EVALUATION OF COURSES UNDER DANIDA FELLOWSHIP …...COURSES UNDER DANIDA FELLOWSHIP PROGRAMME IN 2014 December 2015 . ... LFA Logical Framework Approach MDGs Millennium Development

1

Danida Fellowship Centre

EVALUATION OF

COURSES UNDER DANIDA FELLOWSHIP

PROGRAMME IN 2014

December 2015


Evaluation of Danida Fellowship Courses in 2014 1

Table of Contents

1 INTRODUCTION ................................................................................................................................................... 3

1.1 METHODOLOGY ................................................................................................................................................ 3 1.2 RESPONSE LEVEL ............................................................................................................................................. 4

2 RESULTS ................................................................................................................................................................. 5

2.1 LEARNING EFFECT FROM PARTICIPATION IN FELLOWSHIP COURSE .................................................................. 5 2.2 COURSE SATISFACTION .................................................................................................................................... 5

3 PARTICIPANTS’ PERCEIVED LEVEL OF CONTRIBUTION FROM COURSE ............................................. 6

4 CONCLUSION AND RECOMMENDATIONS ....................................................................................................... 47

4.1 CONCLUSION ................................................................................................................................................... 47 4.2 RECOMMENDATIONS ....................................................................................................................................... 47


Evaluation of Fellowship Courses in 2014 2

Acronyms

CEDAW Convention on the Elimination of All Forms of Discrimination of Women

CPAR Country Procurement Assessment Report

CSO Civil Society Organisation

CSR Corporate Social Responsibility

Danida Danish International Development Assistance

DCDSP Danida Capacity Development Support Programme

DFC Danida Fellowship Centre

EOSQ End-of-Study-Questionnaire

HRBA Human Rights Based Approach

HRD Human Resources Development

LFA Logical Framework Approach

MDGs Millennium Development Goals

NAMA Nationally Appropriate Mitigation Action

NAPA National Adaptation Programmes of Action

NGO Non-Governmental Organisation

OHS Occupational Health & Safety

PEFA Public Expenditure and Financial Accountability

PreCQ Pre-Course Questionnaire

PostCQ Post-Course Questionnaire

PPC Public Private Cooperation

PPP Public Private Partnership

REDD Reducing Emissions from Deforestation and Forest Degradation

SME Small Medium Sized Enterprise

SWOT Strength, Weakness, Opportunity, Threat



1 Introduction

The purpose of this document is to report on the effect of Danida fellowship courses implemented under

Danida Fellowship Programme, On 1 January 2013 DFC launched a new web-based structured

evaluation system, DFC-Assessment; the system was put into use after a test period of 3 months at the

end of 2012. In 2013, only courses conducted in Denmark were included, while courses conducted in

the global South are included in this report for 2014. To this end all questionnaires are now also

available in French.

The main objective of DFC-Assessment is to deliver quantitative as well as qualitative data on the

possible effect of DFC organised training activities and to provide feed-back information for further

development of the Fellowship Programme in cooperation with DFC’s service providers.

The assessment report also responds to the responsibilities regarding results and efficiency outlined in

Danida Capacity Development Support Programme (DCDSP) which replaced Danida Fellowship

Programme in 2014:

The DCDSP shall have a focus on providing organisational and institutional learning, but not nec-

essarily be tailored to deliver behavioural changes. Transforming new knowledge and learning into

behavioural changes is considered the responsibility of leaders and managers of partner institu-

tions. In the DCDSP, there will be a focus on measuring and monitoring participants’ learning.

What contributes to the institutional capacity and organisational learning is the new knowledge,

competencies and skills acquired by participants in the capacity development support activities and

that the knowledge, competencies and skills are applicable in the daily work.

Development partners in the global South will be responsible for monitoring the results of their

own capacity development and learning processes hereunder outcomes from DCDSP activities.

Monitoring shall be performed in accordance with partners’ general monitoring framework and

according to Danida’s Aid Management Guidelines. Hence, verification of capacity development

and learning outcomes will be integrated into the overall monitoring and evaluation of the

development programme in question.

DFC-Assessment is under constant development, both in terms of technical infrastructure as well as

contents; the prioritised areas to be dealt with include:

updating of the software

redesigning user interface

addressing low number of replies

1.1 Methodology

The data for the evaluation have been collected through 3 web-based questionnaires, including

1. A Pre-course Questionnaire (PreCQ), which is sent out before course start; the data gathered here

are used as a baseline of the participants’ competencies and working experience related to the

thematic areas of the specific course, which they have been approved for. They assess themselves on

12 learning points of which 10 have been identified by the programme organizers as key learning

points and two of them are standard questions from DFC relating to the e-learning course on action

planning available on the DFC Assessment

2. An End-of-Study Questionnaire (EOSQ), which includes questions on information prior to the

course, the course, accommodation as well as social and cultural activities. The participants are

asked to fill in the questionnaire at the end of the course or during the first week after return to their

home country



3. A Post-course Questionnaire (PostCQ), which includes the same questions as the Pre-course

Questionnaire. The participants are asked to fill in the former via mail including a link to the web-

based questionnaire approx. 6 months after the end of the course.

1.2 Response Level

The response level for pre-course questionnaires averages 71%, while it for post-course questionnaires

is somewhat lower, viz. 35%.

Even though numbers have gone up since 2013, the response levels are still not satisfactory, which is

why DFC must give high priority on how to bring the fellows’ response to a sufficient level for data to

be ample to make a valid analysis of the fellowship courses. Again reminders have been sent out with

little effect. The process of gathering data has been hampered by staff-related issues, but that in itself

does not explain the poor results.



2 Results

2.1 Learning Effect from Participation in Fellowship Course

The possible learning effect from participation in short fellowship courses (2, 3 or 4 weeks) is measured

through DFC-Assessment; the possible effect is measured through the participants’ self-assessment of

their own knowledge and skills within the course specific themes before and after the course (6 months).

In general, the results extracted from the participants’ responses showed a good effect of the fellowship

courses, as the 29 courses on average show an increase in knowledge and skills of 49,4%

However, 4 courses showed a learning effect below 30%:

Meeting the MDGs: Results Management for Sustainable Development (a149-14) – 21%

Public Sector Leadership: Improving the Public Sector (a241-14) – 27,14%

Governance in Local Government (a205-14) – 19,25%

L’Approche Basée sur les Droits de l’Homme (a231-14) – 9,85%

There may be several reasons why the effect of these courses did not reach the median, including the

starting point of the participants, i.e. very familiar with the course themes before the course, group

composition, and technical issues with the data collection. See below for a discussion in further detail of

the results. In each case, the results of the course evaluations are discussed in detail with the respective

course provider.

2.2 Course Satisfaction

The immediate reaction of course participation is measured through the application of End-of-Study

questionnaires and based on the qualitative responses it is obvious that participants appreciate adult

education methodology and the learning approaches applied in general in the courses. The level and

relevance of course facilitators’ skills and knowledge is also appreciated. The focus on applicability and

practical approach is highlighted; this means that the tools and models presented and skills and

knowledge acquired is relevant and can be applied in the home organisations of participants.



3 Participants’ Perceived Level of Contribution from Course A Human Rights Approach to Development Programming (a135-14)

Learning objectives

1. To what extent are you familiar with the theoretical background of a Human Rights Based Approach

(HRBA)?

2. To what extent have you had experience working with a HRBA and applying a HRBA to the project

cycle (including during the budgeting process)?

3. To what extent are you familiar with the International Human Rights System (UDHR, UN Charter,

Treaties and Conventions)?

4. To what extent are you familiar with the Regional Human Rights System, specifically the African

Regional HR system?

5. To what extent are you familiar with finding relevant human rights materials online?

6. To what extent are you familiar with the Right to Information?

7. To what extent are you familiar with the Economic, Social and Cultural Rights? – (The right to food,

water, education etc.)

