Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697749673999.pdf (Georgia)
NEEDS ASSESSMENT OF LOCAL SELF- GOVERNMENTS FOR LOCAL ECONOMIC DEVELOPMENT CAPACITY BUILDING Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Needs Assessment of Local Self- Governments for Local Economic Development Capacity Building Center for Training and Consultancy (CTC) November 2019 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 The document was prepared by the Center for Training and Consultancy (CTC) with the support of the United Nations Development Program (UNDP), the Swiss Agency for Development and Cooperation (SDC) and the Austrian Development Cooperation (ADC).
The views expressed in this publication are the sole responsibility of author and do not necessarily reflect the views of the international organizations listed above.

Contents Summary ....................................................................................................................................................... 1 1.

Introduction .......................................................................................................................................... 2 2.
Methodology ......................................................................................................................................... 2 2.1.

Overall Approach of the Needs Assessment ................................................................................. 2 2.2.

Strategy and Framework ............................................................................................................... 3 2.3.
Methods ........................................................................................................................................ 3 2.4.

Sampling Strategy for the Field Component: ................................................................................ 4 2.5.

Sequence of Tasks: ........................................................................................................................ 5 3.
LED concept and LED specifics in Georgia ............................................................................................. 7 3.1.

Definition ...................................................................................................................................... 7 3.2.

Leadership and basic principles .................................................................................................... 8 3.3.
Prerequisites ................................................................................................................................. 8 3.4.

Operational level ........................................................................................................................... 9 3.5.

LED context in Georgia ................................................................................................................ 10 4.
How LED is taught – curriculum analysis ............................................................................................ 11 4.1.

General approach........................................................................................................................ 11 4.2.

Central questions and related content clusters .......................................................................... 13 4.3.
Learning objectives and main competencies .............................................................................. 18 5.
Major themes for LED training in Georgia – stakeholder viewpoints ................................................. 18 Stage 1: in depth-interviews/ consultation with key informants ........................................................... 19 Stage 2: focus groups in target municipalities ........................................................................................ 20 List of references ......................................................................................................................................... 24 Attachments: ............................................................................................................................................... 25 List of participants ................................................................................................................................... 25 Focus group guide ................................................................................................................................... 28 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Summary This document outlines the findings of the Local Government Needs Survey to increase the role of municipal governance in local inclusive economic development in Georgia.
The Needs Assessment Results will be used to develop a special training program that will enable local government representatives to deepen their knowledge and acquire practical skills in planning, implementing and evaluating local economic development processes.

Interest in the concept of Local Economic Development (LED) in Georgia and its specific instruments has increased in recent years.

Consequently, adult learning experience in this field is relatively scarce.
Based on these circumstances the needs assessment process was based on the following three sources of information in the following order: 1.

Analyzing global trends for teaching the concept of local economic development: Particular importance was attached to the desk research / secondary sources component of the research process, which in turn sought to answer three questions: (1) How is regional economic development conceptualized worldwide?
(2) What are the local challenges of popularizing the LED concept in contexts similar to Georgia?

and (3) How is LED taught in the context of formal and non-formal education outside Georgia?

2.

Expert assistance in developing the initial framework: The pillar of the field research component was the information (in-depth interviews) provided by a small group of informants who had the most information on the concept of local economic development in the country.
We shared the results of the curriculum analysis with a small group of experts and, together with them, developed an initial list of the most likely topics for the curriculum.

The initial list created in consultation with the group has made it easier for local government representatives to reflect on the likely content and organizational needs of the program afterwards.

3.
3.

Feedback and recommendations from program beneficiaries: The final stage of work on identifying needs was to discuss / validate the initial findings with the final beneficiaries of the training program.

The results were discussed with a wider group of respondents - 23 municipal officials and local economic development contact persons.

The final product of the needs assessment is a matrix containing a list of ten topics for the curriculum.
The topics are grouped around 5 basic questions that are crosscutting to several topics.

The matrix coincides with the main approaches to teaching the concept of local economic development in the world, repeats the meta-curriculum structure used in this area and incorporates the opinions of local economic development experts and donors in Georgia.
In addition, the content of the matrix is in agreement with the beneficiaries of the forthcoming program (23 municipalities) and is enriched by the comments and recommendations provided by up to 100 respondents.

1 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 1.
Introduction This document describes main findings and results of the Local Self-Governments (LSG) Needs Assessment in 23 municipalities targeted within the frame of the United Nations Development Program (UNDP) project “Fostering Regional and Local Development in Georgia – Phase 2” (FRLD 2).

The needs assessment is intended to contribute to creating a transferable Model of Capacity Development System (CDS) on Local Economic Development for Local Self-Governments in Georgia.
Therefore, NA represents the first step in the following sequence of tasks aiming at enhancing the capacity of Local Self-Government staff to conduct and inclusive Local Economic Development (LED) as a municipal government activity: implement  Assessing existing capacity of target municipal staff and identifying professional development needs required to implement successfully LED initiatives;  Developing a comprehensive package of 10 practical training modules (in-person and/or online), including relevant study materials based on the needs assessment;  Identifying training provider organizations and respective trainers for each training module;  Developing a LED Capacity Development System (CDS) model, that conceptualizes the operation of the system and defines the modalities through which municipalities will procure the LED trainings for their staff within the given legal framework;  Testing the CDS model in practice.
The Needs Assessment was conducted during the period October – November, 2019 by the Centre for Training and Consultancy (CTC).

2.

Methodology 2.1.


Overall Approach of the Needs Assessment The Needs Assessment was planned as a participatory process where the final beneficiaries (potential clients of the training programs – target municipalities) were supposed to inform the curriculum development by providing first-hand information about their current learning needs relating to LED, and their preferences for the organization of the learning process.
A specific feature of this Needs Assessment was that it had to be conducted in an environment where the knowledge and experience in LED management was relatively limited among stakeholders.

Hence, the process needed to take into consideration the fact that most of the LED concepts were new to the participants of the planning process.
Therefore, at the initial stage, the process relied on the information provided by a limited number of key informants (representatives of in LED concept promotion, academics, field experts) and on an intensive literature review to develop an initial framework (matrix) , which was subsequently discussed and validated by a wider group of stakeholders (municipalities).
international organizations involved 2 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 2.2.

Strategy and Framework Due to the novelty of the LED concept to the stakeholders, the Needs Assessment methodology envisaged a preliminary stage of LED conceptualization through a consensus building on its implicit and explicit meaning(s) among the stakeholders involved in NA.
The subsequent process of identification of needs for LED management followed the logic and general framework of the Concept Based Curriculum (CBC) Development.

In contrast with the traditional teaching and learning approaches, CBC moves away from theme-specific content and emphasizes instead “big conceptual ideas” that span multiple thematic areas.
In particular, the CBC approach encourages planners to think beyond the competencies framework and addresses the central questions, namely: Why should participants need to acquire specific competencies, know, or be able to do something1?

