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‡ ´ « historically we find that all the big important changes ±


women¶s equality, racial equality, ending apartheid, respect
for gays and lesbians, concern for the environment
‡ ± all of these were driven not by declarations in Paris or
New York or The Hague or Dar es Salaam, or government
schemes or NGO projects
‡ ± but by socio-political movements of capable, committed
and courageous people.´
‡ Rakesh Rajani, Hakielimu, Dar es Salaam
   
‡ UNDP and DAC definitions ³found useful´:

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‡ Conceptually it may « be easier to have a planningº or
processºbased definition of KŒ!" # $:
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‡ KŒ!" # $ is what at any given time is publicly
promoted as such by key international institutions that have
a particular legitimacy and credibility in this area: the World
Bank, the UNDP, OECD/DAC, and ACBF in Africa.
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‡ Four modes of CD are:
‡ (i) ³Software´ support by promoting knowledge and
organisational knowºhow,
‡ (ii) ³Hardware´ support
‡ infrastructure and equipment,
‡ (iii) financialsupport, and (iv) pooled funding.

‡ Four modes ± or two?

‡ Software; Knowledge and know-how?


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‡ ° 
‡ °  Lack of quality at entry ± good planning and
relevant pedagogical skills(!) ± also hampers much of the
training efforts, though NGOs seem better at this than
formal donorºfunded training for the public sector;
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‡ « may be one of the best ways of promoting broadºbased CD since
much of this is provision of public goods.
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‡ Where are the people/´the poor´? The end beneficiaries?
‡ How much knowledge and skills ± by whom?
‡ ³Lack of quality at entry - good planning and relevant
pedagogical skills´:
‡ Where is the pedagogy?
‡ The knowledge on learning ± also considering time, maturing,
understanding - quality? On what really functions historically?
‡ The practical adult educational approach?
‡ Is money and technical assistance the best we can share?
‡ If knowledge and skills: What type of?
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‡ (LEARNING & LIVING DEMOCRACY, Non-formal adult education in


Sweden and South Africa, Idasa, 2007)
‡ This and the following quotations
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   ± Holistic approach to
organisational and personal empowerment and change.´
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‡ µCapacity building is fundamentally a    
 
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. Change is often motivated by
³personal´ factors.
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    Organizational capacity assessments
of environmental CSOs to establish baselines.

‡ þ    Support for advocacy initiatives, including


budget monitoring, political instruments tracking, as well as revenue and
expenditure tracking studies, mainly on fisheries, forestry and wildlife
resources. Make public its findings for advocacy.

‡ ,   " Systematic and holistic training on policy analysis and


advocacy, poverty and environmental problem analysis, awareness
raising, organisational issues, leadership and Human Resource
development. ³On the job-training´ and participatory methodology.
       
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Identify, analyse, interpret and disseminate key sector policy documents
and strategies on fisheries, forestry and wildlife sectors. Put into plain
language best practices and success stories, as well as lessons learned
from poor practices in fisheries, forestry and wildlife sectors.

‡ +"  
   !

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inancial and technical support for participating organisations to cover
complementary activities to the activities in the project respective
activities will be provided.

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‡ Module based, 1 year trainings: Combining the in-house training
with work in the organization.
‡ Delivering on real life assignments between the training sessions
‡ Doing and reporting on issues and challenges given at the
training ± articles in print, meetings held, training conducted, etc
± links to the realities, gives real competence and qualifications
for change and improvements.
‡ Learning by doing and solving problems ± and by succeeding
with the assigned tasks.
‡ Coaching and mentoring when working in the organizations.
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Fagkompetanse
Metodekompetanse
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" Facts- and science-based, relevant,
selected and sufficient.
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 Analytical, communication, advocacy,


information, organisational
‡  
  : Communication, ´social
intellingence´, empathy, supportive,
‡ 1    Values, attitudes, self-
confidence, engagement, will, ´drive´, courage,
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‡ Political
‡ Social and economical
‡ Environmental
‡ 1  ± precolonial ± postcolonial
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± contemporary and traditional
‡ þ
"  ± contemporary and traditional
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± Liberation or suppression?
‡ ´Culture is the missing link to development in Afrika.´ (WM)
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Innovation, reformulation
Levels and and change
competence Evaluating
for change
Analysing

