Strategic Framework Fund
2021 Narrative Report
18 March 2022

Strategic
Framework
FundContents
1.

Introduction ..................................................................................................................................... 1

2.

Update from the 2019-2020 Reporting Cycles ................................................................................ 1

3.

Status of project receiving an allocation from 1 January – 31 December 2021 ............................. 3
3.1 Highlights by Strategic Objective................................................................................................... 4
3.2 Implementing Partners.................................................................................................................. 5
3.3 COVID-19 Implications and Risks................................................................................................... 6

4.

Independent Evaluation of the SFF ................................................................................................. 6

5.

Visibility and Transparency.............................................................................................................. 66.

Efforts to Mobilize Additional Donor Support................................................................................. 7

Annexes ................................................................................................................................................... 7

Tables:Table 1: Update on projects/activities recorded in progress as of 31 December 2019 .......................... 1
Table 2: List of projects/activities and allocations made in 2021 by SFF donor source and report status................................................................................................................................................................. 3
Table 3: Grants to Implementing Partners .............................................................................................. 5

Figures:Figure 1: Budget allocated by strategic objective
Figure 1: Budget allocated by region
Figure 3: Beneficiaries by strategic objective
Figure 4: Beneficiaries by region
Figure 5: Budget allocated by strategic objective
Figure 6: Budget allocated by region
Figure 7: Beneficiaries by strategic objective
Figure 8: Beneficiaries by region
Figure 9: Certificates by strategic objective
Figure 10: Certificates by region
Figure 11: Women beneficiaries by strategic objective
Figure 12: Women beneficiaries by regionii

1. Introduction
This narrative report of the Strategic Framework Fund (SFF) covers the period from 1 January to 31 December
2021. The report includes an update on incomplete project allocations from the 2019-2020 cycles (Section 2) anda report on one allocation awarded in 2021 (Section 3). This is the SFF’s second full narrative report covering
allocations made from all SFF donors. This narrative report complements a financial report for the same period
which has been submitted under separate cover.

2. Update from the 2019-2020 Reporting Cycles
At the end of the 2020 cycle, 16 SFF-supported projects were still in progress, as summarized in Table 1 below.
During 2021, eight of these remaining projects were implemented, and eight project allocations were still inprogress. Reasons for delay in implementation of these nine projects relate to the continuing COVID-19 pandemic
and restrictions during 2021, changes in programme personnel or focal points with beneficiary institutions, andadministrative, political or security contexts in countries/beneficiary institutions.
Table 1: Update on projects/activities recorded in progress as of 31 December 2020
Strategic
objective
(SO)
SO1:
Peace

SO2:
PeopleSO3:
PlanetSO4:
Prosperity

SO5: Crossfertilization

Title of project/activity

Women’s Leadership for Peace: Needs
assessment, operational plan, and designphases**Youth Imp!act for Peace Liberia
Implementation of a National NOASP
Workshop in Nepal (2019 allocation)
Joint UNITAR/UNICEF online climatechange course
How to be e-Waste Literate: A Citizen’s
Approach to Solving the e-Waste Course
Joint UNITAR/WHO Online Climate
Change Negotiations and Health
Course**Leading Inclusive 4IR: Empowering
Women in Afghanistan for the Future ofWork through Digital Reskilling**
BUILD BACK BETTER - Sustainable andresilient post-COVID recovery in Latin
America: Enhancing Trade and Improving
Safety by Strengthening Chemicals andTrade links and bringing countries closer
to OECD Standards* Division for
Prosperity lead**
Introduction to Geospatial Information
Technology for Evidence Based DecisionMaking (Kenya) (2019 allocation)
Introduction to Geospatial Information
Technology for Disaster Risk
Reduction/Management (2019allocation)
E-learning course on the use of
Geospatial Information technologies for
Humanitarian assistanceSourceAllocation(USD)

2020 report

2021 update

Sida

55,000Progress

Final

Sida
Sida

60,97680,000Progress
Progress

Final
Final

Qatar

35,000Progress

Final

Sida

75,000Progress

ProgressSida

54,715Progress

Final

Sida

70,000Progress

Progress

Sida

100,000

Progress

Progress

Qatar*

26,585Progress

Progress

Sida

150,000

Progress

Final

Qatar

55,000Progress

Progress

1

Multiple
strategic
objectives

Notes and
LegendVector-borne disease risk mapping
dashboard** (SO2, SO5)
Diplomatic Excellence (SO1, SO2, SO5)
Overcoming Global Challenges throughInternational Law (SO1, SO2, SO4, SO5)
Ethiopia – Safer Chemicals Management
and Gender Mainstreaming (SO2, SO3)
Strengthening SDG Competencies in the
Digital Age***Allocation made in 2018**Cross Divisional/Programme Unit
project/activity

Sida

60,00069,00080,000

Not yetinitiated
Progress
Progress

Progress(No report)
Final
Final

Sida
Sida
Sida

70,000Progress

Progress

Sida

120,000

Progress

Progress

The allocations in Table 1 supported projects of the five objective areas of the strategic framework. As shown in
Figure 1 (next page), the largest proportion of funds was allocated to projects with links to multiple strategic
objectives (SO), followed by SO5. Taken together, projects funded covered 16 of the 17 Sustainable Development
Goals (all Goals except SDG 7).1 The largest proportion of allocations was made to projects delivered in multiple
regions or globally, followed by those for delivery in Africa or for African beneficiaries, as shown in Figure 2.
While most of the allocations were made to support projects related to training-related outputs (with 90,204
individuals benefitting from training events from the above-mentioned allocations), some allocations also funded
projects supporting the development of learning platforms and products, such as the “Safer Chemicals
Management and Gender Mainstreaming” project in Ethiopia which will produce a gender roadmap in artisanalmining, and the working self-assessment service for the UN CC:Learn platform. Figures 3 and 4 above show the
breakdown of training-related outputs per strategic objective and geographic region. The largest number ofbeneficiaries to date has come from programming supporting SO3.
In conjunction with the online course on “Responding to crisis: strengthening financial and trade resilience toglobal pandemics and health emergencies in Sub-Saharan Africa (SSA)”, which received SFF support in 2020, an
Impact Story was published in October 2021 to review the results from course participants and to share stories
on the most significant changes.
The project “Introduction to Geospatial Information Technology for Disaster Risk Reduction/Management”
aimed to provide training participants with Geographic Information System (GIS) and Remote Sensing (RS)methodologies (i.e., risk assessment and satellite-based response mapping) related to natural hazard
management in four least developed countries, namely Rwanda, Nepal, Tanzania and Republic of Congo. The
courses sought to increase women’s participation at all levels of DRR planning and decision making. In total, thecourses were attended by 83 professionals working in governmental, private and academic organizations in
Rwanda, Nepal, Tanzania and the Republic of Congo who wished to strengthen their practical skills in applying
geospatial technologies for DRR. Participants appreciated the local case study approach as it allowed them toidentify with the content and increased their motivation to come up with innovative solutions to address DRR/M
challenges using the available tools. Moreover, they expressed eagerness to learn more and to benefit fromfuture training opportunities. 94 per cent of the participants agreed that the training was useful, 71 per centagreed the information was new to them and 91 per cent agreed the course was relevant to their job.
The individual project reports (final or progress) are compiled in Annex 2 by strategic objective and provide
further description on outputs or other results.

1

See Annex 1 for a complete list of SDGs.
2

Figure 1: Budget allocated by strategic objective

Figure 2: Budget allocated by region
USD 157,561

USD 115,976

USD 299,000

USD 80,000
USD 135,000
USD 164,715
USD 598,715

USD 100,000
USD 70,000

USD 170,000

USD 231,585

Africa
SO1

SO2

SO3

SO4

SO5

Multiple

Asia and the Pacific
Latin America and the Caribbean
Middle East
Multiple regions/Global

Figure 3: Beneficiaries by strategic objective

Figure 4: Beneficiaries by region
88928

88289

36

36
240

240

1000

1000

83
556

SO1

SO2

SO3

SO4

SO5

Multiple

AfricaAsia and the Pacific
Latin America and the Caribbean
Middle East
Multiple regions/Global

3. Status of project receiving an allocation from 1 January – 31 December 2021
During the 2021 reporting period, only one allocation was requested and awarded in the amount of $220,000 to
the Levelling the Playing Field initiative implemented by the Institute’s New York Office. The report of the initiative
is found under Annex 3.
As a follow-up to the May 2021 consultations between UNITAR and Sida and the observations made that byawarding fewer and more impactful projects, more concrete and visible changes could be identified. Consequently,
a decision was made by the Executive Director to encourage Division Directors to design larger and cross-divisional
projects. Two such projects were designed during 2021 but were not yet submitted for an allocation request by
the end of the 2021 reporting period.
Table 2: List of projects/activities and allocations made in 2021 by SFF donor source and report status
Strategic
objective(SO)
SO5: Crossfertilization

Title of project/activity

SourceAllocation(USD)

ReportLevelling the Playing Field

Sida

220,000

Final

3

3.1 Highlights by Strategic Objective

Projects Under Multiple Strategic Objectives

Training delivered
Training undelivered
SDG links

23 events
Number of participants
21 events
Certificates
1, 3, 4, 5, 8, 10, 13, 15, 16, 172196 (of which 2081 learners)
690 (participation)

The Levelling the Playing Field allocation aimed to contribute to multiple strategic objectives, including thePromotion of peace and just and inclusive societies (SO1), the equitable representation of countries in the global
decision making (SO2); the conservation, safeguarding and restoration of our planet (SO3) and the promotion of
the SDGs and the 2030 Agenda (SO5). Figures 5 through 12 below show various breakdowns related to this project
allocation.

Figure 5: Budget allocated by strategic objective

USD 220,000

SO1

SO2

USD 220,000

SO3

SO4

SO5

Multiple

Figure 7: Beneficiaries by strategic objective
2196

SO1

SO2

Figure 6: Budget allocated by region

AfricaAsia and the Pacific
Latin America and the Caribbean
Middle East
Multiple regions/Global

Figure 8: Beneficiaries by region

2196

SO3

SO4

SO5

Multiple

AfricaAsia and the Pacific
Latin America and the Caribbean
Middle East
Multiple regions/Global

4

Figure 9: Certificates by strategic objective

Figure 10: Certificates by region

922

922

AfricaAsia and the Pacific
Latin America and the Caribbean
SO1

SO2

SO3

SO4

SO5

Multiple

Middle East
Multiple regions/Global

Figure 11: Women beneficiaries by strategic objective

Figure 12: Women beneficiaries by region

2196

2196

AfricaAsia and the Pacific
SO1

SO2

SO3

SO4

SO5

Multiple

Latin America and the Caribbean
Middle East
Multiple regions/Global

3.2 Implementing Partners
UNITAR issued two grants to implementing partners in 2021 (from 2020 allocations). Table 3 summarizes the statusof past and current grants. All grants awarded in 2020 are now closed. One of the two grants awarded in 2021 isstill open.
Table 3: Grants to Implementing Partners
Strategic
ObjectiveYear

Project

Implementing
Partner

SO1

2019

Youth Imp!act for Peace
Liberia

2020

Towards Shattering the
Glass Labyrinth of Female
Leadership in National
Security Forces project

Angie Brooks
International
CenterEcole de Maintiende la Paix Alioune
Blondin Beye

Grant
award

Grant
status 2020

$33,500

Open

Grant
status2021
Closed

CFA
17,242,023

Open

Closed

5

2020
2021

SO3

2021

SO5

2019

Women’s Leadership for
Peace Process
Youth -Led Conflict
Transformation in Liberia Impact for Peace andSustainable Development
Support for thedevelopment of a genderroadmap in the Artisanaland Small-scale Gold
Mining (ASGM) - ETHEFCCC
Introduction to Geospatial
Information Technology for
Disaster Risk
Reduction/Management

Geneva Centre for
Security Policy
Angie Brooks
International
CentreEnvironment,
Forest andClimate Change
Commission

UN Resident
Coordinators
Office Nepal$3,900Open

Closed$42,750

n/a

Closed261582 ETB(approx..
$5,095)n/a

Open

Closedn/a$5,4003.3 COVID-19 Implications and Risks
The COVID-19 pandemic continued to have implications on the implementation of SFF-supported projects,
including delays in delivery, although only about a third of the progress reports submitted from the past cycles
reported COVID-19 related reasons. In most cases, non-COVID-19-related reasons, such as the administrative,
political or security situations in beneficiary countries; late co-financing; or project-development factors (e.g.,
packaging course contents or development of course assessments) contributed to delays in implementation.

4. Independent Evaluation of the SFF
In accordance with its Governing Principles, the SFF underwent an independent evaluation in the first half of 2021.
The evaluation assessed the relevance, coherence, effectiveness, efficiency, impact and sustainability of SFFrelated programming. The scope of the evaluation covered Programme Division/Unit project allocations from the
SFF during 2019 and 2020.
The evaluation report was issued in October 2021. The evaluation found the SFF and its implementation to be
relevant by doing the right thing by allowing UNITAR to operate with increased flexibility to meet Member States’
and beneficiary needs. However, outreach to countries in special situations and vulnerable groups could be further
increased. According to the findings, the overall coherence is low but showing a positive trend. The feedback on
UNITAR’s effectiveness is satisfactory with regards to results achievement. Similarly, the efficiency of the SFF isfound to be satisfactory. While the perceived likelihood of impact is high due to changes in individual knowledge
and behavior, the evaluation found that there is a lack of impact measures or appropriate impact level indicators.
The evaluation also found that while benefits of many SFF-funded projects are likely to last, the institutionalizationof the SFF and its financial sustainability are uncertain.
The evaluation issued seven recommendations to inform the SFF’s continued implementation and future direction.
The recommendations focused on: stronger requirements to LNOB, adopting a blended approach to funding
smaller and larger initiatives, placing more emphasis on country-level partnerships, requiring clearly defined
results frameworks with specified Level 3 performance needs in project design and in post-training, considerationof partial virtual training delivery or alternative delivery mechanisms, documentation of impact stories andstrengthening efforts to broaden the SFF donor base. Four of the seven recommendations have been
implemented, and the remaining three are under implementation (see Annex 5).

5. Visibility and Transparency
In 2020, UNITAR developed a dedicated page on its website to the SFF (www.unitar.org/partnerships/strategicframework-fund) to provide visibility to donor partners and transparency on narrative and financial reporting. The
dedicated SFF page was maintained in 2021 with financial and narrative reports, a link to the report of the
independent evaluation of the SFF, and an additional impact story on a project receiving an allocation from 2020.
6

6. Efforts to Mobilize Additional Donor Support
UNITAR continued efforts to mobilize additional donor support to the SFF through multiple channels, including a
recommendation in the 2021 Report of the Secretary-General on UNITAR (E/2021/49), which called on Member
States to consider providing financial support to the Strategic Framework Fund to enable increased outreach tobeneficiaries from countries in special situations; Economic and Social Council resolution 2021/16, which“encourages further voluntary contributions to the Strategic Framework Fund”; the September 2021 meeting of
the Friends of the Chair; and the Sixty-Second Session of the UNITAR Board of Trustees, at which the Board took
note of the Finance Committee’s observations and Management’s update on the Strategic Framework Fund, andthe request to continue to work with Management to raise the visibility of the fund and help identify opportunities
for support through its networks.
Management has also identified pooled funds such as the SFF as a specific resource mobilization objective in the2022-2027 Partnership and Resource Mobilization Strategy, which the Board of Trustees adopted at its SixtySecond Session. At the session, the Board also extended the 2018 to 2021 strategic framework to cover the period
from 2022 to 2025, with adjustments to account for the increasing importance of health, climate action and getting
the SDGs back on track (Annex 7).

Annexes
Annex 1: List of SDGs
Annex 2: Summary Reports from 2019-2020 Allocations (Final and Progress)
Annex 3: Summary Reports from 2021 Allocations (Final and Progress)
Annex 4: Long reports referenced in Annexes 2 and 3
Annex 5. Implementation of recommendations from the Independent Evaluation of the SFF
Annex 6: List of Directors/Managers/Focal Points overseeing design and implementation of funded projects
Annex 7: 2022-2025 strategic framework

About the Strategic Framework FundThe Strategic Framework Fund (SFF) was established by the UNITAR Board of Trustees in November 2019 as apooled funding instrument to help UNITAR deliver on its mandate and achieve the objectives of the 2018-2021
strategic framework. At its Sixty-Second Session of the Board of Trustees, the Board of Trustees extended thestrategic framework to the period from 2022 to 2025.
The SFF provides UNITAR with increased flexibility and leverage to meet learning and other capacity
development needs, with emphasis placed on the needs of individuals, institutions and organizations fromcountries in special situations, including the least developed countries, the landlocked developing countries,
the small island developing States and countries in and emerging from conflict.
Current contributors to the SFF include the Governments of Nigeria, Pakistan, Qatar and Sri Lanka, as well as
the Swedish International Development Agency and Franklin University. The 2019 Report of the SecretaryGeneral on UNITAR (E/2019/81) and Economic and Social Council resolution E/Res/2019/13 refer the SFF, withthe latter document welcoming the Fund’s establishment. Efforts are underway to confirm pledges or followup on expressions of interest received from prospective donors.
The administration of the SFF is led by the Office of the Executive Director. Decisions on allocation requests
are made by the Executive Director in accordance with the Fund’s Guiding Principles. Project design,
implementation and reporting are undertaken by Divisions and Programme Units. Financial expenditurereports are prepared by the Finance and Budget Unit on a pooled basis and not by individual donor
contribution. Narrative reports are compiled by the Strategic Planning and Performance Division (Planning,
Performance Monitoring and Evaluation Unit-PPME). The SFF is subject to an independent evaluation every
two years.

7Annex 1
List of SDGs

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

•
•

Goal 1. End poverty in all its forms everywhere
Goal 2. End hunger, achieve food security and improved nutrition and promote sustainableagriculture
Goal 3. Ensure healthy lives and promote well-being for all at all ages
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
Goal 5. Achieve gender equality and empower all women and girls
Goal 6. Ensure availability and sustainable management of water and sanitation for all
Goal 7. Ensure access to affordable, reliable, sustainable, and modern energy for all
Goal 8. Promote sustained, inclusive, and sustainable economic growth, full and productive
employment and decent work for all
Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization andfoster innovation
Goal 10. Reduce inequality within and among countries
Goal 11. Make cities and human settlements inclusive, safe, resilient, and sustainable
Goal 12. Ensure sustainable consumption and production patterns
Goal 13. Take urgent action to combat climate change and its impacts*
Goal 14. Conserve and sustainably use the oceans, seas, and marine resources forsustainable development
Goal 15. Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably
manage forests, combat desertification, and halt and reverse land degradation and halt
biodiversity loss
Goal 16. Promote peaceful and inclusive societies for sustainable development, provide
access to justice for all and build effective, accountable, and inclusive institutions at all levels
Goal 17. Strengthen the means of implementation and revitalize the global partnership forsustainable development

Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Strategic Objective 1

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ Final

Women’s Leadership for Peace
Division for Peace and Division for Multilateral Diplomacy$55,000.00
Sida

Project objective

This project has been dedicated to launch a new Women’s Leadership for Peace
training programme for emerging women leaders in peace and security fields. The
programme aims to respond directly to the unique challenges faced by women in thisspace and has been designed to fill the identified gap/lack of existing training
programmes on women’s leadership in peace and security fields.

