Capacity Development Concept for Value Chain Development

Transcription

Capacity Development Concept
for Value Chain Development
Margret Will · Lambertus Vogelzang · Miriam Wanyonyi · Heike Hoeffler
Ministry of Agriculture
Capacity Development Concept
for Value Chain Development
Margret Will · Lambertus Vogelzang · Miriam Wanyonyi · Heike Hoeffler
Editor:
Promotion of Private Sector Development in Agriculture (PSDA)
Authors:
Margret Will
Lambertus Vogelzang
Miriam Wanyonyi
Heike Hoeffler
Graphic Design of Cover and Graphs:
www.zeichen-der-zeit.de
December 2008
PROMOTION OF PRIVATE SECTOR DEVELOPMENT IN AGRICULTURE - PSDA
Kenyan Ministry of Agriculture and Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH
Akili ni mali
– knowledge is power
Preface
Capacity Development aims at enhancing the ability and proficiency of people and organisations to initiate and manage changes for sustainable development: people need to acquire
skills enabling them to improve their livelihoods in a market-oriented economy; private and
public organisations have to raise their competencies and become accountable in their role
as providers of services; finally, policy-makers and the administration have to adopt new attitudes and develop expertise for creating an enabling environment. This also holds true for
the development of value chains as a means to achieving pro-poor growth through the generation of income, creation of employment and improvement of food security. Striving for
sustainable – socially equitable, economically viable and environmentally sound – development with the relatively innovative value chain approach, calls for developing the necessary
human and institutional capacities for achieving broad impact.
This concept paper is intended to give guidance to the programme ‘Promotion of Private
Sector Development in Agriculture’ (PSDA) and its partners in Kenya, to other interested
programmes within the Sector Network for Rural Development, Africa (SNRD) of the
Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH as well as to any other
interested party such as non-governmental organisations (NGOs), development partners or
others challenged with the task of promoting agri-food value chains.
The present ‘Capacity Development Concept for Value Chain Development’ draws on four
years experiences in developing and testing training curricula and manuals as well as implementing training of trainers (ToT) and farmer trainings in Farming as a Business (FaaB)
and organisational development (OD) for farmer groups as well as several short courses on
value chain development (VCD). This document reflects the programme’s current state of the
art recommendations for up-scaling Capacity Development for VCD. Special focus is laid on
assuring the sustainability of Capacity Development (CD) by combining institutional and human resources development, as well as proposing tailor-made training cum mentoring (follow-up) to assure that trainees are put into the position to translate theory into daily work
routines. However, it is a living document and will be further adapted, complemented and, if
necessary, corrected as lessons will be derived during the course of implementation.
The CD Concept for VCD still being work in progress, the authors would like to invite interested readers to comment and communicate any observations, corrections, case studies and
best practices.
Acknowledgements
Many people have assisted PSDA in developing curricula, manuals and other material and
adapting them to the specific needs of VCD within the Kenyan environment. Having shared
their practical experiences and recommendations with the authors, they have become an
indispensable source of expertise, on which this concept draws. Thanks are due to all who
have given their ideas and recommendations in creative discussions, fruitful working group
meetings and during lively training courses.
Special thanks go to the representatives of the Agri and Co-operative Training and Consultancy Services Ltd. (ATC) and their network of trainers, the Kenya Agricultural Research Institute (KARI), the German Development Service (Deutscher Entwicklungsdienst – DED), the
Sector Network for Rural Development, Africa (SNRD) and the GTZ Trade Programme,
which developed ValueLinks1, as a standard manual for GTZ-programmes and other users in
the field of development cooperation.
1
GTZ (2007): ValueLinks Manual – The Methodology for Value Chain Promotion; edited by: Andreas Springerst
Heinze; 1 edition; online available at: http://www.value-links.de/manual/index.html
Contents
PREFACE
ACKNOWLEDGEMENTS
CONTENTS
I
LIST OF ABBREVIATIONS
III
1
PROMOTION OF PRIVATE SECTOR DEVELOPMENT IN AGRICULTURE (PSDA)
4
1.1
The programme in brief
4
1.2
The Value Chain (VC) Approach
5
2
3
THE CAPACITY DEVELOPMENT CONCEPT FOR UP-SCALING VCD
8
2.1
Understanding analogies and differences between CD and ‘Training’
– Terms and Definitions
8
2.2
Purpose and Structure of the Capacity Development Concept for VCD
9
2.3
Objective and Expected Impacts of Capacity Development for VCD
9
2.4
Getting Practical:
Some Principles of Capacity Development for VCD
2.4.1 Principles for Quality Assurance of Capacity Development
2.4.2 Roles and Responsibilities of Stakeholders in Capacity Development
2.4.3 Two pillar approach of Capacity Development for VCD
10
10
12
14
2.5
The First Pillar:
Building Structures for Sustained Capacity Development
2.5.1 Identification of Service Providers
2.5.2 Development of Materials for Capacity Development
2.5.3 Capacity Development of Service Providers (Training of Trainers)
2.5.4 Quality Control of CD Activities and Certification of Service Providers
15
15
16
16
17
2.6
The second pillar:
Developing the capacities of target groups
2.6.1 Training Cycle – Phase 1: Training Identification
2.6.2 Training Cycle – Phase 2: Training Preparation
2.6.3 Training Cycle – Phase 3: Training Implementation
2.6.4 Training Cycle – Phase 4: Follow-up and Monitoring of Trainings
17
18
20
20
21
2.7
Applying the CD Concept in practice
– the case of the Passion Fruit Value Chain within PSDA
23
MONITORING OF CAPACITY DEVELOPMENT AND IMPACT ASSESSMENT
25
i
Annex A: Generic Sample Formats for
Capacity Development Activities
Annex A.1:
Annex A.2:
Annex A.3:
Annex A.4:
Annex A.5:
Annex A.6:
Annex A.7:
Annex A.8:
Annex A.9:
Training programme form for training organiser
Assessment form for Curriculum Vitae for candidates for training organiser
Training expectation form for trainees
Training evaluation form for trainees
Training follow-up form for trainees, trainer and training organiser
Training cost/expenditure form for training organiser
Training report form for training organiser
Assessment form for training activities for training organiser
Monitoring form for training progress for training organiser
Annex B: Resource material
Annex B.1:
Annex B.2:
Annex B.3:
Annex B.4:
Inventory of service providers
Inventory of trainers
Inventory of training venues
Inventory of training packages
ii
List of Abbreviations
ATC
Agri and Co-operative Training and Consultancy Services Ltd.