Applying
Basic
learning Understanding
levels
Remembering
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- We told her that flying is impossible. That is
what we have learned....
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: Focus on non-economic values
and an empowering environment succeeded by 16:1 to
those focusing on economic outputs/values.
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   to organizational behavior ± as well
as recognizing the religious and spiritual realities in the
context of work.
‡
‡  
 

"  in leadership: The ability to feel,


use, understand and learn from your own and others
emotions. Capacity to recognize, interpret and relate to
emotions.
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: Both rationale and intellect ± and
emotions and faith. The spiritual dimension has an
important influence on values, behavior and relationships.
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³Values were the most important lever for change. The
realization that there was a considerable difference
between the people they wanted to be (their core values)
and the people they were (their leadership behavior) was
what drove the change process´ (researce on leadership
change in East Africa, Intrac p 36)
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‡ The important first step in change. Knowledge to one self is
necessary to starting a change process. Self-awareness
through reflection, discussions and openness.

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‡ Ability, willingness and courage to ask questions, analyze,
compare and evaluate, and to take measures to voice both
problems and more equitable solution.
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  " $: Touching both ³hearts and
minds´ ± not just the intellect ± a dialogue based and oral
interaction puts people, their experiences and development
at the center stage.
‡ , "      in any change process.
Power, decision-making, relationships and payments have
a gender dimension.
‡ 1    : Bring hope and inspire
people to change, overcome inherent human fear and build
confidence and courage. An appreciative more than a
problem-centered approach.
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1. Don¶t rush: Capacity Development is a long-term process.
2. Respect the value system and foster self-esteem
3. Scan locally and globally; reinvent locally (learn ± do not copy!)
4. Challenge mindsets and power differentials
5. Think and act in terms of sustainable capacity outcomes
6. Establish positive incentives
7. Integrate external inputs into national priorities, processes and
systems
8. Build on existing capacities rather than develop new ones
9. Stay engaged under difficult circumstances
10. Remain accountable to ultimate beneficiaries
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‡ Helping locate the organization in the wider world
‡ Facilitating an institution to design and deliver policies
‡ Developing an organizations ability to satisfy or influence
its stakeholders
‡ Developing an organizations autonomy and
independence
‡ Enabling an institution to create value
‡ A collation of institutional strengthening capital
‡ Building organizational or managerial strengths
- We told her that flying is impossible. That is
what we have learned.... (Utaalamy stadi...)
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‡ Enhancing ability to evolve and adapt to change
‡ Opening the organization to innovations and new ideas
‡ Transferring knowledge and new learning
‡ Developing core skills and competencies
‡ Empowering staff and volunteers
‡ Changing patterns of behavior
‡ Improving morale, enhancing motivation and reducing
stress and anxiety
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‡ What do you understand by capacity building?

‡ 20% - no formal definition

‡ 55% had shorter statements linked to improved


performance of partners

‡ 25% had complex statements with references to the


nature of the process, goals etc
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‡ Enable ability to deliver services or programmes
‡ Increase accountability and greater legitimacy
‡ Increase productivity and improve efficiency and
effectiveness
‡ Increase levels of participation in decision making and
implementation
‡ Pass on technical skills
‡ Build on community involvement and mobilize
communities to meet their own needs
# 5
‡ Develop greater solidarity in the community and mobilize
action
‡ Embrace innovation and being open to new approaches
or technologies
‡ Promote viable and sustainable social enterprise
‡ Facilitate sense making and promoting greater
understanding of the operational context.
  
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‡ Capacity building is about improving development
project implementation, results and accountabilities;
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‡ Capacity building is about prompting societal and
democratic change;
‡ á  "  
  
‡ Capacity building is about improving development
organisations¶ sustainability, autonomy, integrity,
independence and resilience;
 5
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‡ Capacity building is about shifting relationships and
power dynamics.

