Technical Assistance Consultant’s Report...Similarly, it also incorporates the impact of Climate Change on six thematic sectors of National Adaptation Programmes of Action (NAPA,

Technical Assistance Consultant’s Report

This consultant’s report does not necessarily reflect the views of ADB or the Government concerned, and ADB and the Government cannot be held liable for its contents.

Project Number: TA 7173-NEP June 2012

Nepal: Strengthening Capacity for Managing Climate Change and the Environment— District-level Training Toolkit on Climate Change and Environmental Management, Part C: Training of Trainers Guideline

Prepared by Samuhik Abhiyan Consortium: Samuhik Abhiyan, Rupantaran Nepal, NORMS

Kathmandu, Nepal

For Government of Nepal, Ministry of Environment, Science and Technology

ToT Guideline 2

Government of Nepal

Ministry of Environment

DISTRICT LEVEL CLIMATE CHANGE AND ENVIRONMENT MANAGEMENT

TRAINING MANUAL

Training of Trainers (ToT) Guideline

2011

ToT Guideline 3

DISTRICT LEVEL CLIMATE CHANGE AND ENVIRONMENT MANAGEMENT

TRAINING

(TRAINING MANUAL)

Training of Trainers (ToT) Guideline

Prepared By

Foreword Government of Nepal, Ministry of Environment is conducting various programmes to enhance the capacity on environment management and climate change under the technical support of Asian Development Bank (TA-7173). This project is supporting government agencies (based on adequate information) to identify the climate change vulnerability, prepare the plans and strengthen the communities to adopt the adaption option in highly vulnerable districts of Nepal.

One of the major components of this project is to enhance the capacity of stakeholders on climate change and environment management. Among the different activities carried out under this project, one is to develop skilled and trained manpower at local level to address the issues related to environment management and climate change. In order to prepare the adaptation planning and its implementation, ministry of environment wished to prepare "District Level Climate Change and Environment Management Training Guideline". The ministry handed over the responsibility to a consortium of three: Samuhik Abhiyan, Rupantaran Nepal and NORMS. The consortium has thus prepared this guideline.

This guideline incorporates basic (fundamental) subject matters on environment management and climate change, and steps required to integrate the issues during local level planning process. Similarly, it also incorporates the impact of Climate Change on six thematic sectors of National Adaptation Programmes of Action (NAPA, 2010), and national and global level efforts and initiatives to address these issues. Likewise this guideline incorporates local level efforts to adapt to impacts of climate change in six thematic areas (Agriculture and Food Security, Forests and Biodiversity, Water Resources and Energy, Public Health, Urban Settlement and Infrastructures, and Climate-induced Disasters).

Ministry of Environment is coordinating to prepare "Community Based Vulnerability Assessment, Risk Mapping and Adaptation Planning (CBVA)" which can be taken as another component of this guideline. There is a close coordination within the ministries related to six thematic areas right from the preparation of this guideline. There are several stages of consultation, meetings, and exchange of feedbacks between the consortium members, representatives of ministries, development partners and experts. Similarly consortium members are in close coordination with concerned personnel of ministries, departments and training divisions, and have referred to several relevant publications to prepare this guideline.

The first draft of this guideline is pre tested in Rupendehi District. Suggestions, feedbacks and learning of the pre testing are incorporated in the guideline and one ToT training was conducted in Kathmandu. With the help of participants of ToT training, several preliminary training was conducted in Dhading, Baglung and Dang district. A total of 715 persons were participated on these trainings. Feedbacks of these participants were also incorporated to make this guideline more practical and user friendly.

ToT Guideline ii

This guideline was peer reviewed by Joint secretaries of Ministry of Environment Ms Meena Khanal and Mr Batu Krishna Upreti, Gender and social inclusion specialist Ms Divya Devi Gurung, DFiD's Sabita Thapa and Training Specialist Mr Basu Dev Neupane. The feedbacks and suggestion of these experts are also incorporated in this guideline.

It is expected that this guideline will be helpful in preparing the trained manpower at local level on climate change and environment management.

Last but not the least; I would like to thank consortium of Samuhik Abhiyan, Rupantaran Nepal and NORMS who have prepared this guideline.

Krishna Gyawali

Secretary

Ministry of Environment

ToT Guideline iii

Acknowledgement Ministry of Environment with the technical support of Asian Development Bank (TA-7173) planned to prepare "District Level Climate Change and Environment Management Training Guideline". The objective of preparing this guideline is to enhance the national capacity needed in the area of climate change and environment management. Ministry handed over the responsibility to guideline to a consortium of Samuhik Abhiyan, Rupantaran Nepal and NORMS. A wide range of experts and other persons have contributed during the preparation of this guideline. The consortium acknowledges all those who have contributed to prepare this guideline.

First of all, we would like to thank Ms Meena Khanal, National Programme Director; Mr Purna Bhakta Tandukar, Programme Manager and other staffs of GoN/Ministry of Environment "Technical Assistance Programme to enhance capacity on Climate change and environment management" for believing in the capacity and experiences of this consortium, providing necessary directions and suggestions during the preparation of this guideline.

Support and facilitation of Mr Ngamindra Dahal, Mr Dilli Raj Joshi and Mr Charles Pradhan of ADB-TA team is instrumental. We would like to thank all three of them for facilitation.

Staff and section head of thematic ministries and representatives of development partners have regularly attended the meeting and provided feedbacks time and again during the preparation of this guideline. They all have contributed to make this guideline more practical and comprehensive. We would like to thank all of them.

This venture has been incomplete without the support of government staffs (of Kathmandu and districts), and experts of Samuhik Abhiyan and Rupantaran Nepal who facilitate during pre testing, ToT and preliminary trainings. We would like to acknowledge their support with deep sense of appreciation.

Participants of pre testing, ToT and all 715 participants of Kathmandu, Dang, Rupendehi, Baglung and Dhading district during preliminary trainings have provided feedbacks during various stages of this guideline. We identify all of them as resource persons and pay heartfelt acknowledge to them.