BDS
Business Development Services
BMZ
Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung
(Federal Ministry for Economic Cooperation and Development)
CD
Capacity Development
CV
Curriculum Vitae
DED
Deutscher Entwicklungsdienst (German Development Service)
FAAB
Farming as a Business
FEW
Frontline Extension Workers
FTC
Farmer Training Centre
GoK
Government of Kenya
GTZ
Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH
(German Technical Cooperation)
HCDA
Horticultural Crops Development Authority
KACE
Kenya Agricultural Commodity Exchange
KARI
Kenya Agricultural Research Institute
KENFAP
Kenya National Federation of Agricultural Producers
MDG
Millennium Development Goals
MoA
Ministry of Agriculture
MoCDM
Ministry of Cooperative Development and Marketing
MoFD
Ministry of Fisheries Development
MoLD
Ministry of Livestock Development
MoU
Memorandum of Understanding
NGO
Non-Governmental Organisation
OD
Organisational Development
PMU
Programme Management Unit
PSDA
Promotion of Private Sector Development in Agriculture
SMS
Subject Matter Specialist
SNRD
Sector Network for Rural Development
TNA
Training Needs Assessment
ToR
Terms of Reference
ToT
Training of Trainers
VC
Value Chain
VCD
Value Chain Development
iii
1
Promotion of Private Sector Development in Agriculture
(PSDA)
1.1
The programme in brief
‘Promotion of Private Sector Development in Agriculture’ (PSDA) is a bilateral programme,
jointly implemented by the Ministry of Agriculture (MoA), the Ministry of Livestock Development (MoLD), the Ministry of Fisheries Development (MoFD) and the Ministry of Cooperative
Development and Marketing (MoCDM) on behalf of the Government of Kenya (GoK), and the
Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH on behalf of the German Government represented by the Federal Ministry for Economic Cooperation and Development (BMZ).
Competitive firms (including small-scale farms), an efficient service sector, as well as favourable legal and economic framework conditions are prerequisites for pro-poor growth and thus
for political, economic, and social stability. In order to build a competitive, however socially
equitable and environmentally sound, market economy, mindsets in politics, administration,
the business sector, and the civil society need to change. In line with this, PSDA aims at
promoting private sector development in agriculture by improving the access to markets for
small and medium agro-industrial entrepreneurs, by building sustainable structures for
needs-oriented service provision as well as by supporting the development of conducive
framework conditions with regard to value chain related policies, legislation, regulations,
economic and social infrastructure.
The programme’s objective describes the changes, which the programme intends to achieve
at the level of the final beneficiaries:
“Men and women running small and medium agricultural production and processing enterprises in the high- and medium-potential areas are enabled to fully utilise their production,
market and employment potential while managing their natural resource base in a sustainable manner.”
Value chain development as the centrepiece of PSDA’s approach to private sector development aims at developing sustainable rural-urban business linkages. The goal is to foster the
change towards favourable political, legal, administrative and economic framework conditions as well as to strengthening existing and promoting emerging needs-oriented Business
Development Services (BDS). This kind of structure building will make a major contribution to
the formation of competitive value chains, and will hence generate sustained economic and
pro-poor growth and improve rural and urban livelihoods. To achieve this, PSDA applies an
integrated approach with three inter-related programme components:
− Component 1:
Supporting a Conducive Policy Framework for Private Sector Development in Agriculture,
− Component 2:
Value Chain Development in a maximum of eight Agricultural VCs, and
− Component 3:
Promotion of Resource-friendly Technologies of Agro-Processing.
Depending on the strategic intervention areas (leverage points) identified for value chain development, support to selected value chains2 may cut across all three components, or be
limited to selected components only.
2
PSDA promotes currently eight value chains: Beef, Dairy Goats, Irish Potatoes, Mangoes, Omena (dried fish),
Passion Fruits, Poultry and Sweet Potatoes.
4
1.2
The Value Chain (VC) Approach
“The value chain describes the full range of activities which are required to bring a product or
service from conception, through the different phases of production (involving a combination
of physical transformation and the input of various producer services), delivery to final consumers, and final disposal after use.”3 As such, the VC methodology is a conceptual means
for characterising the different stages that a given product experiences from initial product
conception, to the provision of inputs, to primary production, to intermediary trade, to processing, to retail marketing and to final consumption, including the identification of the value
added at each node of the value chain.
Following the selection of products that merit to be promoted as value chains (due to their
potential with regard to market access, employment creation, income generation and the
like), the general approach to value chain development (VCD) is divided in four phases (see
following graph):
Phase 1:
Phase 2:
Phase 3:
Phase 4:
participatory VC Analysis/VC Mapping,
participatory VCD Strategy and Action Planning,
participatory Implementation of Interventions for VCD, and
participatory Monitoring and Impact Assessment of VCD.
The first phase, VC Analysis/VC Mapping, is about the quantitative and qualitative description of major features of the structures and performance of the value chain that may impede
or foster competitiveness. It is about assessing the efficiency and/or deficiencies of business
linkages along the entire value chain as well as of support services and of the business environment. Furthermore, VC Analysis aims at analysing VC economics and assessing the
value added at every node of the VC as well as the potential for increasing value-addition.
3
Kaplinsky and Morris: A Handbook for Value Chain Research; IDRC
www.seepnetwork.org/files/2303_file_Handbook_for_Value_Chain_Research.pdf
5
VC Analysis/VC Mapping plays a central role for the identification of entry points for upgrading and intervention strategies for the promotion of value chains.
However, VC Analysis is not an end in itself, but aims at gaining knowledge on the business
reality as a basis for elaborating viable VC up-grading strategies and interventions, such as,
among others, Capacity Development (CD). According to PSDA’s frame concept for interventions in value chains, every value chain supported by the programme is analysed along the
following steps:
− participatory stakeholder analysis:
e.g. to identify actors in the VC; including for example, analysis of CD needs of VC operators, assessment of service providers, identification of gaps in CD service provision;
− market and economic studies (if required):
e.g. to quantify the market potential (i.e. local demand, the regional market, export opportunities) as well as transaction costs and other VC performance indicators; and
− participatory VC mapping:
e.g. to identify the different process steps/transactions along the value chain, the actors
involved and the strengths, weaknesses, opportunities and threats within the value chain.
The results of the VC Analysis/VC Mapping form the basis for stakeholders to develop a
needs-oriented VCD strategy and action plan (Phase 2), to steer the implementation of interventions (Phase 3), to monitor progress and to benchmark achievements through impact
assessment (Phase 4).
In this sense, VC Analysis is the starting point for conceiving and implementing interventions
for VCD in general but as well for Capacity Development as a means for up-scaling value
chain development.
The complexity of the value chain approach and hence the challenge for conceiving Capacity
Development programmes for VCD emerges from the interrelated structures and relations
between the three-level stakeholder-system for VCD:
VC operators – the business structures at the micro level:
represented by farmers, traders, processors, retailers and consumers as VC operators
along the value chain and their respective self-help organisations;
VC supporters – the service structures at the meso level:
represented by private, public and non-governmental organisations providing nonfinancial4 and financial services to the business sector; and
VC enablers – the framework conditions at the macro level:
represented by governmental institutions and administration, responsible for creating an
enabling framework for VCD (policies, legislation, regulations, infrastructure, public utilities, and the like).