8. To what extent are you familiar with Human Rights and Business?

9. To what extent are you familiar with Right to Access to Justice?

10. To what extent are you familiar with lesbian, gay, bisexual and transgender people’s rights?

11. Please rate your own level in working with action planning (deciding on what to do)

12. Please rate your own level of understanding of tools and methods applied for project planning (deciding

on how to do it)

13. Please rate the importance/relevance of action planning in your daily work

Results

Comments to Results

PostCourse replies are low in number; in the replies given a big increase (up to three levels) is seen for most

of the learning objectives, especially “the HRBA and the project cycle” (Q2) has a high score.

Comments from End-of-Study Questionnaire (8 responses out of 17 possible)

a) Most important strengths of the Course

The course content was totally relevant. Facilitators were great and knowledgeable, friendly

facilitation methodologies adopted, learning environment was good.

The mode of delivery and active participation (involvement of Student) in the whole programme.

Right based approach in the teaching and learning

The benefits of the application of HRBA in development programming

b) Most significant weaknesses

The course was too loaded

The combination of participants coming from CSOs and others coming from state organisations

sometimes makes assignments difficult to undertake.

Course content was too loaded, considering the time available. This made participants very stressed,

and that affected the seriousness with which the Course Assignment was done. I suggest that at least

one day is allowed between the end of programme and departure. It was very stressful travelling the

morning after. Maybe, you can consult participants ahead before tickets are bought. Those who need



to relax before departure will indicate, others who need to leave immediately will also. Finally, the

tickets and Visa application documents came very late. It was a hustle trying to beat the time, maybe

it can be improved.

c) Any other comments

The HRBA in development Programming should be looked at again. Denmark policy for

development support will be based on this, and therefore participants need to grasp every point of

the course. I may suggest that, DFC could organise it at the Regional level, that will be cheaper and

more people could benefit. Example; Africa Region one location on the continent for 3 Weeks

intensive and 1 week research for Action Plan

The course facilitators were exceptionally helpful.

I would be happy to see course spread over a longer time or materials reduced to fit within the time

that costs can allow.



Meeting the MDGs: Results Management for Sustainable Development (a149-14)

Learning objectives

1. To what degree are you familiar with your country’s Development Goals?

2. To what degree are you familiar with the policy context in relation to your project/programme?

3. To what degree are you able to plan for your projects/tasks?

4. To what degree are you able to effectively manage your projects/tasks?

5. To what degree are you familiar with the risks related to implementation of projects and programmes?

6. To what degree are you familiar with sound procurement principles?

7. To what degree are you able to undertake monitoring and evaluation activities in connection with your

project or programme?

8. To what degree do you have experience with conducting capacity assessments?

9. To what degree do you have experience with performance management?

10. To what degree are you able to present your ideas and give feedback to your colleagues?



on how to do it)


Results

Comments to Results

For all learning objectives there is an increase of about 1 level across the board. There are no particular

standouts. Entry level competences of participants are high, hence what appears as a relatively limited

increase in competences. PostCourse replies are low in number.



Ability to get problems solution using Problem tree analysis, objective tree and Logical

framework approach

The use of cooperative learning - group studies were commonly used during the learning sessions.

This was helpful in learning from colleagues and also strengthen team work skills

Cooperative learning, the environment and exposure to project management tools


Wide spectrum of issues covered

The length of time associated with course sessions is always a challenge

Short time to do Action plan


I suggest the course be structured in such a way that two weeks are in Denmark and the other

two weeks in another Country

Late orientation from DFC management

There should be ample time allocated for the action plan development

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (18)

PostC Results (9)



Addressing Climate Change in Development Assistance (a158-14)

Learning objectives

1. To what degree are you familiar with the main causes of climate change?

2. To what degree are you familiar with the local and global impact of climate change?

3. To what degree are you familiar with different types of renewable energy?

4. To what degree are you familiar the concept of carbon footprints?

5. To what degree are you familiar with climate change adaptation measures?

6. To what degree are you familiar with climate change mitigation measures?

7. To what degree are you familiar with financing options for climate change adaptation and mitigation

measures?

8. To what degree are you familiar with the concept of Green Growth?

9. To what degree are you familiar with National Adaptation Programmes of Action (NAPA) and

Nationally Appropriate Mitigation Action (NAMA)?

10. To what degree are you familiar with screening projects and programmes for adaptation and mitigation

needs and opportunities?



on how to do it)


Results

Comments to Results

In general, for each learning objective, there has been a clear increase in ability of participants. The increase

has been between 1 and 2 levels. Understanding of green growth as well as causes and impact of climate

change stands out. PostCourse replies are low in number.



“Carbon footprint, action plan, excursions as field courses learning/application, visit to

municipalities and ministries”

“Integration of the excursions with the classroom work / lectures and the use of different facilitators

/ presenters with various expertise” and “Sharing knowledge and case based learning”


“We could not visit a crop farm where climate adaptation measures / strategies were being adopted.

This could be due to the timing of the programme, maybe it was because most of the farms had

already harvested” and “Excursions to 4 sites in a day is overload, and affected understanding and

appreciation, especially at later visits”


“I have particularly appreciated the commitment of Denmark to climate change. The knowledge

acquired and experiences will be lifelong”

“The training was not only good at the technical level, but we also have a positive change about cer-

tain values (honesty, work efficiency, passion of job, respect of others ….) that are very well devel-

oped in Denmark”



Role of Civil Society in Aid Effectiveness (a161-14)

Learning objectives

1. To what degree are you familiar with the trends and challenges for civil society within the global

context?

2. To what degree are you familiar with the Aid Effectiveness Agenda with the five Paris principles?

3. To what degree are you familiar with Context and Stakeholder analysis?

4. To what degree are you familiar with CSO/NGO governance, membership legitimacy and

accountability?

5. To what degree are you familiar with Organisational Assessment?

6. To what degree are you familiar with Strategic Planning (e.g. SWOT method)?

7. To what degree are you familiar with Result Based Management?

8. To what degree are you familiar with Change Processes?

9. To what degree are you familiar with advocacy, alliances and networks?

10. To what degree are you familiar with Gender Equality and Right Based Approach?



on how to do it)


Results

Comments to Results

In general, for each learning objective, there has been a clear increase in ability of participants, except the

importance/relevance of the Action Planning, which surprisingly shows a very small decrease. Q8 shows the

biggest difference.



Inviting participants from both Asia and Africa. Sharing of experience. Choice of the course "" aid

effectiveness"" very relevant. Visits to the Danish organizations were well organized and practical.

The information we shared was also educative and informative. The topics chosen for the course

were very relevant. More so, the facilitators presented the content in a participant friendly approach.


The duration of the course was relatively short. It could be increased by a week. Some handouts

related to financial management were not availed in either pdf or other formats. Some of the links

provided for accessing the materials were inactive. The structuring of the course around completing

the Action Plan template. This reduced the time for debates and discussions and also made the AP

quite mechanical.


I feel very privileged and lucky to have participated in this course. I will so much appreciate

participating in future courses related to policy development process or other relevant subjects. The

opportunity to network with individuals across the globe was great!

Next time, the course content should not be too loaded or if it loaded, then the number of days

should be increased to give people ample time to discuss and comprehend the various concepts.

123456

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (10)

PostC Results (12)



Corporate Social Responsibility (a163-14)

Learning objectives

1. To what degree are you familiar with development of business strategies?

2. To what degree are you familiar with strategic CSR?

3. To what degree are you familiar with Global Compact?

4. To what degree are you familiar with human rights issues related to CSR?

5. To what degree are you familiar with environment issues related to CSR?

6. To what degree are you familiar with labour issues related to CSR?

7. To what degree are you familiar with OHS issues in CSR?

8. To what degree are you familiar with anti-corruption issues related to CSR?

9. To what degree are you familiar with supply chain management?

10. To what degree are you familiar with stakeholder engagement?



on how to do it)


Results

Comments to Results

The results indicate that the participants have significantly increased their knowledge of the core thematic

areas of the course; throughout the course the participants worked on relevant cases related to their own

workplace using tools and good practices for CSR work, and according to the participants’ own assessment,

the case work has contributed to their understanding of why and how adherence to recognized CSR

principles will lead to a positive change of the company’s professional and financial performance.