Subject matter and process of this guideline was peer reviewed by Joint secretaries of Ministry of Environment Ms Meena Khanal and Mr Batu Krishna Upreti, Gender and social inclusion specialist Ms Divya Devi Gurung, DFiD's Sabita Thapa and Training Specialist Mr Basu Dev Neupane. We would like to acknowledge them for their feedbacks, comments and valuable suggestions.

Similarly Managing Director of Rupantarn Nepal Ms Meena Kunwar Adhilari provided technical suggestions and coordinate with different ministries and development partners. We would like to acknowledge Ms Adhikari for her constructive approach.

ToT Guideline iv

Likewise, we would like to thank Mr Dipesh Pyakurel for English Translation and Ms Anju Chitrakar for Layout design of this guideline.

Lastly, staffs of Samuhik Abhiyan, Rupantaran Nepal and NORMS played significant role in training and financial management. It is because of them that this guideline is in its shape. We acknowledge their support from the bottom of our heart.

Thank you

The Guideline Preparation Team

Mr Bed Prasad Sapkota Team Leader Samuhik Abhiyan

Mr Shanker Poudel Technical Coordinator Rupantaran Nepal

Mr Kapil Neupane Curriculum Development Specialist Samuhik Abhiyan

Bishnuhari Paudel Climate Change Expert, Samuhik Abhoyan

Mr Sohan Lal Shrestha Curriculum Development Specialist Rupantaran Nepal

Mr Gopi Prasad Poudel Urban Settlement and Infrastructures NORMS

Dr Deepak Rijal Agriculture and Food Security Specialist

Mr. Adarsha Pokharel Water Resources and Energy Specialist

Dr Bandana Pradhan Public Health Specialist

Mr Dinanath Bhandari Climate Induced Disaster Specialist

Mr Gyanendra Bahadur Karki Forests and Biodiversity Specialist

ToT Guideline v

Contents 1. Background ......................................................................................................................... 12. Objectives of the Training ................................................................................................... 13. Users of this Guideline ........................................................................................................ 24. Subject Matter of this Guideline ........................................................................................ 25. Participants of the Training ................................................................................................ 26. Use of this Guideline ........................................................................................................... 37. Approach of the Training .................................................................................................... 38. Time Period ......................................................................................................................... 39. Considerations for Training Facilitator ............................................................................... 4

Before Training: ..................................................................................................................... 4During Training Period: .......................................................................................................... 4After Training: ........................................................................................................................ 5

10. List of Training Materials ................................................................................................ 5Equipments and materials ..................................................................................................... 5Stationeries ............................................................................................................................ 5

11. Introduction to Process and Method ............................................................................ 19Brainstorming ....................................................................................................................... 19Buzz Group Discussion ......................................................................................................... 20Snow Balling ......................................................................................................................... 20Small Group Discussion ........................................................................................................ 21Lecture Method ................................................................................................................... 22Picture and Poster Discussion .............................................................................................. 23Case Study ............................................................................................................................ 23Games Technique ................................................................................................................ 25Question-Answer (Method) ................................................................................................. 25Expert Questions .................................................................................................................. 25Action Learning .................................................................................................................... 26

12. Evaluation of Training ................................................................................................... 26Session's Evaluation ............................................................................................................. 27Daily Evaluation .................................................................................................................... 27Final Evaluation .................................................................................................................... 30

ToT Guideline 1

1. Background

This training guideline has been prepared for the participants of Climate Change (CC) and Environment Management training. Main objective of this guideline is to inform participants on introduction of training programme, technique, logistical management and evaluation of training during the training period. This guideline provides brief information on trainees' participation in different activities and processes, both pre- and during the training period. In addition to this, this manuals guide the trainers to use the methodology as described in the facilitator guide.

This guideline has been divided into seven major parts. First part consists of introduction to the guideline, second part consists of objective of training module and expected outputs, third part consists of training logistics and fourth part consists of brief information on training. Similarly, outline of training is given in fifth part, training preparedness (for trainees) in the sixth part and details of training evaluation in the seventh part.

2. Objectives of the Training

By the end of the training, participants ( District Level planners which includes Government officer. Civil society representatives, local bodies’ representatives and private sector representatives) will be able to:

Describe the basic concept on Environment Management & Climate Change.

Explain the major impacts of Environment Degradation & Climate Change on six thematic areas (Agriculture and Food Security, Water Resources and Energy, Climate Induced Disasters, Forests and Biodiversity, Public Health, and Urban Settlements and Infrastructure) as identified by National Adaptation Programmes of Action (NAPA).

Describe the local, national and global level initiatives to address the major impacts of Environment Degradation & Climate Change in the six identified sectors of NAPA.

Describe the fundamental process to identify Environmental Degradation and Climate Change issues at local level.

Explain the fundamental process of disseminating available resources and integrating the plans that address the issues related to Environmental Degradation & Climate Change at local level.

Identify and explore necessary resources to implement the plans related to Environmental Degradation & Climate Change at local level.

Discuss on fundamental issues related to Environmental Degradation & Climate Change, and Carbon Marketing at local level.

ToT Guideline 2

Identify the role of stakeholders to address the issues related to Environmental Degradation & Climate Change at local level.

3. Users of this Guideline

The prime users of this guideline are the facilitators of governmental/nongovernmental organisations, civil societies and other private agencies who are working to minimise the effect and impact of CC at district level. This guideline is expected to be useful for (facilitators of) following agencies:

District Forest Office District Agricultural Development Office District Soil Conservation Office District Public Health Office District Urban Development and Building Construction Office Water Induced Disaster Prevention Division and sub division Office District Disaster Coordination Committee Social and Civil Societies Organisation Nongovernmental Social Development Office

4. Subject Matter of this Guideline

This guideline consists of three days training package on general (fundamental) subject matter of environment and climate change, and two days each for six sectors as identified by NAPA (thematic module). The two days training module has also been divided into two parts: first part of the module incorporates the technical aspect of related subject/sector whereas second part consists of district level planning process and integrating & mainstreaming the issues identified by NAPA in the planning process.

Please refer to annex 1 for the detail subject matter of both modules.