The following graph illustrates that the business, service and framework structures need to
operate and cooperate effectively and efficiently to strengthen the overall competitiveness of
the value chain.
4
Business Development Services (BDS)
6
The graph also shows the vital role Business Development Services (BDS) play in the promotion of VCD. Services are becoming increasingly important, not only in the process of
economic development in general, but as well in VCD. Consequently, PSDA aims at
strengthening the market for VC-related services, among other, Capacity Development services.
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2
The Capacity Development Concept for up-scaling VCD
2.1
Understanding analogies and differences between CD and ‘Training’
– Terms and Definitions
GTZ defines Capacity Development as
“the process of strengthening the abilities or capacities of individuals, organisations
and societies to make effective and efficient use of resources, in order to achieve their
own goals on a sustainable basis.”5
The Capacity Development concept of GTZ comprises four dimensions:
− Development of Human Resources,
− Cooperation and Network Building,
− Organisational Development, and
− System and Institutional Development.
In line with this definition, the present concept paper understands Capacity Development as
building sustainable institutional and human resources capacities within existing or emerging
BDS-providers for skills development, knowledge and technology transfer:
For Development of Human Resources the term ‘Training’ is employed, which refers
to skills development predominantly in the form of class-room adult-learning approaches
complemented by mentoring to assist trainees translate theory into practice.
Cooperation and Network Building refers to linkages between operators at certain
stages of the VC (horizontal), along the VC (vertical), as well as to relations between VC
operators and service providers and to public-private dialogue, which all provide platforms for Capacity Development. Cooperation and network building are promoted with a
view to stimulating the emergence of self-help capacities for VCD in general and for peerlearning in the context of Capacity Development.
Organisational Development (OD) comprises measures aimed at strengthening the
capacities of potential providers offering services for Capacity Development. Organisational Development supports the establishment of sustainable BDS structures which will
eventually maintain the offer of CD services beyond external support.
System and Institutional Development refers to political, legal, infrastructure and administrative framework conditions for formal and informal education systems. However,
VCD projects are usually not meant to implement full-fledged Capacity Development programmes, since it would in most cases be too far-reaching to also address education systems in partner countries. Even if not discussed in the present concept paper, development agents may nevertheless address this field if necessary and feasible within their
projects’ scope.
The CD Concept for VCD focuses especially on two dimensions:
Organisational Development and Human Resources Development.
5
Source: GTZ-website – Themes – Capacity Development
http://www.gtz.de/en/themen/uebergreifende-themen/911.htm
8
2.2
Purpose and Structure of the Capacity Development Concept for VCD
The prevailing fragmented linkages between VC operators, the low productivity at all stages
of the value chain and the high wastage rates from the field to the consumer’s table are the
main causes for the currently weak marketability of local produce and low competitiveness of
the domestic supply-to-market chains in many developing countries. Strengthening competitiveness through the development of linkages and improvement of processes and transactions requires the transfer of knowledge and technologies followed by mentoring VC actors to
translate theory into daily work routines.
For building sustainable structures for increased competitiveness and market access, capacities need to be developed along the entire VC and at all actor levels:
− VC operators – the business structures at the micro level:
technical, entrepreneurship and marketing skills, capacities for collective action (horizontal cooperation), for the management of business linkages (vertical cooperation) and continuous innovation as well as capacities for accessing and using services as well as for
advocacy and lobbying;
− VC supporters – the service structures at the meso level:
human resources and institutional capacities enabling private and public service providers to offer competent client-oriented services to support the development of skills and
capacities required by operators along the value chain;
− VC enablers – the framework conditions at the macro level:
human resources and institutional capacities enabling policy decision makers and subordinate public entities to manage change and establish enabling framework conditions.
The Capacity Development Concept will be described along the following lines:
− objective and expected impacts of Capacity Development for VCD (chapter 2.3),
− principles of Capacity Development for VCD (chapter 2.4),
− first pillar: building structures for sustained Capacity Development (chapter 2.5),
− second pillar: building capacities of target groups (chapter 2.6),
− case study: application of the Capacity Development Concept (chapter 2.7) and
− monitoring of Capacity Development and Impact Assessment (chapter 2.8).
The concept paper is based on field-experiences in the Kenyan context in combination with
internationally recognised good practices. It has been developed in a stepwise process of
theoretical reflections, expert discussions and field-testing involving PSDA staff, short term
consultants as well as service providers, trainers and farmers as trainees in the period from
April 2005 to September 2008.
To facilitate the implementation of the Capacity Development Concept, various formats have
been developed giving guidance for preparing, implementing and following up CD activities
(see Annexes A and B).
2.3
Objective and Expected Impacts of Capacity Development for VCD
The ultimate objective of Capacity Development for VCD is to strengthen existing and to
support emerging structures for sustainable value chain development.
In other words, CD for up-scaling the VC approach aims at achieving measurable changes in
the performance of operators at different links of the value chain as a means to improving the
9
marketability and competitiveness of the entire value chain, which will in turn contribute to
generating income, creating employment and hence to pro-poor rural growth.
In a bid to helping stakeholders manage the implementation of projects, GTZ conceives project implementation strategies along so-called impact chains, defining different impact levels
starting from activities realised and culminating in impacts aspired. The following graph gives
an example of an impact chain for projects aiming at developing capacities for value chain
development.
2.4
Getting Practical: Some Principles of Capacity Development for VCD
2.4.1
Principles for Quality Assurance of Capacity Development
The quality of Capacity Development is reflected in the impacts achieved and the costbenefit relations realised. To assure the quality of CD activities in this sense, principles have
been developed for the following areas:
− orienting Capacity Development to impacts,
− linking VCD and Capacity Development,
− sub-contracting service providers,
− creating ownership and accountability of service providers,
− assuring quality of training activities, and
− assuring continuous improvement.
Orienting Capacity Development to impacts:
CD activities have to be practice-oriented, target group oriented and gender-balanced. In this
line of thinking, CD should be implemented along the following principles:
− facilitate access to Capacity Development for poor target groups, e.g. by empowering
smallholders through the promotion joint learning in farmer groups,
10
−
−
−
−
−
translate gender-specific roles and activities along the VC into gender-differentiated CD
programmes and activities,
make the participation of female VC operators feasible, e.g. by adapting the duration of
trainings to the specific needs of female trainees,
integrate HIV/AIDS issues beyond pure awareness campaigns by developing specific
modules forming part of every CD activity,
contribute to increasing the adoption of environmentally-friendly technologies by building
the respective skills and knowledge base in technical as well as in management CD programmes,
create strategic partnerships with other support organisations (public partners, development agents) to strengthen service providers and to achieve broader impact.