“Combination of every relevant topics which are necessary to comprehend the course well (i.e.

training on the topics, group work, visit to relevant organisations, presentations, video

demonstrations etc.”

“Having the opportunity to view the topic developed from different viewpoints, different teachers

and complementation of visits and case studies, allow to have a complete idea of what is CSR”

“Good case studies and the course is conducted in Denmark, so the participants got the experience

of living in a developed and “responsible” country”

To remain focussed on “Action Plan” from the onset”


“Any activity has weaknesses. However, let me say that I do not come to mind, any weakness

related to this course and its contents

“Some facilitators struggled in conveying their knowledge to participants – language challenge”


N/A

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (16)

PostC Results (12)



Sustainable Agriculture and Products (a182-14)

Learning objectives

1. To what degree are you familiar with organic farming principles?

2. To what degree have you in your daily work been using sustainable agricultural principles?

3. To what degree are you familiar with different standards for agricultural products?

4. To what degree are you familiar with tools to measure the degree of sustainability in the agricultural

production?

5. To what degree are you familiar with inclusion of innovative and new approaches in marketing of

organic products?

6. To what degree are you able to make a business plan for a new product/idea?

7. To what degree are you able to influence and change procedures regarding sustainable agriculture at

your work place?

8. To what degree are you able to influence and support the sustainable value chain development through

your work?

9. To what degree do you have knowledge of the driving forces in your country regarding sustainable

development?

10. To what degree do you have knowledge of the general awareness of sustainable development principles

in your country?



on how to do it)


Results

Comments to Results

On all learning modules an increase is seen (1-2 levels up), the Action Plan scores high, this tool hopefully

will support the participants in implementing the course content in their home organizations. Also “inclusion

of innovative and new approaches in marketing” (Q5) has a high score showing that participants benefit from

the exposure, thinking out-of-the-box and the eye-opener-effect (also based on the EOSQ).



The excursion to various farms and places

The concept of sustainable agriculture and products, visit to farm machinery company and organic

plant production, sustainable financing of partner projects, organic vegetable production and

processing, innovation workshop on personal characteristics of the entrepreneur

Business planning/development, sustainability; excursions, accommodation, environment; facilities,

presentations


Probably diversified background of the participants.

It was too congested. Some subjects were not given enough time to teach, learn and comprehend

like for biocontrol of pesticides.

Time distribution - some of the topics need more time for discussion.

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (21)

PostC Results (11)




If we can get another chance to participate in other similar courses next time.

We need to stay more time in Copenhagen

The cover for medical insurance is inappropriate. insurance only covers medical check up by a

practitioner but fellows buy drugs from own funds which is very expensive



Green Energy and Low Carbon Development (a193-14)

Learning objectives

1. What is your awareness of the global response to climate change?

2. How familiar are you with the strengths and weaknesses of key green energy technologies?

3. What is your level of knowledge regarding contact points in Denmark for cooperation on green energy

in developing countries?

4. How familiar are you with the way that energy markets function locally, regionally, nationally and

globally?

5. How experienced are you in preparing feasibility assessments and cost-benefit analysis of energy

technologies?

6. How familiar are you with key entrepreneurial capacities?

7. How familiar are you with the requirements with regards to eligibility for smart funding sources?

8. How familiar are you with the role of carbon financing in a financial plan?

9. How familiar are you in presenting an investment opportunity?

10. How familiar are you in formulation of a business plan for a specific green energy and low-carbon

project or business idea?



on how to do it)


Results

Comments to Results

The entry level of this course was very low, which is typically seen in courses of a very technical nature.

Such courses are also prone to have big differences in participants’ pre-course skills and competences, which

is also reflected in some of the comment highlighted below from End-of-Study-Questionnaire. This also

acconts for the in absolute terms relatively low result, but seen in relative terms the course has significantly

increased the level, more than doubling the starting point in several instances (Q3, Q6-8) Response level of

Post-Course-Questionnaire is low.



The various information it offers, whether directly or indirectly relevant to our jobs. Also

the parts were we had to do exercises e.g. design thinking. It was mind refreshing! Also, the

study tour was a strength to the course

Green energy practices in real life

The Action plan idea was excellent especially with the supervisors that provided quite some

mentoring. The field visit was very good and an eye opener The facilitators were well

knowledgeable on their subject matter and that provided confidence in listening to them

Having different facilitators and available within the course venue was good for easier

consultation


Order of the modules/facilitator's presentation; should be re-arranged

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (14)

PostC Results (7)



Field visits were rather very few and should be at least 2 times to provide other areas of

exposure.

Knowledge of participants background forehand was lacking thus some modules were

facilitated on assumption that all the participants were well knowledgeable in them, leaving

them lost in the process


Course was a useful eye opener on emerging business opportunities in the green energy sector

The level of understanding of the topics by the participant is different at the start of the

course. Some people are already familiar with the topic, and some people are not. The

course itself is presented as if all the participants are already familiar with the topic. Though

there are already few reading materials available at the DFC website, it was quite a long

reading that may be not all the participant had already give some time to read. This result in

some of the participant to be a bit 'lost' in the start of the course. A brief introduction of the

topic could help to avoid this.



Natural Resources Management (a198-14)

Learning Objectives

1. How good are you at strategic planning (stakeholder analysis, stakeholder engagement, logical

framework analysis, development of action plans)?

2. How strong is your understanding of good governance requirements necessary for sustainable natural

resources management?

3. To what degree do you understand the application of economic instruments for sustainable natural


4. How would you rank your presentation and public speaking skills?

5. To what degree do you understand the relations between sustainable natural resources management and

food security?

6. To what degree do you understand the REDD mechanism and its potential in your country?

7. To what degree are you familiar with the mechanisms and benefits of community based natural


8. To what degree are you familiar with the regulatory controls needed for sustainable fisheries

management?

9. To what degree does your network help keeping you informed of best practices in your area of natural

resources management

10. To what degree do you understand the principles of integrated water resources management?



on how to do it)


Results

Comments to Results

The results show that the participants in their own assessment have profited by participation in the course, in

some areas more than others. The results show that knowledge and understanding has been improved by

approx. 50% in most core areas of the course through a mixture of various learning elements such as

lectures, exercises, excursions and last, but certainly not least through peer learning as indicated by several of

the participants.



“The field visits gave it a more practical approach hence enhanced the learning”

“The interactive method of teaching and learning practically from the field”


“Some visiting presenters were not very much fluent in the English language so it was a bit of a

challenge to get them to flow easily”. “Some training like Google Earth application needed more

time. Time was a bit short”


“The course has been very relevant; however, I will suggest that since it is Danida funded

organisations participating in the course, all areas of natural resources should be treated and not

only concentrate on the experiences of Denmark”.

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (15)

PostC Results (12)



“Democracy system discussion, field visits, daily schedule (9-4) were great balance for getting to

know social and course objectives”



Financial Management and Good Governance (a226-14)

Learning Objectives

1. To what degree are you familiar with the concepts of Public Sector Management?

2. To what degree are you familiar with the concepts of Good Governance?

3. To what degree are you familiar with the concepts of results-based management and results-based

budgeting?

4. To what degree are you conversant with project planning and management tools such as the Logical

Framework Approach (LFA)?

5. To what degree are you familiar with practical tools for procurement performance management such as

PEFA and CPAR?

6. To what degree are you familiar with Public Financial Management Reform(s)?

7. To what degree are you familiar with the concept of New Public Management?

8. To what degree are you familiar with the differences between Anglophone and Francophone

Expenditure Management Systems?

9. To what degree do you have experienced with Public Expenditure Tracking Surveys?

10. To what degree are you familiar with concepts for measuring and combatting corruption?



on how to do it)


Results

Comments to Results

A significant increase is seen on all learning objectives; but unfortunately the Post Course-replies are low in

number. New Public Management has a very high score, obvious not very well known to the participants

before arrival, this subject together with Public Expenditure Tracking Surveys were found very interesting by

the participants.



Resource persons, training place, training materials, excursions and much more

The trainers skills and experiences as well as the LFA session

Bringing different cultures (countries) to share and compare and learning from each other

The facilitators were very experienced and they were able to use their experience from dozens of

countries around the globe in their sessions which was very much appreciated by the participants.


