy

Woman and man training team
Balanced women and men participants in mixed PNGOs
TOF grads gender balance
Child care provided for mothers with small children to ensure their participation: care-givers received a small allowance; must be over age 16 and not withdrawn from school to act as care-giver; husbands encouraged to take this role
Participatory methods and trust building by trainers to encourage women to actively participate, e.g. ask for women's comments, assign women roles and duties in training, select women as training assistants
Schedule of training began with gender awareness and developing a gender lens tool to ensure gender concepts were understood and used throughout all learning events
Each module integrated gender concepts that deepened and internalized gender equality

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Training Content
The training consisted of a series of core modules, complemented by additional workshops as needs and interests emerged. This iterative approach provided flexibility and demand driven modules, but also meant that curriculum was continuously under development.

Gender awareness training was provided first so that participants could understand and apply a gender lens in all subsequent activities. A sample gender lens is provided in Reference #5 of Section 6. Mainstreaming gender in all other training deepened the understanding of the topics covered, built commitment to equality, and provided many opportunities for participants to apply newly developed gender analysis skills.

The core training modules were:

Package #1:Interpersonal Growth and Gender in Groups	Package #2:Gender Friendly Organizational Development
#1 Gender Awareness	#1 Gender Friendly Organizational Development and Vision
#2 Group Dynamics	#2 Gender Friendly Organizational Systems
#3 Gender and Development	#3 Resource Mobilization
Package #3: Gender Responsive Community Development	Package #4: Training of Trainers
#1 Gender in Project Planning	#1 Facilitator Training and Workshop Planning
#2 Participatory Rural Appraisal	#2 Case Studies
#3 Gender-sensitive Linkages	#3 Picture File

As the PNGOs identified needs and areas for deeper understanding, complementary workshops were included in the stream of learning events. Modules were developed for the following learning events:

“Violence against women and safety strategies”: Women PNGO members experienced harassment, for example when they began to attend the CNGO program. Sometimes their families expressed objections, and when they went to communities they were harassed or saw that community women were subject to violence. A workshop was held within each district to orient PNGOs and key district stakeholders (local administration, justice authorities) on violence against women concepts, and to collectively find ways to address these harassments and violence. This strengthened the PNGO linkages in the district. The workshop module is available from CNGO.

“Accounts training”: A basic accounts module was delivered to selected members with responsibility for maintaining accounts, including the Treasurer and staff person. Follow-up on-site coaching was given to sustain and apply the learning. A reference manual is available from CNGO.

“NGOs in the Planning Process and Gender Mainstreaming”: To prepare PNGOs to participate and integrate gender in district planning processes, a workshop was held to develop appropriate knowledge and skills. This knowledge was then applied in district level workshops with central level and district level officials, and other NGOs, to prepare the way for civil society participation in planning processes. The PNGOs facilitated some of the sessions. A reference manual is available from CNGO.

“Building NGO-Government Linkages through Gender Training”: PNGOs wanted to strengthen their skills in working with local government officials to influence gender mainstreaming in planning processes and programming. The workshop module is available from CNGO.

“Sustaining your Gender Resource Organization”: To consolidate their learning and appreciate their growth to date, PNGOs participated in a workshop to assess their achievements, to understand the concept of “social entrepreneurship” and to develop their own marketing plan as a GRO. The workshop module is available from CNGO.

Training Packages and Modules: Available from CNGO