CBC planning started with identifying the higher level of knowledge the participants will gain (the Enduring Understandings and Essential Questions) and then, moved to the more topical content and skills.
The scheme below represents the map for CBC planning that was transformed into an initial matrix for the needs assessment process (see the in-depth interview/focus group guide attached).
Table 1 CBC planning map – basic model for the NA matrix CBC Planning Map Initial Needs Assessment Matrix Model What is the purpose of the unit/training What are the major learning needs Conceptual focus Enduring understandings Content/skills How will we measure student learning Performance Assessment How will students learn Activities Resources Key and related concepts to be understood Essential questions to be answered Specific knowledge/skills to be developed How these needs can be met through training Desirable format and teaching strategies From the process point of view, the NA implied an exploratory analysis of the stakeholders’ input (without a preliminary taxonomy of categories) and a subsequent open coding of the data to identify the central questions and related concepts, as well as for describing the needs in terms of competencies (knowledge and skills).
Accordingly, the assessment logic envisaged structuring the narrative based on the data derived from the respondents, rather than applying pre-determined categories of analysis.

2.3.

Methods The assessment involved a preliminary desk-study component and a subsequent field component comprising in-depth interviews and focus groups with different groups of stakeholders (see sampling strategy).

1 Erickson et al.’s (2017) Concept-Based Curriculum and Instruction for the Thinking Classroom.
3 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 The desk review component envisaged a content-analysis of the existing literature and secondary sources in three directions: (i) (ii) (iii) Clarification of the LED concept and its specifics in contexts similar to Georgia; Identification of the current gaps and needs based on an analysis of the practice in Georgia.
The desk-study component also contributed to enriching the methodology and instruments of the assessment.
Clarification of the way LED concept is taught in adult education systems (formal and informal education); The field component envisaged two consecutive stages of work with the project stakeholders to: (i) (ii) Elaborate the initial matrix of main questions, concepts and competencies through in-depth semi-structured interviews with a small group of so-called “first tier” informants; and Validate and discuss the initial findings through focus groups with a larger group of respondents from all categories of stakeholders (see below).
2.4.

Sampling Strategy for the Field Component: A purposive sampling strategy was applied to select respondents from the following main categories/subcategories: 1.

Target municipalities (local focal points and management); 2.

Academia; 3.

Ministry of Regional Development and Infrastructure/ Ministry of Economic Development 4.

Field experts; 5.
Field experts; 5.

Socio-economic development projects conducted by the main international agencies (UNDP, EU, USAID, GIZ); In-depth Interviews: The respondents for this phase were representatives of the groups 2, 3, 4, 5.

The purpose of the in-depth interviews was to develop the initial matrix of competencies and related concepts which were later clarified /validated further with wider groups of respondents.
Thus, the assumption behind the selection of respondents for this particular stage was that they could “provide the most information and have the greatest impact on the development of knowledge on the phenomenon" (Patton, 2001).

sampling A ‘critical cases’ approach was applied to select respondents for the in-depth interview cycle.
The critical is particularly useful case in exploratory qualitative research where a limited number of cases can be the most informative in explaining the phenomenon of interest.

type of purposive technique sampling is a that The dimensions that made potential respondents critical were: (i) experience of working on LED; (ii) degree of influence within the respective category of stakeholders, and, (iii) systemic understanding of the LED context.
Eight in-depth interviews were conducted in total (See list of interviews/focus groups attached).

4 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Focus Groups: The purpose of the focus groups was to validate and expand the findings of the first stage.

A maximum variation approach was applied for selecting the respondents of the focus groups.
The maximum variation sampling here aimed at capturing the wider spectrum of viewpoints from all categories (subcategories) of stakeholders.

The focus groups were organized as follows: - All target municipalities were involved (23), with an average of 3 participants per municipality (including LED focal points and municipality management).

88 participants were interviewed.


- Mini focus groups were held separately in each of the 23 target municipalities; - The discussion guides had been elaborated based on desk research and in-depth interviews findings.

2.5.

Sequence of Tasks: The Needs Assessment consisted of five consecutive stages (see figure 2 ): 1.
The desk review encompassed a review of secondary sources to answer three main questions: (1) How is LED conceptualized and implemented worldwide; (2) what are the specifics of LED concept promotion in Georgia; and (3) how is LED taught in formal and formal education programs.

2.

In parallel to the desk review, the project team conducted interviews with key external experts and stakeholders, e.g.
from the Ministry of Regional Development and Infrastructure, from the Ministry of Economic Development and from the socio-economic development projects implemented by the main international agencies and stakeholders in Georgia (UNDP, European Union, USAID, GIZ, Mayors for Economic Growth Initiative, National Association of Local Authorities of Georgia).

3.
3.

Based on the desk review and interview findings, the project team developed an initial matrix of a) the main questions to be answered, b) the main concepts to be explained and c) a tentative list of key themes to be addressed in the frame of the training program.

4.

Based on the desk review and interview findings, focus group guides were also prepared, based primarily on the matrix developed and discussed with participants during the previous stages.
Focus groups were conducted in all target 23 municipalities with an active participation of LED focal points and municipal leadership.

The focus groups in the municipalities (i) reviewed and discussed the matrix to prioritize training themes and (II) made the necessary amendments.

5.

After aggregating the focus groups results, 10 priority professional development themes were identified and translated into a tentative list of titles for the subsequent training program.
5 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 I.

Desk review b.
Desk review b.

LED concept c. Georgia/local context Concepts and ideas in academic and professional literature (Philosophy, basic assumptions, prerequisites, goals) Prerequisites, main challenges, Baseline, Institutional map of actors Figure 1 Main steps of NA a. Curriculum Analysis How LED is taught through academic programs and VET worldwide (duration, structure, content, competencies) Draft matrix 1 II.
Field work Draft matrix 2 a. In-depth interviews with key informants Discussion of the draft matrix with key informants b. Mini focus groups with municipalities Verification/validation of the matrix Final list of themes 6 3.
LED concept and LED specifics in Georgia Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 The importance of Local Economic Development (LED) to alleviate poverty and improve living standards is recognized by development practitioners and academics worldwide.
The LED is a multidimensional concept reflecting economic, social and environmental aspects of place and aiming not only at economic growth expressed in GDP figures but welfare, democracy, fundamental political rights and freedoms, sustainability of ecosystem.

From an operational perspective LED is realized through an integrated set of local policies and strategies formulated through a dialogue of local stakeholders (Rogerson, 2011).
LED is an alternative approach that has been conceptualized in response to the limited success of the development policies applied during the last decades in emerging economies (Rodríguez-Pose, 2001).

The traditional approaches, whether the Keynesian legacy that dominated local policy until the eighteens, or the neo-liberal approach reflected by the Washington consensus, focus mostly on economic growth and overlook local institutional context (Amin, 1999).
The post-development critique upheld by Foucauldian conceptions that revitalized Marxism doctrine, or even the Gramscian countermovement approach, are driven foremost by an intuitive reaction to "modernity as westernization", which fails to address the underlying causes or the consequences of injustice and inequality (Hart, 2001).
As an alternative, LED shares institutionalists perspective of local development and empowers pluralistic local participation, creates discourse of inclusion to improve both decent local employment and quality of life, explores the potential of localities to allow resilience (Meyer, 2014).

