Chapter 2: training modules.

MODULE 1: OPENING SESSION

Objectives

By the end of the session, the facilitator will have:

* Officially welcomed all participants, and introduced any guests, and trainers

* Allowed participants to introduce themselves

* Described the purpose of the workshop

* Set the agenda through an opening or keynote address

* Together with the participants, created a set of "ground rules" by which the group agree to work throughout the training

* Explored the participants expectations and challenges

Time

30 minutes

Materials

* Copies of the workshop programme. An example is provided as Appendix A and changes should be made to adopt it to the current training.

* A flipchart showing the daily programme (optional)

* Manilla paper for participants name tags

Advance Preparation

* Any guest speakers should be thoroughly briefed in advance, to explain the purpose of the training and to be clear about the length and subject desired for their opening remarks

* Prepare and photocopy the training agenda for all guests and participants. It is also helpful to have the daily agenda written up on a flipchart and posted on the wall throughout the day. It might be preferable to leave out precise times for the activities, so the trainers can have flexibility as needed.

Key ideas to convey

* The overall purpose of this training is to prepare participants to effectively advocate for mainstreaming gender into macroeconomic frameworks and PRSPs.

* Everyone in this training comes with experience that is valuable to the process. The workshop is therefore an interactive process during which everyone, including the trainers, will earn from each other.

Training steps

1. A representative of the "host" organization formally opens the training by welcoming the participants, explaining the purpose of the training, and introducing the trainers.

2. After this, the representative should go around the room and have each participant briefly state his or her name, and one thing (emphasize and stick to the request for one thing only) he or she hopes to gain from participating in this training. Record these ideas on a flipchart and post it and coloured shapes and cards to materials needed. (You may refer back to the list during the last day's closing session). In addition, the participants should write their names on a main sheet of paper (manilla) and place in-front of them. This will facilitate interaction between participants.

3. One trainer will provide an overview of the training by outlining the goals and overall objectives for the workshop. The trainers can then distribute the agenda for Day 1 and go through it with the participants. Respond to any questions about the day or about the two-day programme.

4. The representative should again go around the room and have each participant briefly list one challenge envisaged. Record the ideas and briefly discuss with participants how these challenges may be addressed.

5. A trainer can explain why ground rules or freedoms that facilitate learning are agreed upon:

* To create a safe learning environment for everyone involved;

* To have written expectations of how the group will work together during the training

* To help meet the training objectives

6. Ask the group to brainstorm ground rules/freedoms and write these on a flipchart. Suggested ground rules/freedoms may include:

* Respect for one another, especially for differences of opinion

* Speak one at a time, so that we can hear what everyone else is saying

* Avoid side conversations, because they distract people around you from hearing what someone else is saying

* Start and end on time; freedom to consider time as a resource

* Use "I" statements when expressing your opinion. For example, "I believe ..." instead of "we all believe ...'

* Active and full participation by all.

* Ensure confidentiality. This will have been discussed during the introductory session, but it is a good idea to have it as a ground rules or freedom that facilitates learning.

* Have fun. This is important: Let the participants know that while they will be discussing very serious topics, they will be doing so in a dynamic and interactive manner, and the hope is that everyone will have fun while working together.

* Anyone has the right to make mistakes

* Switch off mobile phones or put them on silent mode or freedom to only check your messages during the breaks

* All contributions are valuable.

MODULE 2: KEY DEFINITIONS AND CONCEPTS

Objectives

By the end of the session the participants will be able to define:

* What a PRSP, and PRSP processes is.

* The following terms: sex, gender and gender inequality, macroeconomic frameworks, and what constitutes a macro economic framework; new aid modalities and advocacy.

* The gender inequalities that lead to the four dimensions of poverty--capability, opportunity, security, and empowerment that limit women's benefits from macroeconomic frameworks and PRSPs.

* Participants will appreciate how such knowledge and information impacts on their own recommendations during policy advocacy.