Trainees who have participated in the first three days general training can also participate in either all the six training modules (according to NAPA's priorities six sectors), or as per their necessity. However, this ToT guideline is designed in such a way that the trainees who have participated in first three days of training can only participate in the generic module.

5. Participants of the Training

Government employees (working in the district), policy makers of civic societies, representatives of private sectors and developmental agencies working in CC sector are

ToT Guideline 3

expected beneficiaries and participants of this training. A total of 20 trainees will be participated at a time. Participants will be proportionately selected from each sector (gender, organisations etc).

6. Use of this Guideline

The users (trainers) of this guideline are requested to customize the process and technique according to the availability of time and local scenario. In the other way, user can apply this as a guiding document and add specific context to make the training more relevant and useful.

7. Approach of the Training

22-25 number of participate will be appropriate for the training . The approach of this training focuses on participatory approach and adult learning principles. It is suggested that conduction training should focus on: processes, mutual conversation/interactive, develop the ownership amongst participants and enhanced use of audio-visual means. Different techniques (focusing on participants) are selected which are expected to be helpful for participants to express their views and share the experiences. At the same time, this training is designed in such a way that it can be operated using "Adult Learning Principles".

8. Time Period [and Delivery mechanism?]

Time period for this training is divided into two parts. First part consists of three days generic module incorporating the basic issues on Climate Change and environment management. This will be followed by six thematic modules each for the NAPA's identified six areas, each module having two days training package.

The first three days training is open to all i.e. that can be delivered to everyone whereas the two days thematic training module is designed is such a way that it is effective for participants of related sectors.

For both modules, there will be four sessions in a day, each session lasts for one and half hour. 15 minutes each will be allocated for start of the day (for summarisation) and end of the day (evaluation). Each session will be followed by 15 minutes break, and 30 minutes break for Tiffin. Therefore, total length for day's activities will be seven hours and 15 minutes.

If thematic module immediately follows the generic module, then introduction, expectation collection, defining rules and responsibilities have to carried out once at the start of the training. Similarly summarisation, final evaluation and closing have to be carried out only at the end of the training.

ToT Guideline 4

In order to deliver thematic module only, it is suggested that it should be 3 days. In this modality, the day first content of the general module should integrate into the thematic module.

9. TOR for Training Facilitator

Before Training:

Design this guideline that suits the local scenarios such as local casestudy, illustration and picture, fact and figure

Manage/prepare all necessary training materials before training as suggested in trainers notes in the facilitation guide.

Manage the training hall as per the training environment and number of participants. It is better to arrange the seats in "U" shape.

Manage/prepare the necessary documents. Prepare set of training materials that have to be distributed to the participants.

During Training Period:

Facilitators have to link the contents of the session with previous and upcoming sessions.

Expertly utilise the training technique and materials. Try to make the training more interesting and energising by including subject matter

related phrases, short stories, games, songs etc. Promote the active participation of participants by using appropriate method such as

groups exercise, action learnings, game, simulation and role playetc. Assess the understanding of participants by asking relevant question as described in

facilitator guides. Be strict on time period and rules and regulations. Training needs to be started and

ended on time. Do not focus only to finish the topic/subject. Rather focus on the process that

participants can imbibe. Maintain open and two way communication. Use multipletraining methodology for each session as suggested in the facilitator

guides. Try to use different methods even in a session, and keep efforts on visualisation rather than explanatory one.

ToT Guideline 5

After Training:

Keep (manage) all the training materials on its own place after end of each session. Maintain the record of evaluation and review of the participants. Provide a copy (of session) to the organisers for record if the training is carried out in

a different way. Suggestions and comments should be provided in written form to the organisers.

10. List of Training Materials

Training materials required is mentioned as educational material and supportive material in each session plan. Facilitator needs to manage these materials before training.

Education materials those which are distributed to the participants, whereas presentation materials, charts, graphs, pictures and other associated materials are kept as supportive materials.

Equipments and materials

Presentation materials daily used during training (eg laptop, projector, printer, white board etc) are not mentioned in the session plan. Given below is the list for materials that are not mentioned in each session plan.

SN Particulars Number 1 Laptop 1 2 Multimedia Projector 1 3 Projector Screen 1 4 Sound System 1 5 Printer 1 6 White Board 1 7 Soft Board 2 8 Flip Chart Board 2

Stationeries

Stationeries that are regularly used during session are also divided into two parts. First set consists of stationeries that are used during training (market, scissors, tape, newsprint, metacard etc). Similarly, second part consists of pen, notebook, nametags and files which are generally distributed to the participants. As mentioned earlier, facilitator needs to manage these materials one day before training.

SN Particulars Number First set: Stationeries needed during Training

1 Different Coloured Markers 200 Pcs 2 Newsprint Paper 100 sheet

ToT Guideline 6

3 Brown Paper 10 sheet 4 Paper Marker (Red-2, Black-5, Blue-5) 12 nos 5 Board Marker(Red-2, Black-3, Blue-3) 8 nos 6 Sign Pen (Red, Black, Blue and Green,

4/4 each 16 nos

7 Masking tape (1 inch) 2 roll 8 Push Pin 2 packet 9 Glue tags 1 packet 10 Glue stick large 1 no 11 Photocopy paper 100 sheet 12 Plastic Box 1 packet 13 U clip 1 packet 14 Bulldog Clips 6 pcs 15 Ruler 1 no 16 Stapler 1 no 17 Stapler Pin 1 packet 18 Punching Machine 1 no 19 Scissors 1 no 20 Paper Cutter 1 no

Stationeries to be distributed to participants 1 Copy/note book 25 nos 2 Pen 25 nos 3 File or Clear Bag 25 nos 4 Name Tags 25 pcs 5 Educational material 25 set

It should be noted that all the equipments and stationeries listed in this topic is also needed for the six thematic module training.