In other words, LED strives to “...make economic activity within a territory dependent on the economic and social conditions of the place, rather than vice-versa (Rodriguez-Pose & Gill , 2003).” 3.1.
Definition The World Bank describes development economics as a process to improve quality of life, especially of the poor (The World Bank, 1991).

The foundation of wealth and plenitude of life is higher incomes, but also education, health and nutrition, environment, rights and freedom, culture.

LED as a policy formulation process represents a component of development (Meyer, 2014).
There are many definitions of LED with broadly varying connotations:  Definitions centered onto the role of local government.

Accordingly, LED is the stimulation of business activity and employment by local government and community organizations (Blakely & Brad, 2002), or process managed by municipalities in accordance with their constitutional mandate to promote social and economic development (Scheepers & Monchusi, 2002).

 Definitions centered onto the engagement of local actors.
Accordingly, LED is a participating process in which multiple stakeholders of specific area representing various sectors work together to activate local economic, ensure resilience and sustainable growth (Trousdale, 2005).

In other words, LED is as a process whereby public, business and non-governmental sectors work collectively as partners to create a better quality of life for local residents through economic development (Swinburn, 2006).

 Definitions conveying discourse of competitive advantages.
According to the International Labor Organization (ILO), local economies need to maximize the resources and knowledge base of 7 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 specific geographical area in order to strengthen local competitiveness and operate on open global market (ILO, 2006).

 Purpose-centered definitions.

Several definitions are upheld by a teleological paradigm thus focus on outcome of LED.
Accordingly, LED is as a capacity to create wealth for local residents (Bartik, 2003), or the ability of a specific area, locality or even region to generate increasing income and improve local quality of life for its residents (Meyer-Stamer, 2008).
In sum, LED is “...the total of all economic activities by all relevant stakeholders within a specific defined geographical region, working together in partnership to create economic development and ultimately improvement of quality of life for all residents in the area....

It is a global concept generally applied to address poverty, create jobs in urban and rural localities (Meyer, 2014).” 3.2.
Leadership and basic principles Through an ongoing analysis of local economic sectors and cluster, LED practitioners strive to support entrepreneurship, partner private sector, systematically explore local resources to discover opportunities or potential for development, mobilize finance through national or foreign investments, expand local human capital, and constantly learn through careful evaluation of policy impact in three directions: sustainable economic growth; social welfare; resilient ecosystem.
The local government that chooses to work either as developer, or public entrepreneur, or moderator, or coordinator, or agent of encouragement represents the most influential power to drive the process and “make development happen” following a few but fundamental principles:  Local leadership over process as a driving force (Trousdale, 2005) and closely related imperatives of decentralization and participation (Leftwich, 1993);  Coordination across places and with nation-wide sectorial policies;  Enabling economic environment and inclusive growth addressing issue of inequalities and unemployment (Rodriguez-Pose & Gill , 2003);  Threefold focus – economics, society, environment (Costanza R. & Hart, 2009).
3.3.

Prerequisites The institutional realm is a complex network of interrelated perceptions, meanings, frames of social references, conventions and norms, social ties, codified and non-codified knowledge, rules, regulations and institutions of the place.

It constitutes the social context of local economic activities (Amin, 1999).
lack a comprehension of the context: Traditional development practice and theory typically “Development theorists have paid insufficient attention to institutional and structural problems and to the power of historical, cultural and religious forces in the development process (Soedjatmoko, 1985).” Since WWII, the concept of development has been influenced by different schools of thoughts.
Yet, despite harsh and profound theoretical debates over contradictive paradigms, a consensus has emerged regarding “who knows best” what developing countries and places need (Cooke, 2001).

Amplified by globalization and the failure of many developmental projects, the phenomenon rose to a new axiom – “localities matter”.
8 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Another trigger of LED philosophy with its “three-fold focus” is the growing questioning of a narrow vision of development through the prism of economic growth, with GDP as the central measure of progress.

“Growth can lead to urban sprawl and increase the cost of public utilities...

It can mean changes in the pace and lifestyle ... not always positive.
Growth can produce higher levels of carbon in the air and pollute water... [become reason of] competitive race to consume that leads to less leisure and satisfaction... (Greenwood & Holt, 2010).” Cause-root relations between economic growth and welfare is clear, where last is determined by first: “Greater affluence means... better food, bigger houses, more travel, and improved medical care ... better education.

... a shorter work-week that allows more time for family and friends.
Moreover, these material benefits of rising incomes accrue not only to individuals and their families but to communities and even to entire countries (Friedman, 2006).” At the same time focusing only on figures of economic growth, omitting welfare considerations and wealth redistribution leads to inequalities: “... economic growth associated with progressive distributional changes will have a greater impact in reducing poverty than growth that leaves the distribution unchanged (López, 2004).” 3.4.
Operational level At operational level LED is deployed through broad range of “pro-growth” and “pro-poor” initiatives to maintain a proper balance between business enabling environment, opportunities for inclusion, decent employment, welfare and environment.
Here is an illustrative list of frequent pro -growth strategies within LED framework mostly in urban area:  identification of winning sectors (or key clusters) with potential to grow and compete on global markets and provision of targeted support to enhance competitiveness (e.g.
human skills and technology, value-chain alignment, benchmarking programs devising best-practice models and leaner production methods);  attraction of foreign and national investment using sophisticated approaches and schemes often idiosyncratic and specific to circumstances;  attraction and targeted support of high-tech industries, research and development industries (including aim to uphold and serve local clusters in “knowledge-based competition”);  proactive interventions to support tourism (e.g.
development of destinations to attract different kind of tourists, development of supplementary tourist products and services, place marketing, etc.

);  attraction of competitive service-based outsourcing activities (e.g.

destination for call-centers);  business service and support programs (among them public-private partnership);    improvement of transportation and logistics; reliable infrastructure; safe and secure environment for living and doing business (e.g.
business improvement districts for the physical upgrading of inner-city areas) (Rogerson, 2011).

9 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 The illustrative list of pro-poor LED activities includes:    support to MSME2 including survivalist enterprises (e.g.

regulations and simplified procedure of public service, information and advisory service, vocational training, provision of funds or assets, linkages to leading sectors, etc.
); support to agriculture (e.g.

regulations, marketing, etc.

); small town revitalization programs (Rogerson, 2011).

Another important operational layer of LED is measures of progress.

Following the idea of broader understanding of development, it does not rely on GDP measures only, and involves broad range of indicators (e.g.

Genuine Progress Indicator (GPI), Genuine Savings (GS), Ecological Footprint (EF), Subjective Well-Being (SWB), Human Development Index (HDI), etc.
), to capture not only economic growth but welfare and resilient ecosystem (Costanza R. & Hart, 2009).

3.5.

LED context in Georgia The Local Economic Development concept appeared in the policy agenda of Georgia mainly from 2016 and gained increased significance during the subsequent three years.