Time

90 minutes

Materials

* Participant Handout B.1 that details out definitions and concepts

* Flipchart paper

* Markers

* Masking tape

* A collection of background information about macroeconomic frameworks and PRSPs in the local context

Advance Preparation

* Review Participant Handout B.1

* Trainers will need to assess the participant's level of knowledge regarding macroeconomic frameworks and PRSPs; new aid modalities, as well as advocacy prior to structuring this exercise. Trainers will also need to supply the participants with factual information about macroeconomic frameworks and PRSPs within the local context.

* It is best if participants receive the background information before the workshop so they can familiarize themselves with the content. If this is not feasible, give the background information to the participants at the beginning of the workshop so they can read it in their spare time.

* Prepare five pieces of flipcharts by writing one of the following topics on them "Gender inequality", "Macroeconomic framework", "PRSP" "New Aid modalities" and "advocacy".

* Post the flipcharts on the large wall, a few body lengths apart.

* Arrange the training room so that there is adequate open space for participants to assemble near the flipcharts.

Key ideas to convey

* Macroeconomic frameworks and PRSPs are mechanisms for fostering growth and poverty reduction in countries respectively.

* The gendered differences between women and men make participation as well as access to benefits of macroeconomic frameworks and PRSPs unequal between the sexes.

* New Aid modalities call for effective gender mainstreaming as direct programme support to gender specific programmes has declined.

* Advocacy is both a science and an art. Advocacy is most effective when it is systematically planned.

Successful advocates are able to articulate issues in ways that inspire and motivate others to take action. Successful advocates are skilled negotiators and consensus builders who look for opportunities to win modest but strategic policy gains while creating still other opportunities for larger victories.

Training Steps

Activity A: Brainstorming session (15 minutes)

1. The trainer should write the words PRSP, Macroeconomic framework, New Aid Modalities, gender inequality, sex and advocacy on a flipchart and ask participants to brainstorm words that come to their mind when they think of any of the words or phases on the flip charts.

2. Everyone's response should be recorded and all contributions included. If words or phrases are repeated simply add a tick mark next to the repeated phrases.

3. When the Trainer feels certain that s/he has assessed the level of knowledge of participants about the concepts, then a brief lecture may be given. Some guiding questions to assess the level of knowledge of the participants are:

* Would it make a difference if gender is ignored in macroeconomic frameworks? What difference would it make?

* Given the many problems faced by poor countries can poverty be reduced without mainstreaming gender into PRSPs or national development plans?

* Countries have failed to mainstream gender using targeted programmes why bother with the new aid modalities?

The participants' discussion and level of articulation with convincing arguments will point to areas of weakness that the facilitator should focus on in the lecture.

Activity B: Lecture/Discussion (30 minutes)

* A brief description of the PRSP process as critical entry points for gender mainstreaming

* A brief review of the underlying social, cultural, gender and political factors that limit women's benefits from PRSP interventions.

* Description of what a macroeconomic framework constitutes of

* New Aid modalities and entry points for gender mainstreaming

* Linking these issues into advocacy and how to address some of these issues during advocacy activities.

* The trainer should allow participants to contribute to the lecture as much as possible

MODULE 3: GENDER IN MACROECONOMIC FRAMEWORKS AND PRSPS

Objectives

By the end of this session, the participants will be able to:

* Explain the importance of gender mainstreaming into macroeconomic frameworks and PRSPs

* Describe what and how to mainstream gender into a macroeconomic framework

* Demonstrate awareness of gender mainstreaming efforts into PRSPs

* Describe what and how to mainstream gender into a PRSP

Time

75 minutes

Materials

* Participants Handouts B.2 and B.3 that describe macroeconomic frameworks, and PRSPs respectively and the entry points for gender mainstreaming

* A collection of PRSPs, sector specific documents, and studies of experiences of mainstreaming gender into macroeconomic frameworks.