Link to strategic
framework objective(s)SO1: Promote peace and just and inclusive societies.
SO1.1: Support institutions and individuals to contribute meaningfully tosustainable peace.
SO2: Promote people’s well-being and support equitable representation ofcountries in global decision-making fora.
SO2.1 Promote people’s well-being, including the protection and empowerment ofgroups that have been marginalized and are vulnerable.
SDG(s): 5, 16, 17 Target(s): 5.5

Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

October 2020 – March 2021
Period covered: October 2020 – March 2021

Targeted countries:

Participants
Other metrics
FemaleDisability #MaleOther vulnerable #OtherCompletion #Not disclosed
Certification #Attach list if more
Total
The leadership training programme has been developed to complement the ongoing
global efforts to implement UNSCR 1325 as well as the implementation of UNITAR’s
strategic objectives SO1 and SO2.
Whilst it is well appreciated that women’s voices remain critical to achieving sustained
peace, the data shows that women remain hugely under-represented in peace-related
fora. UNITAR’s Women’s Leadership for Peace programme will aim to address this gap
in women’s participation, with the ultimate aim to improve gender balance in peaceand security settings.
The design of the leadership programme has been guided by a comprehensive
needs assessment, completed in 2020, and the identification of key partner
institution(s) including the UN Women Training Centre. The continual input andshared ownership of this programme with national/regional partners and relevant
academic institutions has been identified as an important factor in the programme
development in order to ensure that the programme fully meets the needs of thetarget audience in regional contexts and the outcomes of the training are harvested
in institutional contexts. Strategic national/regional partners identified include theFinnish Crisis Management Centre, Folke Bernadotte Academy (Sweden), European
Commission FPI.3, and the African Union.
The needs assessment highlighted that in order to achieve maximum impact, theleadership programme should comprise of multiple components to create anexperiential and transformational 12-month programme for cohorts of ‘emerging
leaders’ identified in consultation with partners. The programme curricula includes aleadership course, mentorship and buddy systems, an online platform and high-level
events.
Building on the findings of the needs assessment, the course curriculum has beendeveloped. The course design is in parts being informed by the Senior Leadership for
Peacebuilding (SLPB) course that UNITAR PTPU has been running with the Geneva
Centre for Security Policy as well as Interpeace since 12 years. In 2020 this course has
been run for the first time in a digital format, given the COVID19 circumstances. The
adapted design has proven to create high impact for participants through dedicatedpeer to peer learning spaces and mentoring opportunities. These findings haveinformed the design of an online based version of the Women’s Leadership for Peace
programme. The female SLPB participants served as key informants for the further
design of the Women’s leadership for Peace programme.
The design of the course curriculum has been further complemented by a desk review
of existing literature, frameworks, and recommendations on leadership withininternational organisations. This research has led up to design a course that will
empower emerging leaders to take the next steps in their career by guiding themthrough a transformative journey that is based around Clarity, Authenticity, Power,
Wellbeing, Connection and Mastering at a societal, organisational, group andindividual level. Focusing on this combination of themes and levels will ensure that thecourse is truly transformative for participants and adaptable to different cohorts
depending on their working area within the peace and security context.
The realisation of this training programme is projected to find synergies with other
UNITAR initiatives focusing on women’s leadership and empowerment, including in
the field of women’s leadership in diplomacy, gender and environmental peace, andthe proposal to launch a new IHEID/UNITAR Mentorship Hub in Geneva (TBC).
The programme has been presented to a global audience through a virtual panel
discussion on the occasion of International Women’s Day 2021.
Describe project effecton direct beneficiary/
beneficiaries

The programme has been tailored to meet the needs of mid-career female
professionals working in areas linked to the women, peace and security agenda,
peacebuilding, and global security, aspiring to take on leadership roles. Recognisingthat there is no ‘one size fits all’ approach, the materials will be designed andtailored with partners to meet the needs of specific beneficiaries, including regional
chapters (working with ASEAN, LAC, EU, AU and other partners to provide regional
context). Beneficiaries include women working in government, regional bodies, orother professional capacities, aspiring to take on leadership roles. Some online
course materials will also be made available to broader audiences including civilsociety. After its initial phase, it is envisioned to expand the audience of the
programme to include women in other sectors, including but not limited to theprivate sector. As required, the course materials/curricula may then also be further
adapted to meet the needs of mid-career females working in private sector
contexts and overcoming conflicts in business contexts.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable

UNITAR’s Women’s Leadership for Peace programme aims to address this gap inwomen’s participation, with the ultimate aim to improve gender balance in peaceand security settings.

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

UNITAR has extensive experience in designing learning and training experiences forface-to-face, blended, and online formats. Given current challenges, the programme
design has taken into account the need to be adaptable and responsive to COVID-19
measures and policies. Throughout the design and preparation phases, UNITAR’slearning and instructional design team have been engaged and have ensured thatmethodologies and training materials employed are suitable to current and futureformats, including online delivery.

If progress report,
describe planned
activities to bringproject to closure

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalProject objective
Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Youth Imp!act for Peace Liberia
Peacekeeping Training Programme Unit
$60,976
Sida

October 2020- 31 March 2021
Period covered: October 2020 – 31 March 2021

Empowering youth to contribute meaningfully to their country’s economic, social, andenvironmental vitality, away from crime and violence, as they stabilize their communities.
SO1: Promote peace and just and inclusive societies.
SO1.1: Support institutions and individuals to contribute meaningfully to sustainable peace.
SDG(s): 4; 5; 8; 10; 16; 17Target(s): 4.4 and 4.7; 5.5; 8.3 and 8.6; 10.2; 16a; 17.16

Targeted countries:
Liberia

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Participants
FemaleMale
Other
Not disclosed
Total

18
18

Other metrics
Disability #Other vulnerable #Completion #Certification #

30
6

36

Since the February 2021 Progress Report, the partners together with a consultant withexperience of implementing Imp!act for Peace trainings in multiple contexts, have fullyrolled out the planned activities, including: delivery of a training of trainers course (ToT);
delivery Imp!act for Peace training; and the partners have continued developing a long-term
proposal to donors for a 2-year multiplication of the program.
Between 1-12th March, the partners reviewed and revised training materials from the Imp!act
for Peace event in Monrovia in 2019, to create a training plan and divide responsibilities forthe roll-out of the ToT and the Imp!act event in Gbarnga City, Bong County. This period
allowed for the adaptation of existing - and appraised - materials to reflect the needs offuture cohorts of Imp!act participants, based on the feedback from previous participants andutilizing the expertise of the contracted consultant.
Between 15-19th March, a ToT for the multiplication of the Imp!act for Peace Training
Methodology was implemented, with trainers from UNITAR present digitally and with theAngie Brooks International Centre (ABIC) present in person in Monrovia, together with six
previous Imp!act for Peace participants. This week served to train six motivated youth tobecome new trainers to multiply the Imp!act for Peace training methodology in Liberia,
starting with a pilot training in Gbarnga City, Bong County. Furthermore, the week helped
getting valuable insights from the six ToT participants in further adapting the training
methodology and session materials for future roll-outs.
Between, 22-26th March, the six newly trained youth trainers delivered with support of ABICan Imp!act for Peace training event for 30 participants in Gbarnga City. The training led to thecreation of six entrepreneurial projects that will be continually implemented by theparticipants and be supported by mentors and experts that were connected with the cohort
during the training days. In the final evaluations, participants provided outstanding rankings
to the training contents, the Imp!act methodologies and the performance of the trainers, andacross the board participants perceived the training to be helpful for them to become better
equipped to design solutions to local problems, as well as to helping them in their future
careers. Similarly, the event and the progress of the participants received great commends

from attending guests, including Dr. Charles Ford from Cuttington University, Bong County
Superintendent Hon. Esther Walker, as well as the Swedish Ambassador to Liberia, H.E. Ingrid
Wetterqvist, who stressed the critical role of the young generation in peace and communitybuilding, and the importance of trainings for youth in contributing to sustainable change.
Lastly, in parallel to the trainings, the partners have worked together to set the foundation
for a self-sustained multiplication system of the capacity building outcomes and to allow fortrue local ownership of the project’s development towards alleviating the peacebuilding
challenges in Liberia. This includes the creation of a proposal for a program to cover two
years of activities supporting both young changemakers and funders and enablers of youthled initiatives. To successfully realize the prospect of having this launched later this year, thepartners have begun reaching out to the donor community in Monrovia to find support for
the vision of scaling up activities to all of Liberia’s 15 counties.

Describe project effecton direct beneficiary/
beneficiaries

The project has included two groups of direct beneficiaries; youth trainers (selected fromprevious Imp!act participants) and in sequence those beneficiaries that the new trainers
have engaged with.
The implementation of trainings on these two levels has, as shown in the written evaluations
and in debriefings with the Angie Brooks International Centre and partners, strengthened
the capacities of Liberian youth to actively engage in and contribute to peacebuilding efforts
at all levels, through:Increased agency for young people with regards to their potential to act as achangemaker/ peacebuilder at the individual and societal level;
Enhanced knowledge and skills of young people to develop project prototypes in thefield of peace and sustainable development, and;Enhanced capacity of selected young people to deliver the Imp!act for Peace training
program.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable

At the center of the Imp!act for Peace programme the partners put careful emphasis onreaching youth that rarely have access to entrepreneurial activities. This includes analysis of
the various psychosocial, cultural, and structural challenges that exist for youth of different
backgrounds across Liberia, and the construction of activities to provide an equitable chanceand opportunities for all Liberians, and especially those furthest behind, to contribute to
Liberia’s positive development. To meet this aim, this has resulted in two specific outcomesin this programme period.
In part, ABIC has put conscious effort into creating a rigorous and broadly reaching
application process to the Bong County training, to accommodate a cohort of youth withvarious backgrounds – where the bridging quality has been that every participant has apassion for creating solutions to issues in their local communities.
Secondly, the inclusive Imp!act for Peace methodologies have ensured that youth have been
consulted with to adapt the training materials to a broad audience of young Liberians. These
revisions has been and continues to be an ongoing process, where: the feedback from the
Imp!act for Peace event in Monrovia in 2019 informed the development of materials fromthe ToT; The March training of trainers programme provided space for the trainers to adapt
their forthcoming sessions together with UNITAR and ABIC; and the feedback from thetrainers and participants in Gbarnga will strongly influence the contents of a final handbook,to be produced in a scale-up programme.

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

COVID-19-related challenges
Since the early stage of the project planning, UNITAR and ABIC have anticipated the main
implementation challenge to be COVID-related. Hence, the partners have closely monitored
the state of national health regulations in Liberia to adapt activities in a purposeful andtimely manner, and worked since the beginning with the intent to have trainings take placethrough a blended delivery between face-to-face activities in Liberia with support of UNITAR
digitally.
For the first phase of activities – spanning the development of dedicated training materials
for the Training of Trainers programme and the roll-out of said activities – the pandemic
resulted in the need for the partners’ to adjust their traditional working methods andapproaches in a few ways. In a pre-COVID landscape, it would have been customary for
UNITAR and ABIC to dedicate time and space to co-develop and rehearse the trainingmaterials in a face-to-face setting in the days leading up to a training. Likewise, UNITAR’strainers would traditionally have been present on site during the training days, to co-train
and facilitate the ToT together with ABIC. However, in light of the prevailing circumstances,both the co-development of materials and the roll-out demanded that both tracks took
place on distance, and any negative effects was effectively mitigated in three ways. First, thepartners found it key to adapt what used to be face-to-face sessions to fit a digital format,
and to allow for adaptability of hosting some sessions strictly in person in case of technicaldifficulties. Secondly, ABIC acquired dedicated technical equipment and internet packages tobe able to provide all learners with effective and reliable connectivity with UNITAR’strainers. And lastly, the partners allocated more time than is tradition per day for bothpreparation and implementation, to overcome the learning challenges of a digital delivery.
For the Imp!act for Peace training in Bong County, the training was primarily implemented by
the six newly graduated young trainers, supported by staff from ABIC and with early morning
check-ins with UNITAR trainers. As such in relation to the pandemic, the main concern was
only following the national and local COVID-regulations – which in March did not require any
adjustment of the original implementation plan. The training was able to host the 30
expected participants, albeit using precautions to make sure the health and safety of guests
was guaranteed, including the provision of face-masks and using a larger space that could
allow for distance between attendees during the days.
Security-related challenges
In the previous reporting period a postponement of activities was agreed to with the ED of
UNITAR, owing to the extremely charged political and societal climate after the National
Referendum and the Senatorial elections in Liberia. Subsequent to this postponement, thepartners have continued to monitor the situation on site in Monrovia and Gbarnga, toensure that activities could take place in the required conducive and productive learning
environment to ensure that the trainings would be a success. Fortunate for the programme’s
delivery, no major adjustments to the implementation plan were required past the initial
postponement.

If progress report,
describe planned
activities to bringproject to closure-

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Strategic Objective 2

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ Final

Nepal NSOAP Workshop
SDP$80,000
Sida (2019)

Project objective
Link to strategic
framework objective(s)Implementation of a National NSOAP Workshop in Nepal

Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

SDG 3
Targets: 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 3.8

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

All preparations and coordination for the workshop were complete, including lectures andpresentation and break-out sessions.

Dec 2019 – April 2020 (Postponed due to COVID)
Period covered:

SO 2.1 Promote people’s well-being, including the protection and empowerment of groups
that have been marginalized and are vulnerable

Targeted countries:
Nepal

Attach list if more

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

Participants
FemaleMale
Other
Not disclosed
Total

120
120

Other metrics
Disability #Other vulnerable #Completion #Certification #5%
10%Five days prior to the start of the workshop, COVID restrictions were implemented and the
Nepal Ministry of Health requested that the workshop be postponed.
We are in contact with and awaiting direction from the Nepal Ministry of Health to reschedule the workshop as they remain enthusiastic to continue the initiative.
Planned effect: After completion of the workshop, participants will understand the process ofdeveloping and implementing an NSOAP in the national context. Participants will be able toidentify the first steps toward developing an NSOAP in Nepal.

See above

Activities postponed and awaiting for COVID restrictions to lift so that activities can beresumed. Awaiting Nepal Ministry of Health direction.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Strategic Objective 3

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☐ No
Project period
Report: ☐ Progress☒ FinalJoint UNITAR/UNICEF Online climate change course
Green Development and Climate Change Programme Unit, Division for Planet$35,000
Qatar 2020
Co-financing – UNICEF $75,000

Project objective

Support for strengthening UNICEF outreach on climate change through an online course
available to all staff on integration of climate change into programming.
S03 on fostering green, low carbon and climate resilient transition

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Period covered: Up to 31 Dec 2021

SDG 1, 2, 13

Targeted countries:

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Participants
FemaleMale
Other

Other metrics
Disability #Other vulnerable #Completion #Not disclosed
Total

Certification #

Est
700

The course has been launched on both UNCC:Learn and UNICEF learning platforms.
implemented. The UNCC:Learn platform has had approximately 3000 enrolments on thecourse of which 444 have completed and past. Approximately 1500 enrolments have been
documented on the UNICEF platform with around 250 completions. For a relatively technicalcourse that focuses primarily on the UNICEF programming cycles these results arecompetitive.
UN CC:Learn works entirely through partnerships to achieve its influence in building climatechange literacy and the UNICEF partnership is particularly strategic in this respect help to
influence programming decisions on children’s wellbeing that are being affected by climatechange and related disasters.

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicableAs part of the design process a survey on climate change was circulated internally within
UNICEF leading to more than 800 responses. This led to internal discussion and interest in
the course as well as higher visibility both at senior management level as well as programme
staff. In addition UNICEF has established a network of internal champions to further the key
messaging and tools being provided through the course.
The effects are expected in an indirect effect through increased integration of climate change
issues in UNICEF programming, particularly in South Asia. While these effects are hard to
attribute UNICEF is taking an increasingly visible stand on climate change as a defining issue
within its partnerships with countries. UNITAR is in touch with focal points within UNICEF inorder to monitor and report on this element.

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

Much of the programming language used by UNICEF is difficult to use in a way that is
intuitive and understandable. Therefore ‘packaging’ the course content in ways that can beeasily assimilated has proved to be the main challenge.

All activities and outputs completed.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ Final

How to be E-Waste Literate: A citizen’s approach to solving the e-waste course
Green Development and Climate Change Programme Unit, Division for Planet
75,000 USD
SIDA 2020/2021

Project objective

Raise awareness on the negative consequences of e-waste for the environment and humanhealth, while arming participants with the necessary knowledge and tools to minimize theirindividual contribution to e-waste generation.
Ultimately the course aims to create change agents able to take action and promote thesustainable tackling of e-waste.

Link to strategic
framework objective(s)Planet: Support the conservation, restoration and safeguarding of our planet for present andfuture generations

Link to 2030 Agenda orother 2015 outcome

Capacity development on e-waste contributes to the achievement of the Sustainable
Development Goal (SDG) 12, to “ensure sustainable consumption and production patterns,”
and has linkages to most other SDGs (including 3, 4, 9, 13, 14, 15, 16).

Country and beneficiary
metrics

Targeted countries:

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Expected results: Consumers are the most neglected stakeholder group regarding
information and resources on e-waste, yet they most often do not understand or know what
to do about e-waste. This course aims to correct this gap and improve the understanding
and abilities of consumers to take action to tackle e-waste. At the end of the course, learners
will be able to:•
Explain, what electronic waste is, and what its impact on the environment andhuman health is.
•
Describe the role companies and consumers in reducing e-waste generation
through the adoption of circular practices.
•
Identify ways to use consumer power to influence governments and brands toenable a wider participation of consumers in the circular economy, as well as thesustainability design and production of electronic products.
•
Involve families, communities, local government representatives to act andminimise e-waste
Link to UNITAR strategic objectives: Sustainable e-waste management will contribute to“halting natural resource depletion, reducing the impacts of hazardous chemicals on humanhealth and the environment and combating the adverse impacts of climate change” (UNITAR
Strategic Framework, p.9)

5 October 2020 – 31 March 2021
Period covered:
5 October 2020 – 2 February 2022

Global outreach

Attach list if more

Participants
FemaleMale
Other
Not disclosed
Total

Other metrics
Disability #Other vulnerable #Completion #Certification #Progress made: GCP and SCYCLE: 1) have organized a project team, 2) narrowed the scope,
objectives, and target audience for the course, 3) drafted a course concept note 4) reached atentative agreement on the responsibilities of each programme unit, as follows:•
SCYCLE: map and reach out to main stakeholders, provide course content, serve ascontent matter specialist, support course promotion

•

GCP: instructional design support, development of learning materials, integration onlearning platform, hosting, maintenance and communication
Progress made as of 01 February 2022•
Syllabus developed (course design completed)•
Video lectures shot.
•
Draft course materials developed

Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

The course will enable learners to adopt changes in behaviour in direction identifying ewaste collection and recycling facilities in their area, utilizing the value within old and/or
broken e-products at home (reuse, share, borrow, swap e-products, etc); organising joint
petitions to local governments demanding better e-waste management practices;
participating in repair cafes and other grass-root organisations making it possible to extend
the lifetime of favourite products.
Young adults are an important learners group for the course - they are motivated, forwardlooking, and important change agents in their family and communities, so the training can be
designed in a way that appeals to both young adults and adults
E-waste often leads to contamination of soil and water and affect predominantly poor
communities. Poor, vulnerable people are more likely to be engaged in unsustainable
management / recycling of e-waste. Poor and vulnerable people are also more often
engaged in the unsustainable resource extraction practices to produce resources for new
electronic devices.
Increased awareness and improvement of e-waste management will have health, economicand environmental benefits for everyone, but especially so for poor and vulnerable people.
Delays due to COVID-19 inflicted changes in the work plans of other projects.
Focal point in SCYCLE team has left team in January 2021 and is to be replaced.
Video shooting delayed due to COVID 19 lockdowns and restrictions.

1.
2.
3.
4.
5.
6.
7.