11. Training Session Outlines

Part one: Generic Module

Session First Day Second Day Third Day

First Start of the Training

(90 minutes)

Climate and Climate Change Science

(90 minutes)

Concept of Adaptation

(90 minutes)

Second Climate change

(90 minutes)

Effect & Impact of Climate Change

Vulnerability Assessment

ToT Guideline 7

(90 minutes) (60 minutes)

Risk Assessment

(30 minutes)

Third Environment management

(90 minutes)

Addressing Causes and Effects of CC

(90 minutes)

Identification and Selection of Adaptation Options

(30 minutes)

Fourth Concept on Environmental System

(90 minutes)

Options on CC mitigation

(90 minutes)

NAPA Thematic Programme and Climate Resilient Plan

(60 minutes)

Integrating CC adaptation activities in local planning

(60 minutes)

Closing

(30 minutes)

Part Two: Thematic Modules

Thematic 1 – Agriculture and Food security

ToT Guideline 8

Session Time First Day Second Day

First 90 minutes Climate Change: Agriculture and Food Security

• Definition and Types

• Climate Change, Agriculture and food security

Adaptation Planning process

• Concept and Types of Adaptation

• Steps of Adaptation Planning

• Vulnerability Assessment

15 minutes Break

Second 90 minutes Process of Impact of CC on Agriculture and Food Security

• Physiological process for agricultural productivity

• Physiological process for livestock/poultry productivity

Adaptation Planning process (contd...)

• Local Stressors that helps to increase the impacts

• Identification and prioritisation of adaptation options

30 minutes Tiffin Break

Third 90 minutes Impact of CC on Agriculture and Food Security

• Impact on Agricultural sector

• Impact on Food Security Sector

• Impacts at local level

Mainstreaming/Integrating the Adaptation Planning

• Integration of Adaptation Plan

(60 minutes)

15 minutes Break

Fourth 60 minutes Implication of impact of CC on Agriculture and Food Security

• Implication

Closing

• Summarisation of training

• Assessing the understanding of participants on subject matter after training

• Final evaluation of training

(30 minutes)

ToT Guideline 9

15 minutes Daily Evaluation and Summarisation

ToT Guideline 10

Thematic 2: Forests and Biodiversity

Session First Day Second Day

First Introduction

• Definition and types

• Diversity of Nepal's flora and fauna

• Types of forest and ecosystem in Nepal

(90 minutes)

Vulnerability Assessment and identifying adaptation options

• Vulnerability assessment

• Identifying adaptation options and Prioritisation

(135 minutes)

15 minutes Break

Second CC- forests and biodiversity

• Changes in forest structure and composition

(60 minutes)

Adaptation plan preparation and integration

• Steps of adaptation planning

Integrating adaptation plans

(120 minutes)


Third Impact of CC on forest and biodiversity

• Elements of forest growth and physiological process

• Impact of CC on wildlife habitat

• Impact of CC on Ecosystem

• Changes in forest structure and composition

(60 minutes)

Break

Fourth Implication of impact of CC on forests and biodiversity

• Implication

(60 minutes)

Closing




• Concluding the training

ToT Guideline 11

Initiatives to address the impacts of CC on forests and biodiversity

• National level initiatives

• District level initiatives

(90 minutes)

Daily summarisation and evaluation

ToT Guideline 12

Thematic 3 – Public health


First 90 minutes Introduction

• Introduction to module

• Quiz contest

• Disease and vectors




(120 minutes)

15 minutes Break

Second 90 minutes Impact of CC on Public Health sector

• Movie show

• Effects and Impacts



• Integrating adaptation plans

(120 minutes


Third 90 minutes Implication of impact of CC on Public health

• Implication

15 minutes Break

Fourth 90 minutes National and district level initiatives



Closing



ToT Guideline 13


15 minutes Daily summarisation and evaluation

ToT Guideline 14

Thematic 4 – Water resources and energy




• Quiz contest

• Availability of Water resources and energy



• Identifying adaptation options

• Prioritisation

15 minutes Break

Second 90 minutes Impact of CC on water resources and energy

• Movie Show

• Effect and Impacts




(120 minutes)


Third 90 minutes Implication of impact of CC on water resources and energy

• Implication

15 minutes Break

Fourth 90 minutes Initiatives to address the impacts on water resources and energy



Closing





15 minutes Daily Summarisation and Evaluation

ToT Guideline 15

Thematic 5 – Climate Induced Disaster



• Terminologies

• Types




15 minutes Break

Second 90 minutes Impact of CC on Disaster Area

• Movie show

• Impacts


Third 90 minutes Implication of impact of CC on disasters

• Implication




(120 minutes)

15 minutes Break

Fourth 90 minutes National and District level initiatives



Closing






ToT Guideline 16

ToT Guideline 17

Thematic 6 – Urban Settlement and Infrastructure


First 90 minutes Climate Change: Urban settlement and infrastructure


• Urbanisation and infrastructure




15 minutes Break

Second 90 minutes Impact of CC on Urban settlement and infrastructure

• Effects and Impacts



• Gap analysis

• Integrating/mainstreaming adaptation plans

(120 minutes)


Third 90 minutes Implication of impact of CC on Urban settlement and infrastructure

• Impact on urban settlement

• Impact on infrastructure

• Implication in other sectors

continued of sixth session

15 minutes Break

Fourth 90 minutes National and District Level Initiatives

National initiatives on urban settlement

National initiatives on

Closing


• Assessing the understanding of participants on subject matter

ToT Guideline 18

infrastructure

after training


(30 minutes)


ToT Guideline 19

Brainstorming should be carried out through BONE method

B-Brainstorming: Carry out brainstorming O-Organising: Organise the views/ thoughts N-Naming: Give the name to the thoughts E-Explain: Define, explain and decide

12. Introduction to Process and Method

The method adopted by facilitator to achieve the objectives is called the training technique. The technique briefly covers the presentation, debriefing, explanation etc. The Training method is generally divided into three major processes.

Explanation method Demonstration method Doing method

Different methods or techniques can be adopted for effective learning and teaching during training. Allocated time, social scenario, language, culture, understanding level of participants etc have to be considered in the training method to achieve the specified objectives. Introduction and process of training method used during the training is given below.

As the training is based on environmental management and climate change, facilitator has to link the presentation with relevant issues and examples. It will help to make the training more significant and practical.

Brainstorming

Brainstorming is a group problem-solving technique in which participants spontaneously share ideas and solutions on given subject matter.