* A power point presentation of the lecture on macroeconomic frameworks and PRSPs

* Flip chart paper

* Markers

* Masking tape

* A collection of background information about gender inequality in your local context

Advance Preparation

* Review Participant Handouts B.2, and B.3

* Trainer will need to provide participants with information on the key elements of the macroeconomic framework, and PRSP since these are fairly technical areas and the participant's knowledge may vary.

* Participants should receive the background information before the workshop so they can familiarize themselves with the content. If this is not feasible, background information is provided to the participants at the beginning of the workshop so they can read in their spare time.

* Find out whether the country where the training is taking place has a PRSP

* The trainers should print enough copies of the discussion questions for the brainstorming session for the participants.

Key ideas to convey

* Advocates for mainstreaming gender into macroeconomic frameworks have an obligation to show that it is actually possible to address gender issues through macroeconomic policies.

* Advocates for mainstreaming gender into PRSPs have an obligation to show that if it is done, more effective results will be attained both in growth and poverty reduction efforts.

* Gender mainstreaming into macroeconomic frameworks and PRSPs is best taken forward if strategic choices are made on which gender issues to prioritize. Those gender issues that will make the most difference if addressed need to be articulated effectively and pushed through the stages of policy design, implementation; and monitoring and evaluation.

* Gender mainstreaming is a process that requires gender-disaggregated data, analytical capacity, and political commitment.

Training Steps

Activity A: Lecture Session (45 minutes)

The trainer using power point, gives an overview on the following:

* Gender mainstreaming into macroeconomic frameworks with examples

* How to mainstream gender into the PRSP following the PRSP process. Examples will be drawn from FEMNET's research experiences from five African countries.

* The trainer should include some questions to the participants to make the presentation participatory and interesting.

Activity B: Discussion (30 minutes)

The trainer guides discussions by posing the following questions:

* What are the gender mainstreaming efforts in your country?

* What are the constraints in mainstreaming gender into macroeconomic frameworks and PRSP in your country?

* What will be the most relevant entry points (sectors, programmes) for gender mainstreaming in your country? Why?

MODULE 4: GENDER IN NEW AID MODALITIES

Objectives

By the end of this session, the participants will be able to:

* Explain the importance of gender mainstreaming into New Aid Modalities

* Describe how to mainstream gender into New Aid modalities

Time

35 minutes

Materials

* Participants Handout B.4 that describes New Aid Modalities and the entry points

* A power point presentation on NAMs

* Flipcharts

* Markers

* Masking tape

Advance Preparation

* Review Participant Handout B.4.

* Trainers will need to provide participants with information on the key elements of the NAM since this is a fairly technical area and the participant's knowledge may vary.

* Participants should receive the background information before the workshop so they can familiarize themselves with the content. If this is not feasible, background information is provided to the participants at the beginning of the workshop so they can read in their spare time.

* The trainer should print enough copies of the discussion questions for the brainstorming session for the participants.

Key ideas to convey

* The principles of ownership, participation, and managing for results within the new aid modalities directly place obligations of gender mainstreaming on states and state officials, while indirectly creating responsibilities for other organizations and individuals that can ensure that the leaders are accountable to the commitments made at different levels.

Training Steps

Activity A: Lecture Session (20 minutes)

The trainer gives an overview on the following:

* The importance of mainstreaming gender into the NAM.

* Gender mainstreaming into New Aid Modalities, the entry points

* The trainer should include some questions to the participants to make the presentation participatory and interesting.

Activity B: Discussion in Buzz groups (15 minutes)

The trainer guides discussions by posing the following questions:

* Which guiding principles of the NAM may foster gender-mainstreaming efforts?

* What challenges may hinder gender-mainstreaming efforts in your country?

MODULE 5: SITUATIONAL ANALYSIS OF GENDER INEQUALITY

Objectives

By the end of this session, the participants will be /able to:

* Familiar with the techniques of conducting a situational analysis of existing gender inequalities within sectors/thematic areas, of the PRSR These will include agriculture, education, health, transport etc depending on the priority sectors of your country.