Linking Capacity Development with VCD:
The impact of Capacity Development on VCD mainly depends on the capacities of the development agents and their partners to gearing CD to the real needs of people and institutions playing a role in value chain development: business people from the farm to retail outlets, service providers and/or policy makers and civil servants. To align CD to the objectives
and requirements of value chain development, the following principles should be applied:
− select VCs having a realistic and realisable potential for up-grading,
− develop VC action plans reflecting real up-grading needs,
− assure strong stakeholder ownership through participatory VCD,
− focus the CD approach on strengthening the selected VCs,
− orient CD activities towards real needs as defined in the VC action plans,
− select target groups for CD based on an assessment of their role in the VC system,
− select service providers for CD based on an assessment of their role in VCD.
Sub-contracting service providers:
Sub-contracting private service providers and/or involving public service providers on the
basis of a Memorandum of Understanding implies that the quality of the services provided
depends on the capacities of the service providers commissioned. To select appropriate service providers capable of implementing CD for VCD, the following principles should be applied:
− assure the quality of CD services by:
 identifying service providers using pre-established selection criteria (e.g. knowledge on
the subject matter, methodologies and approaches to CD, willingness and capability to
up-grade service capacities as required, as well as capability to sustain the service beyond external support),
 assessing the capacities of selected service providers and identifying needs for upgrading the capacities of the service providers (organisational development and/or human resources development);
− establish contracts/Memorandums of Understanding (MoU) including detailed terms of
reference (ToR) specifying objectives, target groups, scope of work, time lines and expected outputs;
− supervise service providers in a bid to assure clear orientation towards project objectives
and clear understanding of their roles and tasks as well as to realise corrective actions if
required;
− monitor the performance of the service providers and the impacts achieved at target
group level.
Creating ownership and accountability of service providers:
Ownership and accountability are an issue where development agents or public entities respectively commission public or private BDS providers to supply services to third party beneficiaries. To assure quality of services, client-oriented service provision and accountability to
11
target groups (beneficiaries) in such tri-partite service relations, the following principles
should be applied:
− stimulate the involvement and commitment of beneficiaries (trainees) through cost sharing6 right from the beginning and – if possible – cost recovery in the longer run,
− promote accountability of service providers to clients (beneficiaries/trainees) through direct linkages between service providers and clients as well as cost-sharing.
Assuring quality of training activities:
To assure the quality during the course of implementation, the following principles should be
applied:
− limit the size of training groups (15 - 25 participants proved appropriate),
− establish and apply appropriate criteria for the selection of participants,
− select trainees based on capacities, gender and further criteria from case to case,
− establish and apply appropriate criteria for the selection of service providers,
− select service providers based on an assessment of their capacities,
− explain project and CD objectives to service providers and participants,
− facilitate learning by doing through active/participatory approaches to CD,
− facilitate adoption through practice-oriented and VC-specific CD approaches,
− facilitate learning from each other by fostering exchange of experiences (peer learning),
− facilitate learning through a stimulating and motivating learning environment,
− promote change of attitudes by building confidence and self-esteem of participants,
− assure follow-up to CD to assist participants to translate the theory into daily practice,
and
− incorporate cross-cutting issues such as gender, environmental impacts and VC-specific
impacts of HIV and AIDS.
Assuring continuous improvement:
Continuous improvement of the approach and instruments as well as of the human resources
implementing Capacity Development is necessary to be able to improve performance and
respond to ever-changing challenges in Capacity Development and value chain development. This requires frequent up-grading of the capacities of BDS providers through training
of trainers, coaching and supervision as likewise the regular review and revision of curricula
and CD material.
2.4.2
Roles and Responsibilities of Stakeholders in Capacity Development
Capacity Development for VCD requires the involvement and commitment of different stakeholders, who, in turn, may have different needs for capacity development:
− target groups (VC operators, beneficiaries),
− local private and public partner organisations (implementing partners),
− service providers,
− programme staff responsible for VCD,
− programme staff responsible for CD coordination, and
− programme management.
Target groups (VC operators, beneficiaries) should
− be committed to developing their capacities,
− be willing to share costs for the training activities,
− be willing to contribute to the preparation and implementation of the CD activities,
6
e.g. contributions in the form of payments for own transport and/or food and/or accommodation.
12
−
−
be prepared to participate during the entire CD process, and
be motivated and able to implement relevant follow up activities.
Local private and public partner organisations (implementing partners) should
− appoint competent staff to cooperate with the development agent and the target groups,
− support service providers to prepare the CD syllabus as required,
− support service providers to implement the CD activity as required, and
− support the follow up activities as agreed.
Service providers have to
− be reliable and accountable for the quality of the CD services provided,
− be capable to develop VC-/client-oriented CD activities,
− be capable to implement CD activities according to the approved ToR,
− assess the impact of the CD activities,
− turn conclusions and recommend improvements to methodologies and instruments, and
− report on the results of the CD activities.
Programme staff responsible for VCD has to
− coordinate and oversee VCD activities, but not implement directly,
− facilitate the assessment of CD needs of selected VCs in a participatory way,
− support the development of CD syllabus for selected VCs in a participatory way,
− draft Terms of Reference (ToR) for VC-specific CD activities,
− brief and supervise contracted service providers with regard to VC-specific issues,
− feed the programme monitoring system with relevant data,
− provide the staff responsible for CD coordination with relevant reports,
− arrange payments to service providers after approval of contracted activities, and
− monitor progress and impacts of CD and report to the programme management.
Programme staff responsible for CD coordination has to
− act as contact person responsible for CD issues within the development programme,
− establish and maintain an inventory of existing service providers,
− coordinate the development of CD curricula, manuals and toolkits as required,
− contribute to drafting ToR for contracting service providers,
− brief and supervise contracted service providers with regard to CD-specific issues,
− control the quality of services provided and request improvements, if necessary,
− draw conclusions from reports (CD contents/methodologies, service providers, etc.),
− initiate and coordinate further development of the programme’s CD Concept, and
− organise meetings for exchange of experiences to further develop the CD Concept.
Programme management should
− plan CD for VCD strategically,
− provide necessary financial and human resources for implementation,
− formulate needs for reporting and monitoring of progress, and
− backstop and motivate staff and provide qualified feedback.
13
2.4.3
Two pillar approach of Capacity Development for VCD
Striving to achieve broad and sustainable impacts through the up-scaling of the value chain
approach, the Capacity Development Concept for VCD builds on two pillars:
The First Pillar:
Building Structures for Sustained Capacity Development:
Aiming at improving the demand-orientation and quality of Capacity Development services offered, institutional and human resources capacities of private and public service
providers need to be up-graded (see section 2.5).
The Second Pillar: Developing the capacities of target groups:
Aiming at improving the performance of selected value chains, capacities of target
groups, namely operators along VCs such as such as farmers, traders, processors and
consumers (e.g. consumer education) need to be up-graded (see section 2.6).