Too tight timetable, living less time for fellowship


The course programme should be more flexible, may be with all afternoon sessions dedicated to the

AP assignment.

I would recommend that DFC should be able to visit the training venue at least once a week to

monitor the training and help the participants as well.

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (20)

PostC Results (4)



Gender Equality Mainstreaming (a232-14)

Learning Objectives

1. To what degree are you familiar with major policies/strategies for strengthening gender equality in

development cooperation of international organisations, national governments/agencies, and CSOs?

2. To what degree are you familiar with international legal instruments and policies related to women’s

human rights (e.g. CEDAW, MDGs etc.)?

3. To what degree do you possess skills for practical use of concepts and tools for ensuring gender quality

(covering all stages of the programme cycle at country and sector level)?

4. To what degree are you conversant with human rights issues in development (with a particular focus on

women’s human rights and rights perspectives of gender quality)?

5. To what degree are you familiar with the Paris Declaration, the Accra Agenda, and the Busan

Partnership and their effect on integration of gender quality goals in Development?

6. To what degree are you able to evaluate and formulate strategies to advance gender quality, women’s

empowerment and rights at the international, national and regional levels?

7. To what degree are you able to conduct a gender analysis of your own sector?

8. To what degree are you familiar with approaches and strategies related to women and protection in

conflict?

9. To what degree are you familiar with Human Resources Management policy areas and especially their

impact on gender equality in an organisation?

10. To what degree are you familiar with principles for effective gender training planning?



on how to do it)


Results

Comments to Results

An increase is seen on all learning modules; but participants seem to have a high level of knowledge of

gender related areas before arriving. The module dealing with international declarations (Q5) has the highest

increase; but also formulation of strategies (Q6) scores high.



Relevant to the daily job tasks, clear to understand, applicable to our daily job tasks

participation approach, group discussions, knowledgeable facilitator and the exposure to

institutions

The course contents and very rich and know ledged presenters

The course was participatory and had very practical examples both from course facilitators and

contributions by participants.


Time was limited, especially for practical examples and also I feel there should have been more

study tours

0

2

4

6

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (18)

PostC Results (10)



Time allocated to reflection and discussion was little.


There remains too much theory and not a lot of practical from organizations that have implemented

similar concepts

Time limitation in some sessions



Export, Production & Service SME (a238-14)

Learning Objectives

1. To what degree are you familiar with trade instruments?

2. How experienced are you in marketing management?

3. Please rate your ability to facilitate an export strategy process?

4. What is your level of experience in developing export marketing plans?

5. To what degree are you familiar with production planning and optimization?

6. How proficient are you in the areas of strategic management and leadership?

7. How knowledgeable are you on financial management?

8. To what extent have you worked with capacity development and change management?

9. Please account for how used you are to working with HRD and motivation as tools to increase SME

performance?

10. How do you rate your involvement in Corporate Social Responsibility practices?



on how to do it)


Results

Due to an error in the data collection, no results can be presented via DFC Assessment. For this course, as for

all courses, an evaluation was organized by the course provider.

Comments to Results

N/A



Lots of information.

The course was well considered and included all relevant topics. The most important part was

that course covered a wide range of topics and that have catered to different expectations.


Course very heavy

The option to visit the Danish Company was only limited to a furniture company whereas a

good number of the participants had a agri-business background


Overall it was an excellent course. Thank you, DFC. Thank you COWI.



Food Safety and Traceability (a180-14)

Learning Objectives

1. To what degree are you familiar with the general rules of Food Safety and Traceability?

2. To what degree are you familiar with rules and regulations of Food Safety and Traceability standards?

3. To what degree are you familiar with certification and control of Food Safety and Traceability?

4. To what degree are you able to make a business plan for implementing standards for Food Safety and

Traceability?

5. To what degree are you familiar with including innovative and new approaches in marketing products

with high traceability and food safety standards?

6. To what degree are you familiar with EU standards for exporting your goods?

7. To what degree are you able to influence and change procedures regarding Food Safety and Traceability

at your work place?

8. To what degree are you able to help producers in producing and management?

9. To what degree are you able to identify new business opportunities and act upon them?

10. To what degree are you able to influence and support the implementation of Food Safety and

Traceability standards within value chain development?



on how to do it)


Results

Comments to Results

All learning objectives have an increase; but especially the one dealing with EU-standards for exporting

(Q6), not an area familiar to the participants before taking part in the course; but an eye-opener for the future

work. The participants have also benefitted a lot from the module on rules and regulations for Food Safety-

standards (Q2).



Introduction of the general food safety standards and steps required in applying them to my

organization.

Food safety from farm to fork, Standard operation procedure (SOP), food quality and safety

certifications, HACCP analysis, and traceability.

Time keeping, sufficient breaks every hour, simple delivery of content, almost fulltime presence of

course manager, availability of course materials, provision of computers for those who did not have

one


Wished it was more of a practical approach and a more detailed course on how we can go about

these in our organizations. The course was more of how Danish organizations are practising

HACCP and food safety but not explaining in detail how we can go about it in our countries.

The course has no weakness, I want to get future assistance for the implementing my action plan in

my country. So, I think there should be a possibility for future assistance in this course, if someone

needs help.

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PreC Results (19)

PostC Results (8)




Excursions were too far apart and involved a lot of time travelling

Excellent



Social Partnership for Business Development (a179-14)

Learning Objectives

1. How much knowledge do you have in relation to identifying, classifying and describing various types of

social partnerships (terminology, types, objectives etc.)?

2. How familiar are you with local and international trends in social partnership for business development?

3. To what degree are you familiar with preconditions, drivers and characteristics of a successful social

partnership for business development?

4. To what degree are you familiar with mapping and describing various types of social partnerships in

terms of purpose, type, roles, mandates and level?

5. How familiar are you with analysing an organisation’s capacity to engage in and develop partnerships?

6. How familiar are you with aspects that can enhance the effectiveness, efficiency and success of a social

partnership for business development?

7. How experienced are you with development and management of social partnerships?

8. To what extent are you experienced in evaluating social partnerships, with the purpose of improving

these?

9. To what degree are you familiar with development and implementation of action plans for enhancing

social partnerships?

10. ?



on how to do it)


Results

Comments to Results

The results for this course show an extraordinarily high increase in the level of knowledge of the key

concepts of social partnerships including the more practical aspects of the concept. This could be due to the

fact that the whole concept of social partnership (tripartite collaboration) is known as the ‘Danish model’ and

is not that well applied in other parts of the world. Yet it is considered highly relevant by the participating

organisations.



The course was good, teaching material was sufficient and I will definitely apply the course in the

course of my work.

The practicals: we went through in partnership analysis, problem analysis, the various tools, Action

Plan to solve challenges, visits to Danish Industry, 3F (trade union) and to the municipality.


Some areas were not handled thoroughly well like negotiation skills


The course was highly relevant and there were plenty exercises that helped more understanding of

the course, keep it up. It was an excellent learning experience for me. I have learnt a lot of things

that will help me throughout my entire life.

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PreC Results (15)

PostC Results (9)



I have additional lessons from the Danish social and cultural life. Very kind, calm, respectful and

supportive people. I have observed well organized and focused on work people.



Capacity Development, Adult Education and Training Delivery (a143-14)

Learning Objectives

1. To what degree are you familiar with approaches to capacity development at national, institutional,

organisations and individual levels?

2. To what degree are you familiar with the principles and tools for working with good governance?

3. To what degree are you familiar with the principles for and methods of organisational capacity

assessment?

4. To what degree are you familiar with approaches to and tools for management of change processes?

5. To what degree are you familiar with tools for designing and conducting a training needs assessment?

6. To what degree are you familiar with approaches to adult and team learning?

7. To what degree are you familiar with approaches to and tools for planning and delivery of training?

8. To what degree are you familiar with tools for training on monitoring and evaluation?

9. Please rate your own level in working with “action planning”, i.e. planning interventions for change?

10. Please rate your own of understanding tools and methods applied for project planning and

implementation?



on how to do it)


Results

Comments to Results

This course demonstrates a very significant increase pretty much across all learning objectives, in some cases

even tripling the pre-course assessments (Q4, Q8, Q10). This course is build around a concept which takes it

start in theory and conceptualisation of the topic before addressing its operationalisation at organisational

and individual level. The number of Post-Course-Questionnaire replies is acceptable.