* Identify gaps in gender mainstreaming, and prioritize gender issues to be addressed

* Identify data needs, sources and collection techniques

* Identify key stakeholders who may influence gender mainstreaming into macroeconomics and PRSPs

Time

120 minutes

Materials

* Participant Handout B.5 with worked out examples of identifying gender issues from the agricultural sector

* A collection of PRSP, and sector specific documents

* A collection of background information about gender inequality in your local context

* Power point presentation

* Markers

* Masking tape

Advance Preparation

* Review Participant handout B.5

* Collect information about the country's PRSP and sector plans; as well as information on status of gender inequality. This information is available with Finance and/or Planning Ministries in-country.

Key ideas to convey

* The participants must be able to identify gender issues and gads within the priority sectors/thematic areas. The gender gaps must De established using data/information.

* The more information and data on the gender issue an advocate possesses, the more convincing his/her policy demands will be. Furthermore. data based advocacy messages will enhance the advocate's credibility in the eyes of decision makers and other influential persons.

* The gender issues must be prioritized leaving a manageable number that would most effectively address the concerns

* When planning a data collection activity, the advocate should consider the following:

--What are the advocate's data needs?

--What are the information needs of the relevant policy makers?

--What is the time and cost involved in data collection?

What human resources and skills are needed to design the methodology and collect, analyse and present the data?

Selection of the actual data collection technique(s) depends on the answers to the above questions.

* Data collection can involve qualitative and quantitative techniques or a combination of both. There are advantages and disadvantages to the various data collection methods, and each method produces different results.

* To advance an advocacy agenda, the participants must understand how macroeconomic policy choices and PRSP priority decisions are made, as well as the political climate in which they take place. Before proposing alternatives, the participants need to know how to analyze existing macroeconomic frameworks and the PRSP and identify their shortcomings. By analyzing the policy environment for gender mainstreaming, the participants can also identify specific policy issues that might influence its selection of an advocacy issue(s).

* Gaining a clear understanding of the macroeconomic and PRSP policy arena includes learning about the decision-making process, the key institutions and individuals involved, and the critical issues of the day. Understanding the background of a particular policy or regulation provides a basis for determining the degree of difficulty involved in changing that policy. It can also provide guidance for anticipating which groups will oppose the reform and which groups will support it.

* The participants must also look outside the policy environment and monitor any relevant trends, issues, and developments that draw the attention of the media, opinion leaders, decision makers, and/or international donors. Tracking what's "new in the news" can suggest issues for advocacy and provide useful information for the advocacy campaign.

Training steps

Activity A: Conducting Situational analysis of gender inequality within sectors/thematic PRSP areas (30 minutes)

The Case study using worked out examples on agriculture should cover the following:

* Participants given a few minutes to individually review the case study. Provide each pair with sector background information, pieces of paper and different coloured markers.

* Then in pairs ask participants to identify and agree on gender issues. Ask them to identify one key gender issue that should have been included.

* The pairs presenting their issues to the whole meeting, giving justification for the choices.

Activity B: Large group Activity (45minutes)

Regroup the pairs into four large groups.

1. Ask the participants to discuss the causes of the gender issue. Ask the participants to explore how gender inequality contributes to the issue. Using the "problem tree" approach to dig deeper on factors causing the gender issue to explore additional sub factors or causes, so as to get to the "root cause".

2. After the causes have been identified, ask the participants to brainstorm the consequences of the problem. Encourage the participants to think of consequences or results at different levels such as the family, individual, local community, and national economy. Again the consequences should be analyzed for linkages using a "problem tree."

3. Ask the groups to present their discussion on the problems, causes, and consequences by way of a problem tree as follows: The normal approach is to begin with the roots, then turn these over to develop the consequences.