Process

Ask the question as per the objectives/ theme of the discussion. It is advised to take the support of pictures, diagrams, documentaries or metacard during questioning.

Give some time for the response. Note the exact view of all participants i.e. in exact word. Consolidate the views as per the subject matter. Discuss on each of the views. Consolidate to make the common view. Decide Separately discuss the views that are not in line with the subject matter or

objectives. Suggestions

ToT Guideline 20

Do not discuss or criticise on the view of participants. In fact do not even say that the expressed view was right or wrong.

Allocate about 20 minutes for brainstorming (for 20-25 participants).

Buzz Group Discussion

Buzz group discussion is a method to summarise some issue with the help of discussion in short time period. This method is used to express the view of participants in short time period. The discussion is conducted from participants' own seat and concludes as in smaller group discussion.

Process

Assign the objectives/subject matter for discussion. Notify on the subject matter and let them discuss. Let all the participants to think for their own view. Make a small group of 3-4 participants and request to arrange their chairs in a circle. Request them to select a facilitator amongst themselves. Request all the participants to express their view and consolidate to a common

thought/view. Participants should write the major prioritised theme/view in metacards. As the conversation ends, each group have to present in larger group, discuss and

write the summary of discussion in soft card board. Suggestions

Allocate maximum of five minutes for discussion. Participants have to buzz while expressing their views. Facilitator should inform participants that one group have to express only one

concluded version at a time. Record the views serially and discuss on the views if deemed needed. Facilitator

should consolidate the summary of all participants and present the summary (considering the subject matter and meaning).

Snow Balling

This is a method that materialises and summarise the idea of a person through discussion. In this technique, a person first coins his/her view or idea, s/he then share the view with another person and then two of them shares to rest two and finally discuss in a small group. The discussion starts while the participants are seated in their own seat, and finally group come to a conclusion.

Process

Facilitator should assign the objectives/subject matter for the discussion. Notify on the subject matter and let them discuss. Let all the participants to think on their own view.

ToT Guideline 21

Request two participants to sit in front of each other. Both have to coin their ideas and merge to a single one. Two participants then have to share their idea to another two participants, and again

merge to a single one. In this way view of four participants will merge to a single view.

Participants should write the major prioritised theme/view in metacard. As the conversation ends, each group have to present in larger group, discuss and

write the summary of discussion in soft card board. Suggestions

Allocate a maximum of five minutes for discussion (acc to subject matter). Participants should buzz (make a buzzing sound) during the discussion. Facilitator should inform participants that one group have to express only one

concluded version at a time. Record the views serially and discuss on the views if deemed needed. Facilitator

should consolidate the summary of all participants and present the summary (considering the subject matter and meaning).

Small Group Discussion

This is an important participatory method of training. In this method, small groups of four to eight participants are made into a group where all can share the ideas and actively discuss on the given subject matter.

Process

Prepare a small group based on the number of participants by using any appropriate method (to make a group). It is better to make a group with the help of terminologies used in environmental management and Climate Change. Groups can be prepared according to the names of different local resources such as:

o Forest, Agriculture, Water, Energy, Health o Three types of environment-Brown, Green, Blue o According to the subject matter of the training- Environment, Climate

Change, Adaptation o Distribute different types of chocolate according to the number of groups to

be divided. Clearly specify the subject matter, areas and questions for discussion. Number of participants (in each group) should be equal as far as practicable. Allocate time as per the subject of the training. Choose the area/space for training. Facilitator should notify the group discussion technique such as:

o Select the leader of the group (coordinator and reporter) o Incorporate the views of all participants (within a group) o Summary of group should be written in a large paper

ToT Guideline 22

o Each smaller groups have to present in larger groups Open the discussion in larger groups. Finally, facilitator has to conclude the discussion based on the outcomes of

discussion and subject matter. Suggestion

Closely monitor the discussion and give necessary suggestions or facilitation. Do not conduct too much group discussion in a group as it might be boring for the

participants. Appropriate time for small group discussion is post lunch session. It has been

realised that participants actively discuss in post lunch session. Try to shuffle the participants in each group discussion. If same participants

repeatedly fall in same group, then they might spend time on discussing irrelevant matters.

Lecture Method

Expert on relevant subject matter delivers lecture on his/her field of expertise in lecture method. This method is efficient in the sense that it can educate large number of participants at once, and this method utilises limited time to maximum effect. At the same time, lecture method is less expensive and requires less training material. It will also help not to deviate from the original subject matter.

However, this method alone is not sufficient for participatory learning method because this method is rather "one way explanation" type and participants have minimal or none participation. Therefore it is suggested that this method should be used along with other methods.

Process

Facilitator should write the topic of subject (that is going to be delivered by expert). Explain the major sub topics to be presented during the lecture. Notify the topics that facilitator will explain. Ask participants for any queries, curiosities or feedbacks after the lecture. Promptly

address participant's queries and conclude the session. Suggestion

As this process is explanatory one, participants rarely admire this method. Audio visual clips, photographs etc (related to environment and CC) can be used to make the session interesting.

Likewise, this session can be made more interesting by writing the major headings in metacard, repeated use of PowerPoint presentation, enhanced use of photographs, explanatory graph and charts etc. Encourage participants to express their views, or ask for queries even at the time of lecture delivery.

Lecture method should not exceed 10-15 minutes.

ToT Guideline 23

Picture and Poster Discussion

Use of pictures or posters (related to environment management and climate change) during the training period to clarify the subject matter is called picture discussion technique. This is regarded as permanent learning method for the participants.

Process

Hang or affix the picture or poster in front of the training hall. Start discussion on learning. Note down the views of participants Facilitator has to clarify the picture so that the view of participants is reflected during

clarification. Keep the picture/poster in safe place.

Case Study

Case study is a careful study of some incident (starting from background to incident) that attempts to determine what factors led to its success or failure. As training is focused on environment and CC, the incident should be based on the same. This is a very useful method as it helps participants to understand the incident (related to environment management and CC) occurred in some other parts of the world. Participants can use the experience gained during that incident to their own benefit such as during programme implementation, planning process and to analyse the future threats etc. It will educate participants about the positive and negative aspects of new ventures (related to environment and CC), as well as helps to develop the confidence on persons and groups.