Based on the structures for Value Chain Competitiveness described in Graph 2, the following
illustration depicts the relation between these two pillars and explains the roles of a development agent such as PSDA and service providers in Capacity Development for VCD: While
the programme aims at facilitating the emergence and strengthening of the capacities of the
service system (1st pillar), the programme also commissions service providers to build capacities of target groups (2nd pillar).
14
2.5
The First Pillar:
Building Structures for Sustained Capacity Development
The Capacity Development Concept centres on the following four elements to building structures for sustained service provision and facilitating continuous improvement of CD service
delivery:
− identification of service providers (see 2.5.1),
− development of materials for Capacity Development (see 2.5.2),
− training of trainers (ToT – see 2.5.3), and
− quality assurance of CD services and certification of service providers (see 2.5.4).
The following approach to building structures for sustained training service provision has
been derived from good practices in CD in the international context and experiences gained
in Kenya. However, there is no one-fits-all solution. Rather, the selection of elements and the
sequence of steps are not obligatory but have to be chosen and designed from case to case
depending on a sound situation analysis. Selected elements will be explained in more detail
in the following sections.
2.5.1
Identification of Service Providers
As non-financial business-oriented services, Capacity Development belongs to Business
Development Services (BDS), which are typically provided by:
− private organisations, such as:
farmer groups, commodity/business associations or federations such as KENFAP (Kenya
National Federation of Agricultural Producers), training institutions such as ATC (Agri and
Co-operative Training and Consultancy Services Ltd.), other service institutions such as
KACE (Kenya Agricultural Commodity Exchange), consulting companies, as well as freelance trainers;
− public organisations, such as:
Ministry departments and sub-ordinate entities at district level (e.g. extension services,
home economics department), research institutions such as KARI (Kenya Agricultural
Research Institute), standard setting organisations such as KEBS (Kenya Bureau of
Standards), universities or public training institutions such as FTCs (Farmer Training
Centres), etc.,
− para-statal organisations, such as:
agencies like HCDA (Horticultural Crops Development Authority), Chambers of Agriculture and Chambers of Industry,
− non-governmental organisations (NGO), such as:
charity NGOs, or commercially-oriented NGOs like Farm Concern, Ideal Business Link or
Technoserve, etc.
With a view to enabling the programme staff to draw on competent service providers, experienced trainers and suitable training venues, it is recommended to establish a databank of
corresponding inventories. Relevant formats are provided in Annex B.
15
2.5.2
Development of Materials for Capacity Development
Curricula and materials will be developed on the basis of the CD needs laid down in the VC
action plans and/or derived from a participatory Training Needs Assessment (TNA) involving
VC stakeholders and service providers. Depending on the need, the material may comprise
curricula, manuals for trainers, workbooks for trainees or toolkits, posters, videos, radio or
television transmissions, theatre pieces, role plays, etc. The development of these materials
is a step-wise process as described in the following box.
2.5.3
Capacity Development of Service Providers (Training of Trainers)
To improve the capacities of service providers in the preparation, implementation and followup of training activities, development agents have to provide for Training of Trainers.
Carefully selected service providers (see section 2.4.1 – principles for quality assurance) are
trained in VC-related CD topics both regarding content and methodology. Training of Trainers (ToT) should offer a combination of theoretical insights into new approaches and ways of
efficient organisation of CD projects. Special focus should be laid on the practical application
of new methodologies and techniques, in particular with regard to participatory and actionoriented approaches, which aim at motivating participants and at achieving better impacts.
Given that VC development is no short-term, but a longer-term development process, trainers have to continuously develop their skills and capacities.
Since Capacity Development needs a combination of training, practice, reflection on and
improvement of capacities, coaching of service providers/trainers forms integral part of the
approach. Special consideration needs to be given to supervision and mentoring of trainers
in order to up-grade standards and improve value for money of training measures. Aiming at
continuously improving service providers’ performance to achieve sustainable provision of
quality services, follow up workshops are organised to support service providers to
strengthen their knowledge, attitudes and skills. The combination of theory, practice as well
as exchange of experiences in peer groups plays an important role in ToT-syllabus.
For relevant formats see 2.5.1.
16
2.5.4
Quality Control of CD Activities and Certification of Service Providers
Outsourcing CD services often also implies the need to building capacities of service providers in Quality Management and Service Management. Striving for impact, development
agents have to monitor the CD activities implemented by service providers and control the
results achieved. However, to enable service providers to manage services themselves and
to assure quality, standards and procedures for self-control systems have to be developed
where they are not in place.
Quality in general, as likewise quality assurance of CD activities, can be classified as following7:
− structural quality:
denoting suitable operational structures for providing services, comprising personnel, organisational and resource elements;
− process quality:
denoting capacities for the implementation of necessary steps to service provision using
conceptual approaches, methods, training and controls;
− quality of outputs:
denoting the compliance of results with an operationalised specification of objectives and
joint agreement between service provider and client/beneficiary on the same.
Along these lines, BDS providers need to be assisted, backstopped and supervised in the
introduction of quality assurance schemes through organisational development and Capacity
Development. Interested service providers may also be assisted to achieve certification according to international quality management standards. For more information on approaches,
methodologies and instruments for Quality and Service Management, interested readers are
referred to the extensive expertise and materials developed and availed by GTZ8.
2.6
The second pillar:
Developing the capacities of target groups
The CD activities at the level of the final target groups (beneficiaries) focus on support to VC
operators to up-grade their capacities as recommended in the VC development strategies
and action plans.
Capacity Development for VC operators follows a Training Cycle, consisting of four phases:
Phase 1:
Phase 2:
Phase 3:
Phase 4:
Training Identification,
Training Preparation,
Training Implementation, and
Training Follow-up and Monitoring of Trainings.
These four phases of the Training Cycle are directed by the VC action plans, which specify
the bottlenecks in the value chain to be addressed and the VC operators whose capacities
need to be up-graded.
7
8
Boland, Hermann (2007): Concept of quality and quality management of service providers; in: GTZ – Services
for Rural Development, Bulletin Nr. 15, January 2007; online available at:
http://www2.gtz.de/dokumente/bib/07-8515.pdf
GTZ (2007): Services for Rural Development – Reader: Quality Management; online available at:
http://www.gtz.de/de/dokumente/en-Quality-Management-Reader-2007.pdf
GTZ – Knowledge Systems for Rural Areas – webpage:
http://www.gtz.de/en/themen/laendliche-entwicklung/6688.htm
17
The first phase – training identification – forms integral part of the VC Analysis and the development of the VC strategy and action plan. At the end of the training cycle, the activity
should lead to the achievement of the desired results (impacts). Additional training needs
may be identified during the implementation of the training cycle, which would initiate a new
training cycle.
Graph 5 illustrates the sequence of the Training Cycle and specifies the necessary inputs as
well as the expected outputs (see graph 3 – exemplary impact chain). The Training Cycle
enables stakeholders to structure training activities, to orient trainings to real needs and to
manage planned interventions so as to achieve tangible results. The four phases of the
Training Cycle will be described in more detail in the following sections (2.6.1 – 2.6.4). At the
end of every section, the interested reader will find indications for a stepwise approach to
realising the respective phase as well as checklists to guide implementation.