It is based on concrete experience, role play, group work which help us to learn from each

participants experience

The ability to tie what is learnt in class to what is practiced in real fact

Development of the Capacity Action Plan and the approach to adult learning.


Over lap of some presentation. But that could be used positively to re-emphasis modules earlier

presented.

Follow-up on action plan activities after the first session was not actively pursued as promised by

course coordinator

DFC should create a closer relationship with the Fellows and not leave it entirely to the facilitators

i.e Grontmij and COWI. Frequent visits would help.


Really appreciate guide and coordinators commitment to help every one travel to Denmark and take

part in the course. 2nd phase of the course should be conducted in different country

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PreC Results (15)

PostC Results (9)



Public Private Partnership (a240-14)

Learning Objectives

1. To what degree are you familiar with the concept of Public Private Partnerships (PPP)?

2. To what degree are you familiar with the concept of an enabling environment for PPP e.g. political,

legal, regulatory, institutional framework?

3. To what degree are you familiar with the concept of analysing and appraisal of PPP projects such as cost

benefit analysis, environmental and social assessment?

4. To what degree are you familiar with the concept of private sector participation?

5. To what degree are you familiar with PPP incentives and motives of the private and public sector?

6. To what degree are you familiar with PPP incentives and motives of the private and public sector?

7. To what degree are you familiar with the differences between procurement processes in the private and

traditional public sector?

8. To what degree are you familiar with management of PPP projects?

9. To what degree are you familiar with the available funding mechanisms for PPP projects?

10. To what degree are you familiar with the concept of UN Guiding Principles and Corporate Social

Responsibility?

11. Please rate you own level in working with action planning (deciding on what to do)


on how to do it)


Results

Comments to Results

A very high increase is seen on all learning modules (except for the importance/relevance of Action

Planning), which tells us that the knowledge of the participants before coming has been low – a new

concept/way of thinking for many; but the course has given expected information/knowledge.

Unfortunately the number of PostCourse-replies is too low.



Assessment of PPP project, financial and socio-economic analysis, value for money, procurement

processes

Field visits linking the theory and practice.

Facilitators of the course in COWI and projects visited


Limited examples and not adequate modules on roles for different stakeholders including NGOs,

networks, alliances etc.

Limited time and therefore so compressed


Time limitation

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PreC Results (18)

PostC Results (5)



Public Sector Leadership: Improving the Public Sector (a241-14)

Learning Objectives

1. To what degree do you apply public sector governance, leadership and management tools in your day-to-

day work?

2. To what degree are you familiar with the concepts of state capability?

3. To what degree do you employ the human rights based approach in work?

4. To what degree are you aware of how to measure and combat corruption?

5. To what degree are you familiar with modalities of development cooperation and development funding?

6. To what degree are you as public sector leader able to strategically plan and manage?

7. To what degree are you familiar with the concepts “public value creation” and “welfare innovation”?

8. To what degree are you familiar with the drivers of change processes for improved public value in public

sector institutions?

9. To what degree are you familiar with the concept “public-private partnership” (PPP)?

10. To what degree do you use different styles and approaches in leadership?



on how to do it)


Results

Comments to Results

An increase is seen on all learning modules (except for the importance/relevance of Action Planning).

Concepts such as “public value creation” and “welfare innovation” (Q7) have been new to the participants;

but the new knowledge has been well received. PostCourse-replies are unfortunately too low in number.



Practical aspects of the course

Facilitators’ commitment to the course that really inspired me to be more committed and to my job.

To know people from the various countries with different background working as a team in

harmony, this is something leaders should know even with different background can work together.


Less practical experience in some presentations

Time constraints

rigidity in terms of strictly following timetable, in my opinion some flexibility should be allowed, at

least to allow small time to learn the new country.


Some subjects more of theory

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PreC Results (15)

PostC Results (7)



Organisational Change Management (a129-14)

Learning Objectives

1. To what degree are you familiar with change management tools?

2. To what degree are you familiar with organisational analysis?

3. To what degree are you familiar with change strategies?

4. To what degree are you experienced in negotiating and communicating changes?

5. To what degree are you experienced with process management / process facilitation?

6. To what degree are you experienced working with Logical Framework Approach?

7. To what degree are you familiar with undertaking training needs assessments?

8. To what degree are you experienced in providing training or other capacity development activities?

9. To what degree do you have experience in monitoring of organisational change?

10. ?



on how to do it)


Results

Comments to Results

The course shows considerable progress in terms of the participants’ knowledge and understanding of the

core concepts, strategies and tools in organisational change development. The course is very tools-oriented

in order to equip the participants with sufficient skills to develop and manage change processes themselves.

Number of Post-Course Questionnaire is too low.



The positive way of looking at all the constraints, as well as the coaching and the motivating models

The practical means of teaching and friendly environment of teaching bringing meaning and

understanding of the subjects to students

Reaching out to the stakeholders, such as facilitation, coaching, as well as making action plan with

the hands-on examples are very useful


Cannot point to any, everything was just excellent

Action Planning should have been supervised step by step from day one


Was just too good, words cannot describe it, going back with a lot of zeal to put whatever I have

through here in practice

The course seems a bit tight to cover within 3 weeks; it should have been spread over a month for

this particular course

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PreC Results (12)

PostC Results (5)



Promoting Government Integrity and Anti-corruption (a185-14)

Learning Objectives

1. To what degree are you familiar with good governance, democracy and development?

2. To what degree are you familiar with taxonomy, causes and types of corruption?

3. To what degree are you familiar with the effects of corruption?

4. To what degree are you familiar with national, regional and international interventions to eradicate

corruption?

5. To what degree are you familiar with development tools to measure corruption?

6. To what degree are you familiar with corruption in the public procurement sector?

7. To what degree are you familiar with the concept of whistle blower protections in the battle against

corruption?

8. To what degree are you familiar with social accountability tools to combat corruption?

9. To what degree are you familiar with the relationship between gender and corruption?

10. To what degree are you familiar with the relationship between the right to access information and

corruption?



on how to do it)


Results



Comments to Results

N/A



Modalites de Mise en Æuvre de l’Approche Sectorielle (a201-14)

Learning Objectives

1. Dans quelle mesure êtes-vous familier avec les concepts liés à l’approche sectorielle?

2. Dans quelle mesure êtes-vous familier avec les modalités practiques pour la preparation, la mise en

æuvre et le suivi d’une approche sectorielle?

3. Dans quelle mesure êtes-vous familier avec le partage des rôles, la division du travail entre les acteurs

dans l’approche sectorielle?

4. Dans quelle mesure êtes-vous familier avec les difficultés, les contraintes et les possibilités d’adaptation

de l’approche sectorielle?

5. Dans quelle mesure êtes-vous capable de planifier la mise en æuvre de l’approche sectorielle dans un

secteur donné?

6. Dans quelle mesure êtes-vous capable d’identifier les outils et instruments nécessaires à la mise en æuvre

le l’approche sectorielle?

7. Dans quelle mesure êtes-vous capable de décrire et comparer les différents outils et instruments pour la

gestion de l’aide extérieure?

8. Dans quelle mesure êtes-vous familier avec les mechanismes nécessaires à la conduit d’une coordination

sectorielle?

9. Dans quelle mesure êtes-vous informé des experiences dans les autres pays, et des bonnes practiques

regionals et internationals pour la mise en æuvre de l’approche sectorielle?

10. Dans quelle mesure êtes-vous capable d’evaluer la mise en æuvre de l’approche sectorielle dans votre

secteur d’intervention?