Complete stakeholder mappings completed
Complete learning needs assessment and background research by completed
Develop course syllabus completed
Develop course materials draft completed
Implement course on e-learning platform by 31 March 2022
Develop communication materials 30 April 2022
Conduct course promotion by 30 April 2022

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.
Intended impact
ImpactConsumers, especially youth, becomechange agents able to take action toachieve sustainable tackling of e-waste.
Outcomes & outputs
Outcome 1. E-learning course “How to be
E-Waste Literate” developed to raiseawareness on the negative consequencesof e-waste for the environment and humanhealth, while arming participants with thenecessary knowledge and tools to minimize
their individual contribution to e-waste
generation.
Output 1.1. Stakeholder mapping, including
private companies, consumer, or industry
groups, to provide input for the course andhelp course promotion.

Indicator(s)Performance (actual)No progress

Reasons for Variance
Course is still under development

Outreach and buy-in frome-companies andstakeholder groups
achieved.
Information, case studies
and experts madeavailable to support thecourse development
Course syllabus finalized.
Interactive and userfriendly course materials
developed

completed

under development / draftcompleted

Video shooting could not take place due to
COVID 19 lockdowns and restrictions. Finally,a shooting was organised in UN Bonn with avirtual guidance provided by the UNITAR
team from Geneva in January 2022.

Large-scale promotion bycompanies and otherstakeholders realized.

No progress

Output 1.2. not completedDates implemented

Scheduled to be
implemented

Comments

Course available on UN:CC
eLearn platform

Mapping report

Input from stakeholders

Output 1.2. Course development andimplementation

Course materials, such as
syllabus, videos, lessons,activities and other.

Output 1.3. Course promotion andcommunication

Communication plan andmaterials

Add rows as needed
Major activities

Performance (target)
A critical mass of citizens
is educated and takes
further action to
reduce/prevent e-waste.

completedComplete stakeholder mapping
Complete learning needs assessment and background researchcompletedcompletedcompletedcompleted

Develop course syllabus
Develop course materials

completeddraft completedcompleted
31 March 2022

Implement course on e-learning platform
Develop communication materials
Conduct course promotion
Add rows as neededNot completed
Not completed
Not completed

31 March 2022
30 April 2022
30 April 2022

Draft materials (i.e. video lectures, interactive
lessons) developedStrategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☐ No
Project period

Joint UNITAR/WHO Online Climate Change Negotiations and Health Course
Green Development and Climate Change & Division for Multilateral Diplomacy$ 54,715 USD (29,715 USD GCP & 26,000 USD DMD)
Swedish International Development Agency (SIDA)$ 25,000.00 - World Health Organisation (WHO)

Report: ☐ Progress☒ Final (Clickthis) – Insert from otherform

It is increasingly evident that environmental challenges have an impact on human health,reinforcing existing risks. For instance, it is estimated that climate change will cause around
250,000 additional deaths per year between 2030 and 2050 – linked to issues ranging frommalnutrition to heat stress, with direct costs to health expected to be between USD 2-4
billion/year by 20301. Also, the current COVID-19 pandemic has highlighted the importantinterlinkages between human health and the state of our environment and economies.

January 2021 - June 2021

With the recognition that the equilibrium between people and planet is one of thefundamental issues of our time, UNITAR, UN CC:Learn and the World Health Organization(WHO) joined forces to develop a training course on Climate Change Negotiations and
Health, including a self-paced e-learning course and two webinars.
The e-learning course delves into the interlinkages between climate change and health, withparticular reference to the international climate change policy process and the need for ahealthy a green recovery from COVID-19. Specifically, the course aims to support delegates
attending the 26th session of the Conference of the Parties (COP) to the United Nations
Framework Convention on Climate Change (UNFCCC) and participating in climate diplomacy.
It also provides valuable insights for professionals involved in the development andimplementation of national climate change and health policies.
This course, which is available for free to anyone interested on the UN CC:Learn e-learning
platform, includes the following 6 lessons:
•
•
•
•
•
•

Lesson 1: Introduction to Health and Climate Change
Lesson 2: History of the UN Climate Negotiations
Lesson 3: The Paris Agreement
Lesson 4: From Paris to Glasgow
Lesson 5: Health in the UN Climate Change Negotiations
Lesson 6: Healthy and Green Recovery from COVID-19

The course takes around 3 hours to complete, can be downloaded in PDF format for offline
study and awards a UN certificate to the participants who successfully pass the final quiz
within 3 attempts.
As part of the e-course on Climate Change Negotiations and Health, two webinar activities
on Climate Change, Negotiations and Health were conducted online through zoom, on 31
May and 15 June 2021.
These webinars aimed at improving participants’ analytical and interpersonal skills in theircontinual negotiations to make sure they do first things first. It is important to prepare before
action, especially when strong coalitions and consensus are needed, and to improve thequality of relationships, internally through the mandate, and externally with relevant
stakeholders, before any other action. Negotiating the process and agenda is needed before
dealing with problems and issues. In a meeting, negotiators must also communicate
effectively, and use effective listening before speaking, asking relevant questions before
presenting persuasive arguments. They also need to identify common platforms with others,
before they express their own demands. In other words, participants will become moreaware of how they behave in negotiation contexts, and whether or not they should behave
the same way, or differently.

WHO is an important partner within the One UN Climate Change Learning Partnership (UNCC:Learn) for which UNITAR hosts the Secretariat. This initiative addresses the increasingly
evident and critical nexus between health and climate change. It supports WHO in ensuringthat health issues are effectively integrated into climate change policies and strategies,
including, for example, in the updates and revisions of Nationally Determined Contributions(NDCs), which will have positive effects on the international climate change negotiations andcontribute to building more resilient societies.
With the partnership of WHO and the wide, global outreach of UN CC:Learn, the course wasaccessible to health and climate policy related professionals, negotiators, government
officials and researchers throughout the world, helping to leverage the resources of the UN
towards climate change and health related outcomes under the UNFCCC.

Project objective

Link to strategic
framework objective(s)Link to 2030 Agenda
or other 2015 outcome

To build the knowledge of policy-makers, government officials, professionals and theglobal public to integrate health considerations when taking policy decisions on climate change,
and vice versa.
SO3: Planet with a specific focus on SO3.1 on fostering a green, low carbon and climate resilienttransition.
SDG(s): SDG3, SDG5, SDG6, SDG13,
Target(s): _3.d, 5.5, 6.a, 13.1, 13.3, 13.b
☒ Promotes holistic, integrated nature of 2030 Agenda

Country andbeneficiary metrics

Targeted countries:

GlobalConcise summary of
results achieved

Participants:
Webinar 1/Webinar 2
Course (as of 30 June 2021)
Female125/53
472
Male
83/31
455
Other
3
Not disclosed
1
Total
208/84931

Other metrics
Course (as of 30
June 2021)
Disability #/Othervulnerable #Completion #Certification #

/
280
280

The e-learning course was launched on 31 May 2021, during the first webinar, and can beaccessed by anyone interested. Information about the course has been made available to all
the over 400,000 registered users of the UN CC:Learn e-learning platform, as well as to UN
CC:Learn partner countries, and through the UN CC:Learn, UNITAR and WHO networks andcommunications channels.
In less than 2 months the course has recorded over 1,150 registrations and issued more than
350 certifications of completion (data as of 19 July 2021).
After completing the course, participants are expected to be able to:
•
•
•
•
•

Explain how climate change affects health;
Recognize the international climate change policy framework;
Identify the Parties and groups of Parties to the UNFCCC, the Kyoto Protocol, and theParis Agreement, including their respective commitments and negotiation positions;
Describe the outcomes of past negotiation sessions;
Discuss the key issues in the ongoing international climate change negotiations,particularly in relation to the promotion of health priorities and the integration ofhealth in all policies.

90% of the feedback survey respondents noted that they met or exceeded the learning
objectives for the course.
The webinars took place on the platform Zoom. The webinars were interactive and allowed
participants to develop not only knowledge, but their practical skills and a helpful negotiation
mindset. They drew on real life negotiation examples related to climate change negotiations

and health to showcase how theory can be translated into practice. The material presented in
the webinar was interactive and the assignments that were given for participants advance theirknowledge. Background and supporting materials were uploaded on the course platform soparticipants could access it prior to each webinar.
For those participants who could not attend the webinars, a video recording was madeavailable at the end of each webinar. The webinar recordings were published on the course
platform.
During this course, participants had the opportunity to attend two webinars on negotiation
skills. These webinars aimed at improving participants’ analytical and interpersonal skills intheir continual negotiations to make sure they do first things first.
CLIMATE CHANGE NEGOTIATIONS AND HEALTH Webinar 1: Claiming and creating value atthe negotiation table
208 participants attended the training, and 86 completed the course evaluation. The firstwebinar in the two-webinar series, took place on 31 May, 2021, lasted 90 minutes over zoom.
The first webinar followed this schedule:•
Welcome and Introduction (5 minutes)•
Key Principles in Negotiation (25 minutes)•
Techniques to negotiate towards mutual gain (25 minutes)•
Q+A (30 minutes)•
Concluding Remarks and Webinar Closure (5 minutes)
The first webinar was very successful, with highly positive feedback provided from both thebeneficiaries and the organising entities alike. 93.11% of respondents stated that they foundthe webinar useful, 95.29% said they would recommend the programme to a colleague, 98.81%
said their awareness on the topic had increased, and 94.11% said that they were likely to apply
the skills they acquired from the training.
CLIMATE CHANGE NEGOTIATIONS AND HEALTH Webinar 2:
84 attended the training, and 84 completed the course evaluation. The second webinar in the
two-webinar series, took place on 15 June 2021, lasted 90 minutes over zoom.
The second webinar followed this schedule:•
Welcome and Introduction (5 minutes)•
Current challenges on multi-party negotiation on climate change negotiations andhealth (25 minutes)•
Interactive Presentation on Climate Change Negotiations and Health (45 minutes)•
Debriefing, Concluding Remarks and Webinar Closure (15 minutes)
The second webinar was very successful, with highly positive feedback provided from both thebeneficiaries and the organising entities alike. 95.18% of respondents stated that they foundthe webinar useful, 96.39% said they would recommend the programme to a colleague, 98.79%
said their awareness on the topic had increased, and 95.07% said that they were likely to apply
the skills they acquired from the training.

Describe project effecton direct beneficiary/
beneficiaries

The success of this course contributed to UNITAR’s effort in supporting the conservation,
restoration and safeguarding of our planet for present and future generations (S03) throughfostering a green, low-carbon and climate-resilient transition (S03.1), as well as improving theconservation and sustainable use of natural resources (S03.3) The webinars’ emphasis on theimplementation of internationally-agreed environmental considerations and its analysis ofclimate vulnerabilities and global health risks was particularly crucial in this context, given thegrowing threat of climate change and the current COVID-19 pandemic.
WHO requested UNITAR to design and develop this course for health professionals engaging
in the UNFCCC climate change negotiations, as the primary audience. WHO specificallyrequested that the course be hosted on the UN CC:Learn platform, to ensure that theknowledge and learning resources were open to the global public, to maximize learning.
On the UN CC:Learn platform, the course was made available for free as a self-paced online
resource, and built upon an existing face-to-face training package and on a previous
collaboration between UNITAR and WHO (an introductory e-course on human health andclimate change, which has already collected over 30,000 registrations and issued more than

8,000 certificates of completion, and two face-to-face climate change and health diplomacy
courses for African and Asian health professionals in 2015).

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

Based on the evaluation, it can be said that participants have met their learning objectives. As
such, direct beneficiaries now have a stronger understanding of the topics at hand. The
beneficiaries of these activities expressed profound gratitude and satisfaction with their
participation in this training. They considered the courses an enriching tool for their respective
careers, enabling them to use the knowledge, techniques and skills acquired in their everyday
work.
Registrations were open to all, but special attention was given to ensure the participation ofnationals from LDCs and SIDs.
In addition, the e-learning course notes that climate change will not impact everyone equallyand that disadvantaged communities will be most affected. It also discusses gender and health,indigenous peoples and health, as well as youth and health in the current climate change
debate and negotiations. Therefore, it is expected that it raises awareness of learners on these
aspects, for consideration in their decision-making and action.
Project implementation has advanced smoothly. As WHO co-financing was only received during
the second half of December 2020, the beginning of some of the activities had to be delayed.
The fact that additional content and input for the course were shared at a later stage, as wellas the fact that one of the instructional designers working on the course was affected by COVID19, delayed a bit further the process, without however any relevant implications. The course
was finalized in May and launched during the first associated webinar.

If progress report,
describe planned
activities to bringproject to closure
Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasonsfor variance are included in the reporting.
Joint UNITAR/WHO Online Climate Change Negotiations and Health Course (CLIMATE CHANGE NEGOTIATIONS AND HEALTH Webinar 1: Claiming and creating value at the negotiation table):
Intended impact
Impact:Strengthen participants’ knowledge and skillsin the field of negotiation in the context ofclimate change and health .

Indicator(s)Percentage of respondents
who found the webinar
usefulPerformance target(s)75%Performance actual
93.11%

Percentage of participant who
confirmed
that
their
awareness has increased

75%

98.81%

Dates implemented
31 May 2021

Scheduled to be implemented

Reasons for Variance

Outcomes & outputs
Outcome: Raise awareness of the importanceof negotiation skill in the context of climatechange and health.

Major activities
UNITAR/WHO’s first webinar was held on 31 May 2021. Interactive by nature,
the online training required active participation during the presentations and
Q&A sessions.

Comments

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasonsfor variance are included in the reporting.
Joint UNITAR/WHO Online Climate Change Negotiations and Health Course (CLIMATE CHANGE NEGOTIATIONS AND HEALTH Webinar 2):
Intended impact
Impact: Strengthen participants’ knowledge
about current challenges on multi-party
negotiation on climate change negotiations
and health
Outcomes & outputs
Outcome: Raise awareness about current
challenges on multi-party negotiation on
climate change negotiations and health
Major activities

Indicator(s)Percentage of participants whomeet or exceed the learning
objectives

Percentage of participants whomeet or exceed the learning
objectives

UNITAR/WHO’s second webinar was held on 15 June 2021. Interactive by
nature, the online training required active participation during thepresentations and Q&A sessions.

Performance (target)

Performance (actual)75%

95.18%

75%

98.79%

Dates implemented

Scheduled to be
implemented

15 June 2021

Reasons for Variance

Comments

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasonsfor variance are included in the reporting.
E-learning Course on Climate Change Negotiations and Health:Intended impact
Outcomes & outputs
Enhanced the understanding ofprofessionals from a multitude of fields
about the interlinkages between climatechange and health via the UN CC:Learn
platform.
Improved understanding of professionals
from a multitude of fields on theinterlinkages between climate change andhealth.
Major activities
Development of course syllabus
Development of course storyboard
Detailed definition of interactivity
Online course implementation
Course review, finalization and launch

Indicator(s)Performance (target)

Performance (actual)

Percentage of participants whomeet or exceed the learning
objectives

75%

90%

Number of participants trained
and who received a course
certificate of participation via
the UN CC:Learn platform

1,000 (by a year after thelaunch)Over 350 certifications ofcompletion as of 19 July 2021

At the moment, the course has been available
for much less than a year.

Dates implemented

Scheduled to be
implemented

Comments

November 2020
November 2020-January
2021
January 2021
January-April 2021
May 2021

Reasons for VarianceStrategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Strategic Objective 4

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective

UNITAR Leading Inclusive 4IR: Empowering Women in Afghanistan for the Future ofWork through Digital Reskilling
Hiroshima OfficePublic Finance and Trade Programme$70,000
SIDA 2020/21 (non-cost extension approved for 6 months until end June 2022)

September 2020 - December 2021
Period covered: September 2020 – February 2021

Open to all Afghan women, the programme aims to create opportunities forparticipants to address growing wage gaps, digital divide, and new challenges in the
post-COVID-19 work environment.
The training will be locally contextualized and delivered fully online. Participants will
be able to learn at their own pace, working on self-directed projects while engaging
with thematic and regional experts, mentors and peers online.
Participants will learn skills to excel in the 4th Industrial Revolution (4IR) while being
empowered to lead the same. Conducted in English, the course will coverprogramming and coding skills, digital literacy, application development,
cybersecurity and AI modules; and combine it with gender leadership empowerment
training. During the final week, there will be an online hackathon to test participants’skills.
By the end of the course, participants should be able to transform theirentrepreneurial ideas into digital products with an aim to empower others andeffectively address gender-specific needs and critical issues in their communities.
More specifically, participants will learn:••••

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

Gender equality principles, and how it relates to the Sustainable
Development Goals
Basic notions of digital literacy, programming and coding, applications
development, AI and cyber security
Latest trends and opportunities in Afghanistan’s STEM industry
Developing solutions integrating digital technologies to solve socioeconomic challenges related to the SDGs, particularly those faced by
women in Afghanistan

If successful in completing course modules and individual assignments, participants
will be able to further enhance knowledge on how to successfully design and pitchsolutions during a Hackathon.
SO4. Promote inclusive and sustainable economic growth(4.1 Help countries to achieve inclusive and sustainable economic growth).
SDG(s): 4, 5, 8
Target(s):Empowering and reskilling women to develop new 4th Industrial Revolution-

focused ideas and businesses is cross-cutting, with impacts on Goal 4 (Quality
Education), Goal 5 (Gender Equality), and Goal 8 (Decent Work and Economic
Growth).
Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Targeted countries:
Afghanistan

Participants
FemaleMale

1000

Other metrics
Disability #Other vulnerable#
Completion #Certification #Other
Not disclosed
Attach list if more
Total
• Call for applications have been opened on Apply Survey Monkey, disseminationof the same with visual spot and news articles have been undertaken to selectparticipants• A training booklet has been developed for the participants, and modules areavailable on EdApp• 2 cohorts of 6 weeks each have been implemented, with online courses on
EdApp, webinars, coaching, and hackathons• 1st cohort data: number of participants who received certificates ofparticipation 271, number of participants who received certificates ofcompletion 92, number of participants who attended the Hackathon 82,
Coaches trained 15, participants have completed evaluation• Second cohort had to be paused last summer due to the political context in the
country, a 6-month extension has been granted. The 2nd cohort re-started in
January 2021, and it is still under review for certificates and data

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

Through the programme, Afghan women will be upskilled and reskilled to develop
digital approaches and solutions that address gender and SDG-related issues, whichhave become more pronounced with the impact of COVID-19.
The project aims to train 1,000 young Afghan women, with particular focus on thoselocated in the rural provinces, from various sectors including public, private, andcivil society, who have been affected by COVID-19 and are committed to promoting
gender equality, upskilling and reskilling themselves by learning new 4th Industrial
Revolution-related digital skillsets.

If progress report,
describe planned
activities to bringproject to closure

•
•
•

•
•
•
•

Delays in producing courses/lessons due to challenges faced inplanning/working with Plural Sight.
Delays due to political context last summer 2021.
Some delays in communication due to COVID-19.
Delay to re-start the programme due to current context, where a lot of womenleft the country or do not have access to internet/computers since losing their
emplyment
Launch the two other cohorts of 6 weeks each
The 3rd cohort’s call for applications is already open for applications
Design a webinar for Hackathon winners on leadership and entrepreneurship

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons for variance are included in thereporting.