Such type of case studies can be used as a training method. The case study is generally shown as written documents (photocopy etc), audio visual (documentary or short movie clip), or even in the form of illustrated photographs. Any types of case studies based on available resources and budget can be used.

Written Documentary [Is it called documentary!]

Divide the participants in small groups (refer to small group discussion method). Distribute the copy of case study to all groups. Request all participants to read the case study and ensure that all participants read

the case study. Facilitator has to closely monitor whether all the participants read carefully or not.

It is better to distribute the copy of case study before group division. As it is ensured that all the participants have read the case study, then divide the participants into small groups.

After ensuring that all participants have read the case study, distribute questions for discussion (If case studies and questions are distributed at same time, then participants might focus on finding the answers only and pay less attention on whole case study).

ToT Guideline 24

Each group have to write the answer on newsprint and present the answer in front of all participants.

If a single case study was distributed to all the groups, participants have to note down their questions and suggestions and enquire at the end of the all the presentation. Similarly, conclusion should be drawn after all the presentation.

If different case studies are provided to different groups, then each case study have to be discussed in larger group after group presentation.

Conclude the session by focusing on that aspect of training for which the concept, knowledge and skills has to be changed or strengthened.

Documentary and/or Movie Show

Depending upon the available resources and materials, documentary or movie clip can be shown as a case study. This method is more efficient than that of written case study. But it should be noted that this method is not effective and not possible all the time. That is why following process can be implemented:

Give early information (to participants) about the documentary/movie show. Inform about the scenario that the material has been produced, and also let them

know about the issues to be discussed after show. Distribute the questions only after the documentary show. Other process is same as that of written case study and should follow the same.

Issues to be considered during documentary

One or different case studies (written) can be distributed to participants. Distribute a copy of case study (written) to all the participants. Prepare a CD of presentation material (documentary or movie) or copy the material

in the laptop, and manage the necessary presentation materials (projector, screen etc).

Facilitator should ensure that all the equipments should be in good condition. If facilitator does not know how to operate these equipments, then manage another person who can expertly handle these equipments.

Prepare questionnaire set. Allocate specific time for answers and presentation. Facilitator should know the topic or subject matter for which the concept and

knowledge skills have to be changed. Answers of written or audio-visual documentary can be discussed in group in the

next day. Another way is: study the case, prepare and distribute the questionnaire to the

participants, participants will answer the question and return to the facilitator, and finally facilitator gave the suggestions. (Note: This process is effective when participants discuss on different types case studies and present in larger groups).

Facilitator can verbally explain and ask questions for short case studies.

ToT Guideline 25

Games Technique

Game (method) plays an important role in participatory training programme. This method has been developed as per the experience, tradition and beliefs of participants. This method can easily clarify on subject matter and the learning from games method is considered permanent.

Process:

Following are the key steps for games technique:

Facilitator need to consider which subject can be clarified with the help of games technique.

Select the participants as per the nature of the game. If the game needs physical strength, then facilitator have to tactfully select the participants as per their physical strength.

Gender sensitivity also has to be considered during the games. Do not allocate more than 20 minutes for a game. Clearly notify the rules and regulations of the game. Manage all the materials needed for the game. Note down the learning after game completion. Facilitator has to summarise and explain as per the outcomes of the games. Thank all the participants for their participation

Question-Answer (Method)

This method is used to assess the understanding level of participants on particular subject matter. Facilitator will clarify the issues as per the understanding level, assessed by this method. This method helps participants to focus on subject matter. This method is regularly carried out during each session. Facilitator has to keep specific focus during questioning.

Expert Questions

Participants can ask question and related experts can give appropriate answer in this method. Facilitator needs to clarify on objective of the session and subject matter of discussion, prior to start of the training/session. At the same time, facilitator has to explain the background and understanding level of participants to the expert.

Process:

Introduce the expert and notify about the method. Provide metacard to the participants. Participants should ask the questions regarding local, national and global initiatives

against CC and other related subjects (issues regarding local, national and global policies, exercise, mechanisms and existing gaps).

Affix the metacards (with participant's questions) in soft board. Cluster the cards as per the discussion with the participants.

ToT Guideline 26

Request the expert to answer as per the cluster. Write the key views of experts in the metacard and summarise at the end of the

session. Finally thank the expert on behalf of all the participants.

Suggestions:

This method is largely based on expert therefore facilitator has to consult with expert and inform on the subject matter prior to the session.

Facilitator has to expertly facilitate the session because sometimes expert might feel uncomfortable with some questions.

Action Learning

Visual means of learning process is very much effective as compared to others. It energises the participants during participation. Subject matter related posters or photographs are used in this method. The photographs or posters reflect the socio-economic status of certain communities. This method is used to assess communities who are about to be in the stage of vulnerability (in this training).

Process:

Demonstrate a picture of a community (Showing the households of different socio-economic condition).

Ask open question like "what do you see in the picture?" and start open discussion according to the answers of the participants. For example, define the following terminologies in the training viz. vulnerability functions, sensitivity, exposure and adaptive capacity.

Request participants to identify the vulnerable households, and reasons behind their vulnerability.

Explain that the process they used in this session is called vulnerability analysis. Linking with the participants' perception, explain the fundamental issue and process

of participatory community vulnerability analysis technique. Suggestions:

Participants can explain the picture in different ways (as each person has different view). Facilitator has to concentrate the views as per the subject matter.

The discussion can be unnecessarily long in some cases. Therefore always focus on the vulnerability assessment technique.

Feedback and Review. Approach of asking questions.

13. Evaluation of Training

It is recommended to carry out three types of evaluation for each of the two training modules viz. Evaluation of Session, Daily Evaluation and Final Evaluation

ToT Guideline 27

Session's Evaluation

There are few questions that are concurrent with the objectives to evaluate the session. Facilitator can use own knowledge and humour; situation and available time; and resources and materials to evaluate the session.