4. Ask participants to identify the appropriate solutions to be mainstreamed into the PRSP

Activity C: Plenary Discussion (45 minutes)

Facilitate a plenary discussion based on the following questions:

* What institutions or individuals will affect the choice of the gender issue for policy action (supporters, and those opposed) within PRSPs?

* Do you have adequate information on the gender issues in PRSP for effective advocacy?

* What additional information do you need and for who?

* What are the sources of the additional information and what data collection techniques will you use?

Conclude by asking participants which techniques they have had experience with, which techniques they could undertake most easily, and what they should take into consideration before selecting a technique(s). For example, what are their data needs? Does data already exist? What is the best technique for their needs? How much time is involved? How costly is it? Do the participants have the skills to design and carry out the data collection activity?

Conclude the session by reviewing the steps in conducting a situational analysis of gender inequality and briefly review the data needs and data sources. Explain briefly the differences between the two types of data, and possible data collection tools.

MODULE 6: DEVELOPING AN ADVOCACY STRATEGY

Objectives

By the end of this session, the participants will be able to:

* Select an issue as the focus of their advocacy campaign

* Develop a long-term advocacy goal for the issue

* Set a short-term advocacy objective to contribute to the broader goal

* Identify the steps in the advocacy

Time

120 minutes

Materials

* Participant Handout B.6

* Flipchart paper

* Cards

* Markers

* Masking tape

Advance Preparation

* Review Participant Handout B.6

* Make copies of the discussion questions in Activity A for participants

Key Ideas to Convey

* A systematic understanding of the advocacy process will help advocates plan wisely, use resources efficiently, and stay focused on the advocacy objective.

* Defining the issue. Advocacy begins with an issue or problem that the network agrees to support in order to promote a policy change. The issue should meet advocate's agreed upon criteria and support the advocates overall mission. An issue is focused, clear, and widely felt by advocate's constituents. Ask participants to identify ways in which advocate could identify issues. Include the following:

--analysis of the external environment, including political, economic, social, and other factors organizing issue identification meetings, and

--collecting and analyzing data about gender inequality (baseline survey, sector studies, focus groups etc)

* Setting the Goal and Objectives. A goal is a general statement of what the advocate hopes to achieve in the long term (three to five years). The advocacy objective describes short-term, specific, measurable achievements that contribute to the advocacy goal. Sound objective specific, measurable and time-bound (SMART).

* Identify the Target audience. The primary target audience includes the decision makers who have the authority to bring about the desired policy change. The secondary audience-the other policy makers, friends or relatives, the media, religious leaders, etc. The advocate must identify individuals in the target audience, their positions, and relative power base and then determine whether the various individuals support, oppose or are neutral to the advocacy issue.

* Build support for the advocacy issue. Building a constituency to support the advocacy issue is critical for success. The larger the support base, the greater are the chances of success. Network members must reach out to create alliances with other NGOs, networks, donors, coalitions, civic groups, professional associations, women's groups, activists, and individuals who support the issue and will work with you to achieve your advocacy goals. How do you identify potential collaborators? Members Can attend conferences and seminars. Enlist the support of the media, hold public meetings, review publications. and use the internet.

* Develop the key message(s). Advocacy messages are developed and tailored to specific target audiences in order to frame the issue and persuade the receiver to support the network's position. There are three important questions to answer when preparing advocacy messages. Who are you trying to reach with the message? What do you want to achieve with the message? What do you want the recipient of the message to do as a result of the message (the action you want taken)?

* Select channels of communication. Selection of the most appropriate medium for advocacy messages depends on the target audience. The choice of medium varies for the general public, influencing decision makers, educating the media, generating support for the issue among like-minded organizations/ networks, etc. Some of the more common channels of communication for advocacy initiatives include press kits and press releases, press conferences, fact sheets, a public debate, a conference for policy makers, etc.

* Develop implementation plan. The advocate should develop an implementation plan to guide the advocacy campaign. The plan should identify activities and tasks, responsible persons/committees, the desired time frame, and needed resources.