Intended Impact
ImpactEmpowered Afghan women are using
new 4IR skills to implement projects
addressing gender and SDGs
Outcomes & Outputs
Outcome 1. Empowered Afghan
women develop 4IR digital solutions toaddress local needs including genderand SDGs
Output 1.1. Four-month online
programme focusing on relevant 4IR
skills, such as coding [Activity 1]
Output 1.2. Three-month online
training and coaching on cybersecurity,
gender empowerment and leadership[Activity 2]
Output 1.3. Five webinars with experts[Activity 3]
Output 1.4. Networking and mentoringwith experts [Activity 4]
Output 1.5. Lessons Learned andNext Steps [Activity 5]

Indicator(s)Number of participants who
are using their skills to
implement 4IR- based
projects

Performance (target)
500 Afghan women

Performance (actual)
92

Reasons for Variance
Programme not yet completed anddelay due to political context (this is
the number of certificates ofcompletion so far)

Number of digital solutions
developed

250 digital solutions

92

Programme not completed yet (this is
the number of assignments passed)

Percentage of participants
who have indicated having
achieved the learning
objectives mostly or fully.
Percentage of participants
who have indicated having
achieved the learning
objectives mostly or fully.
Percentage of participants
who have indicated having
achieved the learning
objectives mostly or fully.
Percentage of participants
who have indicated having
achieved the learning
objectives mostly or fully.
Partnerships evaluated,lessons learned, and next
steps evaluated75%

0Programme not completed yet; thecurrent evaluation data does notreflect the whole programme

75%

0Programme not completed yet; thecurrent evaluation data does notreflect the whole programme

75%

0Programme not completed yet; thecurrent evaluation data does notreflect the whole programme

75%

0Programme not completed yet; thecurrent evaluation data does notreflect the whole programme
Programme not completed yetMajor Activities
SFF request submitted for approval
SFF approved, funding received
Project & Content Development
Project Implementation (Activities 1, 2, 3, 4, 5)
Review and Reporting
Fully implemented & reported, results expected, expenditures madeDates Implemented
September 2020
October 2020

Scheduled to be Implemented

Comments

November 2020- March 2021
March 2021 – June 2022

Extension approved

July-August 2022
June 2022

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective
Link to strategic
framework
objective(s)Link to 2030 Agenda
or other 2015
outcomeCountry andbeneficiary metrics

BUILD BACK BETTER - Sustainable and resilient post-Covid recovery in Latin America:
Enhancing Trade and Improving Safety by Strengthening Chemicals and Trade links
and bringing countries closer to OECD Standards
Planet and Prosperity Division / Chemical Waste Management and Public Finance andTrade Programme Units$100,000 (combined CWM and PFTP)
Sida

January 1, 2021 to December 31, 2021, extended to March 31, 2022
Period covered: January 1, 2021 to December 31, 2022

The overall objective is to increase national and regional capacity to manage Chemicals
Management as per the OECD requirements, bringing countries closer to the OECD
standards and more in alignment across the region, as a facilitator of trade.
SO4. Promote inclusive and sustainable economic growth
SDG8 and 17
Targeted countries:

Attach list if more

Concise summary of
results achieved,
including how results
contributed tohelping UNITAR
achieve its strategic
objectives

Describe project
effect on direct
beneficiary/
beneficiaries
Describe project
effects on groups
made vulnerable e.g.
women, children,

Participants
FemaleMale
Other
Not disclosed
Total

Other metrics
Disability #Othervulnerable #Completion #Certification #On-going
implementation
In 2021, CWM and PFTP launched the programme to present the project and its goals tothe stakeholders in Latin America, assess the training gaps in the region, established aworkplan to achieve the project outputs with corresponding activities, and drafted ashort report (in Spanish) on the gaps and opportunities in adopting OECD standards in
Latin America.
Report : Gestión de sustancias químicas industriales y de consumo, y RETC en América
Latina: Prioridades, necesidades, desafíos y oportunidades para la adopción deinstrumentos OCDE
To be included in the final report

Not applicable.

disabled, indigenous
peoples, if applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

The pandemic and social unrest related to Covid-19 delayed the response time of thebeneficiaries which slowed down the implementation. However, commitment by thebeneficiaries remained unchanged.

A series of training activities are planned for January and February 2022 to assist
officials in preparing their national master plans in bringing their Chemicals
Management closer to the OECD standards, enhancing greater regulatory alignment
across the region, and understanding the economic dimension of trade in chemicals.
In March 2022, UNITAR will provide technical support and guidance to thebeneficiaries and capture feedback the results.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.
Intended impact
Impact: Increased national and regional
capacity to manage chemicals as per theOECD requirements facilitates bringing
countries closer to the OECD standards in 3
LAC countries and fosters enhanced trading
practices
Outcomes & outputs
Outcome 1. Greater appreciation by tradepractitioners on the role of trade instrengthening management of chemicals
and in fostering economic growth andinnovation

Indicator(s)Training package delivered for
trade stakeholders

Performance (target)
Dialogues initiated and a
training package tointroduce tradepractitioners to theimportance of soundchemicals management

Performance (actual)
To be included in the final
reportPolicy recommendations aredeveloped

To be included in the final
reportOutput 1.1. Training package in enhancing
the role of trade in strengthening
management of chemicals and in fostering
economic growth and innovation
Major activities

Delivered as an online course
to the beneficially countries

Adequate sectoral
understanding of tradeand chemicals
management facilitates
sustainable economic
development
Online course content
developed
Dates implemented

Scheduled to be
implemented
To be included in the final
reportTo be included in the final
reportDevelopment or update of training packages on legislation, standards,
industrial chemicals, and international and regional trade
Organization of national online training webinars and regional online
workshop

To be implemented
To be implemented

Reasons for Variance

To be included in the final
reportComments

Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Strategic Objective 5Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Introduction to Geospatial Information Technology for Evidence Based DecisionMaking
UNOSAT, Division for Satellite Analysis and Applied Research
26,584.89
Qatar

NA
Period covered: 1 January - 31 December 2021

The overall objective of this online webinar series is to provide selected participants
with the concepts and terminology relative to Geospatial information Technology(GIT) and new technologies such as Artificial Intelligence (AI) and Machine Learning(ML) including an overview of ad hoc geospatial methodologies based on real casedisaster scenarios in the HoA to support operational planning and decision making.
SO 5.1 Optimize the use of technologies, including geospatial
technologies, for evidence-based decision making.
SDG(s): 11, 13
Target(s): 11.4, 11.9,13.1,13.3☒ Promotes holistic, integrated nature of 2030 Agenda
Targeted countries:
Participants
Kenya
Female
NA
Male
NA
Other
NA
Not disclosed
NA
Attach list if more
Total
NA

Other metrics
Disability #Other vulnerable #Completion #Certification #

NA
NA
NA
NA
NA

The online course material for a webinar series has been developed during thisreporting period to meet the training needs of Kenyan diplomats and government
officials from different Governmental Institutions and Line Ministries including theForeign Service Academy to raise awareness about the benefits of Geospatial
information Technology (GIT) and new technologies such as Artificial Intelligence (AI)and Machine Learning (ML) for improved disaster resilience.
The design, preparation and delivery of this course contributes to the strategic
objective of UNITAR SO 5.1 Optimize the use of technologies, including geospatial
technologies, for evidence-based decision making.

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable

NANADescribe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

From April to June 2021, the UNOSAT team worked on the development of the
training material to launch this series of on-line webinars. As of June 2021 we have
tried several times to contact our focal point at the Foreign Service Academy, but
unfortunately we have never received any formal communication on their interest orcommitment to these training events.
- To re-contact our focal point at the Foreign Service Academy- To verify the possibility of identifying a new governmental institution as a focal
point for the implementation of project activities.
- To deliver of the online webinars and to carry out course evaluation andreporting.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalProject objective

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome

Introduction to Geospatial Information Technology for Disaster Risk
Reduction/Management (DRR/M)
UNOSAT$150,000
Swedish International Development Agency

From 09 November 2019 to 31 July 2020
Period covered: 09 November 2019 – 6 April 2021

The main aim of the project is to provide training participants with Geographic
Information System (GIS) and Remote Sensing (RS) methodologies (i.e. risk
assessment and satellite based response mapping) related to hazard managementin 4 least developed countries, namely Rwanda, Nepal, Tanzania and Republic ofCongo. The courses sought to increase women’s participation at all levels of DRR
planning and decision making, thus they aim to achieve a 50:50 gender ratio.
SO 5.1 Optimize the use of technologies, including geospatial technologies, forevidence-based decision makingd) Increased skills and capacity of national and regional experts to use satellite
derived mapping and GIS for disaster risk reduction, emergency response, andterritorial planning and monitoring
SDG 9 & 13: Geospatial Information Technology (GIT) is now being referred to as an“enabling technology” due to the benefit it offers across different application
domains. It is a useful tool to support the entire disaster risk management cycle(Prevention/Mitigation, Preparedness, Response and Recovery/Reconstruction) as
well as the Agenda 2030 in its entirety.
SDG 5: The link between technology and women’s rights is clearly reflected in SDG 5
on gender equality and the empowerment of women, which includes a specifictarget on using technology to realize women’s and girls’ empowerment. In addition,according to UNISDR, women are still too often absent from the development ofdisaster risk reduction strategies and decision-making processes.

Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping

The Sendai Framework underscores that women’s participation is critical toeffectively managing disaster risk and designing, resourcing and implementing
gender-sensitive disaster risk reduction policies, plans and programmes.
Targeted countries:
Participants
Other metrics
RwandaFemale36
Disability #
N/A
Nepal
Male
47
Other vulnerable
N/A#
Tanzania
Other
N/A
Completion #78
Republic of Congo
Not disclosed
N/A
Certification #
78
Total
83
The courses provided selected participants with a theoretical understanding of thebasic principles of GIS and remote sensing, and knowledge of geographic
information technology and earth observation applications for DRR/M using local
case studies. Participants were also challenged to solve DRR problems by developing
and applying geospatial methodologies and produced maps featuring hazard related

UNITAR achieve its
strategic objectives

Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

data (mostly flood-related). At the end of the courses, participants turned in theirassignments and presented in front of the class or, in the case of distance learning,
quizzes were used to measure achievement.
Participants completed the courses knowing how to:
Define and describe the basic concepts and terminology related to
Geospatial Information
Apply basic methods and functionalities of GIS software ArcGIS and QGIS to
manage and analyse spatial data,
Identify, search, collect, organize geospatial data/information,
Explain the role of geospatial information technology for enhanced disasterrisk management
Use satellite imagery for flood exposure analysis
Create desktop thematic maps to support operational planning and decision
making for DRR
The courses were attended by 83 professionals working in governmental, private
and academic organizations in Rwanda, Nepal, Tanzania and the Republic of Congo
who wished to strengthen their practical skills in applying geospatial technologies for
DRR. In general, the introductory courses received favourable reviews and feedback
from participants who are from various backgrounds and possess different GIT
skillsets. Participants appreciated our local case study approach as it allowed themto identify with the content and increased their motivation to come up with
innovative solutions to address DRR/M challenges in their own countries using theavailable tools. Moreover, they consistently expressed eagerness to learn more andto benefit from future training opportunities.
Evaluation Statistics
83 participants
43:57 gender balance (43% women)
97 per cent agreed that the training was useful99 per cent agreed that the trainers were effective
80 per cent agreed that the information was new to them
91 per cent agreed that the course was relevant to their job
97 per cent would recommend the course to their colleagues
Women, albeit slightly in the minority, were empowered to use the GIS/Remotesensing knowledge and skills acquired in their work. They expressed enthusiasm
during the courses, completed their assignments and were industrious and eager
for continuous learning and follow-up opportunities.

Despite efforts to access existing data repositories in Rwanda, the organizers foundit difficult to find accurate and pertinent DRR related geospatial information toprepare for the course.
Given COVID-19 constraints, a blended approach was used for the training in Nepal
with hiring of a local facilitator and remote videoconferencing interventions by
instructors overseas. Face to face training remains UNOSAT’s preferred means ofdelivery for holistic instruction and support during the course, conditions
permitting. Remote learning can pose challenges for instructors as far as
monitoring the work of participants, pacing, feedback and engagement areconcerned.
In Tanzania, participants and trainers found that the venue could be improved.
Some practical exercises were difficult to complete as a result of the poor network
connection (for instance to gather geospatial information from the web based on
available open-source data).

Internet connectivity was also patchy in the Republic of the Congo at times, leading
to difficulties for some participants given the webinar approach used for this event.
Several participants were very busy given ongoing elections in the country. COVID19 led us to opt for an e-learning approach with a few videoconferences included tointeract with beneficiaries.
If progress report,
describe planned
activities to bringproject to closure
Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with a more elaborate
narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or results
framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance andreasons for variance are included in the reporting.
Intended impact
Enhanced disaster risk reduction andmanagement

Outcomes & outputs
Training participants have enhanced
knowledge and capacity on the use of GIT
for DRR/M
Output 1.1. Trainings delivered tobeneficiaries from target organizations

Indicator(s)Number of institutions
confirming using GIT
applications in their DRR
strategies

Performance (target)
4

Performance (actual)x

Percentage of beneficiaries
reporting their intent to use
knowledge from the trainings in
the feedback survey
Number of beneficiaries
completing the course

70

99

80 beneficiaries (20 per
course)83

Reasons for Variance
Surveys to be disseminated later in 2021 toassess if institutions have integrated GIT intheir DRR strategies(attending at least 70% of
the course and completingall 3 deliverables)

Major activities

Dates implemented

Lecture (PowerPoint presentation)

December 2019,
December 2020,
February/March 2021

Interactive lecture (PowerPoint presentation + exercise)

December 2019,
December 2020,
February/March 2021

GIS Lab Excercise

December 2019,
December 2020,
February/March 2021

Scheduled to be
implemented
Monday : “Introduction to
UNOSAT and Training
Programme” + “Introduction
to Geographic Information
Systems”
Tuesday : 2x « Introduction to
Remote Sensing » + 2x
“Gathering Data from Web”
Wednesday: “GIT
Applications for DRR”
Monday : 2 x « Getting
familiar with GIS software »Wednesday: “Field datacollection (smartphones)” +2x “GIT applications for DDR(scenario 1- flood)”
Thursday: 2x “GIT
applications for DDR(scenario 2- Landslide)”

Comments
Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.

Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.

Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.

Round table & group discussion

December 2019,
December 2020,
February/March 2021

Assignment

December 2019,
December 2020,
February/March 2021

Thursday: “GIT applications
for DDR (scenario 1- flood)” +“GIT applications fir DDR(scenario 2- Landslide)”
Friday: “From Risk
Assessment to Decision
Support Services”

Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.
Agenda for Rwanda course is used as an
example. Modules and agendas varied slightly
for other courses.

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☒ Yes☐ No

E-learning course on the use of Geospatial Information technologies for
Humanitarian assistance
UNOSAT, Division for Satellite Analysis and Applied Research$55,000
Qatar
Additional funding was required to finalise the course development. UNOSAT rapid
mapping project was used (Tarsa050)

Project period
Report: ☒ Progress☐ Final2020-2021*
Period covered: 1 January - 31 December 2021

Project objective

The overall goal of this course is to enhance awareness of participants on how
Geospatial Information Technology (GIT) and satellite analysis can support
international operational planning and decision making in Emergency Response
operations.
SO 5.1 Optimize the use of technologies, including geospatial
technologies, for evidence-based decision making.

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

SDG(s): 11, 13
Target(s): 11.4, 11.9,13.1,13.3☒ Promotes holistic, integrated nature of 2030 Agenda
Targeted countries:
Participants
ThailandFemale*Additional countries toMale
be added as soon as
confirmed
Other
Not disclosed
Attach list if more
Total

Other metrics
Disability #Other vulnerable #Completion #Certification #The online course material has been developed during this reporting period to meet
the training needs of a broad audience such as professionals from internationalorganisations, the public and private sectors, students and other individuals
interested in better understanding the benefits of GIT applications to support
international humanitarian assistance.
The design, preparation and delivery of this course contributes to the strategic
objective of UNITAR SO 5.1 Optimize the use of technologies, including geospatial
technologies, for evidence-based decision making.

Describe project effecton direct beneficiary/
beneficiaries
Describe project effects
on groups madevulnerable e.g. women,children, disabled,

NANA

indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

If progress report,
describe planned
activities to bringproject to closureThis project was designed to offer an innovative online course on geospatial
information technology applications in support of international humanitarianassistance. Initially, the online course material was developed for a wide audience .
but was decided to drop the concept of individuals rapid mappers but rather turn toa network of internationally recognized Space Applications Centres in China, Rwanda,
Azerbaijan and Thailand identified as potential UNOSAT-affiliated centres.
In 2021, UNOSAT proceeded to establish a collaboration agreement with the GeoInformatics and Space Technology Development Agency of Thailand (GISTDA), which
was chosen as UNOSAT's first affiliation centre, and to launch this online course aspart of the collaboration activities for GISTDA staff and partners.
However, the process of formalising this agreement, which was expected by the endof 2021, has been delayed considerably due to internal administrative procedures at
GISTDA. At the time of the submission of this report the signature of the agreement
is expected by end of March or mid-April 2022 at the latest. Progresses with otherenvisaged affiliated Centres were not fruitful and required to be reconsidered.
-Final revision of the overall training material to ensure proper adaptation of theonline course to training needs of expected participants from GISTDA andinstitutional partners.
- Signature of the cooperation agreement between UNOSAT and GISTDA- Delivery of the online course including course evaluation and reporting.
- Some Modules developed will be used in the context of other trainings to UNDP
staff in June
. Reconsider potential affiliated centres and engage with them (either past or newones).

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.

Strategic
Framework
Fund

Annex 2
Individual Project Narrative Reports

Multiple Objectives

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: Progress
☐x
Final

Diplomatic Excellence
Multilateral Diplomacy Programme Unit (MDPU)$
69,000.00
Swedish International Development Agency (SIDA)

November 2020 - March 2021
This project consisted of activities for the following countries: Ethiopia, Pakistan, Sri Lanka,
African Francophone countries, and Georgia.
The activities for Ethiopia were the e-Workshops on Frontier Diplomacy, conducted between
30 November and 3 December 2020, and the e-Workshop on Environmental Diplomacy,
conducted between 11 January and 14 January 2021.
The activity for Pakistan was the Online Intensive Training Programme on International Law,
which took place on 14 and 15 December 2020. It is detailed in a separate report.
The activity for Sri Lanka was the e-Workshop on Economic Diplomacy, and was conducted
between 22 March and 25 March 2021.
The African Francophone activity (titled and conducted in French, “Atelier Negociateurs
Climatiques, Commerciaux et Numeriques de Pays Francophones”) was implemented
between 16 November and 1 December 2020. However, the International Organisation of
La Francophonie (OIF) did not provide UNITAR with evaluation statistics, despite ourreminders.
The activity for Georgia consisted of an ad-hoc briefing on how to launch and manage Online
Training -titled “Ad Hoc Briefing Online Training for Diplomats and other Government Officials”.
The project took place on 26 and 27 March 2021.

Project objective
Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country andbeneficiary metrics

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

SO1, SO2, SO3, SO4, SO5
SDG1, SDG4, SDG5, SDG8, SDG10, SDG13, SDG16, SDG17

Targeted countries:

Participants

Other metrics

Ethiopia
Female122
Disability #Georgia
Male
178
Other vulnerable #Sri Lanka
Other/
Completion #Francophone countries
Not disclosed/
Certification #(Algeria, Benin, Burkina
Total
300
Faso, Laos, Mali,
Madagascar, Senegal, DR
Congo, Rwanda, Togo,
Tunisia, Cote d’Ivoire)e-Workshops on Frontier Diplomacy and Environmental Diplomacy (Ethiopia)

/
/
262
262

The training activity for Ethiopia allowed participants to acquire an in-depth understanding of
the underlying issues behind recent technological advancements and the climate emergency,
allowing them to adapt their professional and private approaches to the new digital
requirements in an effective and consummate manner.