11. S’il vous plait noter votre propre niveau dans le travail avec la planification de l’action (décider de ce

qu’il faut faire)

12. S’il vous plait noter votre propre niveau de comprehension des outils et des methods appliquées à la

planification de projet (décider de ce qu’il quelle facon de le faire)

13. S’il vous plait noter l’importance / pertinence de la planification de l’action dans votre travail quotidien

Results



Comments to Results

N/A



Women in Management (a220-14)

Learning Objectives

1. To what degree are you familiar with the concept of strategic management for organizational

performance?

2. To what degree are you able to provide professional and effective communication, i.e. give

presentations, chair large meetings, etc.?

3. To what degree are you familiar with the difference of management and leadership?

4. How familiar are you with the concept of mentoring and coaching as development tools for an effective

organisation?

5. To what degree are you observant of your role as mentor and coach as leader in your organisation?

6. To what degree are you familiar with the theory and practical tools for performance appraisal and

management?

7. To what degree are you familiar with formulation, assessment and evaluation of policies?

8. To what degree are you experienced in negotiation techniques?

9. To what degree are you familiar with financial management as a management information tool for

efficient and effective management?

10. To what degree are you familiar with writing of proposals?



on how to do it)


Results

Comments to Results

The participants have according to the results increased their knowledge and understanding with regard to all

parameters; the only exception is the last question (importance/relevance of action planning), which

surprisingly is indicated less important in the post-course survey.



It was insightful and enlightening; I acquired new ideas, got some explanations to issues that

affected me at work and gained knowledge from my peers which will be useful

Facilitators were competent and knowledgeable; apt examples were used. The course was very

interactive


N/A


N/A

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (9)

PostC Results (4)



Governance in Local Government (a205-14)

Learning Objectives

1. To what degree are you familiar with the concept of government in relation to local government?

2. To what degree are you familiar with decentralized planning including composition and functions of

local level political and administrative structures?

3. To what degree are you familiar with the concept of fiscal decentralization in connection with local

government reforms?

4. How familiar are you with the concept of participatory planning and budgeting in connection with

involving civil society in community planning?

5. How familiar are you with the concept of participatory planning and budgeting in connection with

involving civil society in community planning?

6. To what degree are you with policy formulation (local level agenda setting, decision-making, monitoring

and evaluation etc.) at the local government level?

7. To what degree are you familiar with the concept of Local Economic Development (LED)?

8. To what degree are you familiar with the concept of Public Private Partnership (PPP) in connection with

decentralization?

9. To what degree are you familiar with public procurement for local government institutions?

10. To what degree are you familiar with writing of proposals?



on how to do it)


Results

Comments to Results

The results from the pre-course and post-course surveys are somewhat close; yet, they do show an acceptable

increase of the participants’ knowledge and understanding of the key concepts of the course targeting the

local government sector.



Action plan preparation to have a mock presentation for the first week and the second week to

present final one.


N/A


N/A

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PreC Results (7)

PostC Results (8)



Greening the Growth (a222-14)

Learning Objectives

1. To what degree are you familiar with the concept of Inclusive Green Growth?

2. To what degree are you familiar with the concept of Sustainable Development?

3. To what degree are you familiar with the cradle-to-cradle concept?

4. To what degree are you familiar with different types of renewable energy?

5. To what degree are you familiar with energy audits?

6. To what degree are you familiar with energy efficiency measures?

7. To what degree are you familiar with the concept of Environmental Management Systems?

8. To what degree are you familiar with the concept of Carbon Footprint?

9. To what degree are you familiar with zero-waste strategies?

10. To what degree are you familiar with making action plans?



on how to do it)


Results

Comments to Results

This course shows very varying degrees in the level of increase in skills/knowledge ranging between a

quadrupling of the starting point (Q5), tripling (Q3), doubling (Q1, Q6, Q7, Q8, Q9) and to more modest

approval. This can to some degree be explained by low number of PostCourse questionnaires completed, but

it also because this course builds on established practices and concepts put into new contexts with new topics

introduced.



The course integrates the theories with the field visits. It also facilitates participation and experience

sharing among participants from different countries

Practical especially the excursions to visit renewable energy site which helped link theory to

practice


Time factor to have adequate discussion and articulation of the theories and field practices

I believe that we could have more concepts or more theories of how best to do in different

situations. Example, was spoken about implementation about new energy but not the technical to

implements, how to start, how to conduct the initial process using example of countries already at

work.


It was relevant and well executed by very knowledgeable team

The course was very useful. With new input I’m feeling more able to continue to do my job

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (10)

PostC Results (4)



L’Approche Basée sur les Droits de l’Homme (a231-14)

Learning Objectives

1. Dans quelle mesure êtes-vous initié à la protection nationale des droits de l’homme?

2. Dans quelle mesure êtes-vous initié aux instruments régionaux relatifs aux droits de l’homme?

3. Dans quelle mesure êtes-vous initié aux instrument internationaux relatifs aux droits de l’homme?

4. Dans quelle mesure êtes-vous familier avec principes de Participation, Redevabilité, Autonomisation,

Égalité et groupes vulnérables?

5. Dans quelle mesure valorisez-vous les droits à la fois en tant que moyen et en tant que but des projets de

développement?

6. Dans quelle mesure concevez-vous le système des droits ses principes comme cadre des processus de

développement?

7. Dans quelle mesure êtes-vous familier avec les concepts de base de la programmation de

développement?

8. Dans quelle mesure êtes-vous capable de trouver des infos pertinentes sur les droits de ‘homme de mener

une programme sur l’ABDH?

9. Dans quelle mesure êtes-vous compètent pour développer les outils nécessaire pour, protéger et atomiser

les groupes vulnérables lors de la conception et de la mise en œuvre des projets de développement?

10. Dans quelle mesure avez-vous été formé à la budgétisation basée sur les droits de l’homme?


qu’il faut faire)

12. S’il vous plait noter votre propre niveau de compréhension des outils et des méthodes appliquées à la

planification de projet (décider de ce qu’il quelle façon de le faire)


Results

Comments to Results

Due to an error in the data collection and difficulties in downloading the DFC Assessment Portal EOSQ-

results are missing. Also a language problem occurred. For this course, as for all courses, an evaluation was

organized by the course provider.



N/A


N/A


N/A

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (2)

PostC Results (7)



Adaptation aux conséquences des changements climatiques dans le secteur agricole (a209-14)

Learning Objectives

1. Dans quelle mesure, la formation peut-elle être bénéfique pour vous?

2. Dans quelle mesure, la formation peut-elle être bénéfique votre structure/organisation?

3. Dans quelle mesure êtes-vous familier avec les concepts de CC et de variabilité climatique?

4. Dans quelle mesure êtes-vous familier aux questions de vulnérabilité, de résilience et d’adaptation dans

un contexte de CC?

5. Dans quelle mesure êtes-vous familier aux processus PANA de votre pays?

6. Dans quelle mesure êtes-vous capable d’analyser la vulnérabilité des moyens de subsistance des agricole

aux risques liés au climat?

7. Dans quelle mesure êtes-vous capable d’identifier des options d’adaption dans le domaine de la

production agricole et animale?

8. Dans quelle mesure êtes-vous familier d’identifier des options d’adaptation dans le domaine des

infrastructures et services liés à l’agriculture?

9. Dans quelle mesure êtes-vous familier avec les outils de planification et de gestion des projets pour

l’adaption aux CC?

10. Dans quelle mesure êtes-vous informé des expériences d’adaptation aux CC dans les autres pays?


qu’il faut faire)




Results

Comments to Results

Participants from West Africa have had difficulties in downloading the DFC Assessment Portal which

explains the low number of replies, especially in the EOSQ. Also language problems occur, since DFC

Assessment is in English, only the questions are given in French. An increase is shown in all learning

objectives; but it seems that participants have benefitted most from modules regarding implementation and

Action Planning.



Tous les sujets étaient pertinents

Les impacts du changement climatique sur l'agriculture, l'élevage, l'environnement et les mesures

d'adaptation.