An indicator of the growing importance of the concept is the increasing number of ongoing projects related to LED.
In recent years, with the support of donor organizations, many specific programs have been introduced to build the capacity of local communities for LED planning and implementation3.
These programs address different aspects of LED and are directed at:  Strengthening network of actors and ecosystems;  Developing human capital;  Improving the practice of participatory management;  Supporting local initiatives through micro-grants programs; Analysis of the results of interventions shows progress in certain directions, but at the same illustrates certain challenges in the process of planning and implementation of LED initiatives.
In terms of the planning dimension one of the important outcomes is Local Economic Development Plans drafted by municipalities in cooperation with other LED actors.

Existence of the plans is considered as a step forward, but the quality of produced documents needs to be improved.

An important challenge in this direction is the upgrading of the processes of data-driven analysis and planning.
Drawbacks in that respect stem from a lack of specific analytical toolkits, a lack of competent 2 MSME – micro, small and medium enterprises 3 Fostering Regional and Local Development in Georgia, UNDP; Different projects under the Programme: Promoting Public Governance in Georgia, UK aid; EU Innovative Action for Private Sector Competitiveness in Georgia, UNDP, FAO, UNIDO and IOM; Modernization of Vocational Education and Training (VET) System; European Neighbourhood Programme for Agriculture and Rural Development (ENPARD); Mayors for Economic Growth; Advancing Regions For Sustainable Development (ARSD); Economic Growth, USAID; Transparent and Accountable Governance (M-TAG), USAID.
10 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 human resources, the unavailability of basic data and uncoordinated mechanisms of data collection and management.

In terms of implementation, the biggest impediments are: the lack of resources at local level, weakness of LED networks and a lack of synergies between the actors.
More efforts are needed to develop functional ecosystems at places with complementary roles of actors and shared viewpoints about LED priorities.

In addition to these problems, some legislative barriers exist.

Georgian legislation allows municipalities to develop local economic development programs.

However, it does not clearly separate rights and responsibilities between central and local government regarding property and resource management.

4.

How LED is taught – curriculum analysis 4.1.


General approach One of the important aims of NA was to analyze the curriculum of LED-related adult education programs.

The specific interest of CA was to identify core content blocks and concepts, as well as to understand the overall structure of the curriculum related to LED.
LED curriculum analysis was applied to a sample of different types of programs ranging from academic courses to informal trainings such as certificate programs and short-term training courses.
The following providers/courses were included:  Massachusetts Institute of Technology (MIT) / Department of Urban Studies and Planning Course: Economic Development Policy and Planning (Duration: 1 semester);  The Ohio State University (OSU)/ John Glenn College of public affairs- Course: Economic Development Policy and Practice (Duration: 1 semester);  University of Southern California (USC)/School of policy, planning and development – Course: Introduction to community and economic development (Duration: 1 semester);  Stellenbosch university (SU) (South Africa)/School of public leadership – Short-term training: Managing Local Economic Development (Duration: 5 days) (The intention is to provide practical equivalent of the academic Hons BPA Local Governance: Economics component specifically aimed at Local Economic Development Practitioners engaged in strategy formulation and implementation in the national, provincial and local government spheres.)
These eight short course covers knowledge of a formal postgraduate programme.

 Ryerson University (RyeU) (Canada)/ The Chand school of continuing education Certificate Program: Local Economic Development (Duration: 160 hours) Four-course certificate program which is aligned to current competencies and foundational knowledge areas represented by both the Economic Developers Association of Canada (EDAC) and the International Economic Development Council (IEDC).
The certificate is offered in 11 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 cooperation with several international, national, and provincial professional associations.

Duration:  Erasmus Universiteit Rotterdam (EUR) (Netherlands) Short-term training: Local Economic Development (Duration 21 days) Short course offered in collaboration with the International Institute for Social Studies (ISS) in The Hague.
ISS is an international graduate school of policy-oriented critical social science.

 University of Waterloo UW (Canada)/ School of environment, enterprise and development Program: Master of Economic Development and Innovation  London School of Economics (UK)/ Program: MSc Local Economic Development  South African Qualifications Authority (SAQA) National Certificate: Local Economic Development More generic framework of competencies developed for certification of LED related programs and courses.
As described in the methodology section, the Concept Based Curriculum (CBC) model was used for structuring the CA findings.

Unlike traditional teaching and learning approaches, CBC avoids theme- specific content division.

Instead, it emphasizes “big conceptual ideas” that span multiple thematic areas.

In particular, the CBC approach directs planners towards central questions around which various thematic clusters of content are built.
The curriculum review included three major steps: 1) The content of the sampled syllabi were deconstructed into elementary thematic blocks; 2) Axial coding was applied to elementary thematic blocks to identify central questions spanning several thematic blocks.

; 3) Thematic blocks were then clustered around central questions and relevant key concepts were identified for each thematic cluster.
The results of this curriculum analysis show that beyond differences in providers, formats, duration, target groups and focus of the LED programs, the content of all sampled programs can be grouped around five central questions (CQ): CQ1.

What is LED and how does it differ from other economic approaches?

CQ2.

What determines LED and what are the major macro and micro economic factors influencing it?

CQ3.

How can LED be measured?

CQ4.

How can LED be planned?

CQ5.

How can LED be implemented?


Whilst depth and breadth of the curriculum differ across courses and are sensitive to the duration and target groups, five central questions are identifiable in each sampled courses.

12 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 The following chapter clusters the content (elementary thematic blocks) of LED courses around these five questions and identifies main conceptual focus for each cluster.
The results of the analysis of the curriculum by central questions/conceptual focus and content clusters are presented in the form of tables.

Together these tables represent the initial matrix that was used as a starting point for discussion of the tentative content of training programs with LED experts and target municipalities.

4.2.

Central questions and related content clusters CQ1.

What is LED and how it differs from other economic approaches?
The aim of this cluster is to define LED in relation to other economic theories, put LED concept development in a broader historical context and help students understand the implications of other theories on LED.

Usually, this component in the curriculum is not a comprehensive treatment of economic development theory but rather an introduction to different conceptual approaches to better understand LED.
This cluster includes the following main concepts: Growth and development, inclusive growth, local and regional development, globalization and decentralization as main drivers of LED.

Table 2: Curriculum content cluster: LED philosophy, concepts and drivers.

Theme Conceptual focus Enduring understanding MIT LSE SU OSU USC EUR RyeU SAQA/ Skills dimension 1.
LED philosophy, concept and drivers Growth and Development; Inclusive growth; LED; Globalization and decentralization How LED relates to economic theories, what makes LED distinguishable from other related concepts , how the concept is evolving?
Theories of local economic development The concept of inclusive growth (theoretical and practical aspects of LED) "Growth" and "development" distinguished Four classic views of economic development Major theories about community and economic development What is LED?

Fundamentals of LED The economic geography of globalization, and examination of some of the principal effects of globalization on economic development.
The essential local economic development problem Economic development Players History and context of LED How does globalization and decentralization shape LED?