Furthermore, several useful formats have been developed and are presented in:
− Annex A: generic sample formats for Capacity Development activities, and
− Annex B: resource material.
2.6.1
Training Cycle – Phase 1: Training Identification
Depending on the needs outlined in the VC strategy, training needs for VCD may exist,
among others, in one or several of the following areas:
− technical issues, e.g. good agricultural, good trading or good manufacturing practices,
− economical and management issues, e.g. Farming as a Business (FaaB),
− financial issues, e.g. business planning and credit application,
− organisational development (OD), e.g. the formation of producer or trader organisations,
− legal issues, e.g. legal implications of associations implementing commercial activities,
− marketing, e.g. market research for product development or distribution decisions,
− market access requirements, e.g. mandatory or voluntary industry standards,
18
−
−
−
business linkages, e.g. linkages between a farmer group and traders,
facilitation of VCD, e.g. for associations moderating VCD processes,
cross-cutting issues, e.g. youth, gender, HIV/AIDS, ethical trade, etc.
Attention should be paid to the identification of trainees guaranteeing – at least to a certain
extent – homogeneity of interests, basic qualification and experiences with regard to the objective of the planned training activity. Depending on the training subject, trainee groups may
be composed as follows:
− development of technical/business skills of operators at specific stages of the VC:
trainees are farmers, traders, processors, trading companies, processing companies;
− development of horizontal linkages:
trainees represent groups of farmers or trading companies or processing companies;
− development of vertical linkages:
trainees represent farmers, trading companies and processing companies, etc.
Right from the beginning, i.e. already at the stage of training identification, due attention
needs to be paid to assuring that follow up of CD activities can be organised. Coaching target groups in translating theory into practice is necessary for achieving reasonable adoption
rates and hence significant, broad and sustainable impact. Follow-up in this sense requires
service providers who are available and accessible at local level. For more details on the
necessary follow-up to training activities see section 2.6.4 – Phase 4: Follow-up and Monitoring of Trainings.
19
2.6.2
Training Cycle – Phase 2: Training Preparation
The training preparation will start once the training programme is finalised and approved. The
training preparation includes the following steps:
2.6.3
Training Cycle – Phase 3: Training Implementation
The training activity will be implemented by the contracted service provider/trainer in line with
the approved training programme. The role of the programme staff responsible for VCD focuses on:
− following up and monitoring the performance of the service provider/trainer according to
the approved training programme and contract while
− granting freedom to the service provider/trainer to implement the training activity as
agreed upon.
20
2.6.4
Training Cycle – Phase 4: Follow-up and Monitoring of Trainings
In addition to the monitoring of the progress and impacts, the Capacity Development Concept calls for a realistic and realisable approach to post-training mentoring/coaching. This
type of follow-up forms an essential and integral part of training activities, but is usually neglected in CD curricula. However, to successfully and sustainably embed change in people, it
21
is indispensable to assure mentoring to assist trainees to translate theory learnt into practical
work routines.
However, aiming at broad outreach of Capacity Development, organising mentoring for all
trainees is quite challenging if not impossible. As a general rule, CD of final target groups
(i.e. VC operators such as farmers, traders, processors and even consumers in some cases),
should always be linked to group development in order to facilitate peer learning through for
example:
− group meetings to discuss progress in the realisation of the trainees’ action plans developed at the end of the training and to jointly identify solutions to emerging constraints,
− exchange visits with participants from other groups/areas to exchange experiences and
transfer knowledge and technologies.
These groups will need external support in organisational development to strengthen the
groups’ structures, procedures, social cohesion and trust, necessary for fostering self-help
capacities as well as to further up-grade their technical and managerial capacities necessary
for joint problem solving.
Consequently, the follow up of CD activities at the target group level requires support that is
available and accessible at local level. Depending on their respective performance, mentoring could be provided by consultants or fellow trainers, NGOs or field extension workers. In
any case, facilitators have to be identified at an early stage of any CD project in order to assure their participation in the planning and implementation process as well as to build their
capacities in group development and mentoring. This type of follow-up including possible retraining and/or training in complementary and/or additional fields has to form part of the CD
approach and consequently needs to be catered for budget-wise.
22
For a better understanding of PSDA’s overall approach to monitoring and impact assessment, details of the programme’s monitoring system will be briefly described in section 2.8.
2.7
Applying the CD Concept in practice
– the case of the Passion Fruit Value Chain within PSDA
Although, Kenyan passion fruit are popular both in the domestic and export markets, the area
under production is quite small (2% of overall fruit crops). About 4% of total production is
exported. Nevertheless passion fruit account for about 6% of foreign exchange earnings of
overall Kenyan fruit exports. Although, there are some medium and large scale farms, passion fruit are predominantly grown by small-scale farmers.
Opportunities for Kenyan passion fruit production and marketing are promising. As fresh fruit,
Kenyan produce is well introduced both in domestic and overseas markets. With its short
maturity period of only 18 months and harvesting (and thus income) throughout the year,
passion fruit is more apt for small scale farming than other perennial/tree crops such as
mangoes or avocados. Replacing local varieties with high yielding grafted seedlings contributed to render passion fruit growing by small-scale farmers even more viable.
However, growers are facing serious challenges. The main problem consists of diseased
planting material with availability of clean and healthy planting material being limited. Furthermore, the high susceptibility of passion fruit for pests and diseases requires appropriate
pest management skills, which most small scale farmers lack. Especially for fruit produced
for exports, chemical use is a sensitive issue and needs to be strictly limited in order to avoid
rejections due to residues problems. The majority of smallholder farmers also lack entrepreneurial and marketing skills. For better market access, small producers also need to consolidate supplies, which can best be achieved when forming farmer groups or associations.
However, further skills are necessary for successful group development.
Against this background, the following case study gives an insight into PSDA’s approach to
Capacity Development for the development of the Passion Fruit value chain.
23
24
3
Monitoring of Capacity Development and Impact Assessment
Monitoring is a tool for the systematic observation and documentation of the progress made
and results (impacts) realised by any type of initiative, project or programme. Conventionally,
monitoring is understood as continuous self-evaluation. As such, participatory monitoring
tools are used to facilitate actors to steer their own affairs for their own benefit. By drawing
lessons learnt from the implementation and monitoring process, stakeholders are enabled to
continuously improve results. At the same time, monitoring serves to identifying emerging
themes and trends that were hitherto often not adequately considered. Concluding, monitoring is not to be misunderstood as an instrument for only justifying the existence of a development programme or initiative. On the contrary, it is a tool to strengthen analysis, debate
and consensual decision-making among stakeholders in an ever changing reality.