N/A


N/A

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Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13

PreC Results (8)

PostC Results (5)



Chaînes de Valeur dans le Secteur Agricole (a239-14)

Learning Objectives

1. Dans quelle mesure êtes-vous familier avec le concept chaîne de valeur?

2. Dans quelle mesure pouvez-vous donner une typologie des chaînes de valeur en fonction de leur

complexité?

3. Dans quelle mesure pouvez-vous donner une définition de la valeur ajoutée au sein d’une chaîne de

valeur?

4. Dans quelle mesure pouvez-vous donner une définition du concept de “filière agricole”?

5. Dans une filière agricole, connaissez-vous les principaux acteurs à considérer?

6. Dans une filière agricole, connaissez-vous l’implication du secteur public au développement d’une

chaîne de valeur?

7. Dans quelle mesure connaissez-vous l’implication du secteur privé au développement d’une chaîne de

valeur?

8. Dans quelle mesure êtes-vous familier avec les outils d’analyse d’une chaîne de valeur?

9. Dans quelle mesure connaissez-vous des outils ou mécanismes financiers adaptés au financement des

chaînes de valeur?

10. Dans quelle mesure êtes-vous familier avec les avant et les contraintes de démarche de qualité et d’un

certif des produits des chaînes de valeur?


qu’il faut faire)




Results

Comments to Results

Participants from West Africa have again had difficulties in downloading the DFC Assessment Portal which

explains the low number of replies (especially the EOSQ). Also language problems occur, since DFC

Assessment is in English, only the questions are given in French.



Le partage d'expérience les cas pratiques abordés la clarté des supports

Les visites terrains, les échanges avec les différents acteurs visités de retour en salle.


La lourdeur du programme


Le cours est très riche et bien documenté

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PreC Results (13)

PostC Results (7)



L’Approche Fondée sur le Genre et Droits Humains (a190-14)

Learning Objectives


2. Dans quelle mesure, la formation peut-elle bénéfique pour votre structure/organisation?

3. Dans quelle mesure êtes-vous familier avec les concepts liés à l’approche genre?

4. Dans quelle mesure êtes-vous familier avec les instruments d’analyse genre?

5. Dans quelle mesure êtes-vous capable de faire une analyse genre vous-même?

6. Dans quelle mesure êtes-vous familier avec l’approche genre en relation avec une thématique

sectorielle?

7. Dans quelle mesure êtes-vous familier avec le concept “Approche basé sur les droits humains”?

8. Dans quelle mesure êtes-vous familier avec des outils de gestion de projets, telles que le cadre logique et

l’identification des indicateurs?

9. Dans quelle mesure êtes-vous avec la législation nationale et internationale en matière de promotion du

genre?

10. Dans quelle mesure êtes-vous informé des expériences, et des bonnes pratiques régi pour la mise en

œuvre de l’approche genre?


qu’il faut faire)




Results

Comments to Results

Again problems in downloading DFC Assessment and language problems give a low number of replies.



N/A


N/A


N/A

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PreC Results (11)

PostC Results (1)



Strategic Communication for Development and Advocacy (a223-14)

Learning Objectives

1. To what degree are you familiar with the concept “Strategic Communication”?

2. To what degree do you know what “Development Communication” is about?

3. To what degree are you familiar with different communication approaches?

4. To what degree are you able to plan a communication intervention?

5. To what extent do you know how to work with the media?

6. To what extent do you make use of social media in your work?

7. To what extent are you familiar with the term “Viral campaign”?

8. To what degree are you aware of the difference between lobbyism and advocacy?

9. Please rate your own knowledge of data collecting methods?

10. To what degree are you aware of how to carry out an “information needs assessment”?



on how to do it)


Results

Comments to Results

A significant increase is shown in all learning modules; but especially modules on new techniques and new

ways of communicating are scoring high showing that participants have a good knowledge of the basics; but

eager to learn new trends and ways – and that these are well received by all.



The power of media to make a real change. The ability of the resource persons to communicate their

thoughts in a clear and effectual manner. The course underlined and re-affirmed the purpose of

planning in the communication process.

The combination of competent trainer, very knowledgeable resource person, good training

materials, and great training method.

Very interactive and participatory.


Time allocation

Some of the modules were a bit rushed


It's so good I learnt many things I didn't know.

My stay at Arusha - ESAMI was not very bad. However the venue was not very ideal. When having

a course with international guests, consider a venue that would serve international menus so that we

don’t have the same menu served over and over again

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PreC Results (19)

PostC Results (7)



Results-Based Monitoring and Evaluation (a188-14)

Learning Objectives

1. How much does monitoring and evaluation (M & E) form a part of your job responsibilities?

2. How familiar are you with the programme/project management cycle?

3. To what extent do you prepare M&E reports as part of your work?

4. Please indicate your degree of familiarity with results-based monitoring and evaluation (RBME)?

5. Do you design and develop M&E frameworks?

6. Do you extract and disseminate organizational learning points from M&E results/findings?

7. Are you able to promote and demonstrate use of M&E to the organizations you work with?

8. Please rate your experience with impact evaluation?

9. Please indicate the degree to which you can distinguish between monitoring an activity and evaluating an

activity?

10. To what extent do you initiate new M&E activities at your work place?



on how to do it)


Results

Comments to Results

There are varying but good degrees of increase across the board in the increase in skills/knowledge. To some

degree, this can be explained by the fact that this course builds on established practices and concepts put into

new contexts with new topics introduced; i.e. parts of the course is familiar to participants but there new

areas and contextualization which participants are less versed in. The number of Post-Course questionnaires

filled in is too low.



Emphasis on outcomes and impact of the monitoring and evaluation of projects, programmes and

policies was very insightful. It exposed our shortfalls of always limiting ourselves to just the

immediate deliverables (outputs). The course brought to light the importance of impact evaluation

as essential for knowledge sharing through lessons learnt and improvement in both organisational

and M&E systems through positive changes made to them.

Understanding how to answer the question 'So what' and move on further to address Outcomes and

the Impact. Different approaches to evaluation.

Moving from the Traditional M&E to RBM&E with more emphasis on outcome and impact.


The time is not sufficient compared to the content of the course. It should be phased into two in

terms of foundation (theory) and advanced for practical application which could take a total of 4

weeks.

Not all the materials for the different modules were available in our folders.


The course focuses on attitudinal change of experts in institutionalising M&E to achieve results and

this can only be done by making the M&E system friendly and easily adoptable.

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PreC Results (17)

PostC Results (6)



It's important to have DFC representative during the course since things that don't work UMI shoots

back that it's DFC that is responsible not them



Société civile et efficacité de l’aide (a235-14)

Learning Objectives

1. Dans quelle mesure êtes-vous initié aux principes et aux mécanismes de l’aide internationale?

2. Dans quelle mesure êtes-vous familier avec les concepts de l’efficacité de et l’efficacité du

développement?

3. Dans quelle mesure êtes-vous familier aux spécificités de l’aide DANIDA et l’approche droits

humaines?

4. Dans quelle mesure êtes-vous initié au rôle des OSC dans le suivi de l’efficacité de l’aide?

5. Dans quelle mesure êtes-vous initié aux mécanismes de suivi des politiques et programmes sectoriels?

6. Dans quelle mesure êtes-vous capable d’identifier des indicateurs pertinents pour le suivi des politiques

publiques?

7. Dans quelle mesure êtes-vous initié de construire un plaidoyer et mener des actions de lobbying?

8. Dans quelle mesure êtes-vous initié à l’importance des relations publiques pour les OSC et la

construction de partenariats?

9. Dans quelle mesure êtes-vous capable de trouver de l’information publique pertinente pour mener un

suivi des politiques publiques?

10. Dans quelle mesure êtes-vous capable d’utiliser les medias sociaux et les outils de communication pour

construire et diffuser sur vos activités?


qu’il faut faire)




Results

Comments to Results

It is evident from the replies received that the course has had a considerable effect on the participants’ ability

to understand and apply the various tools presented and that the course content has been relevant to their

organizations and the future work.



Efficacité développement / efficacité de l'aide, - Approche Gestion Axée sur les Résultats (GAR) /

Cadre Logique classique - Les principes d'Istanbul - le contrôlé citoyen (Budget participatif, visite

du CSB de Tanghin Dassouri, Etude de cas ORCADE

L'agenda international sur l'aide au développement

Le rôle des OSC et l'analyse des politiques et programmes sectoriels; - introduction au plaidoyer.