Gather and manage information on a range of national strategies and international trends, on an on-going basis to make strategic local economic development decisions CQ2: What are the main determinants of LED?

It is not possible to adopt an informed approach to LED without some knowledge of basic economic concepts.
Therefore academic courses and short-term training programs (irrespective of format and duration) provide some grounding in relevant key concepts of basic economic theory.

The depth and breadth of representation of the learning material differs across programs, however even short-term 13 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 applied courses include some of the basic concepts.
This choice is based on empirical evidence that a majority of practitioners of LED, particularly in the local government spheres, lack knowledge of basic economic concepts to characterize and evaluate local economies, analyze strengths and weaknesses, identify barriers and opportunities and formulate meaningful economic goals, agendas and priorities.
This cluster includes the following main concepts: stock and flow concept, economic circularity, economic factors of production; Forms of capital; Entrepreneurship; Macro level indicators: GDP, RGDP, inflation, investment, import/export, taxes; Supply and demand, price and tariffs; Spatial and regional economics; Comparative and absolute economic advantage.
14 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Table 3: Curriculum content cluster: Basic concepts in economic theory and LED Theme 2.
Basic concepts in economic theory and LED Conceptual focus Enduring understanding MIT LSE SU UW SAQA/ Skills dimension Stock and flow concept, economic circularity, economic factors of production ;forms of capital; Entrepreneurship; Macro level indicators: GDP, RGDP, inflation, investment, import/export, taxes; Supply and demand, price and tariffs; Spatial and regional economics, Comparative and absolute economic advantage What determines LED?
Use of secondary data sources to profile and analyze a local or regional economy.

macro and meso-level determinants of regional and local economic development and of the policies influencing these drivers.

The macro-economic factors influencing LED Major components of and contributions to local economic development Understanding how human, social, physical, financial, political, environmental, and cultural capital support community and economic development.
Stock and flow concepts in economics including the concept of economic circularity The economic factors of production (Land, labor capital & entrepreneurship) and their roles in the production economy Economic issues facing local economic development The micro- economic factors Basic concepts in spatial and regional economics (regional and spatial development priority determination, linkages between regions, Interpret the impact of macro economic decisions or indicators on a business environment Present a well-structured argument derived from qualitative and/or quantitative data to map new knowledge and generate a competitive advantage CQ3: How to measure LED?
This part of the curriculum aims at developing familiarity with data sources and analytical techniques used to undertake a strategic assessment of a local economy.

A strategic assessment seeks to develop an understanding of an area’s economic development strengths and weaknesses, the opportunities for leveraging additional economic development, and addressing the risks for major loss of economic activity.
This section specifically discusses the role of indicators in assessing local economic performance and outcomes, definition and use of shift share analysis and location quotients, use of industry and cluster analysis to identify sector or cluster-based economic development potential.
15 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Table 4: Curriculum content cluster: Analytic approaches and tools Theme Conceptual focus Enduring understanding MIT SU OSU USC EUR RyeU UW SAQA/ Skills dimension 3.

Analytic approaches and tools Indicators and targets; Shift-share analysis; value chains, clusters, location quotient Role of indicators in assessing local economic performance and outcomes, 6.
Defining economic “potential” and the limits to economic growth How to measure LED?

Location theory and site selection analysis: Revenue, operating cost, talent measuring regional economic impact by shift-share methods, comparative economic advantage, absolute economic advantage) Why are value chains and clusters so important?
Economic impact analysis and key performance indicators (KPI) Occupational analysis Industry & Occupational Cluster Analysis Market Analysis Shift-share methods Economic base and the Location Quotient community profile and community assets analysis analytic techniques for local economic development Select and apply appropriate analytic instruments for strategic planning of LED CQ4.
How to implement LED This cluster of content is aiming at exploring the micro foundations of local economic development, that is the determinants and effects of the behavior, strategies and choices of key economic actors: local firms, both small and large, multinational enterprises, universities and other education and research organizations, government bodies, NGOs, and local communities.
An overview of different theoretical approaches, empirical evidence and implications of the behavior of such actors and their interactions and linkages helps students in building up the analytical framework to interpret the genesis of local economic systems, their dynamics and evolution over time and the policy options available, particularly, but not exclusively, from a bottom-up perspective.
16 Table 5: Curriculum content cluster: Actors and their interaction Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Theme Conceptual focus Enduring understanding MIT LSE SU OSU USC EUR RyeU UW SAQA/ Skills dimension 5.

Actors and their interaction Stakeholder interaction; Economic development marketing How to build effective networks and synergies for LED?
Preparing and gaining institutional support for plans and development of personal ideas and approaches for addressing them Deals with the management and institutions of local and regional economic development.

The locus of control of LED at local government level (Organizational and institutional approaches to the accommodation of LED in local government structures, legislative determinants of institutional and organizational forms) Reasons for Public Intervention What are some LED strategies?
analyzing specific economic development issues, develop proposals to address them, and work to gain support for their implementation; Concepts in community economic governance and the evolving relative generic roles of government and other key community stakeholders LED Generic options for organizing LED and LED interventions.
Economic Development Marketing and Attraction communication skills required of a community planning practitioner Strategic alliances Governance, ethics, and public relations LED marketing community marketing strategies Facilitate the establishment of strategic partnerships to contribute to achieving the objectives of the strategic plan for a local economic development programme Facilitate the inclusion of local economic development objectives in the integrated development planning (IDP) process of the municipality Facilitate negotiations about all aspects of implementing local economic development programmes with a range of relevant stakeholders and role players Initiate and maintain networking opportunities with other municipalities, districts and metros Another sub-cluster in this group is local development finance.
This sub-cluster discusses the role of finance in economic development process and reviews policies, tools and institutional models for economic development finance.

Table 7: Curriculum content cluster: Development finance Theme Conceptual focus Enduring understanding MIT EUR RyeU Role of finance in economic development process.

Foreign direct investment Investment readiness 4.


Development finance Investment forms, Investment readiness, PPP What is the role of finance in LED Overview of policies, tools and institutions models for economic development finance.

Business retention and expansion Sustainable business succession strategies for communities 17 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Q4.
How to plan and evaluate LED interventions This cluster aims to familiarize students with basic concepts of project/program cycle management.