In the concrete case, monitoring of Capacity Development for value chain development is
crucial for enabling implementers to invest into the development of peoples’ skills and knowledge in an efficient and effective manner. Even if often neglected, CD for VCD needs to be
monitored in order to steer the efficient use of CD resources, to ensure the quality of CD services and, in particular, to assess its impact on value chain competitiveness.
Monitoring CD measures:
As an integral part of CD measures, the entire Training Cycle (see section 2.6) needs to be
monitored: from training identification, through training preparation and training implementation, to follow-up measures. For that purpose, special feedback and reporting forms have
been developed and are provided in the annexes: Training evaluation form for trainees (see
Annex A.4); Training follow-up form for trainees, trainer and training organiser (see Annex
A.5); Assessment form for training activities for training organiser (see Annex A.8); and Monitoring form for training progress for training organiser (see Annex A.9).
Monitoring CD in the broader context of VCD programmes:
The reports generated throughout the training cycle will only contribute to an overall evaluation of the quality of CD measures, if they are fed into a system or framework that allows
longer-term observation of trainings and participants as well as an assessment of impacts on
value chain performance. Impacts reflect not only whether the newly learned skills are applied, but also whether the application of the skills acquired in the training really contributes
to changing the livelihood of the target groups. Impacts are hence resulting from a sequence
of activities and processes, which are usually referred to as ‘impact chain’ or ‘result chain’
(see Graph 3).
Only once new skills and technologies are adopted, behaviours modified and VC stakeholders capable of adapting their knowledge to ever-changing environments, the CD measures can be assessed to be successful according to the understanding of sustainable development. Even though monitoring these changes requires highly skilled and dedicated staff
and sufficient resources, such kind of impact assessment is the only way to prove whether
capacity development for a given VC delivers intended development results.
25
Once established, monitoring and impact assessment provide information on results
achieved, which should be communicated to the interested public. Development results are neither exclusive to implementers nor donors but first and foremost assets
of the target groups. In order to scale up success and to increase investments into
capacity development, other partners and intermediaries, public and private sector
organisations, non-governmental organisations and other donors should be updated
and ideally involved in a dialogue on lessons learnt, results and impacts and, if possible, a joint way forward.
26
Annex A: Generic Sample Formats for
Capacity Development Activities
Annex A.1:
Annex A.2:
Annex A.3:
Annex A.4:
Annex A.5:
Annex A.6:
Annex A.7:
Annex A.8:
Annex A.9:
Assessment form for Curriculum Vitae for candidates for training organiser
Annex B: Resource material
Annex B.1:
Annex B.2:
Annex B.3:
Annex B.4:
Annex A.1:
– Guidelines for planning training programmes for a selected value chain
(1)
Training activity:
_____________________________________________________
Justification for the training programme for a selected value chain:
(2)
Constraints in the VC to be addressed:



(3)
Overall training programme for the VC:



Detailed planning of training activities (to be filled in for each training activity):
(4)
Target group(s):
Who will be the participants of the
training activity?
(5)
Objectives:
What do we want to achieve with
the training (e.g. development of
skills, transfer of technologies,
change of attitudes)?
(6)
Indicators:
Which results are expected, e.g.:
 What can the trainees do after
the training?
 Which adoption rate do we
expect?
(7)
Programme:
What will be the main topics of
the training activity?
(8)
Materials:
Which materials are necessary to
support the training activity?
(9)
Organisation:
 Date?
 Location?
 Who will do what?
(10) Budget:
Which costs (and potential revenues) have to be calculated?
(11) Follow up:
 Which follow-up activities are
planned?
 Who will take care of the follow up?
(12) Evaluation:
How and by whom will the
evaluation be realised?
(13) Form filled in by: _________________
date: _________________
Annex A.2:
Assessment form for CV for candidates for training organiser
(1)
Training activity:
_____________________________________________________
(2)
Location and date:
_____________________________________________________
(3)
Name of candidate:
_____________________________________________________
(4)
Responsible Officer:
_____________________________________________________
Assessment aspects
(5)
Subject matter:
The candidate qualifies with regard to:
 education
 further training
 practical experience
 theoretical back-up
 target-group specific training experience
 seniority
 other, namely: ...
(6)
Training methodology:
The candidate qualifies with regard to:
 education
 further training
 practical experience
 theoretical back-up
 target-group specific training experience
 seniority
(7)
Training materials:
The candidate
 is familiar with the training materials
 has already applied the material earlier
(8)
Geographical orientation:
The candidate
 has experience in the specific location
 is accustomed to the local habits
 understands the vernacular
 speaks the vernacular
(9)
Total score (max. 40)
Observations and remarks
Score
(max.10)
continued next page
continued – Assessment form for CV for candidates for training organiser
Conclusions and recommendations
(10) Strong points
(11) Weak points
Recommendation with regard to the candidate’s suitability for the requested assignment
(12) Yes, because
(13) No, because
(14) Form filled in by: _________________
date: _________________
Annex A.3:
– Basis for the monitoring of the training results
(1)
Training activity:
_____________________________________________________
(2)
Name of trainee:
_____________________________________________________
(3)
Name of group,
association, company:
_____________________________________________________
Criteria
(4)
What is your position in the
group, association or company?
(5)
Which main challenges does
the group, association, company have to address?
(6)
Which main individual challenges do you have to address?
(7)
Which results do you expect
from the training activity?
(8)
How can the results you are
expecting from the training be
measured?
(9)
Why are you member of the
group or association or employee in the enterprise?
Your answer
(10) Form filled in by: _________________
date: _________________
Annex A.4:
– Information on how trainees assess the quality of the training activity
(1)
Training activity:
_____________________________________________________
(2)
Name of trainee:
_____________________________________________________
Assessment criteria
Score – please score on a scale of 1 to 5
(1 = very bad; 5 = very good)
1
(3)
In general, have your expectations been satisfied
(consult your training expectation form)?
(4)
Was the selection of training participants appropriate?
(5)
Was the group size appropriate?
(6)
Were the contents of the training understandable and
comprehensible?
(7)
Did the training contribute to extending your knowledge
or skills respectively?
(8)
How do you assess the training programme?
(9)
How do you assess the training methodology?
2
What do you think about the trainers’ capacities?
(10) Trainer: ……………………………
(11) Trainer: ……………………………
(12) How do you assess the used training materials?
(13) How do you assess the training venue?
(14) How do you assess the length of the training activity?
Assessment criteria
Please comment
(15) What did you appreciate most
during this training activity?
(16) What did you appreciate less
during this training activity?
(17) Which suggestions do you have
for improving this training activity?
(18) Which ideas do you have for
other training activities?
(19) Any other Comments / Suggestions / Observations?