Insuffisance du temps pour les exercices pratiques

Programme trop compact - peu de temps pour le Plan d'Action - Pour mon cas spécifique, pour des

raisons professionnelles je suis arrivé en retard et suis reparti plus tôt que les autres participants.


Le cours a été très instructif pour moi et je retourne avec la ferme décision d'améliorer l'efficacité de

nos interventions de développement au Bénin. J'avais été fortement impliqué dans l'animation du

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PreC Results (3)

PostC Results (2)



Sous Groupe Efficacité de l'Aide du FONGIM au Mali et pensais être au top, maéis ce cours a

révolutionné ma perception du Concept Efficacité du Développement et m'a donné assez de

connaissances pour positivement influencé le travail de BORNEfonden. - Le fait de remettre une

clef USB avec l'ensemble des sessions est aussi un atout en ce sens qu'on peut s'y référer à tout

moment. - Ayant la chance d'avoir un des formateurs au Bénin, en la personne de Monsieur

ATIDEGLA je vais négocier pour qu'il me coache pendant un certain temps si son temps le lui

permet.

Au fur et à mesure de l'avancement des modules, il est important que les formateurs s'intéressent a

l'expérience des structures en la matières. on peut trouver des expériences très pertinentes qui

peuvent aussi compléter les études de cas ou apporter une nouvelle expérience aux participants. Il

est aussi important de bien gérer le temps des cours en vue d'éviter les débordements sur le temps

programme. Cela permettra aux participants de bien digérer le module avant de passer au module

suivant.



Conflict Transformation and Human Rights (a131-14)

Learning Objectives

1. To what extent are you familiar with the theoretical and practical basis for analysing conflicts?

2. How do you assess your own ability to analyse conflicts?

3. To what extent are you familiar with different conflict transformation approaches and how they can be

applied?

4. To what extent are you familiar with the linkages between conflict transformation and human rights?

5. To what extent are you familiar with the role of justice systems in dealing with conflict and with the

broader linkages between justice, rule of law, and peace?

6. To what extent are you familiar with the theoretical basis of mediation and how it can be applied in

different settings?

7. To what extent are you familiar with approaches to facilitating conflict transformation in inter-group

conflicts?

8. To what extent are you familiar with conflict transformation (or conflict sensitivity) mainstreaming?

9. To what extent are you familiar with the Human Rights Based Approach (HRBA) and the HRBA

principles?

10. How do you assess your ability to apply conflict transformation as part of your work?



on how to do it)


Results

Comments to Results

The results show a positive effect in all aspects; however, the PostCourse-replies are unfortunately too low.



This course allowed me to learn a lot on conflict transformation. so, the tools of mediation and the

qualities of a mediator like impartiality, confidentiality, speaking less and listen more, to be a

facilitator and not adviser are very important for me in my daily life and my work.


N/A


Very good

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PreC Results (19)

PostC Results (8)



Leadership, Good Governance and Financial Management in the Public Sector (a189-14)

Learning Objectives

1. To what extent are you familiar with different approaches to public sector reforms as well as governance

and accountability initiatives in the public sector?

2. How well do you understand the elements required for effective leadership of change and capacity

development processes?

3. How well do you evaluate your own ability to identify/apply selected approaches to leadership of

change, prepare operational plans and apply tools for management of change processes?

4. How well versed are you with the concepts of Performance Based Budgeting and Performance Auditing?

5. How well do you understand the importance of performance contracting in enhancing the performance of

the public sector?

6. How familiar are you with “principles based” negotiations and/or “interest based” negotiations?

7. To what extent do you understand public sector reforms that appear to have worked best in your

country?

8. How familiar are you with the concepts “Good corporate governance” and the respective pillars of good

governance principles?

9. To what extent would you say you are able to effectively identify enterprise risks in your organisation

and design a mitigation strategy?

10. How familiar are you with operational planning, managing for results and stakeholder analysis?



on how to do it)


Results

Comments to Results

In general, the results for this course are acceptable and some more than acceptable; in some areas it is

shown that the participants feel that their knowledge and understanding has really been extended, i.e. with

regards to operational planning, managing for results etc. However, this result may not reflect the whole

picture as the post-course evaluation only received 2 responses.



The course does not only focus on growth professionally but also seeks to change the attitude of the

participants towards some practices and hence provides a great opportunity for holistic growth


The facilitators were only two and all the days sitting in the class as if students performing a degree,

so it became too monotonous and boring


N/A

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PreC Results (13)

PostC Results (2)



Impulser la Croissance Verte en Afrique (a234-14)

Learning Objectives


2. Dans quelle mesure, pensez-vous que la formation sera bénéfique pour vous?

3. Dans quelle mesure êtes-vous familier avec les concepts liés à la croissance verte?

4. Dans quelle mesure êtes-vous familier avec les projets et programmes nationaux et internationaux sur la

croissance verte?

5. Dans quelle mesure êtes-vous informés des expériences et des bonnes pratiques régionales pour la mise

en œuvre de la croissance verte?

6. Dans quelle mesure êtes-vous informés des contraintes environnementales, sociales et culturelles qui ?

7. Dans quelle mesure êtes-vous informé des secteurs nationaux porteurs d’activités de promotion de la

croissance verte dans votre pays?

8. Dans quelle mesure êtes-vous informé des difficultés de promotion de la croissance verte?

9. Dans quelle mesure êtes-vous familier avec la législation nationale et internationale en matière de

promotion du genre?

10. Quelle relation voyez-vous entre croissance verte et bien-être social?


qu’il faut faire)




Results

Comments to Results (8 responses out of 22 possible)

The number of responses on pre- and post-course level is too low to be conclusive evidence on improved

skills and knowledge; however it seems to indicate improvements in most of the learning objects. This is also

further substantiated by the comments made in the End-of-Study Questionnaire

Comments from End-of-Study Questionnaire


Les échanges directs avec les enseignants chercheurs sur les bancs d'essais et dans les laboratoires,

sont parmi les points forts de ce cours.

Les exemples de projets et aussi les visites terrain qui nous ont permis de toucher du bout du doigt

les réalités.

Les projection-Power Point, la responsabilité sociale des entreprises, les visites de terrain.


Le temps consacré aux aspects théoriques est paru insuffisants.


Essayer le plus possible de concilier théorie et pratique

Vraiment les enseignants on assurés et cela nous a permis de nous éclairer sur beaucoup de

choses.

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PreC Results (6)

PostC Results (1)



4 Conclusion and Recommendations

4.1 Conclusion

This is the second report of its kind to DFC. In general, it has again proved hard to get satisfactory

numbers for PostCQ. This needs to be addressed so that DFC can obtain data which is credible and

representative providing DFC with a stronger basis on which to draw conclusions to further enhance and

develop the programme portfolio.

The data which has been obtained nevertheless demonstrate that the programmes have had a sizeable

impact on the competence level of the course participants. There seems to be an indication that the

increase is less in more generic management areas whereas for particular technical and methodological

topics this is typically where the major improvements are seen. This – and the other information

obtained from DFC Assessment - will be used to continuously improve programmes in dialogue with

providers and – as mentioned above - in preparation of the yearly hearing.

Further it will be used to look at ways in which new approaches to capacity development can be

employed to bring about an even bigger impact on participant’s competence level subsequent to being

part of a DCDSP programme.

4.2 Recommendations

Further work is needed to ensure a higher response level in general, and especially so for Post-

Course Questionnaires

Review timing and procedures for how and when data is obtained, processed and evaluated. As

discussed previously to have the timing changed such that the report shall be compiled and made

public in due time for it to be used in relation with the yearly hearing where DFC requests input

from MFA and the Embassies on which programmes to offer for the upcoming year and/or in time

for the planning of the following year’s plan of programmes on offer.

Updating of the DFC Assessment platform and redesign of user interface

Focus on looking at the programme effect where new learning modalities have been employed

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