The e-Workshops on Frontier Diplomacy and Environmental Diplomacy for Ethiopia
consisted of four components: 1) a one-day e-workshop on Digital Diplomacy 2) a one-day eworkshop on Cyber Security 3) a two-day e-workshop on Science Diplomacy 4) a four-day eworkshop on Environmental Diplomacy. The first three components of the project took place
between 30 November and 3 December 2020, and the final component between 11 Januaryand 14 January 2021.
The events were very successful, with highly positive feedback provided from both thebeneficiaries and the organising entities alike. The Ethiopian MOFA expressed its interest incontinuing its collaboration with UNITAR based on the success of the training on Frontier
Diplomacy. 100% of respondents stated that they found the workshop useful. Furthermore,
100% said that they understood the various digital tools available to conduct diplomacy, andthat they were likely to apply the skills they acquired from the training on environmental
diplomacy.
The success of this course contributed to UNITAR’s effort in supporting the conservation,
restoration and safeguarding of our planet for present and future generations (S03) throughfostering a green, low-carbon and climate-resilient transition (S03.1), as well as improving theconservation and sustainable use of natural resources (S03.3) The course’s emphasis on theimplementation of internationally-agreed environmental considerations and its analysis ofclimate vulnerabilities and risks was particularly crucial in this context, given Ethiopia’s positionat the frontlines of climate change and disaster risk reduction on the African continent.
e-Workshop on Economic Diplomacy (Sri Lanka)
The training activity for Sri Lanka allowed participants to acquire an in-depth understanding of
the practical tools and techniques on economic diplomacy, and honed them in basic
negotiation skills through practical simulations of bilateral meetings and the WTO. The project
took place between 22 and 25 March 2021.
The event was highly successful, with 100 % of the participants stating that the content was
relevant to their jobs and that they were likely to apply the new skills and knowledge theyacquired. 88 % of the participants also stated that the trainer promoted the involvement of alllearners and stimulated their involvement. The Sri Lankan MOFA expressed its interest incontinuing its collaboration with UNITAR, particularly in other areas of multilateral diplomacy.
The success of this course contributed to UNITAR’s effort in supporting the promotion ofpeople’s well-being and supporting equitable representation of countries in global decisionmaking fora (S02) through strengthening representation of countries in special situations ininstitutions of global governance (S02.2). The course’s emphasis on developing knowledge,
skills, awareness and attitudes on the processes, procedures, issues and decision-making
arenas of multilateral institutions was essential for Sri Lanka, which seeks to navigate its
growing economic ties with larger neighbours such as China and India in its immediate region,
as well as with regional and international organisations such as the EU and WTO.
Ad Hoc Briefing Online Training for Diplomats and other Government Officials (Georgia)
The activity for Georgia consisted of an ad-hoc briefing on how to launch and manage Online
Training effectively. The project took place on 26th and 27th of March 2021.
This activity had two components: 1) a three-hour ad-hoc briefing on e-Learning (Instructional
design, TNAs, M&E, Gap analysis and developing a learning strategy.) 2) a three-hour ad-hoc
briefing on how to launch and manage online training for diplomats (e-Learning design,
strategic planning, competency frameworks, quality assurance standards, etc.) This two-day
online briefing activity specifically aimed to harmonize the existing online training curriculumof the Diplomatic Institute of Georgia and training centers from other Ministries of theGovernment of Georgia, and to provide them with the necessary tools to effectively launch andmanage e-Learning content aimed at diplomats and government officials.
Georgia: This training activity aimed to support the Ministry of Foreign Affairs of Georgia toharmonize its online diplomatic strategy. This activity was aimed at the Diplomatic Academy ofGeorgia as well as to other learning centers from other Ministries of the Government ofGeorgia. (As per the other SFF reports I think the specific section on Georgia needs to be deleted
as this is a general section-but unsure)In total 46 participants were registered to the briefing and 31 actually attended the trainings.
The first day of the training was open to participants from the Diplomatic Academy of Georgia
and from other learning centres from other Ministries of the Government of Georgia; 31
participants. The second day was only open to participants from the Diplomatic Academy ofGeorgia; 4 participants.
The event was extremely successful, with highly positive feedback provided from both thebeneficiaries and the organising entities alike. Regarding day 1: 96.3 % of participants whocompleted the training survey (27 participants out of 31) considered the course as an enrichingtool in their respective careers and indicated that they will use the knowledge they acquiredin their everyday work. Furthermore, 92.56% of participants that took the survey considered
the training as very useful.
Regarding day 2: 100% of participants who completed the training survey (3 out of 4)
considered the course as an enriching tool in their respective careers and indicated that they
will use the knowledge they acquired in their everyday work. Furthermore, 100% ofparticipants that took the survey considered the training as very useful.
The success of this course contributed to UNITAR’s effort in supporting the indivisible andintegrated nature of the 2030 Agenda (S05) through the optimization of the use of newtechnology for evidence-based decision-making (S05.1). Indeed, digital tools have garnered
substantial interest in the context of teaching and training in diplomatic practice. Tools such asvideo conferences, small online courses, and massive open online courses are changing thelandscape of what is possible in the field. As such, conversations on digital tools for teaching
diplomacy are important in order to keep diplomatic teaching and training up to date, offer
the best possible experience for participants, and reach those that might have been excluded
previously.

Describe project effecton direct beneficiary/
beneficiaries

Based on the evaluation, it can be said that participants have met their learning objectives. As
such, direct beneficiaries now have a stronger understanding of the topics at hand.
The beneficiaries of these activities expressed profound gratitude and satisfaction with their
participation in this training. They considered the courses an enriching tool for their respective
careers, enabling them to use the knowledge, techniques and skills acquired in their everyday
work.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicablee-Workshops on Frontier Diplomacy and Environmental Diplomacy (Ethiopia)
A total of 27 female participants (28%) benefited from the training sessions on Science
Diplomacy, Digital Diplomacy, and Cybersecurity, which were all elements of the Frontier
Diplomacy e- workshop. Female participants were especially active during discussion sessions,and their input was highly valued.
In the e-Workshop in Environmental Diplomacy, 23 participants were female (24%), including
ambassadors and other senior officials. As with the e-Workshops on Frontier Diplomacy,
female participants were highly engaged with the training, and their input was crucial to thesuccess of the e-Workshop.
“Atelier Negociateurs Climatiques, Commerciaux et Numeriques de Pays Francophones”(African Francophone activity)
A total of 18 female participants (47%) benefited from the training session on bilateral andmultilateral negotiation, including both senior and junior diplomats. Additionally, during therole playing negotiation simulation exercises, female participants endorsed leadership roles
such as chairperson and country president.
e-Workshop on Economic Diplomacy (Sri Lanka)
A total of 28 female participants (72%) benefited from the training session on Economic
Diplomacy, including both senior officials and junior diplomats. Female participants werehighly engaged with the training, asking questions and speaking on behalf of their respective
groups during group negotiation exercises.
Ad-hoc briefing on Online Training for Diplomats and other Government Officials (Georgia)
A total of 26 female participants (83.87%) benefited from the ad-hoc briefing on Online
Training for Diplomats and other Governments Officials. Participants were very engaged
during the sessions, asked a number of questions and shared valuable input.

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

e-Workshops on Frontier Diplomacy and Environmental Diplomacy (Ethiopia)
For a small percentage of participants, timezone-related issues were experienced.
“Atelier Negociateurs Climatiques, Commerciaux et Numeriques de Pays Francophones”
African Francophone activity
It should have been a face-to-face meeting but due to COVID-19, this briefing took place online
without further implementation challenges.
e-Workshop on Economic Diplomacy (Sri Lanka)
Some participants indicated that they would have liked more time on negotiation preparation,
as well as more feedback. Other participants also indicated a preference for a second trainer
to complement the existing trainer, and more localised content.

If progress report,
describe planned
activities to bringproject to closure

Ad-hoc briefing on Online Training for Diplomats and other Government Officials (Georgia)
It should have been a face-to-face meeting but due to COVID-19, this briefing took place online
without further implementation challenges.
N/A

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasonsfor variance are included in the reporting.
UNITAR e-Workshop on Frontier Diplomacy (Ethiopia)
Intended impact
ImpactStrengthen participants’ knowledge and skillsin the domains of science diplomacy, digital
diplomacy, and cybersecurity.
Outcomes & outputs

Indicator(s)Percentage of respondents
who found the workshop
usefulPerformance target(s)75%Performance actual
100%

Outcome 1. Raise awareness of themechanisms by which the pillars of frontier
diplomacy inform, shape and influence thecore functions of diplomatic practice(representation, communication, negotiation).
Outcome 2. Strengthen capabilities indeveloping digital diplomacy strategies inpursuit of broader foreign policy objectives.

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Outcome 3. Disseminate knowledge on thebest practices regarding cybersecurity indifferent situations of their daily private andprofessional lives.

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Outcome 4. Foster understanding on how
digital tools can enhance the capacities andreach of smaller countries and non-state
actors.

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Outcome 5. Foster understanding on
information security and how the cyberspaceand geopolitics are intertwined and affectinternational relations.

Percentage of participant who
meet or exceed the learning
objectives

75%

80%

25

95

Output 1. Raised awareness of the mechanisms Number of participantsby which the pillars of frontier diplomacy trained and who haveinform, shape and influence the core function received a certificate ofof diplomatic practice (representation, participation
communication, negotiation) of up to 40

Reasons for VarianceEthiopian government officials.
Output 2. Strengthened the capabilities indeveloping digital diplomacy strategies inpursuit of broader foreign policy objectives of
up to 40 Ethiopian government officials.

Number of participants
trained and who havereceived a certificate ofparticipation

25

95

Output 3. Raised awareness of up to 40
Ethiopian government officials on how digital
tools can enhance the capacities and reach ofsmaller countries and non-state actors

Number of participants
trained and who havereceived a certificate ofparticipation

25

95

25

95

Dates implemented
30 November - 3
December 2020

Scheduled to be implemented
30 November - 3 December
2020

Output 4. Strengthened the awareness of up
Number of participants
to 40 Ethiopian government officials on
trained and who haveinformation security and how the cyberspace received a certificate ofand geopolitics are intertwined and affectparticipationinternational relations
Major activities
UNITAR e-Workshop on Frontier Diplomacy was held from 30 November to 3
December 2020. Interactive by nature, the online training required active
participation during the exercises and discussion sessions. All attending
participants received a certificate of participation at the end of the activity

Comments
The activity was conducted exclusively online
due to the COVID-19 pandemic.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasonsfor variance are included in the reporting.
UNITAR e-Workshop on Environmental Diplomacy (Ethiopia)
Intended impact
Increase participants’ capacities in
preparing effectively for international
climate change negotiations under the
UNFCCC COP26.
Outcomes & outputs
Outcome 1. Describe climate change scienceand the observed and projected impacts ofclimate change:

Indicator(s)Percentage of participants whomeet or exceed the learning
objectives

Outcome 2. Track and explain theinternational climate change policy
framework, including the climate change
negotiations to date under the UNFCCC:

Outcome 3. Define both climate change
mitigation and adaptation:
Outcome 4. Analyze international
considerations for climate change decisionmaking:Outcome 5. Appraise the key issues in theongoing international climate change
negotiations, and how to build and move
forward from COP25 and prepare for
COP26:

Output 1. Fostered clear understanding ofclimate change science and theobserved and projected impacts of climatechange of up to 40 Ethiopian
government officials.

Performance (target)

Performance (actual)

75%

100%

75%

87%

Percentage of participants whomeet or exceed the learning
objectives

75%

61%

Percentage of participants whomeet or exceed the learning
objectives
Percentage of participants whomeet or exceed the learning
objectives
Percentage of participants whomeet or exceed the learning
objectives

75%

70%

75%

70%

75%

57%

Number of participants
trained and who have received
a certificate of participation

25

97

Percentage of participants whomeet or exceed the learning
objectives

Reasons for Variance

While there is variance in this outcome
compared to other indicators, this is due tothe remaining participants giving this a‘neutral’ rating – which was likely given
because about half a dozen participants,
particularly those working in the Ministry of
the Environment, felt that they already had
knowledge of the material covered in thissection.

As with Outcome 2, this is due to some
respondents giving this a ‘neutral’ rating.
While 2 participants indicated they only had‘partial’ knowledge of this outcome, this may
be attributed to time management issues(which also arose in feedback) which reduced
the trainers’ ability to cover all the points on
the agenda.

Output 2. Fostered understanding of theinternational climate change policy
framework, including the climate change
negotiations to date under the UNFCCC of
up to 40 Ethiopian government officials.
Output 3. Raised awareness of both climatechange mitigation and adaptation of up to
40 Ethiopian government officials.
Output 4. Provided clear examples ofinternational considerations for climatechange decision-making of up to 40
Ethiopian government officials.
Output 5. Disseminated knowledge on the
key issues in the ongoing international
climate change negotiations, and how tobuild and move forward from COP25 andprepare for COP26 of up to 40 Ethiopian
government officials.
Major activities

Number of participants
trained and who have received
a certificate of participation

25

97

Number of participants
trained and who have received
a certificate of participation
Percentage of participants whomeet or exceed the learning
objectives

25

97

25

97

Percentage of participants whomeet or exceed the learning
objectives

25

97

Dates implemented

Scheduled to be
implemented
December 2020

UNITAR’s High-Level e-Workshop on Environmental Diplomacy was held from11 – 14 January 2021. Interactive by nature, the online training offered spacefor participants to examine and reflect on climate change issues while honing
their presentation skills. The online training sessions therefore required active
participation throughout. In addition, participants received all training materials
after the workshop. All attending participants received a certificate ofparticipation at the end of the workshop.

11 – 14 January 2021

Comments
The activity was conducted exclusively online
due to the COVID-19 pandemic. While theactivity was meant to take place in 2020, it
was postponed for the same reason.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasonsfor variance are included in the reporting.
UNITAR e-Workshop on Economic Diplomacy (Sri Lanka)
Intended impact
Increase participants’ capacities in thepractical tools and techniques required toeffectively conduct economic diplomacy.
Outcomes & outputs
Outcome 1. Discuss the key concepts ofeconomic diplomacy and how its practicehas evolved:

Indicator(s)Percentage of participants whomeet or exceed the learning
objectives

Performance (target)

Performance (actual)

75%

96%

75%

93%

Outcome 2. Identify key economic anddevelopment issues under negotiation invarious multilateral fora:
Outcome 3. Explain the role and interrelationships between the major
multilateral economic and trade
institutions:
Outcome 4. Explain the role of GATT/WTO
in international trade and discuss thedifferent negotiation rounds held since its
inception:
Outcome 5. Demonstrate knowledge andunderstanding of tools and techniques
required in Economic Diplomacy:
Output 1. Raised awareness of up to 40 Sri
Lankan government officials on the key
concepts of economic diplomacy and how
its practice has evolved.
Output 2. Disseminated knowledge of up to
40 Sri Lankan government officials on the
key economic and development issues
under negotiation in various multilateralfora.
Output 3. Fostered understanding of up to
40 Sri Lankan government officials on therole and interrelationships between the
major multilateral economic and trade
institutions.

Percentage of participants whomeet or exceed the learning
objectives
Percentage of participants whomeet or exceed the learning
objectives

75%

92%

75%

92%

Percentage of participants whomeet or exceed the learning
objectives

75%

92%

Percentage of participants whomeet or exceed the learning
objectives
Number of participants
trained and who have received
a certificate of participation

75%

93%

25

39

Number of participants
trained and who have received
a certificate of participation

25

39

Number of participants
trained and who have received
a certificate of participation

25

39

Percentage of participants whomeet or exceed the learning
objectives

Reasons for VarianceOutput 4. Raised awareness of up to 40 Sri
Lankan government officials on the role of
GATT/WTO in international trade anddiscuss the different negotiation rounds
held since its inception.
Output 5. Increased the capacity of up to
40 Sri Lankan government officials in using
tools and techniques required in Economic
Diplomacy
Major activities

Number of participants
trained and who have received
a certificate of participation

25

39

Number of participants
trained and who have received
a certificate of participation

25

39

Dates implemented

Scheduled to be
implemented
November 2020

UNITAR’s e-Workshop on Economic Diplomacy was held from 22 – 25 March
2021. Interactive by nature, the online training offered space for participants to
examine and reflect on economic and development issues while honing theirnegotiation skills. The online training sessions therefore required active
participation throughout. In addition, participants received all training materials
after the workshop. All attending participants received a certificate ofparticipation at the end of the workshop.

22 – 25 March 2021

Comments
The activity was conducted exclusively online
due to the COVID-19 pandemic. While theactivity was meant to take place in 2020, it
was postponed for the same reason.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasonsfor variance are included in the reporting.
Ad-hoc briefing on Online Training for Diplomats and other Government Officials (Georgia)
Intended impact
Indicator(s)Support the Ministry of Foreign Affairs of Georgia as Percentage of respondents who foundwell as related Ministries to harmonize its online the briefing usefultraining strategy..

Performance target(s)75%Performance actual96%

Reasons for Variance

Outcomes & outputs
Outcome 1. Promote understanding on how to designa training plan effectively

Percentage of participant who meet or
exceed the learning objectives

75%

Outcome 1. Enhance understanding on how to Percentage of participant who meet or 75%
exceed the learning objectives
establish a competency framework

100%

Percentage of participant who meet or
Outcome 3 Enhance understanding on the
instructional design process of an e-Learning course by exceed the learning objectives
using the ADDIE model

75%

84%

Outcome 4. Foster understanding on how to monitor Percentage of participant who meet or
exceed the learning objectives
and evaluate diplomatic training activities against
objective criteria

75%

100%

Percentage of participant who meet or
exceed the learning objectives

75%

84.63 %

Outcome 5. Enhance understanding of e-Learning
tools and techniques

Output 1. Strengthened the capacity of up to 20 Number of participants trained and who 20
Georgian government officials in designing a training have received a certificate of participation
plan effectively

31

The Government of Georgia kindly asked
to please increase the number ofbeneficiaries as they considered that thetraining was of outmost importance for
their training and learning strategy.
Output 2. Strengthened the capacity of up to 20
Georgian government officials on how to establish acompetency framework

Percentage of participant who meet or
exceed the learning
objectives

20

4

As per request of the MoFA of Georgia,
the training was split into two days. This
output is related to day 2 which only
included 4 participants.

Output 3. Fostered understanding of up to 20
Georgian government officials on the instructional
design process of an e-Learning course by using the
ADDIE model

Percentage of participant who meet or
exceed the learning
objectives

20

31

Output 4. Increased understanding of up to 20
Georgian government officials on monitoring andevaluating diplomatic training activities against
objective criteria

Percentage of participant who meet or
exceed the learning objectives

20

4

20

31

A large number of participants wereinterested in this training; as such, theDiplomatic Academy of Georgia kindly
asked if we could open the training tomore participants. 31 beneficiaries
participated in day 1.
As per request of the MoFA of Georgia,
the training was split into two days The
training was split into two days. This
output is related to day 2 which only
included 4 participants.
A large number of participants wereinterested in this training; as such, theDiplomatic Institute of Georgia kindly
asked if we could open the training tomore participants. 31 beneficiaries
participated in day 1.

Output 5. Disseminated knowledge and understanding Number of participantsof e-Learning tools and techniques of up to 20
Georgian government officials

Major activities
Dates implemented
Following the request from the Ministry of Foreign Affairs of Georgia, this two-day online briefing 26 March 2021- 27
activity aimed to harmonize the existing online training curriculum of the Diplomatic Institute of March 2021
Georgia and how to effectively launch and manage e-Learning content aimed at diplomats andgovernment officials. Day 1 of the briefing has also been extended to other learning centers fromother Ministries of the Government of Georgia.
After the successful completion of the briefing, all participants received a certificate ofparticipation.

•

Scheduled to be implemented
December 2020

Comments
Initially this activity was going to takeplace in December f2f in Tbilisi, Georgia
However, the activity was postponed andconducted exclusively online due to the
COVID-19 pandemic.

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalOvercoming global challenges through International Law
Multilateral Diplomacy Programme Unit
$80,000
Sida

Project objective

To strengthen knowledge on the role that international law can play in overcoming global
challenges, specifically when it comes to the rule of law, the State duty to protect andpromote human rights, and the nexus between human rights, climate change and refugees.