Daily Evaluation

Different methods can be used for the daily evaluation of the training. Few techniques are listed here to assist the facilitators.

i. Red and Green Card Technique Distribute small pieces of red and green cards to all the participants (give one red and one green card to each participant). Request them to write the following based on the overall activities of the day.

o Most liked part and aspects of training in green card o Most disliked part and aspects of training in red card

Collect the cards, first read the green cards and then red cards, and address the issues of red cards if deemed needed. Keep all cards for reporting.

ii. Mood Chart Technique This technique is used to assess the overall observation of participants of days' outcomes. It will reflect a type of information during limited time period session.

Process of this Technique

Draw three different types of faces (i.e. faces in different moods) in flip chart paper as shown below.

Ask participants about the overall performance of the day and request them to

vote (bad, average or good). Evaluate the session based on the vote of participants

Bad Average Good

ToT Guideline 28

Suggestions

This is a very simple technique but participants tend to copy another's answer and actual evaluation might not be visualised. Facilitator has to be aware of this.

If anyone out of three figures gets the highest number of vote, then facilitator needs to ask the participants on why this one gets highest vote. Finally facilitator can give the answers on the participant's view.

iii. Sociogram Technique Sociogram is defined as a graphic representation of social links between a person and other people. Sociogram technique is a simple method and needs a wider space to evaluate with this technique. However, facilitator needs following preparations to conduct this training:

Prepare metacards that consists of the following:

1. Subject matter of the training 2. Applicability of subject matter as per your work list 3. Presentation skills of trainer/facilitator 4. Behaviour of trainer 5. Training and educational materials used during training. 6. Participation of trainees during discussion 7. Accommodation, food and other management during training.

Process:

Invite the participants in an open area (outside training hall). Affix one to seven numbered cards in different parts so that everybody see the

numbers. Notify about the process of evaluation which is as follows:

Facilitator shows the first card indicating "subject matter of the training". Then ask participants to evaluate the day's activities and give number ranging from 1 to 7, one being very bad and 7 means excellent. Participants need to go to the area where there are numbers ranging from one to seven, and stand in front of that number which they think is better.

Note down the number given by the participants on each of the seven parameters. Things to consider

This is a very simple technique but participants tend to copy another's answer and actual evaluation might not be visualised. Facilitator has to be aware of this.

If anyone number (from 1 to 7) gets highest marks compared to others, then facilitator needs to ask the participants on why this one gets highest number. Finally facilitator can give the answers on the participant's view.

iv. Use of Form Daily evaluation of training is very effective and widely used method. Participants should not need to write their name therefore they can explicitly express their views. However, some participants do not clearly mention their views and says it was not too good or too

ToT Guideline 29

bad. Therefore facilitator has to expertly evaluate the days' proceedings. Facilitator has to prepare the evaluation form in advance.

FORMAT OF DAILY EVALUATION FORM

1. Subject matter assigned for the day: a) Not clear b) A little bit understood c) Understood d) Very well understood

2. Subject matter a) Not relevant b) A little bit relevant c) Relevant d) Very much relevant

3. Participation of Trainees a) Very less b) Less c) Average d) Active participation

4. Methodology used during training a) Not relevant b) A little relevant c) Relevant d) Very much relevant

5. Training materials used in the training a) Not sufficient b) Insufficient but manageable c) Average d) Enough training materials

6. Presentation and techniques used by the Trainer a) Not Understood b) Understand a bit c) Simple and efficient d) Very efficient to understand

7. Educational materials distributed in training a) Not useful b) Useful a bit c) Useful d) Very good and relevant

8. Time allocated for discussion during training: a) Very limited time b) Allocated time is manageable c) Adequate time d) Allocated time is more than enough

9. Disciplinary acts

ToT Guideline 30

a) Not applicable at all b) Only few are followed c) It is good d) It is perfect

10. Which part of the training do you like most?

11. Please mention if you have any dislikes:

Final Evaluation

Two types of methods can be used for the final evaluation: Use of Evaluation Form and Verbal Evaluation.

i. Use of Evaluation Form Use of evaluation form for final evaluation is an effective method of evaluation. Distribute the form to all participants and request them to answer the form. Draw the findings according to the answer of participants and use the same for reporting. This evaluation can be used as future reference material. Please refer to next page for format of final evaluation form.

ii. Verbal Evaluation If there is a time constraint, then facilitator can go for this method. In this method, facilitator can ask the common question about evaluation form and give one minute for the answer. After a minute, ask individual participants about their perception towards training. Note the responses of participants and include in the training evaluation. Participant who cannot write or not able write even can gave their views.

Format: Final Evaluation form

1. Subject matter incorporated in the training a. Extremely effective b. Effective c. Good d. Not Effective

2. Relevancy of subject matter as per your work plan a. Extremely Practical b. Practical c. A bit Practical d. Not practical at all

3. Presentation technique of Trainer a. Extremely effective b. Effective c. Good d. Not Effective

4. Behaviour of Participants a. Very good b. Good c. Average d. Not Good

ToT Guideline 31

5. Training materials used during training a. Extremely effective b. Effective c. Good d. Not Effective

6. Participation of Trainees during discussion a. very active participation b. Active Participation c. Average d. Very less

7. Duration of Training period a. Very Lengthy b. Lengthy c. The time duration is good d. Duration is not enough

8. Accommodation, food and other management during training. a. Excellent b. Good c. Average d. Not good

9. Write any five positive aspects of this training a. .............................................................. ....................................................... b. ............................................................. ......................................................... c. ............................................................ .......................................................... d. ............................................................. ........................................................... e. ........................................................... ..............................................................