The following basic concepts are introduced in this cluster: Operations, projects and programs; Strategic planning ,hierarchy of goals and objectives, monitoring and evaluation Table 8: Curriculum content cluster: Strategic planning, tracking LED processes Theme Conceptual focus Enduring understanding SU 6.
Strategic planning, tracking LED processes Operations, projects and programs; Strategic planning: Vision, mission, hierarchy of goals and objectives, outputs, outcomes and impact; monitoring and evaluation LED strategies and plans The generic planning cycle Steps and milestones in the LED planning process How to track LED?
Determining and developing LED outcomes, outputs, indicators, milestones and targets Monitoring and evaluating LED performance Operations, programmes and projects as vehicles for LED implementation RyeU Strategic planning SAQA/ Skills dimension Develop and implement a strategic plan for a local economic development programme with specific reference to identified economic variables and priorities Compile and implement a resource plan to support the local economic development policy and strategic plan for a local economic development programme Design and implement a system for the on-going monitoring, reporting and evaluation of a local economic development programme Develop and implement a local economic development policy for the local economic development unit 4.3.
Learning objectives and main competencies Similar to the analysis of content of the curriculum, a comparison of definitions of learning objectives as competencies shows common features across courses and programs of different format.
Overall, all courses in our sample aim at building the capacity of participants for: (1) Integrating varied data to understand and analyze a local or regional economy, develop an agenda and communicate the case for the agenda to stakeholders; (2) Analyzing specific economic development issues, develop proposals to address them, and work to gain support for their implementation; and (3) Preparing a professional plan that summarizes the process, analysis, plan elements and implementation.
The key words in the curricular documents are: analyze/understand, compile, plan, implement, communicate, monitor and evaluate.

5.

Major themes for LED training in Georgia – stakeholder viewpoints The goal of the next stage of the NA was to transform the initial matrix into the list of tentative themes for the training.
This was implemented in two stages: 18 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Stage 1: in depth-interviews/ consultation with key informants At this stage the initial findings of the curriculum analysis (draft matrix 1) had been shared with the group of LED experts for a subsequent analysis.

The goal of the stage was to transform the initial matrix into the list of tentative themes/topics of the training.
The revised version that was developed in cooperation with experts represented a rotated version of the initial matrix.

Although it followed the conceptual logic of the initial matrix (built around 5 central questions), it was represented as a list of themes that were intended to serve as proposed titles for the training modules.
The experts suggested to: a) Strengthen the curriculum component that is related to relationship with business partners and building the ecosystem, as this aspect was considered by donors as a weak point of municipalities; b) Strengthen the curriculum component that is related to municipal property and resource management; c) Formulate the titles of the training in a way that potential participants to the training could easily relate them to their ongoing tasks and responsibilities; d) Arrange the content of the program in a way that allows participants to pick courses independently from each other (according to their current interests), skip some courses and/or change their order (if necessary).
As a result, the list of 12 themes (tentative titles of the training modules) were identified (see below) for subsequent review and validation by direct beneficiaries of LED CDS - municipalities.
Table 9: Draft matrix 2 Conceptual and practical dimensions of LED (inter-municipal and sectorial cooperation); Identifying leading economic sector and/or clusters in a municipality/functional region (LED perspective); Analyzing competitive advantage of economic clusters in functional zones and/or municipalities; Business support programs and institutional forms (mechanisms, formats, successful models); Entrepreneurial vision and thinking; Managing municipal property and resources, preparing investment plans; Managing municipal projects; PPP concepts, forms and examples of partnership; Applied research methods for local needs assessment; Gathering and interpretation of data for LED; Land Use Master Plan (LUMP), supportive business environment and economic impact of municipal decisions (restrictions); Main actors in LED, micro politics of LED; r e h t o m o r f s r e f f i d t i w o h ?
.

1 Q C + i s e n m r e t e d t a h W .

2 Q C + ?

D E L e b n a c D E L w o H .

3 Q C ?

d e r u s a e m ?

d e n n a p l e b n a c D E L w o H .

4 Q C + + + + + e b n a c D E L w o H .

5 Q C + + + + + + + 19 ?


d e t n e m e p m l i Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Stage 2: focus groups in target municipalities The second stage of the field work envisaged focus groups with representatives of 23 target municipalities (LED focal points and municipal leadership).

The major part of the focus group guide represented the list of themes developed during the in-depth interviews.
In particular, participants were asked to review the list and complete the following tasks: a) Add extra themes if considered necessary; b) Rank themes in order of relevance to local needs (on a 3-point scale where 3 was the most relevant); c) Provide arguments for ranking; d) Distribute themes in ten modules (with average duration of 2 days) and suggest strategies for merger/split of themes (if considered appropriate); In addition, participants were asked to reflect on specific skills/knowledge gaps which should be taken into consideration while planning the training program.
The average rankings for all themes were high and range from 2.3 to 2.9 on a 3-point scale where 3 marks the most relevant content.
Figure 2 Training themes (module titles) ranked by municipality representatives on a 3-point scale– average scores (3 very relevant) Identifying leading economic sector and/or clusters in a… Managing municipal property and resources, preparing… Managing municipal projects; Analyzing competitive advantage of economic clusters in… Conceptual and practical dimensions of LED; Gathering and interpretation of data for LED; Land Use Master Plan (LUMP), supportive business environment… Applied research methods for local needs assessment; Business support programs and institutional forms; PPP concepts, forms and examples of partnership; Entrepreneurial vision and thinking; Main actors in LED, micro politics of LED; 2.9 2.9 2.8 2.8 2.7 2.6 2.5 2.5 2.5 2.4 2.3 2.2 The results of priority rankings of initial themes showed the following trends:  Municipality representatives gave relatively higher scores to the modules related to planning of LED - measuring LED and acquiring analytical tools for profiling local economic potential;  Municipality representatives gave relatively higher scores to the modules related to the specific aspects of implementation of LED, such as resource management and development finance – 20 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 investment management;  Despite numerous training provided in PCM, municipalities still viewed it as highly relevant;  Although viewed strategically important, some target municipalities considered the modules related to LED politics less relevant to the current context (due to a scarcity of actors and weak ecosystems); However, opinion of respondents differed by municipalities - those with stronger cities ranked this component higher than more poor municipalities;  Municipalities considered that the module related to data management was interesting, but should be planned in close cooperation with the National Statistics Office of Georgia to take into consideration division of roles between municipalities and NSOG and incorporate results of current work of NSOG in this direction;  Introductory module on LED and related economic concepts were important but should not take much time, because the focal points at municipalities are mostly economists.
General findings about the program could be summarized as follows:  Bottom-up approaches in identifying organizational learning needs and staff capacity building strategies are rarely practiced by municipalities.

Most of them lack vision in this direction;  Participants find it difficult to add new themes/topics to the initial list.

 LED in general is mostly viewed as a theoretical concept.
Due to a lack of experience in implementing many of the strategies of LED, some components of the program are considered strategically important but less relevant to the current practice of municipalities; significant effort will be needed to alter the interest and motivation of participants;  Representatives of the municipalities think that enriching the modules with context-related examples and practical exercises (as well as with references to legislation) would significantly increase the relevance of the modules to local needs;  Also, respondents think it would be interesting to better understand how local socio-cultural contexts influence local development processes and how this information can be incorporated in LED planning and implementation.
 Respondents suggested merging some interrelated topics under single modules, such as themes 2 and 3, or 9 and 10.

Based on the findings of the focus groups a final version of the matrix was elaborated; The table below shows 10 themes of the training and relevant sub-themes (as agreed with experts and municipality representatives).

However, further changes (clarifications) are possible during the process of work on the particular modules.

21 Table 9: Final list of themes/sub-themes Topic Subtopic CQ1.
What is LED?

CQ2.

What determines LED?

CQ3.

How can LED be measured?

CQ4.