* Monitor and evaluate. As with data collection, monitoring and evaluation occur throughout the advocacy process. Before undertaking the advocacy campaign, the advocate must determine how s/he will monitor the implementation plan. In addition, the advocate should decide how evaluation will be done. Can the advocate realistically expect to bring about a change in policy, programs, or funding as a result of her/his efforts? In specific terms, what will be different following the completion of the advocacy campaign? How will the advocate know that the situation has changed?

Training Steps

Activity A: Plenary Brain storming Activity (60 minutes)

1. Explain that an advocacy goal statement should describe a long-term, desired change related to the identified gender inequality within the macroeconomic framework or PRSP. On the other hand, the advocacy objective should be SMART but also include several other elements including those listed:

--A policy actor or decision: the action required to achieve the objective.

--A policy action or decision: the action required to achieve the objective.

--A timeline: describes when each activity is to be carried out, and the expected results following each activity.

2. From the group presentations on situational analysis, ask the participants to agree on a goal statement for each group. By using the following questions guide the discussion: "Is the goal achievable through a series of policy decisions or changes?" If none of the statements is an acceptable advocacy goal, return to the definition given of a good statement and work with the participants to derive an acceptable advocacy goal. Before moving on to the next activity, participants must agree on a single advocacy goal as the focus of their campaign.

[ILLUSTRATION OMITTED]

3. In pairs (buzz groups) ask participants to draft an advocacy objective that:

* Responds to the advocacy issue

* Contributes toward achieving the advocacy goal; and

* Meets the criteria and elements explained earlier (SMART etc)

4. Ask the pairs to write their goals on cards and invite them to read the objective and present the results of its analysis. Ask the full group for comments or suggestions and be sure that the policy actor and policy action are clearly identified in each objective.

Activity B: Plenary Discussion (60 minutes)

1. Ask the participants to discuss the following steps and questions with respect to their gender advocacy issue and objective and record their responses in a flip chart as provided in the table below.

DISCUSSION QUESTIONS

                                                     Your responses
Steps                Questions to explore              and notes

Select target   [check] Who are potential target
audiences                 audiences;
                [check] Who can help to bring
                          about the policy change
                          you hope to achieve?

Build support   [check] Which other organizations,
--identify                groups and individuals
allies and                are concerned or already
opponents                 working on the same
                          policy issue?
                [check] Are there any
                          organizations, groups or
                          individuals that oppose
                          the proposed policy
                          change?
                [check] What can you do to reduce
                          the influence of
                          opponents?

Identify key    [check] What policy change would
messages                  you like your target
                          audience to support?
                [check] What specific actions do
                          you want your audience
                          to take?
                [check] How can you convey that to
                          your audience?

Identify        [check] What steps do you have to
communication             take to convey your
channels                  message to your
                          audience?
                [check] Monitor and evaluate

Monitor and     [check] How will you track
evaluate                  progress and realization
                          of achievements?

Facilitate the discussion and get volunteers to write down on flipcharts answers that have been discussed and agreed upon by the whole group.

During the discussion the facilitator should interject with guiding questions to steer the discussions along the desired path. Ensure participation of all participants by encouraging everyone to say something.

Conclude by giving tips for effective advocacy.

* Must be willing to follow up the issue for a considerable time. Structural changes are more difficult to achieve.

* Need to be passionate about the issue of focus and have the capacity to persuade and convince others to support you. Effective advocacy needs a considerable numbers of people and institutions supporting the proposed change.

* Advocacy actions must be well focused and targeted to have the greatest impact possible.

* The message to be communicated and when it is communicated and by who is very critical. The advocacy group must discuss this in great detail and monitor the impact closely to avoid or manage any backlash that may arrive.

* The advocacy group must detail out the resources (material, human and financial) they will require at different levels and the possible sources.