10. What needs to be improved so that the training can be effectively delivered in future?

ToT Guideline 32

Climate Change and Environment Management Training for District Level Planners General Module

Session Time First Day Second Day Third Day

First 90 minutes Start of the Training • Inauguration

• Introduction

• Expectation collection

• Training Management

• Assessing the understanding of subject matter

Climate and Climate Change Science • Climate System

• Global Warming

Concept of Adaptation • Definition and necessity of

Adaptation

• Types of Adaptation

• Steps of Adaptation

15 minutes Break Break Break

Second 90 minutes Climate change • [Basics of climate change -

concepts and terminologies] Terminologies related to Climate Change

Effect & Impact of Climate Change • Effects and Impacts

• Effects and Impacts at local level

Vulnerability Assessment • Definition

• Tools and Techniques

30 minutes Tiffin Break Tiffin Break Tiffin Break

Third 90 minutes Environment management • Five core elements of

environment

• Interrelationship amongst the elements

Addressing Causes and Effects of CC • Global efforts

• National initiatives

Identification and Selection of Adaptation Options • Identifying Adaptation Options

• Prioritising Adaptation Options

15 minutes Break Break Break

Fourth 90 minutes Environment Management • Basics concept of Environment

Managementnd

Options on CC mitigation • Mitigation

• Private mitigation options

NAPA Thematic Programme and Climate Resilient Plan • Sectoral Programme of NAPA

ToT Guideline 33

• Local issues • Environmental Services • Climate Resilient Plan

Integrating CC adaptation activities in local planning • Analysis of Development Plans

• Integration of CC activities in developmental planning cycle

Closing • Summarisation of Training

• Assessing the understanding of subject matter after training


• Closing

15 minutes Daily Summarisation and Evaluation Daily Summarisation and Evaluation

ToT Guideline 34

Environment Management and Climate Change Training for

District Level Facilitators Agriculture and Food Security


First 90 minutes Climate Change: Agriculture and Food Security • Definition and Types • Climate Change,

Agriculture and food security

Adaptation Planning process • Concept and Types of

Adaptation • Steps of Adaptation Planning • Vulnerability Assessment

15 minutes Break

Second 90 minutes Process of Impact of CC on Agriculture and Food Security • Physiological process for

agricultural productivity • Physiological process for

livestock/poultry productivity

Adaptation Planning process (contd...) • Local Stressors that helps to

increase the impacts • Identification and prioritisation

of adaptation options


Third 90 minutes Impact of CC on Agriculture and Food Security • Impact on Agricultural

sector and food security. • Observed local impacts?

Mainstreaming/Integrating the Adaptation Planning • Integration of Adaptation Plan

(60 minutes)

15 minutes Break

Fourth 60 minutes Implication of impact of CC on Agriculture and Food Security • Implication

60 minutes Initiatives to address the impact on Agriculture and Food Security • Initiatives • Local level initiatives

Closing • Summarisation of training • Assessing the understanding of

participants on subject matter after training

• Final evaluation of training • Concluding the training

(30 minutes)


ToT Guideline 35

Environment Management and Climate Change Training for District Level Facilitators

Climate Change, Water Resources and Energy


First 90 minutes Introduction • Introduction to module • Quiz contest • Availability of Water

resources and energy

Vulnerability Assessment and identifying adaptation options • Vulnerability assessment • Identifying adaptation options • Prioritisation

15 minutes Break

Second 90 minutes Impact of CC on water resources and energy • Movie Show • Effect and Impacts

Adaptation plan preparation and integration • Steps of adaptation planning • Integrating adaptation plans

(120 minutes)


Third 90 minutes Implication of impact of CC on water resources and energy • Implication

15 minutes Break

Fourth 90 minutes Initiatives to address the impacts on water resources and energy • National level initiatives • District level initiatives





ToT Guideline 36


District Level Facilitators Climate Induced Hazards


First 90 minutes Introduction • Terminologies • Types

Vulnerability Assessment and identifying adaptation options • Vulnerability assessment • Identifying adaptation options • Prioritisation

15 minutes Break

Second 90 minutes Impact of CC on Hazard Area • Movie show • Impacts


(120 minutes


Third 90 minutes Implication of impact of CC on hazards • Implication

15 minutes Break

Fourth 90 minutes National and District level initiatives • National level initiatives • District level initiatives





ToT Guideline 37


District Level Facilitators Forests and Biodiversity


First 90 minutes Introduction • Definition and types • Diversity of Nepal's flora and fauna • Types of forest and ecosystem in Nepal

Vulnerability Assessment and identifying adaptation options • Vulnerability assessment • Identifying adaptation

options and Prioritisation (120 minutes)

15 minutes Break

Second 60 minutes CC- forests and biodiversity • Changes in forest structure and composition


(120 minutes


Third 90 minutes Impact of CC on forest and biodiversity • Elements of forest growth and physiological

process • Impact of CC on wildlife habitat • Impact of CC on Ecosystem • Changes in forest structure and composition

15 minutes Break

Fourth 90 minutes Implication of impact of CC on forests and biodiversity

• Implication

Closing • Summarisation of training • Assessing the

understanding of participants on subject matter after training



Initiatives to address the impacts of CC on forests and biodiversity • National level initiatives • District level initiatives

15 minutes Daily summarisation and evaluation

ToT Guideline 38


District Level Facilitators Public Health


First 90 minutes Introduction • Introduction to module • Quiz contest • Disease and vectors


options and Prioritisation

15 minutes Break

Second 90 minutes Impact of CC on Public Health sector • Movie show • Effects and Impacts


(120 minutes


Third 90 minutes Implication of impact of CC on Public health • Implication

15 minutes Break

Fourth 90 minutes National and district level initiatives • National level initiatives • District level initiatives




• Concluding the training 15 minutes Daily summarisation and evaluation

ToT Guideline 39


District Level Facilitators Urban Settlement and Infrastructures


First 90 minutes Introduction • Introduction to module • Quiz contest • ..


options and Prioritisation

15 minutes Break

Second 90 minutes Impact of CC on Public Health sector • Movie show • Effects and Impacts

Adaptation plan preparation and integration • Steps of adaptation planning • GAP analysis • Integrating/mainstreaming

adaptation plans

(120 minutes


Third 90 minutes Implication of impact of CC on urban settlement and infrastructures • Implication

15 minutes Break

Fourth 90 minutes National and district level initiatives • National level initiatives • District level initiatives




• Concluding the training 15 minutes Daily summarisation and evaluation

Documents

Technical Assistance Consultant’s Report...Similarly, it also incorporates the impact of Climate Change on six thematic sectors of National Adaptation Programmes of Action (NAPA,