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 :
‡ Capacity building is about strengthening the values,
attitudes, abilities and courage of the participants to be
more responsible and engaged as Change Agents

‡ Individual/personal Group Single organization Network Societal


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‡ Capacity is most often associated with ³ability to´ or
³power to´. (    )

‡ 1   *
: Skills, knowledge, experience,
values, attitudes and courage.
‡ þ

  *
: Shared values/belief systems,
common causes in groups, sharing information.
‡ þ   *
: Money, buildings and computers
± time, knowledge.
    

â to authorise - to make stronger - to qualify


â to broaden the influence of the disadvantaged in
shaping their own living conditions

Empowerment  to obtain ³power over´


Empowerment = to obtain ³  ´
Empowerment = to overcome ³  ´
Empowerment = to have the Competence to Act
á*    "
‡ µRelationship with self¶ :
‡ having the integrity to match outward behavior with inner values;
‡ being aware of one¶s identity, strengths and limitations;
‡ having the humility to be open to learning and change.
‡ µRelationship with others¶ ² i.e. earning legitimacy from
outside:
‡ For organisations this comes from constituencies;
‡ For leaders, it comes from followers. It also involves
collaboration with others.
, *
 "   2
‡ Treating capacity building as an endogenous process ±
internal, formed from within ± CSOs and participants must
be in charge of own process.
‡ Transparently articulating actual stakeholder values,
agendas, ethics and principles that underpin the Capacity
Building
‡ Challenging existing power dynamics through safe, yet
open dialogue
‡ Identifying the Human Dimensions: Courage, curiosity, self-
confidence, sense of self-worth, self-esteem and dignity
, *
 "   3
‡ Self-reflection and assessment
‡ Emphasizing building of trust and positive relationships
between actors
‡ Networking rather than rivalry and competition
‡ Working explicitly with gender and diversity issues
‡ Having flexible, accessible funding
‡ Clarity in purpose, objectives, concepts, methodologies of
CB
‡ Situational and contextual relevance
á   67
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‡ ³Ask people what works ± and they will replicate it´
‡ ³The Law of our Grandmother´
‡ A cooperative search for the best in people, their
organization and the world around.

‡ Describe a high-point experience in your organization ± a


time when you felt alive and engaged.
‡ What is it that you value the most in yourself, your work and
your organization
‡ What three wishes do you have for your organization?
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‡ Behavioral change can only take place when the learning
experience is both intellectual and emotional:
‡ Triads
‡ Journaling
‡ Stories
‡ Mentoring in pairs
‡ Physical exercise
‡ Singing
‡ Common experiences/excursions
‡ Practical work
-    
‡ MCIC, Macedonia, used:
‡ Consultancy
‡ Open training
‡ In house training
‡ Study visits
‡ Secondments
‡ On-the-job-training
‡ Peer counseling
‡ Mentoring and coaching
, 
‡ Periodic, rather than one-off, inputs:
‡ 4-18 months total, short inputs, then back to work
‡ Working with specific individuals (often leaders) and
developing teams while bearing in mind the whole
organizations development (mentoring and coaching)
‡ Appreciating the influence of history and the need to
consider the future when making changes
‡ Accepting the need to work on both ³hard´ and soft ³issues´
) 
  

 
‡ µLonger-term mentoring, coaching, advice and facilitation is
considered the only effective way to ensure the application
of knowledge gained in training as well as to bring about
change in individual and organisational attitudes.¶
‡ Training is still the predominant method of capacity building,
according to Praxis Papers 8 and 9.
‡ The aid system finds discrete training packages easier to
support than open-ended, evolving processes.
‡ Furthermore, many cultures find a more didactic approach
(organized/structured learning) to capacity building closer to
their expectations and past experiences.
 