September 2020 – May 2021
Period covered: February – May 2021. The second activity on overcoming global
challenges through international law was a series of training workshops on businessand human rights from mid-February to early March 2021. The last activity covered
the nexus between human rights, climate change and refugees in May 2021.

Link to strategic
framework objective(s)SO1, SO2, SO4, SO5.

Link to 2030 Agenda orother 2015 outcome

SDG4, SDG5, SDG 8, SDG 10, SDG13, SDG16, SDG17Country and beneficiary
metrics

Targeted countries:
LDC and SIDS in Africa,
Asia, Latin America andMiddle-East

Attach list if more

Participants
Female

169

Male

84

Other
Not disclosed
Total

4
/
256

Other metrics
Disability #Other vulnerable#
Completion #Certification #

196
196

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Each e-workshop on overcoming global challenges through international law lasted 2 days, 8hours in total. To allow for a cross-border exchange of knowledge and to enable participants
to establish a professional network, each component has included an e-workshop for one of
the time zones of the cities of the United National Regional Economic Commission: UNECA and
UNESCWA, UNESCAP, UNECLAC (i.e. Addis Ababa, Beirut, Bangkok and Santiago de Chile). In
total, 256 participants were admitted to the trainings (124 to the training on the challenges
and drivers of the State duty to protect and promote human rights and 132 to the e-workshops
on the nexus between human rights, climate change and refugees). In total, 197 participants
took part in the trainings (96 and 110 respectively).
On one hand, the training on the challenges and drivers of the State duty to protect andpromote human rights helped participants to gain a thorough understanding of Pillar 1 of the
UN Guiding Principles (UNGPs) with a special focus on the significance of National Actions Plans(NAPs) as an essential tool to align country needs and priorities, set an implementation
framework for the UNGPs, and establish effective measures for monitoring, reporting andevaluating implementation. On the other hand, the e-workshops on climate change andrefugees explored the nexus between human rights, climate change and refugees, deepening
participants’ understanding of the inter-connectivity of these global challenges.

Describe project effecton direct beneficiary/
beneficiaries

The beneficiaries of the training on the challenges and drivers of the State duty to protect andpromote human rights and on the nexus between human rights, climate change and refugees
expressed gratitude and satisfaction with their participation in both free-of-charge trainings.
They considered the course as an enriching tool in their respective careers and indicated that

they will use the knowledge they acquired in their everyday work. Some participants
specifically found that the e-workshop was an opportunity to boost their confidence tocontinue promoting human rights in their daily work. All the participants that took the surveys
considered the trainings as very useful and responding adequately to their needs andexpectations.

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable

The majority of the beneficiaries of the workshop on the rule of law came from developing
countries, SIDS, and LDCs: 62% for both the e-workshop on the challenges and drivers of theState duty to protect and promote human rights and on climate change and refugees.
Specifically, 17% of participants came from African countries, 13% from the Middle East, 18%from Asia, and 11% from South America. Furthermore, the majority of participants was female(66%). The e-workshops increased their knowledge and enabled them to participate
effectively in simulation exercises – giving them insights on the role that States could play inthe promotion of human rights in concrete situations. A special attention was paid to regional
practices and instruments depending on the sessions/timezones.

Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

Some participants considered the two-days of e-workshops as too short to tackle the vast
topics of the challenges and drivers of the State duty to protect and promote human rights, aswell as the nexus between human rights, climate change and refugees. Some participantssuggested to organize similar trainings face-to-face when the COVID-19 situation allows, inorder to increase the network opportunities with other participants.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Note: A log frame should be included for both progress and final reports. This log frame template may be replaced with the project log frame provided that actual performance and reasons forvariance are included in the reporting.
Challenges and Drivers of the State Duty to Protect and Promote Human Rights
Intended impact
Indicator(s)Performance (target)
Provide a holistic vision of thePercentage of participant who
interconnectivity between the rule of law,meet or exceed the learning75%
the fundamental principles of human rights objectives
and governanceOutcomes & outputs
Outcome 1. Foster knowledge ofPercentage of participant who
government officials and othermeet or exceed the learning 75%
stakeholders in relation to the UNGPs andobjectives
policy and regulatory frameworks on theState duty to protect human rights in thecontext of business operations
Output 1.1 Fostered the knowledge up to
Number of participants trained
90 participants in relation to policy andand who have received a 80
regulatory frameworks on the State duty to certificate of participation
protect human rights in the context ofbusiness operations
Outcome 2. Developed the capacities of 90
Percentage of participant who
participants to address Human Rights issues meet or exceed the learning 75%
objectives
Output 2.1. Created a professional space
Percentage of participant who
for 90 stakeholders from different
meet or exceed the learning
80
countries to cooperate and address
objectives
challenges concerning the rule of law
and other relevant legal challenges, suchas climate change, human rights andmigration

The Nexus between Human Rights, Climate Change, and Refugees

Performance (actual)

Reasons for Variance

100%

100%

96

124 participants were accepted to take part in thistraining but only 96 joined the actual sessions. The
participants who were not present in any of the eworkshop sessions were not granted a certificate

100%
96

We received 426 applications in total, but someparticipants applied twice. We gave the priority to
LDCs, SIDs, developing countries, and to theparticipants coming from the respective region
targeted. We admitted 124 participants in the
training but not all of them were present in the eworkshop sessions. However, 55 countries wererepresented among the present participants and allof those who took our surveys indicated that the
programme was very useful and responded
adequately to their needs and expectations

Intended impact
Provide a holistic vision of theinterconnectivity between the rule of law,
the fundamental principles of human rights
and governanceOutcomes & outputs
Outcome 1. Raise awareness of nexus
between Human Rights,
Climate Change and the Environment

Indicator(s)Percentage of participant who
meet or exceed the learning
objectives

Performance (target)

Performance (actual)

75%

100%

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Output 1.1 Promoted and enhanced
knowledge of at least 90 participants on thenexus between Human Rights,
Climate Change and the Environment

Number of participants trained
and who have received acertificate of participation

80

110

Outcome 2. Improve capacities ofgovernment officials to identify challenges
of consolidating Human Rights, Climate
Change and Environmental considerations
into public policy and legislation
Output 2.1. Create a professional sphere
for up to 90 stakeholders from different
countries to cooperate and address
challenges concerning the rule of law andother relevant legal challenges, such as
climate change, human rights andmigration

Percentage of participant who
meet or exceed the learning
objectives

75%

100%

Percentage of participant who
meet or exceed the learning
objectives

80

110

Major activities
In light of the ongoing global pandemic and related travel restrictions, thetraining programme was held exclusively online, enabling participants form
different countries to join and engage in peer-to-peer learning without

Dates implemented

Reasons for Variance

132 participants were accepted to take part in thistraining but only 110 joined the actual sessions.
The participants who were not present in any of thee-workshop sessions were not granted a certificate

We received 375 applications in total, but someparticipants applied twice. We gave the priority to
LDCs, SIDs, developing countries, and to theparticipants coming from the respective region
targeted. We admitted 132 participants in the
training but not all of them were present in the eworkshop sessions. However, 58 countries wererepresented among the present participants and allof those who took our surveys indicated that the
programme was very useful and responded
adequately to their needs and expectations

Scheduled to be
Comments
implemented
Challenges and Drivers of the State Duty to Protect and Promote Human Rights
15-16 February 2021
15-16 February 2021
(UNECLAC timezone)(UNECLAC timezone)

necessitating travel. UNITAR’s training programmes are designed to be highlyinteractive and participatory and included a variety of simulation exercises andpedagogical tools to enable participants to acquire a thorough knowledge andunderstanding of the core legal issues, while also promoting a gender- sensitive
approach. The e-workshops were built on the following pedagogical pillars:
concept learning (lectures, presentations), court hearing, institutional briefing,experience sharing (panels, working group discussions) and exposure to realworld problems and policy choices. Each workshop was help in 2 days (8 hours
in total).

22-23 February 2021
(UNESCAP timezone)

22-23 February 2021
(UNESCAP timezone)

1-2 March 2021
(UNECA/UNESCWA
timezone)

1-2 March 2021
(UNECA/UNESCWA
timezone)

On one hand, the e-workshop on the challenges and drivers of the State duty toprotect and promote Human Rights gave insights on the implementation of the
UN Guiding Principles in global and national policy-making and corporate
practice. On the other hand, the e-workshop on the nexus between climatechange and refugees provided a mapping of the key issues at stake in the nexus
between climate change and refugee protection, as well as an overview of theinternational legal framework based on the most relevant soft law instruments
and other related binding conventions, including the definition of the term
“refugees” and the principle of non-refoulement.

21-22 April 2021
(UNECA/UNESCWA
timezone)

21-22 April 2021
(UNECA/UNESCWA
timezone)28-29 April 2021 (UNESCAP
timezone)28-29 April 2021
(UNESCAP timezone)

5-6 May 2021 (UNECLAC
timezone)

5-6 May 2021 (UNECLAC
timezone)The Nexus between Human Rights, Climate Change, and Refugees

Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ Final

Ethiopia – Safer Chemicals Management and Gender Mainstreaming
PLANET - CWM$70,000
Sida

Project objective

The main objectives of the project are (i) to contribute to protecting human health and theenvironment from anthropogenic emissions and releases of mercury and mercury
compounds by accelerating the ratification of the Minamata Convention on Mercury in
Ethiopia; and (ii) to develop a gender road map in the ASGM sector for the implementationof the recommendations for risk mitigation and promotion of better living conditions throughthe strengthening of the gender dimension.
Strategic Objective 3.2: Strengthen the sound and sustainable management of chemicals andwaste
2.1 Promote people's well-being, including the protection and empowerment of groups thathave been marginalized and are vulnerable
SDGs3, 6, 8, 11, 12

Link to strategic
framework objective(s)Link to 2030 Agenda orother 2015 outcome
Country and beneficiary
metrics2021
Period covered: 1/1/2021 – 31/12/2021

Targeted countries:
Ethiopia

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives
Describe project effecton direct beneficiary/
beneficiaries

Describe project effects
on groups madevulnerable e.g. women,children, disabled,
indigenous peoples, if
applicable
Describe
implementation
challenges, including
COVID-19-related

Participants
FemaleMale
Other
Not disclosed
Total

Other metrics
Disability #Other vulnerable #Completion #Certification #Contracts have been signed with the national government, a local NGO, and our international
NGO partner. While the national situation is difficult (elements of internal fighting), researchhas begun. The next ~3 months will result in some comprehensive research and early
development of the action plan.
The project has two major components:
1) information and awareness of the Minamata Convention (n.b. Ethiopia is proceeding with
ratification on its own): Beneficiaries will be the whole population, through better managementof mercury at the national level.
2) development of a gender roadmap in artisanal mining: Beneficiaries will be groups invulnerable situations, notably women involved in mining/mining supply chains.
Artisanal and small-scale gold mining (ASGM) research has not been extensive to date.
Moreover, understanding of the gender dynamics within the mining communities is limited.
Most interventions focus solely on the miners (mostly men), and overlook gender dynamics
and the different roles that are immediately associated with mining, such as gold panningand burning off of gold-mercury amalgam, where women are more likely to be working.
Developing a roadmap to understand the situation and develop targeted activities thatmitigate these concerns will be a first in Ethiopia (and still innovative at the global level).
The recent fighting in Ethiopia (https://news.un.org/en/story/2022/02/1111622) has madeon-the-ground research more complicated. However, efforts are being made to work around
this; some travel is possible, alternative interview methods are being used. COVID-19 isconsidered manageable in Ethiopia.

challenges, andmitigation efforts
If progress report,
describe planned
activities to bringproject to closure

The next ~3 months will result in some comprehensive research and early development of
the action plan. The research and action plan will then be brought to national stakeholders
and the project should be near finalisation in the next 6 months.

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Results
Intended impact- Ratification of the Minamata Convention on
mercury, leading to implementationof the Convention’s provisions- Gender considerations in ASGM aremainstreamed in Ethiopia

Indicator(s)- Ratification of the
Minamata Convention on
mercury, leading to
implementationof the Convention’s
provisions- Gender considerations in
ASGM are mainstreamed in
Ethiopia

Performance target(s)Performance actual

1 ratification of the
Minamata Convention

Convention not yet ratified

1 study and associatedRoadmap available in
Ethiopia

Study not yet finalised

Reasons for Variance
Ethiopia has indicated their intention to ratify.
This has not been completed yet. We continue
to provide support, where requested
Agreements are in place to proceed with thestudy and gender mainstreaming, including
the roadmap. Activities in 2022 are designed
to complete the project in the coming months.

Outcomes & outputs
Outcome 1.
Domestic Legislation is analysed and drafted to implement and Ratify the Minamata Convention
Output 1.1.
Legal text available and legislation to cover
the Minamata Convention on mercury

Legislation does not currently
cover
the
Minamata
Convention on mercury

1 legal text is developed
to ratify the Convention
and implement its
provisions domesticallyn/aOutcome 2.
Study undertaken to identify key Gender dynamics and issues in ASGM in Ethiopia (focusing on a sample mining area)
Output 2.1
No study currently available
1 study on gender
Draft study to identify key gender dynamics
dynamics and issues in
n/a
ASGM in Ethiopia
and issues in ASGM
available
Outcome 3.
Roadmap developed that builds on the ASGM/gender study to propose key activities
Output 3.1
No roadmap currently
1 roadmap available
Draft roadmap of activities to improveavailablen/aASGM/Gender dynamics in Ethiopia
Major activities
Dates implemented
Scheduled to be implemented
Process undertaken to develop a Ratification dossier – legislation for domestic
implementation of the Convention and the international ratification
n/a
2022

See above

See above

See above
Comments
The Ethiopian Government has initiated thisprocess. We are available to support if
requested. The principal, ongoing activities areA study undertaken to identify key Gender dynamics and issues in ASGM in
Ethiopia (focusing on a sample mining area)
Roadmap developed that builds on the ASGM/gender study to propose key
activities

n/a

Jan-Jun 2022

n/a

Mar -Sept 2022

therefore more aligned with the gender study
and roadmap
Agreements are in place, andinterviews/research have been initiated
The main elements of this will be informed by
the study, so will come afterStrategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☒ Progress☐ FinalProject objective

Link to strategic
framework
objective(s)Link to 2030 Agenda
or other 2015
outcomeCountry andbeneficiary metrics

Strengthening SDG competencies in the digital age
Green Development and Climate Change Programme Unit, Division for Planet$20,000
SIDA 2020/2021

5 October 2020 – 30 June 2021
Period covered: Up to 31 December 2021

Establishment of a working self assessment service for all new users of the UNCC:Learn
platform that will allow them to better understand their needs and find the learning
resources that best match those needs.
SO3: Planet with a specific focus on SO3.1 on fostering a green, low carbon and climate
resilient transition
SDG 13

Targeted countries:
All countries

Participants
Total

10,000

Other metrics
Disability #Other vulnerable #Completion #Certification #

N/A
N/A
N/A
N/A

Attach list if more
Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives
Describe project effecton direct beneficiary/
beneficiaries
Describe project
effects on groups
made vulnerable e.g.
women, children,
disabled, indigenous
peoples, if applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

A detailed concept note was developed, and the first mockup of the quiz was produced. The quiz iscurrently in the testing phase in which its beta version is under testing and adjustments.

The effect will be to increase user confidence in the UN CC:Learn platform resulting in more return
visits, as well as providing an engaging and personalised entry point for new users. The overall
effect will be to strengthen UN CC:Learn as a global brand in the delivery of climate change
literacy.

The issue of disability is critical to the further evolution of the UN CC:Learn platform. This will be
an important consideration in the detailed design of the proposed self-assessment tool.

The current challenge is developing an engaging and appealing quiz in which users will enjoy
responding to the questions in order to receive a recommendation.

If progress report,
describe planned
activities to bringproject to closure•••

Build quiz and implement the questions bank in four languages
Test quiz within a focus group
Develop visual identify for communication and marketing of the gadget through UN
CC:Learn and UNITAR channels

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a more elaborate
narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or results
framework should be attached, with actual performance and reasons for variance. See attachment.

Strategic
Framework
Fund

Annex 3
Individual Project Narrative Reports

Strategic Objective 5Strategic
Framework
Fund

Strategic Framework Fund
Project Narrative Report Summary
Project title
Divisions/Units
Allocation amountSFF funding source
Other funding: ☐ Yes☒ No
Project period
Report: ☐ Progress☒ FinalProject objective

Link to strategic
framework
objective(s)Link to 2030 Agenda
or other 2015
outcomeCountry andbeneficiary metrics“Levelling The Playing Field”
MDP/ UNITAR NYO$220,000
SIDA

January 2021 till December 2021
Period covered: January 2021 till December 2021

Supporting diplomats from Least Developing Countries (LDCs) and Small Island
Developing States (SIDs) based in New York and beyond to develop thenecessary knowledge and skills to participate in the multilateral environment,
supporting their recovery from the COVID -19 pandemic.
Our training supported the promotion of peace and just and inclusive
societies, (SO1) equitable representation of countries in the global decision
making for a (SO2) and trained delegates on the conservation, safeguarding
and restoration of our planet (SO3). At the same time, all our activities aimed
to promote the Agenda 2030 and the SDGS (SO5).
All courses linked the learning objectives with the Agenda 2030 with a special
focus on SDGs 4, 5, 8, 13, 14, 15, 16 and 17.
Targeted countries:
Least Developed
Countries 1317
Small Island
Developing States
838
Female Diplomats
992

Describe project effecton direct beneficiary/
beneficiaries

Other metrics
Disability #

922

Male

1229

Other vulnerable
#

Other

45

Completion #2196

Not disclosed
Total

-

Certification #

2196

Not
measured

2,196
COVID-19 pandemic forced all the activities on this project this year to bedelivered virtually. During 2021, the UNITAR New York office under the
auspices of the Swedish cooperation has developed 26 capacity building
events, which have impacted a total of 2,196 participants. Programme
attendance, and overall training has significantly increased since the start of
the COVID-19 pandemic in March 2020 in part due to the adoption of online
platforms. The UN How to app was updated with resources and documents forthe use of the delegates and reached more than 12,000 downloads. There has
also been an increase in positive participant evaluation.
Attach list if more

Concise summary of
results achieved,
including how results
contributed to helping
UNITAR achieve its
strategic objectives

Participants
FemaleThe SFF support provided by SIDA was crucial to supporting Least Developing
Countries and Small Island Developing throughout 2021, adapting to thepandemic, and moving training activities to online courses that were accessedby low and medium income states.

Describe project
effects on groups
made vulnerable e.g.
women, children,
disabled, indigenous
peoples, if applicable
Describe
implementation
challenges, including
COVID-19-related
challenges, andmitigation efforts

If progress report,
describe planned
activities to bringproject to closure

The office implemented “Special Series”, where we will continue with ourPartnership with Columbia Law School. UNITAR NYO continued to pay special
attention to amplifying the voices of women, promoting gender equality, andensuring the representation of women in peacebuilding and conflict resolution.
Participants who successfully completed the series received a certificate ofcompletion signed by our Assistant Secretary General Nikhil Seth and the Deanof Columbia Law School, Ms. Gillian Lester.
UNITAR New York Office (NYO) has reflected the lessons learned from having
to adapt to the circumstances created by the COVID-19 pandemic and has
understood the benefits of digital training and e-learning for least developing
countries. With the UN How to app, diplomats learning resources wereavailable in a user-friendly and streamlined way, with the 4th update of theapp since 2017.
SEE ANNEX 1 FOR FULL REPORT

Directions: Please complete as concisely as possible. For final reports, this page should be used as the cover page, with more a moreelaborate narrative attached. For progress reports, this cover page may suffice. For both progress and final reports, an updated log frame or
results framework should be attached, with actual performance and reasons for variance. See attachment.