How can LED be planned?

CQ5.

How can LED be implemented?

Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 1.

Local Economic Development 2.

Competitiveness analysis of local economic sectors and clusters 3. Business supporting mechanisms and services 4.

Socio-economic foundations of spatial arrangement 5.

Attracting local and foreign investment 6.


Economic foundations of municipal property management 7.

Municipal project management 8.

Assessment of local economic conditions and welfare 9.

Cooperation strategies for LED 10.
Socio-economic analysis of municipal decisions + + + +  LED concept and major economic theories   Prerequisites and definition  Goal and main principles  Application tools (Including inter-municipal and sectorial cooperation mechanisms)   Location theory, territorial-administrative and functional definition of place  Economic sectors and clusters  Identifying leading economic sectors and/or economic clusters in a municipality/functional region (LED perspective)  Methods of analysis of competitiveness of economic clusters of functional zones/municipalities  Municipal strategies for increasing competitiveness  Programs (e.g.
a business incubator, other …)  Regulations  Institutional forms of cooperation (PPP)  Success stories and skills in practice (facilitating meetings, strategic relationship, result oriented approach with business) ; Sub-topics to be defined during the curriculum development process in cooperation with a selected experts (One of the subtopics might be GIS systems)  Entrepreneurial vision and thinking for understanding investment potential   Investment analysis  Preparing investment plan  Creating investment catalogue  Communication strategies and formats with investors   Municipal property assessment methods (other sub-topics will be determined during the curriculum development process in cooperation with a selected expert)  Participatory analysis  Project strategy definition  Developing project proposal  Project evaluation and monitoring  Economic conditions and welfare assessment indices  Data gathering and interpretation  Main actors in LED and their interaction/Micro politics Sub-topics to be defined during the curriculum development process in cooperation with a selected expert + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + 22 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 23 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 List of references Amin, A.
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24 Attachments: List of participants No Date 1 Location 11/11/2019 Ambrolauri municipality 11/11/2019 Ambrolauri municipality 11/11/2019 Ambrolauri municipality 15/11/2019 Gardabani municipality 15/11/2019 Gardabani municipality 15/11/2019 Gardabani municipality 11/11/2019 Lentekhi municipality 11/11/2019 Lentekhi municipality 11/11/2019 Lentekhi municipality 11/11/2019 11/11/2019 11/11/2019 Oni municipality Lentekhi municipality Lentekhi municipality 11/11/2019 Oni municipality 11/11/2019 Oni municipality 11/11/2019 Oni municipality 15/11/2019 15/11/2019 Rustavi municipality Rustavi municipality Participant George Godziashvili Thea Bendeliani Khatuna Bakuradze Rezo Egadze Davit Janashia Gela Gogrichiani Ramaz Kurasbediani Bachuki Gazdeliani German Kurasbediani Takhu Jankseliani Raisa Mishveliani Dimitri Sakvarelidze Tamta Tepnadze Nino Metreveli Magda Maisuradze Besik Togonidze Nino Dogonadze 15/11/2019 15/11/2019 Rustavi municipality Rustavi municipality Maia Basilashvili Paata Papelishvili 20 11/11/2019 Tsageri municipality 21 22 23 24 11/11/2019 11/11/2019 Tsageri municipality Bolnisi municipality 11/11/2019 11/11/2019 Bolnisi municipality Bolnisi municipality Mikheil Meshveliani Mirza Kometiani Valentina Naveriani Gizo Kortava MeriAbramishvili 25 11/11/2019 Bolnisi municipality Mirza Khvibliani Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Position Deputy Mayor Status FG participant Head of Department of Economic Development Chief specialist on Statistical Information FG participant FG participant Deputy Mayor Head of Department of Economic Development / Property management and Statistics Head of HR Ist Deputy Mayor FG participant FG participant FG participant FG participant Head of Department of Economic Development FG participant Head of Internal Audit FG participant Head of Financial Department Specialist /Department of Economic Development Deputy Mayor FG participant FG participant FG participant Head of Department of Economic Development
 Specialist / Department of Economic Development HR FG participant FG participant FG participant Deputy Mayor Deputy Head of Department of Economic Development Head of HR Head of Department of Economic Development / Property management and Statistics Deputy Mayor Head of Administration Deputy Mayor Head of Department of Economic Development Project management Unit Head/ Department of Economic Development Head of Department of Economic Development and Statistics Head of Property Management Dep.
26 11/11/2019 Bolnisi municipality 27 28 11/11/2019 15/11/2019 Dmanisi municipality Bolnisi municipality 29 15/11/2019 Dmanisi municipality Tamar Chakvetadze Mikheil Kordzadze Head of HR / Administration Zakaria Datuashvili Joni Simonishvili Deputy Mayor 15/11/2019 Dmanisi municipality 15/11/2019 Dmanisi municipality 11/11/2019 11/11/2019 Tetritskaro municipality Tetritskaro municipality Tetritskaro municipality Tetritskaro municipality 11/11/2019 11/11/2019 11/11/2019 Marneuli municipality 11/11/2019 Marneuli municipality Head of Department of Economic Development / Property management and Statistics Nato Samadashvili Head of Property management unit Paata Kuliashvili Lia Zurebiani Valerian Sukhitashvili Goga Asumbani Nino Bajiashvili Lasha Lobjanidze Inga Godoladze head of Administration Deputy Mayor Head of Department of Economic Development / Property management and Statistics head of unit HR Deputy Mayor Head of Department of Economic Development / Property management and Statistics Head of Administration head of HR and Legal Dep.
11/11/2019 Marneuli municipality 11/11/2019 Marneuli municipality Nino Dekanoidze Jemal Dekanoidze 30 31 32 33 34 35 36 37 38 39 FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant 25 No Date 40 15/11/2019 Location Tsalka municipality 41 11.11.2019 Abasha municipality 42 43 44 45 11/11/2019 Abasha municipality 11/11/2019 Abasha municipality 11/11/2019 Abasha municipality 12.11.2019 Khobi municipality 46 12.11.2019 Khobi municipality Participant Benedikte Mikeladze Vakhtang Gabelaia Giorgi Topuria Dato Topuria Emma Gabelaia Makhare Chokoraia Anton Vardia 47 12.11.2019 Khobi municipality Marina Rukhadze 48 49 50 51 52 12.11.2019 12.11.2019 12.11.2019 12.11.2019 11.11.2019 Martvili municipality Khobi municipality Khobi municipality Khobi municipality Khobi municipality nana Ghvinjilia Lana Gvasalia Malkhaz Jusalia Salome Tskhadia Tsotne kakulia 53 11.11.2019 Martvili municipality Gogia Jijelava 54 11.11.2019 Martvili municipality 55 56 57 12.11.2019 12.11.2019 12.11.2019 Tsalendgikha municipality Tsalendgikha municipality Tsalendgikha municipality 58 1/11/2019 Zugdidi municipality 59 1/11/2019 Zugdidi municipality 60 1/11/2019 Zugdidi municipality Tamar Tsivtsivadze Gela Salia Tea Saria Nana Kvaratskhelia Koba Chezhia Mikheil Epremashvili Marika Khasia 61 62 63 1/11/2019 1/11/2019 06.11.2019 Zugdidi municipality Zugdidi municipality Senaki municipality Irakli Amanatidze Giga Parulava Julieta Chochia 64 06.11.2019 Senaki municipality Maia Basalia 65 06.11.2019 Senaki municipality Rusudan Mikadze 66 06.11.2019 Senaki municipality Badri Kutelia 67 68 69 70 71 72 05.11.2019 05.11.2019 05.11.2019 05.11.2019 19.11.2019 19.11.2019 Poti Municipality Poti Municipality Poti
 Municipality Poti Municipality Lanchkhuti municipality Lanchkhuti municipality Nino Gvasalia Iago Romanashvili Giorgi Khazhomia Gocha Kurdgelia Eka Gujabidze Giorgi Nachkebia 73 19.11.2019 Lanchkhuti municipality Gocha Kurdgelia Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Position Head of Department of Economic Development / Property management and Statistics Deputy Mayor Head of Economic Development Department Economic Development Department HR division Deputy Mayor Head of Department of Economic Development / Property management and Statistics Department of Economic Development / Property management unit Economic Department / Rural development Infrastructure Dev.
Program management unit Infrastructure Dev.
Program management unit HR Acting Head of Department of Economic Development / Property management and Statistics Chief Specialist of Department of Economic Development / Property management and Statistics HR Status FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant Head of Infrastructure and Economic Development Head of Financial Department HR FG participant FG participant FG participant Deputy head of department of Economic Policy and municipal services Chief specialist /Economic Policy and municipal services head of Investment and fundraising dep.
/Economic Policy and municipal services head of HR Deputy mayor Head of Department of Economic Development / Property management and Statistics Deputy Head of Department of Economic Development / Property management and Statistics Deputy Head of Department of Economic Development / Property management and Statistics Deputy Head of Department of Economic Development / Property management and Statistics Mayor Assistant in Infrastructure projects Chief specialist / architecture department Head of Property management department Mayor Deputy Mayor Head of Department of Economic Development/Property management Acting Head of Department of Economic Development and Tourism Deputy Mayor FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant 26 74 18.11.2019 Ozurgeti municipality 75 18.11.2019 Ozurgeti municipality Alexandre Surguladze Aleko Mameishvili Head of Department of Economic Development / 76 77 18.11.2019 18.11.2019 Ozurgeti municipality Ozurgeti municipality Amiran Girkelidze Mari Kerkadze Property management Specialist HR Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 No Date 78 18.11.2019 Location Chokatauri municipality Participant Gia Giorgadze 79 18.11.2019 Chokatauri municipality Zaza Tsintsadze 80 18.11.2019 Chokatauri municipality 81 18.11.2019 Chokatauri municipality 82 03.12.2019 Mestia municipality 03.12.2019 Mestia municipality 03.12.2019 Mestia municipality 03.12.2019 Mestia municipality Anton Berdzenishvili Paata Berishvili Kakha Zhorzholiani Teimuraz Naveriani Lali Guledani Thea Parjiani 03.12.2019 Mestia municipality Vakhtang Pilpani 14.11.2019 14.11.2019 07.10.
2019 UNDP Chkhorotsku municipality Chkhorotsku municipality 07.10.
2019 UNDP Gocha Chikovani Inga Shamatava Tinatin Tkeshelashvili Otar Konjaria Position Head of Department of Economic Development/Property management Head of department of investment environment development Specialist of department of investment environment development Specialist of department of investment environment development Mayor Head of Finance Division Head of Architecture and Infrastructure Division Chief Specialist at Property Management Department Culture, Education and Monuments Protection Department Deputy Mayor Head of HR Division Project Manager, Fostering Regional and Local Development in Georgia, Phase 2 Coordinator on Local Economic Development Tsisnami Sabadze Head of Economic Policy Department, Zviad Archuadze Eexpert Head of AYEG 04.11.2019 13.11.2019 Ministry of Economy and Sustainable Development Project: Mayors for Economic Growth Association of young Economists of Georgia (AYEG) 15.11.2019 Ministry of Regional 13.11.2019 13.11.2019 04.11.2019 Development and Infrastructure GIZ National Association of Local Authorities of Georgia (NALAG) Kakhaber Daushvili Nikoloz Rosebashvili Archil Zhorzholiani Davit Melua 83 84 85 86 87 88 Status FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant FG participant In-depth interview In-depth interview In-depth interview In-depth interview In-depth interview Head of Department of Local Self-governance and Policy In-depth interview Executive Director of the In-depth interview In-depth interview 27 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Developing model of Municipality Capacity Building on LED Interview / Focus group guide Focus group guide Municipality Respondent (Name and position) Interview date Interviewer Introduction.
Center for Training and Consultation (CTC), with the support of UNDP, is preparing a training program on Local Economic Development (LED).