(20) Form filled in by: _________________
date: _________________
3
4
5
Annex A.5:
– Indication how trainees, trainer and training organiser intend to follow-up the training
(1)
Training activity:
_____________________________________________________
(2)
Name of trainee:
_____________________________________________________
(3)
I agree as a participant of the above-mentioned training activity that I will
implement individually the following activities in the coming six months:
(a)
(b)
(c)
(d)
(4)
I agree as a participant of the above-mentioned training activity that I will
contribute actively to implement together with the members in my group, association or
in the enterprise I am employed in the following activities in the coming six months:
(a)
(b)
(c)
(d)
(5)
Form filled in by: _________________
date: _________________
Annex A.6:
(1)
Training activity:
_____________________________________________________
(2)
Trainer:
_____________________________________________________
(3)
Location:
_____________________________________________________
(4)
Date(s):
_____________________________________________________
Item
Planned budget (KSh)
(5)
Trainer - Fee
(6)
Trainer – Accommodation costs
(7)
Trainer – Transport costs
(8)
Participants - Accommodation costs
(9)
Participants - Transport costs
(10) Training materials
(11) Fuel costs
(12) Other costs
(13) Total
(14) Form filled in by: _________________
date: _________________
Realised (KSh)
Annex A.7:
– Summary of the expectation, evaluation and follow-up forms and training observations
(1)
Training activity:
_____________________________________________________
(2)
Trainer:
_____________________________________________________
(3)
Training outline (see Annex A.1):
(a)
Objectives
(b)
Programme
(c)
Schedule
(d)
Location
(e)
Dates
(4)
Training expectation (see Annex A.3):
(a)
Group challenges
(b)
Trainee challenges
(c)
Expected results
(5)
Training evaluation (see Annex A.4):
(a)
Quantitative:
Summary of scores
(questions 3 – 14)
(b)
Qualitative:
Summary of remarks
(questions 15 – 19)
(6)
Training follow-up (see Annex A.5):
(a)
Individual follow-up
activities:
(b)
Group follow-up activities
(7)
Conclusions and recommendations:
(a)
Noteworthy further
assignments/ activities
(b)
Noteworthy further
interesting training
results
(c)
Conclusions about
expectations, evaluation, follow-up
(d)
Recommendations to
improve training and
overcome constraints
continued next page
continued – Training report form for training organiser
(8)
Annexes:
(a)
Training programme
(b)
List of participants
(c)
Cost/expenditure
(see Annex A.6)
(9)
Form filled in by: _________________
date: _________________
Annex A.8:
(1)
Training activity:
_____________________________________________________
(2)
Location:
_____________________________________________________
(3)
Date(s):
_____________________________________________________
(4)
Name(s) of trainer(s):
_____________________________________________________
(5)
Name of observer:
_____________________________________________________
Evaluation criteria
Score
Observations
Scores: 1 = Very poor/ not at all 5 = Very good/ very much
1
(6)
Trainer(s)
(a)
Trainer 1: ………………………………
2
3
4
5
interaction with participants
assignments for participants
space for inputs from participants
time management
use of supporting material (visuals, flip charts...)
keeping focus
enthusiasm and inspiration about the topics
structure: introduction, main part, conclusions
logical order of contents presented
relevance of information about topics
understandability of information
appropriateness of language
cooperation with the co-trainer
any other aspect:
(b)
Trainer 2: ………………………………
interaction with participants
assignments for participants
space for inputs from participants
time management
use of supporting material (visuals, flip charts...)
keeping focus
continued next page
continued – Assessment form for training activities for training organiser
Evaluation criteria
Score
Observations
1
2
3
4
5
enthusiasm and inspiration about the topics
structure: introduction, main part, conclusions
logical order of contents presented
relevance of information about topics
understandability of information
appropriateness of language for the participants
cooperation with the co-trainer
any other aspect:
(7)
Participants
interest in the topic
active participation in the training
questions asked
readiness to work in groups
capability to discuss and present findings
respect of code of conducts
capability to understand topics/ trainers
capability to fulfil assignments
any other aspect:
(8)
Training materials
quality
language
accordance with the needs of the participants
usefulness of information for the participants
appeal
appropriateness of use
practical orientation
understandability
exercises
participants can make notes
any other aspect:
continued next page
continued – Assessment form for training activities for training organiser
Evaluation criteria
Score
Observations
1
(9)
2
3
4
5
Training coordination
availability of training materials
availability of support by the trainer
cooperation between trainer and support staff
any other aspect:
(10) Training facilities
appropriateness for training activities
space available
interferences (e.g. noise)
atmosphere for interaction
any other aspect:
(11) Other facilities
quality of food, coffee, tea, etc.
accomodation
any other aspect:
(12) Form filled in by: _________________
date: _________________
Annex A.9:
Training
title
Training
topics
Training
date(s)
Responsible staff
Form filled in by: _________________
Name of
trainer(s)
Report
received
(date)
date: _________________
Observations
Need for
further
training
Number trainers/
consultant pool
Number trainers/
consultant staff
_________________
date: _________________
Business mgt.
(e.g. FaaB)
Revised by:
Gender &
business mgt.
date: _________________
Accounting/
bookkeeping
Form filled in by: _________________
Remarks:
(Agricultural)
marketing
Training/ consultancy services offered
VC Development/
ValueLinks
Capacities
Agribusiness
development
Service Provider/
Contact details
Food safety/
quality standards
Annex B.1:
Good Trading
Practices
Good Manufacturing Practices
Good Agricultural
Practices
Organisat. dev.
of BDS/ assoc.
Organisat. dev.
of farmer groups
Quality
management
Other, specify:
Other certificate(s)
Degree(s)
_________________
date: _________________
Business mgt.
(e.g. FaaB)
Revised by:
Gender &
business mgt.
date: _________________
Accounting/
bookkeeping
Form filled in by: _________________
Remarks:
(Agricultural)
marketing
Training/ consultancy services offered
VC Development/
ValueLinks
Qualification
Agribusiness
development
Trainer/
Contact details
Food safety/
quality standards
Annex B.2:
Good Trading
Practices
Good Manufacturing Practices
Good Agricultural
Practices
Organisat. dev.
of BDS/ assoc.
Organisat. dev.
of farmer groups
Quality
management
Other, specify:
_________________
date: _________________
Specifications:
Revised by:
Restaurant
date: _________________
_________________
Technical equipment
Form filled in by: _________________
Region:
Training rooms
Facilities
Hotel
Name of venue/
Contact person/
Contact details
Costs
Overall assessment
good
Accommodation
Training rooms
Max. number of
working groups
Max. number of
training participants
Capacities
acceptable
Annex B.3:
not appropriate
remarks
other costs
Tea breaks
Lunch
Max. number hotel
accommodation
Annex B.4:
Title: __________________________________________________________________________
Short description:
Target group(s):
Ownership / property rights:
Further readings (literature, weblinks):
Training institutions:
Trainers:
Form filled in by: _________________
date: _________________
Promotion of Private Sector Development in Agriculture (PSDA)
Maendeleo House
P.O. Box 41607
00100 Nairobi/Kenya
psda@gtzpsda.co.ke

Capacity Development Concept for Value Chain Development

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