Strategic
Framework
Fund

Annex 4
Annex 4: Long reports referenced in Annexes 2 and 3

Nepal NSOAP
Orientation
Workshop
19-22 July 2021
Kathmandu, Nepal & virtual

REPORTIn Partnership with

NEPAL NSOAP ORIENTATION WORKSHOP|REPORT

2

INTRODUCTION
In an effort to move towards fulfilling Universal Health Coverage (UHC) and achieving the Sustainable
Development Goals (SDGs), the Nepal Ministry of Health and Population (MoHP) and the United Nations
Institute for Training and Research (UNITAR) conducted a four-day Orientation Event on the process ofdeveloping a National Surgical Obstetric Anesthesia Plan (NSOAP) for the country.
This NSOAP Orientation event marked an important milestone in a roadmap towards formulating an NSOAP
for Nepal. It was co-hosted by the Nepal MoHP and UNITAR, in partnership with Harvard Medical School
Program in Global Surgery and Social Change (PGSSC), the Global Surgery Foundation (GSF), and the Nick
Simons Institute (NSI). The event was held as a 4-day hybrid (partially virtual / partially face-to-face) event andwas highly interactive.

The main objective of the NSOAP Orientation event was to familiarize all major
stakeholders with the NSOAP initiative and align them towards the common
goal of starting the process of developing an NSOAP unique for Nepal.
BACKGROUND
Surgical care as a pathway towards UHC
It has been shown that surgical, obstetric and anaesthesia (SOA) care is the cornerstone for ensuring strong,resilient and sustainable healthcare systems.
The 68th World Health Organization (WHO) Assembly in 2015 passed a resolution (WHA68.15) to strengthen
emergency and essential surgical and anaesthesia services as a component of UHC. This effort was directed
towards helping WHO member states in realizing the SDGs. Following the political mandate of WHA 68.15
and the Lancet Commission on Global Surgery (LCoGS), experts around the world produced a comprehensiveplanning methodology for safe SOA care, the NSOAP Manual.
As a UN member state, Nepal was one of the signatories on the Resolution WHA 68.15 and is committed tolead the way in strengthening emergency and essential surgical and anaesthesia services.

Why focus on surgical care – in Nepal?
Most low and middle-income countries (LMICs), including Nepal, are seeing a rapid increase in noncommunicable disease (NCD) profiles and traumatic injury. It is well understood that surgical care systems
form the foundation of strong health care systems, and in particular the backbone of treatment options formost NCDs. Over two thirds of NCDs cannot be prevented and will require some form of surgical intervention
over the course of a patient’s lifetime. Studies have shown that investing in SOA services is affordable, saves
lives and promotes economic growth. However, it is a fact that surgical care has largely been left out of themainstream discussions of global health despite its indispensable role in achieving the SDGs and UHC.
More than 90% of the world’s poor lack access to basic surgical care. At least 77.2 million disability-adjusted
life-years (DALY) could be averted by improving access to basic, life-saving surgical care alone. Patients fromremote villages and marginalized social groups in Nepal continue to face significant obstacles when attempting
to access surgical care. To adequately treat these types of conditions, SOA care must be an integral part of
the health system.

In Partnership with

NEPAL NSOAP ORIENTATION WORKSHOP|REPORT

3

EVENT DESCRIPTION
The framework of the Orientation Event followed the NSOAP process outlined in the recently published NSOAPManual (download). This manual was the result of an exhaustive collaborative effort by multiple stakeholders
around the world and published recently by Harvard PGSSC, UNITAR, and the Global Surgery Foundation withthe goal of helping countries increase their capacity to deliver safe and affordable emergency and essential
SOA services.
The 4-day NSOAP Orientation event was partially held as a private event at the Kathmandu Marriot Hotel
Convention Center, as well as virtually via UNITAR’s Division for People and Social Inclusion’s Zoom account.
The event was hosted after-work hours (from 1-3pm CET/ 5-7pm Nepal time) to facilitate stakeholder availability
and participation, all the while remaining in line with the necessary COVID-19 security measurements to securea safe event.
Participants from the 2nd and 3rd day breakout sessions were guided to their respective groupings anddedicated rooms after the daily opening remarks. Each breakout session was monitored by a stakeholder
representative and guided by a PowerPoint presentation which highlighted the relevant discussion topics andvarious country/ provincial needs.

EVENT PARTICIPANTS
The series of meetings included key actors from various sectors, including Federal/ Provincial Government,
Academia, Professional Societies, Private Sector and Donor Agencies.

HOSTS• Ministry of Health and Population, Government of Nepal (MoHP)• United Nations Institute for Training and Research (UNITAR)PARTNERS• Harvard Medical School – Program in Global Surgery and Social Change (PGSSC)• The Global Surgery Foundation (GSF)• Nick Simons Institute, Nepal (NSI)• Swedish International Development Agency (Sida)

In Partnership with

NEPAL NSOAP ORIENTATION WORKSHOP|4REPORT

EVENT SCHEDULE
Day Topic

Date

Time (Nepal)

Participants

1

Session 1 – NSOAP Framework
Introduction and Global Lessons on
NSOAP Development

19th July

18:00-20:00
14:15-16:15(CEST)

All Stakeholders

2

Session 2.1 – Stakeholder Meeting with
20th July
Federal/Provincial Government and Donor
Agencies

13:00-15:00
09:15-11:15(CEST)

Government Sector andDonor Agencies/EDPs

3

Session 2.2 – Stakeholder Meeting with
Academia, Professional Societies, andPrivate Sector

21st July

13:00-15:00
09:15-11:15(CEST)

Academia, Professional
Societies, Private Sector

4

Session 3 – The Collaborative Effort forStrengthening of Surgical Care in Nepal

22nd July

18:00-19:30
14:15-15:45(CEST)

All Stakeholders

DAY 1

Orientation Program Schedule
Master of Ceremony: Mr. Santosh Subedi

MONDAY 19TH JULY, SESSION 1
TimeProgramSpeakers

5:00–5:30 PM

Welcome Remarks and Keynote Address

Dr. Madan Kumar Upadhyaya

Chief, Quality Standard & Regulation Division MoHP

Dr. Geoff Ibbotson

Senior Health Advisor, UNITAR
Executive Lead, Global Surgery Foundation

Dr. Rajesh Sambajirao Pandav
WHO Representative to Nepal

Dr. Roshan Pokhrel - Chief Guest
Chief Specialist, MoHP

5:30–6:00 PM

Making the Case for Prioritizing Surgical CareDr. Scott Corlew

6:00–6:30 PM

Current Status of Surgical Care in Nepal

Dr. Madan Kumar Upadhyaya

6:30–7:00 PM

NSOAP Introduction: Theoretical Framework

Dr. Kee Park

7:00–7:30 PM

NSOAP Development Process Model

Dr. Lubna Samad

Lecturer, Harvard PGSSC

Chief, Quality Standard & Regulation Division MoHP

Director of Policy and Advocacy, Harvard PGSSC

Paediatric Surgeon, IHHN
Director, IRD Global

7:30–7:45 PM

Dr. Madan Kumar Upadhyaya

Vote of Thanks

Chief, Quality Standard & Regulation Division MoHPIn Partnership with

NEPAL NSOAP ORIENTATION WORKSHOP

DAY 2

|

5

REPORT

Orientation Program Schedule
Master of Ceremony: Dr. Sangeeta Kaushal Mishra

TUESDAY 20TH JULY, SESSION 2.1
TimeProgramSpeakers

5:00–5:30 PM

The Role of Federal/Provincial Governments
and Donor Agencies in NSOAP Development

Visiting Professor, Harvard PGSSC

5:30–7:00 PM

Group Discussion forFederal and Provincial Government

Dr. Sangchul Yoon

Dr. Madan Kumar Upadhyaya

Chief, Quality Standard & Regulation Division MoHP

Dr. Sangeeta Kaushal Mishra

Director, Chief Consultant, Paropakar Maternity and
Women’s Hospital MoHP
Associate Professor of Obstetrics and Gynecology,
NAMS

Group Discussion for
Donor/EDPs

Dr. Bhagawan Koirala

Head of Department, Cardiothoracic and Vascular
Surgery, IOM, TU
President, NMC

Dr. Shankar Man Rai

Plastic Surgeon, Kirtipur Hospital, PHECT-Nepal
Professor of Plastic Surgery, NAMS
Country Director, RESURGE International

DAY 3

Orientation Program Schedule
Master of Ceremony: Dr. Ganesh Dangal

WEDNESDAY 21ST JULY, SESSION 2.2
TimeProgramSpeakers

5:00–5:30 PM

The Role of Academia, Professional Society,and Private Sector in NSOAP Development

Dr. Rennie Qin

5:30–7:00 PM

Group Discussion for
Academia/Councils

Dr. Pradeep Vaidya

Research Fellow, Harvard PGSSC

Professor, Surgery, TUTH
Assistant Dean, IOM
Consultant, Hepato Biliary and Pancreatic,
Laparoscopic Surgeon and Therapeutic Endoscopist

Dr. Peeyush Dahal

Head of Department, Plastic Surgery, Bir Hospital
Dean, NAMS
President, Nepal Burn Foundation
Executive Member, Nepal Burn SocietyGroup Discussion for Professional
Societies/Associations

Dr. Ravi Ram Shrestha

Professor in Anaesthesiology, NAMS
Chief Consultant, Anaesthesiologist and Critical
Care Physician, Bir Hospital

Dr. Ganesh Dangal

President, NESOG
Academic Director, PHECT-Nepal
Professor of Obstetrics and Gynecology, NAMS
In Partnership with

NEPAL NSOAP ORIENTATION WORKSHOP

DAY 4

|

6

REPORT

Orientation Program Schedule
Master of Ceremony: Mr. Santosh Subedi

THURSDAY 22ND JULY, SESSION 3
TimeProgramSpeakers

5:00–5:15 PM

Welcome Remarks

5:15–5:45 PM

Summary of Key Takeaways

Dr. Sangeeta Kaushal Mishra

5:45–6:00 PM

Commitment Towards Nepal’s
NSOAP Initiative

Mr. Alex Mejia

6:00–6:15 PM

Keynote Address

Mr. Nikhil Seth

6:15–6:45 PM

Closing Remarks: Vision for Surgical Care
Strengthening Nepal 2030

Mr. Laxman Aryal - Chief Guest

6:45–7:00 PM

Vote of Thanks

Dr. Madan Kumar Upadhyaya

Dr. Gunaraj Lohani

Chief, Policy Planning & Monitoring Division MoHP

Director, Chief Consultant, Paropakar Maternity and
Women’s Hospital MoHP
Associate Professor of Obstetrics and Gynecology,
NAMS

Director, Division for People and Social Inclusion
UNITARUN Assistant Secretary-General
Executive Director, UNITAR

Secretary, MoHP

Chief, Quality Standard & Regulation Division MoHPSESSIONS
Plenary (Day 1):
The event was officially opened with remarks by• Dr. Madan Kumar Upadhyaya, Chief, Quality Standard & Regulation Division MoHP
• Dr. Geoff Ibbotson, Senior Health Advisor, UNITAR and Executive Lead, Global Surgery Foundation• Dr. Rajesh Sambajirao Pandav, WHO Representative to Nepal• Dr. Roshan Pokhrel - Chief Guest, Chief Specialist, MoHP
Day 1 continued with a presentation by Dr. Scott Corlew, Lecturer, Harvard PGSSC, on the background andimportance of surgical, obstetric and anaesthesia planning to make the case for prioritizing surgical care. Dr.
Kee Park, Director of Policy and Advocacy, Harvard PGSSC, followed with an introduction to the theoreticalframework and steps for a horizontal integration into national policy and surgical systems. Dr. Lubna Samad,
Paediatric Surgeon, IHHN and Director, IRD Global, presented an overview on the NSOAP implementation in
Pakistan and its NSOAP model - highlighting key lessons, main challenges and strategies to overcome them.
Dr. Madan Kumar Upadhyaya, Chief, Quality Standard & Regulation Division, Nepal MoHP, gave an overview of
the current status of surgical care in Nepal, which included progress of existing national surgical initiatives
and evidence from situational analysis study: Surgery in Nepal’s Remote Districts, 2018.

In Partnership with

NEPAL NSOAP ORIENTATION WORKSHOP|REPORT

7

Breakout rooms (Day 2 and Day 3):
On Day 2 and 3, selected participants were divided into breakout sessions according to their respective sectors.
Day 2 included two breakout rooms for stakeholders from Federal/Provincial Government (Group 1) andDonor Agencies (Group 2), respectively. Day 2 included breakout rooms for stakeholders from Academia andProfessional Societies (Group 3) and the Private Sector (Group 4). A representative from each stakeholder
group presented a summary of the group discussions’ outcomes. This included the role of their sector or fieldin the NSOAP process and the six domains of surgical health systems:
1) Service Delivery,2) Infrastructure, Products and Technology,
3) Workforce,
4) Information Management,
5) Financing and
6) Governance.
Participants were expected to interact with one another and to identify areas in which they could contribute,
including discourse on the collective priorities and anticipated challenges with developing, as well as
implementing an NSOAP. The main aim of these group sessions was to gain an understanding of the ongoing
efforts of each sector and how this aligns with the NSOAP components and how they could contribute moving
forward. In addition, it provided an opportunity to recognize specific stakeholders to have a more in-depth
engagement in the future.

Closing ceremony (Day 4):
The final debrief session on the Thursday brought all participants together to summarize the outcomes ofthe previously held breakout sessions. Representatives from each working group were encouraged to offer
a summary of the key takeaways emerging from their respective breakout sessions to be presented by Dr.
Sangeeta Kaushal Mishra. Closing remarks were given by the Secretary of Health and Population, Mr. Laxman
Aryal, by the United Nations Assistant Secretary-General and UNITAR Executive Director, Mr. Nikhil Seth, aswell as by the Director of the Division for People and Social Inclusion at UNITAR.

In Partnership with

NEPAL NSOAP ORIENTATION WORKSHOP|8REPORT

NUMBER OF PARTICIPANTS
Day

Total

In-person

Virtual

1

124

44

80

2

49

26

23

3

52

20

32

4

99

32

67

WORKSHOP EVALUATION SURVEY RESULTS
Below are results from a survey that was sent to all participants of the event.

Which of these themes did you takeaway from the presentations and discussions?
Select all that apply.
27 responses

22 (81.5%)

A National Surgical Plan is rele...

23 (85.2%)

Universal Health Coverage can...

17 (63%)

Surgery is an indivisible and in...

24 (88.9%)

NSOAP is a framework and ca...

23 (85.2%)

Role of all different stakeholder...

20 (74.1%)

Essential and emergency surgi...

1 (3.7%)

None of the above

0

5

10

In Partnership with

15

20

25

NEPAL NSOAP ORIENTATION WORKSHOP|9REPORT

I have a clear understanding about the NSOAP process.
27 responses

Strongly agree

7.4%

70.4%

Agree
NeutralDisagree22.2%

Strongly disagree

How important do you think it is to have a national surgical plan for Nepal?
27 responses

3.7%

Very important
Somewhat important
Not important

96.3%

There are other more important priorities for Nepal

On a scale of 1 - 5, please rate the virtual format of the NSOAP Orientation Webinar Series(i.e., presentations or international partners joining virtually).
27 responses

44.4%

18.5%

1 - I did not like the virtual format
2 - I was okay with the virtual format

7.4%

3 - I have no opinion on the virtual format
4 - I liked the virtual format

7.5%

5 - I really liked the virtual format

22.2%

In Partnership with

NEPAL NSOAP ORIENTATION WORKSHOP|REPORT

10

EVENT OUTCOMES AND NEXT STEPSEvent participants agreed on the need to develop and implement an NSOAP for Nepal. To achieve this goal, thefollowing next steps were outlined:
1. Creation of technical working group led by the Ministry of Health and Population of Nepal to conceptualize
the first (and subsequent) phase(s) of the NSOAP development and implementation. The Nepal MoHP
requested that the GSF and UNITAR continue to support his process and the working group along with theirpartner the PGSSC.
2. Organize a follow up multi-stakeholder planning workshop to be hosted in Q4 of 2021 to include
stakeholders in drafting the NSOAP.
Working groups (for workshop for NSOAP Planning in Q4) to be scheduled and led by the MoHP andorganized as follows:a. Steering committee led by the Secretary of Health (MoHP) - High level committee to be formed.
b. Technical working group – led by Head of the Division at MoHP.
c. Recommend similar committee in all provinces to ensure integration from entire country, as needsfrom provinces may vary.
3. Conduct a follow up meeting with Official Development Assistance funding agencies to further explore
engagement early in the NSOAP development process.
4. Follow up meeting with key leaders from the coordination team (UNITAR/ GSF/ NSI/ PGSSC/ Nepal
MoHP) to develop next steps.
5. End Goal within the next fiscal year: Finalize and implement the Nepalese NSOAP.
UNITAR, through its funding support by SIDA, stands committed to continue supporting the Nepal NSOAP
process through stakeholder coordination and training.
Please contact Dr. Geoff Ibbotson for any further questions at:
geoff.ibbotson@unitar.org

In Partnership with

Introduction to Geospatial Information
Technology (GIT) for Disaster Risk
Reduction/Management (DRR/M)
NARRATIVE REPORT

Participants in Tanzania working through a mapping exercise. Photo courtesy of UNITAR

Table of Contents
Context and Summary .............................................................................................................. 8
1. Training Implementation.................................................................................................. 8
1.1. Project Background ....................................................................................................... 8
1.2. Training methodology .................................................................................................... 9
1.3. Qualifications of course participants ......................................................................... 10
2. Training Logistics ............................................................................................................ 11
2.1. Training Labs, Computers and Software ................................................................... 112.2. Trainers and trainees ................................................................................................... 12
3. Evaluation of the Training .............................................................................................. 13
3.1. Results of Level I Evaluation: Overall Course Assessment ...................................... 13
3.1.1. Content Usefulness and Accuracy of the Training Course Per CirculatedInformation .............................................................................................................................. 13
3.1.2. Course Trainers / Moderators ................................................................................. 14
3.1.3. Overall Course Satisfaction ..................................................................................... 14
4. Achievement of the Training Objectives ....................................................................... 15
4.1. Summary of Participant Feedback ............................................................................ 15
4.2. Recommendations for Improvement and conclusions ............................................ 16
ANNEXES ................................................................................................................................. 18
ANNEX 1 – Training course experts ...................................................................................... 18
ANNEX 2 – List of Course Participants ................................................................................. 20
ANNEX 3 – Photographs ........................................................................................................ 23
ANNEX 4 – Related Links ....................................................................................................... 27

Context and Summary
This report describes the training methodology, evaluation results, and participants’ feedback for thetechnical training events “Introduction to Geospatial Information Technology (GIT) for Disaster Risk
Reduction/Management (DRR/M)” that took place in December 2019 (Rwanda), December 2020
(Nepal, Tanzania) and February/March 2021 (Republic of Congo) in 4 least developed countries. Eachcourse was delivered in collaboration with a national institution or UN body, respectively the National
Space Program, Rwanda Utilities Regulatory Authority, UN Resident Coordinator’s Office, Nepal, theMinistry of Education, Science and Technology (MoE) of the United Republic of Tanzania and theMinistère des Affaires Sociales et de l’Action Humanitaire (MASAH), République du Congo
These technical courses were organized in the context of the Strategic Framework Fund (SFF)
established by UNITAR’s Board of Trustees as a flexible, pooled funding instrument to help UNITAR
deliver on its mandate and achieve the objectives of the 2018-2021 strategic framework. The SFF
focuses on meeting the learning and other capacity development needs of beneficiaries from countries
in special situations, including least developed countries, landlocked developing countries, small
island developing States, and countries in, and emerging from conflict, as well as vulnerable groups,
including women and children, and persons with disabilities.
This project aimed to provide participants reflecting equal gender distribution with the skills andknowledge to leverage geospatial technologies to improve the Disaster Risk Reduction/Management(DRR/M) activities within their countries. Courses were attended by 83 professionals, 78 of whom
obtained UNITAR certificates of completion/participation, working mostly for line ministries and othernational institutions who wished to be introduced to applications of Earth Observation (EO) and
Geospatial Information Technology (GIT) for Disaster Risk Reduction and Management. The focus of
the course was to provide participants with Geographic Information System (GIS) and Remote
Sensing (RS) methodologies and applications to improve operational planning and decision making indisaster situations.