 
‡ Although training still seems to be the prime methodology
used, it appears to be becoming more modular.
‡ Capacity building processes with a number of short training
inputs over a period of 4 to 18 months.
‡ Space between inputs allows participants to digest, apply
and implement the learning from the training inputs.
‡ ³On-the-job training´ and ³learning by doing´: Training
combined with delivering on real outputs.
‡ It also provides the opportunity to receive support from
mentors or peers between modules.
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‡ Participants reported they were more self-aware at individual and
organisational levels;
‡ shift relationship between leadership, staff and board creating
more ownership, motivation, energy, passion and empowerment;
‡ adapt organisational actions in new, self-defined ways;
‡ become more organised by µputting the house in order¶ 8 i.e.
structures, systems, competencies, funding;
‡ have more trust internally;
‡ change the way the organisation relates to others, for example,
the communities in which they work and the donors that fund
them.
   7  
  
‡ What are the most common motives for Capacity building?
‡ What are the most important?
‡ Who in the organisation has the strongest motive for
change?
‡ Who knows about the problem?
‡ Who can solve it?
‡ Who cares about it enough to change?
‡ Collective motive: A critical mass of dissatisfaction with the
status quo can develop into a collective motive for change.
‡ Any hidden motives?
. m  Œ

‡ Develop participant ownership of the process ± ensure
participant ownership
‡ Take a people-centered approach to change
‡ See the inter-relationships between elements and examine
how
‡ Understand and challenge power-dynamics in a sensitive
and courageous way
‡ Using a variety of methods, including experiential
‡ Balance structure and flexibility
‡ Engage in open and equal dialogue and communication
. m  Œ

‡ Recognize and respond sensitively to the influences of
culture and context.
‡ Can shift and adapt to a changing context
m  
‡ Based on organisational as well as political baselines.
‡ Relevant and environmental knowledge and research ±
adjusted according to the target groups.
‡ Policy analysis, knowledge of political system and advocacy
skills.
‡ Organisational knowledge, skills and methodology
‡ Content for personal development and strengthening:
Culture, traditions, songs, creativity, responsibility for own
training and part of program.
‡ Practical work and realistic assignments between training.
m
5
‡ ´Culture is the missing link to development in Africa´
‡ Professor Wangari Maathai
‡ Culture is the wisdom and stored competence from all
generations before us
‡ Culture is the common identity of a country ± and an
organisation
‡ Culture is a way to build pride, strength and values in the
individual
‡ Creativity is like a muscle ± if unused it looses its power
‡ Example: Proverbs in use
   " 
 
‡ Establishing the baselines
‡ CB: Contested Aims, objectives and indicators?
‡ A focal area for the EMS/MIS
‡ External and internal
‡ Long term perspective and focus
‡ Running and at milestones
‡ Several areas for M&E
‡ Focus on impact: Use CB definition ± what impact has the
CB had on the action of the organisations and individuals?
‡ Impact on policies, processes and implementation.
Œ
 ) 
‡ þ  * ": Can the student recall or remember the information? - define,
duplicate, list, memorize, recall, repeat, reproduce state...
‡ 4   ": ... Explain concepts? Classify, describe, discuss, explain,
identify, locate, recognize, report, select, translate, paraphrase
‡ á
 ": Use the information in a new way? Choose, demonstrate, dramatize,
employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
‡ á
 ": Distinguish between the different parts? - appraise, compare,
contrast, criticize, differentiate, discriminate, distinguish, examine, experiment,
question, test.
‡ 
  ": Justify a stand or decision? - appraise, argue, defend, judge,
select, support, value, evaluate
‡ &    : Create new thoughts or point of view - assemble,
construct, create, design, develop, formulate, write.
‡ ' á
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‡ A key challenge for making CD more povertyºdriven is seen
to derive from the potential matrix of
‡ (i) a large and diverse number of actors that may intervene
in a CD ³supply chain´,
‡ (ii) the different accountability pressures each actor faces.
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‡ It is possible to operationalise the definition of CD along the
two dimensions of (i) societal level, and (ii) task complexity,
to arrive at a matrix of CD   .
,   

‡ How can Capacity Building contribute to the needs and


challenges of your organisations?

‡ What are your challenges to the EMS strategy?



    "
‡ Go through program ± give each element points from 1-10.
‡ Comment if you want.

‡ Final comment on general issues:


‡ Overall value
‡ Information on worlshop before you came?
‡ Information on EMS earlier
‡ Information on EMS now

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