The target group of the program is municipal staff.

The program consists of 10 training modules, each with an average duration of 2.5 days (see Table 2).

Question 1: Which of the following topics are most important to be covered by training programs?

Why are these topics important?


Can you specify the particular knowledge, skills, concepts that are most important to be understand by participants?

Can you specify the key questions, which should be answered at the end of the training?

Instruction for Interviewer: Mark the respondent's comments using the appropriate graphs in the table below.
Learning needs Knowledge: Skills: Main concepts: Main questions: 28 Question 2: The table shows the study topics that are taught in the field of LED specialization within formal (university) and non-formal education abroad.

Please indicate, across each topic, in what extend to you think it is appropriate to incorporate the topic it into the training program (from 1 point "not appropriate" to 3 points "appropriate").

What topics would you find most interesting under each topic?
Please explain why you think so?

Instruction for Interviewer: Mark the respondent's comments using the appropriate graphs in the table below.

Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Score (from 1 to 3) Learning points Comment Table N 1.

Topic: 1.

Conceptual Basis and Applications of Local Economic Development (including Inter- Municipal and Sectorial Cooperation) 2.
Identify the leading economic sectors and / or economic clusters of the municipality (or functional region) in the context of local economic development.

3.

Study the competitiveness of economic clusters in a municipality or a functional area (including business environment analysis, value chain, etc.

), comparative analysis and evaluation 4. Business Services and Support Programs and Institutional Forms (Mechanisms, Formats and Successful Models, Best Practices, Skills) 5.
Entrepreneurial vision and business thinking 6.

Management of municipal property resources and preparation of investment 29 Needs Assessment for Local Economic Development Capacity Building Center for Training and Consultancy, 2019 Score (from 1 to 3) Learning points Comment Topic: proposals 7.

Manage municipal development projects 8.

PPP concept, forms of cooperation and examples 9.

Applied research methods for identifying needs and assessing the local economic situation 10.
Collecting and interpreting statistical data 11.

Creating a favorable business environment including the economic implications of municipal decisions (constraints) 12.

Key actors in the context of local economic development and including relationships, micro- policies or others 30