MODULE 7: NETWORKING AND MOBILIZATION

Objective

By the end of this session the participants will able to:

* Develop a list of elements needed to form and maintain successful networks

* Include a second objective to do with mobilization

Time

90 minutes

Materials

* Participants Handout B.7

* Flipchart paper

* Markers

* Masking tape

Advance Preparation

* Review Participants Handout B.7

* Make copies of the discussion questions in Activity B for the participants

Key ideas to convey

* Networks are invaluable in advocacy because they create structures for organizations and individuals to share ownership of common goals.

* Mobilizing means "encouraging people to support something in an active way" or to "use things/people you have available to achieve something 'Mobilizing is done through campaigns targeting:

--Affected group

--Influential groups--opinion leaders, the public, and the media

--Other interested groups

* Public education is important for mobilizing as it builds a broad foundation of support. Effective public education provides people with information and shows them the expected outcomes of a proposed policy change.

* Media coverage is important in an advocacy campaign because it disseminates information to a large audience

Training Steps

Activity A: Large Group Activity (30 minutes)

1. Divide the participants into four groups.

2. Assign two groups the task of identifying the practical considerations in forming a network, for example what is necessary for a network to be formed?

3. Assign the other two groups the task of identifying the practical considerations in maintaining a network, for example what is necessary for a network to continue with its work over a period of time?

4. Ask each group to list its characteristics/elements on a flipchart and present their findings.

5. Check to make sure that all of the participants understand the elements listed and why they are important for forming and maintaining networks.

Activity B: Plenary Discussions (45 minutes)

1. Ask the participants to discuss the following steps and questions with respect to their sector gender advocacy issue and record their responses in a flipchart.

DISCUSSION QUESTIONS

Who are the leaders?

What are some of the most effective
ways of working with opinion leaders?

What public education methods
should be used?

What are some of the most effective
ways of working with opinion media?

What are some of the obstacles in
educating the public and ways of
dealing with them?

What are some of the obstacles in
working with the media and ways of
dealing with them?

Conclude by summarizing the salient features of good networking and mobilization.

MODULE 8: DEVELOPING A MONITORING AND EVALUATION STRATEGY

Objective

By the end of this session the participants will able to:

* Describe what needs to be monitored and evaluated during and after advocacy

* Develop a list of SMART indicators to be monitored. In addition determine who will carry out the monitoring and how; the frequency and the dissemination of information.

Time

90 minutes

Materials

* Participants Handout B.8

* Flipchart paper

* Markers

* Masking tape

Advance Preparation

* Review Participants Handout B.8

* Make copies of the discussion questions in Activity B for the participants

Key ideas to convey

* Monitoring and evaluation is an integral part of the advocacy strategy. This is because it enhances effectiveness as what gets measured gets done.

* Monitoring and evaluation need not always be an expensive exercise. There is need to select a few strategic indicators to be tracked. The frequency of monitoring should also depend on how often the indicators experience change.

* The monitoring indicators should as much as possible cover the processes as well as actual results. For example, tracking the number of advocacy activities carried out should be complemented with what actually happened after the advocacy campaign.

* Monitoring should not be an end in itself and therefore the need to widely share the findings.

Training Steps

Activity A: Lecture session (20 minutes)

The trainer gives an overview on me following:

* How to decide on what indicators to select

* Formulating SMART indicators.

Activity B: Group Discussions [45 minutes)

1. Reconstitute into four groups that discussed and identified the gender issues, and advocacy goal and objective

2. Ask the participants to discuss the following steps and questions with respect to their sector gender advocacy issue and record their responses in a flipchart.

DISCUSSION QUESTIONS

What indicators would you select? Why?

How often would you monitor?

What would be the source(s) of
information

Who would be responsible for
the monitoring?

How would you disseminate the
monitoring findings? To who
and why?

Activity C: Discussion (45 minutes)

Ask the participants to return to their seats for a group discussion. Ask a representative from each group to read out their responses Facilitate a discussion after each presentation.