1. Training Implementation
1.1. Project Background
Each target country for this project has a specific disaster risk profile and vulnerabilities that we will
present briefly.
In recent years, a drop in poverty, child-mortality, and near-universal primary school enrolment, has
accompanied Rwanda’s strong economic growth. Rising temperatures and variable rainfall may
threaten these positive trends in the rural, landlocked, and densely populated country, which are likely
to affect rain-fed agriculture, hydropower production, malaria transmission rates, and nature-based
tourism.
On the steep slopes that dominate much of the country, floods, landslides, and soil erosion aredamaging agriculture, infrastructure, and services. For example, heavy rains in 2012 led to extensive
flooding in the northern and western provinces that caused extensive damage and affected about
11,000 people. In 2016, floods and landslides blocked roads, destroyed bridges, and damaged 1,425
homes in Gakenke district.

Nepal is one of the most disaster-prone countries in the world due to its topography and climaticcondition. Earthquakes, landslides, floods, fire, thunderbolts are the major causes of disaster events
that have occurred in the past, weakening the fragile ecosystem of the country. Economic Vulnerability
Analysis shows that Nepal exhibits huge losses due to high exposure to risk and the frequent
occurrence of hazards.
Known for its vast wilderness, the United Republic of Tanzania is one of the largest and mostpopulous countries in East Africa. The population distribution is extremely uneven within its territory,
with population clusters in the northern half of the country and along the east coast. With a climate
varying from tropical along the coast to temperate in the highlands, Tanzania has witnessed extensive
disaster risk associated primarily to weather-related hazards such as floods and drought which havebeen on the rise during the past decade and to a lesser extent, to geological hazards such as
earthquakes and landslides. This has led to grave consequences for the livelihoods of individuals as aresult of their increasing vulnerabilities related to a changing climate, weather variability, technological,
living, and socioeconomic conditions.
The Republic of Congo is exposed to a multitude of natural hazards, including cyclical droughts,
epidemics, floods, soil erosion and food insecurity. On the steep slopes that dominate much of thecountry, flooding and droughts are affecting agriculture, infrastructure and services. The heavy rains ofOctober 2019, for example, caused a humanitarian crisis due to damaging floods in the departmentsof Likouala, Cuvette, Sangha and Plateaux.
Given the potentially severe future impact of disasters in all four countries, there is an imperative needto assess their vulnerability, exposure, and coping mechanisms. Geospatial Information Technology(GIT), also called an “enabling technology” due to the benefit it offers across different application
domains, can be a very useful tool to support the entire disaster risk management cycle(Prevention/Mitigation, Preparedness, Response and Recovery/Reconstruction) as well as theoperational planning and decision making needed for coherent disaster risk reduction (DRR) activities
at both national and local levels. Quantifying the level of risk of expected future losses is a key step inany disaster risk reduction program. Also, the outputs and scenarios generated from risk assessments
contribute to informing overall risk reduction policies and planning. Risk assessment can be performed
by applying geospatial methodologies that allow to quantify risk and identify locations in need of risk
reduction measures. The role of GIT does not stop there: in the immediate aftermath of a disaster,satellite-based rapid analysis enables emergency response agencies to react in a better, faster, andmore coordinated manner.
To meet these challenges, UNITAR-UNOSAT offered an introductory 50/50 gender balanced technicaltraining course on the use of Geo-Spatial Information Technology to support operational planning anddecision making for Disaster Risk Reduction/Management. The course was designed to accommodate
selected participants from line ministries, other national institutions, and national/regional disastermanagement authorities.

1.2. Training methodology
The course, divided into modules, provided selected participants with a theoretical understanding of
the basic principles of GIS and RS, and GIT and EO applications for DRR/M, and how to apply all ofthese in their daily activities. Participants were also challenged to solve DRR problems hands-on bydeveloping and applying geospatial methodologies, including gathering and analyzing spatial datausing web resources, conducting basic spatial analyses, hazard risk and impact assessments, mapmaking and more.
For their assignments, participants from all four countries were asked to produce a variety of outputs,
including thematic maps to be used in their DRR activities and presented to colleagues, demonstrating
how they interpret/visualize data for decision support, producing flood exposure assessments, andpassing a series of quizzes based on information conveyed in webinars. Selected scenarios weretaken from national geospatial databases (e.g., disaster risk profiles) so that participants could easily
relate to the challenges and take more ownership over the learning process.
Three out of the four courses were conducted face-to-face in English despite COVID-19 restrictions
that were in place in 2020 and 2021. The final course in the Republic of Congo was conducted
remotely in French via a learning platform featuring webinars developed by UNOSAT instructors.
Feedback was largely positive across the board as illustrated below. Nonetheless, it is clear that faceto-face instruction carries benefits that outweigh the benefits of distance learning overall, notably interms of interaction with participants, group dynamic, pacing and addressing questions/concerns,
especially for introductory courses such as these where the amount of prior knowledge is not veryhigh.

1.3. Qualifications of course participants
No pre-requisite was recommended for participants as this was an introductory level course. A needs
assessment survey was conducted prior to the events to determine baseline knowledge and
GIS/remote sensing skills of the participants and their agencies. 68% of respondents stated that they
are using GIS or remote sensing skills to a small extent or are not using these skills at all (Figure 1).

To what extent are you using GIS/RS
skills in your current activities?
To a large extent
To a quite large extent
To a quite small extent
To a small extent

Other (none)
0%

10%

20%

30%

40%

50%

60%

Responses

Figure 1: GIS and Remote Sensing skills of survey respondents

42% of respondents did not use geospatial data or perform any GIS analysis and mapping in theirorganization but think it would be useful for their work (Figure 2) while 67% of respondents rarely use
or do not use remote sensing data for analysis in their organization (Figure 3).

Are you managing and maintaining GIS tasks andservices for your organization (from data collection, data
management, GIS analysis and data distribution):
I do not use geospatial data and perform any GIS
analysis & mapping for my organization. I do not…
I do not use geospatial data and perform any GIS
analysis & mapping for my organization but I think…
I rarely use geospatial data and perform GIS analysis& mapping for my organization
I sometime use geospatial data and perform GIS
analysis & mapping for my organization
I regularly use geospatial data and perform GIS
analysis & mapping for my organization
0%

10%

20%

30%

40%

50%

Responses

Figure 2: Management and maintenance of GIS tasks by participating ministries and organizations

Are you managing and maintaining tasks and services foryour organization relative to remote sensing (RS) datacollection and analysis
I do not use RS data for analysis in my organization. I
do not think it would be useful for my work
I rarely use RS data for analysis in my organization
I sometimes use RS data for analysis in myorganization
I regularly use RS data for analysis in my organization
0%

10%

20%

30%

40%

50%

60%

Responses

Figure 3: Management and maintenance of tasks related to remote sensing by participating ministries
and organizations

2. Training Logistics
2.1. Training Labs, Computers and Software
The courses were held at the School of Science and Technology, University of Rwanda, Kigali,
Rwanda, National Disaster Risk Reduction and Management Authority hall, Kathmandu, Nepal, NewDodoma Hotel conference hall, in Dodoma, Tanzania and remotely for officials in Brazzaville, Republicof Congo. Participants brought their own laptops.
During the courses, each participant was expected to complete a set of hands-on exercises. UNOSAT
facilitators were readily available to assist participants facing challenges with the lab exercises.

2.2. Trainers and trainees
UNOSAT’s principal trainers were Mrs. Romy Schlogel, Mrs. Marisol Lopez Meda, Ms. RisphaGicheha, Mr. Khaled Mashfiq as well as Mr. Luca Dell’Oro remotely. Local support for training
preparations was provided by Mr. Joseph Abakunda (Rwanda Utilities Regulatory Authority, Space
Program) and Mr. Maurice Mugabowindekwe (Center for Geographic Information System and Remote
Sensing, University of Rwanda; CGIS), Mrs. Tabitha Etutu from the Ministry of Education, Science andTechnology, Tanzania, several staff members from UNRCO and NDRRMA in Nepal and Mr. Christian
Aboke-Ndza, Ministère des Affaires Sociales et de l’Action Humanitaire, Republic of Congo. Overall
coordination was provided by Mr. Luca Dell’Oro from the UNOSAT office in Geneva. The principal
trainers’ biographies are available in Annex 1.
Courses were attended by 83 participants from relevant government agencies in all 4 countries,
including for example the Ministry of Home Affairs, Department of Hydrology and Meteorology,
National Bureau of Statistics, Ministry of National Resources, Ministry of Education, Science andTechnology, Land Management and Use Authority, National Space Office, Ministère des Affaires
Sociales et de l’Action Humanitaire among others.
84% of participants were affiliated with the national government, 10% with academia and a very small
number worked for security forces, a regional organization and an NGO (Figure 4).

Participant Affiliation
1.22%

9.76%

3.66%

1.22%

84.15%

Government

Non-government organization

Regional organization

University

Police/Army

Figure 4: Affiliation of participants
Gender parity is a goal in all trainings developed and delivered by UNITAR-UNOSAT. We are
optimistic but not satisfied that the 4 courses saw the participation of 36 women out of a total of 83(43%) which sends an encouraging signal given the underrepresentation of women working intechnical positions but remains unsatisfactory nevertheless (Figure 5). We will continue to exploresolutions to further UNITAR’s gender mainstreaming policy by encouraging balanced genderparticipation and addressing the needs and interests of women in upcoming trainings.

Participants by Gender42.68%
57.32%

Male

FemaleFigure 5: Gender representation

3. Evaluation of the Training
3.1. Results of Level I Evaluation: Overall Course Assessment
3.1.1. Content Usefulness and Accuracy of the Training Course Per CirculatedInformation
About 80 percent of the participants agree that training information shared prior to the event was
mostly or completely accurate while 7% found it partially or not accurate and about 81%
completely or mostly agreed that the information circulated prior to the courses was useful and aresatisfied with their decision to attend while 13% partially or more or less agreed (Figure 6).

Degree to which information circulated prior tothe course was
Accurate (in terms of matching what took
place)

Useful (in terms of making an informed
decision to take the [training])

0%
Not at all

Partially

20%

40%

60%

80%

More or lessMostlyCompletely

Figure 6: Usefulness and accuracy of the pre-training information

100%3.1.2. Course Trainers / Moderators
The overall assessment of the trainers’ performance was very positive, with nearly 100% ofparticipants agreeing (‘agree’ or ‘strongly agree’) that they were effective at presenting information,
responding to participants’ questions and engaging with them (there were two neutral responses).
•

82% of the participants strongly agreed that the trainers were effective and provided themwith relevant information.

•

73% of the participants strongly agreed that the trainers were able to respond to theirquestions during the discussions and hands-on exercises.

•

The survey also showed that more than 73% of participants strongly agreed that thetrainers were able to stimulate their involvement, making the sessions interactive and lively.

The trainers/facilitators were effective at
Stimulating participant involvement
Responding to questions from participants
Presenting information0%
Neutral

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Agree
Strongly agree

Figure 7: Chart showing the performance of the trainers.

3.1.3. Overall Course Satisfaction
The training evaluation was conducted using an online survey and all responses were kept strictly
anonymous. The survey was administered to measure the degree to which respondents met thelearning objectives as well as the relevance of the content for participants’ professional development.
Open-ended feedback was also collected to receive guidance to improve future training.
The overall course assessment results have shown that (Figure 8):•

80% of respondents agreed (Agreed + Strongly agreed) that the information presented
during the course was new to them whereas 14% of the participants remained neutral and 6%
disagreed.

•

91% of respondents agreed (Agreed + Strongly agreed) that the content of the course wasrelevant to their job whereas 9% remained neutral or disagreed.

•

99% of respondents agreed (Agreed + Strongly agreed) that they would likely use theinformation acquired during the course.

•

93% of respondents agreed (Agreed + Strongly agreed) that the training methodology was
useful given the learning objectives; 7% remained neutral.

•

97% of respondents agreed (Agreed + Strongly agreed) that the training was useful overall
and that they would recommend the course to a colleague.

Overall feedback of the training
I will recommend this course to a colleague
Overall the training was useful
The event’s methodology was useful given the learning
objectives
It is likely that I will use the information acquired
The content of the training was relevant to my job
The information presented during this training was new
to me
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Strongly disagree

Disagree

NeutralAgree

Strongly agree

Figure 8: Chart showing the overall rating of the course

4. Achievement of the Training Objectives
4.1. Summary of Participant Feedback
The training programme received mostly favourable reviews and feedback from participants fromvarious backgrounds and generally low GIT skill levels and was thought to have added value for theircareers. A few examples across the 4 events can be found below:“Thank you for giving me the basic training on GIS.” – Quote from Rwanda training participant“It was a very useful as well as interesting training and really thankful to everyone who madethis training possible.” – Quote from Nepal training participant“Workshop was very nice. More congratulations to the trainers” – Quote from Tanzania
training participant“This is an important course for us emergency responders for disaster prevention andmanagement” – Quote from Republic of Congo training participant (translated from French)
Several of the participants recommended that we increase the duration of the course or reduce theamount of material given within a week and, for the distance learning programmes, insisted that aface-to-face format was preferable wherever possible.

“My suggestion is to increase the time of the GIS workshop for the future” – Quote from
Rwanda training participant“Training would have been more efficient and effective if it was a direct conference rather
than virtual training” – Quote from Nepal training participant

“For more effective practice-oriented training, consider extending training time to at least
two weeks for participants to fully practice.” – Quote from Tanzania training participant“A very beneficial course for my career that would be even better face-to-face” – Quote from
Republic of Congo training participant (translated from French)Some people who discovered GIT also shared their eagerness to learn more (in a possible follow-up
event) as they could understand the true potential of this technology. Participants also felt the need towork more with GIT to gain further confidence.

4.2. Recommendations for Improvement and conclusions▪

Capacity Development through longer engagement

National case-studies seemed well adapted to the participants’ needs who also appreciated theCountry Risk Profile data from UNDRR. Even though the introductory training created somemomentum in the use of Earth Observation and geospatial technology for decision-making support
related to DRR/M, the organizers and beneficiaries often considered that promoting best practices,
consolidating technical skills and sensitizing participants and decision-makers to the benefits of GIT for
Disaster Risk Reduction would require some long-term capacity development engagement. The
following comments help illustrate the appetite of beneficiaries for continuous learning.

“Perhaps a follow up training is needed in order to cement what has been gained so far. Was
wondering if an e-learning training is feasible?” – Quote from Tanzania training participant“Would be great to know how GIS APIs (Application Programming Interfaces) are put to use
given my background in software development.”– Quote from Rwanda training participant“This type of training should be longer. Advanced and refresher courses are required.” –Quote from Nepal training participant“We should conduct field studies” – Quote from Republic of Congo training participant(translated from French)▪

Focus on preparedness to reduce vulnerability

Several participants requested intensive sessions that would teach them how to predict hazard risk
using geospatial techniques. They also wanted to explore how analyses can be embedded in concrete
mitigation and contingency planning in order to reduce vulnerability. These more advanced training
opportunities should be further explored at the provincial level in the future to scale up the capacity ofprovincial authorities so that they can make use of geospatial information technology for DRM at the
local level.
Logistical needs are also great in several countries, most notably the Republic of Congo where theHead of Cabinet of the Ministères des Affaires Sociales et de l’Action Humanitaire made clear that

operational infrastructure and means of intervention are lacking for the response phase and that thecountry requires support beyond what this course could offer.
In conclusion, we consider that this project was successful and met the objectives laid out in the
logical framework. There were some challenges related to logistics, distance, internet connectivity andhardware at times and some discrepancies between the skill levels of the various participants thatnecessitated a pedagogical approach but nevertheless they expressed satisfaction with the courseand eagerness to continue learning about different GIT applications for DRR/M as well as moreadvanced techniques. There is no doubt that all four beneficiary countries could make the most out ofholistic long-term capacity development programmes in-country to sensitize stakeholders and further
develop the technical capacity of national, regional and local actors.
We would like to thank all of the participants for their enthusiasm and curiosity, partner institutions fortheir invaluable help organizing the events and SIDA for supporting UNITAR’s commitment to reachthe furthest behind first by meaningfully building in-country capacity for DRR/M.

ANNEXESANNEX 1 – Training course experts
Luca Dell’Oro is an Environmental Engineer graduated from The
University of Bologna (MSc, 2002). In 2004 he has also obtained a
Professional Master Degree (awarded with Distinction) in Geo-Information
Sciences and Earth Observation with specialization in Natural Hazard
Studies (ITC, The Netherlands). As Environmental Engineer and GIS/RS
expert he gained International experience working at the Spatial Science
Innovation Unit (SSIU) of the University of Sydney, Australia. From 2005,
he is been working for the Operational Satellite Applications Programme(UNOSAT) of the United Nations Institute for Training and Research(UNITAR). Luca Dell’Oro is currently Senior Specialist leading the Disaster Risk Management andClimate Resilience Section of UNOSAT-UNITAR.
Dr. Romy Schlögel is a Geo Information Trainer as individual contractor
with UNITAR supporting the Disaster Risk Reduction/Management andClimate resilience section of the Division for Satellite Analysis and Applied
Research (UNOSAT) in African countries.
She holds a MSc Geology from the University of Liege (Belgium) and 10
years’ practicing use of GIS and Earth Observation in slope processes
monitoring and natural hazards assessment. Previously she was a
research fellow studying climate change impacts on mountainous hazards
with satellite imagery hosted by the European Space Agency (ESA
Climate Office, ECSAT) in Harwell, UK. Prior to joining ESA, she was a senior research and manager
of international projects related to natural hazards at the Earth Observation Institute of the Eurac
Research in Bolzano, Italy. Before that Italian experience, she was hired by CNRS as an Early Stage
Researcher at the University of Strasbourg (IPGS/EOST), where she enrolled in the FP7 Marie Curie
ITN focused on Changing Hydro-meteorological Risks. She completed her PhD in Earth Sciences andGeomorphology on “Quantitative landslide hazard assessment with remote sensing observations andstatistical modelling”.
Marisol Lopez Meda has joined the Capacity Development Experts' team in
Nairobi as a consultant supporting the UNITAR-UNOSAT activities in Africa.
Before joining UNITAR, Marisol was leading a DRR/DRM team in theinformation management field as a manager for an USAID funded project in
Afghanistan. She holds an MSc degree in GIS and EO with a focus on
Natural Hazards and Disaster Risk Management. Marisol is an Engineer inGeodesy with 7 years of experience in diverse fields such as oil exploration,
rural cadaster, surveying, research, humanitarian, and project management.

Ms. Rispha Gicheha is a Geo Information Trainer and a Liaison officer
with UNITAR Operational Satellite Applications Programme (UNOSAT)in Nairobi, Kenya. She holds a masters in GIS and Remote Sensing
with more than 10 years’ working experience in the field of Geo
Information. Her role in UNOSAT is to prepare and coordinate training
workshops and she is the focal person in Nairobi office. Prior to joining
UNOSAT, she worked with UN OCHA as an information management
officer where she coordinated humanitarian partners during response todisasters, she also prepared information products i.e 3D maps,
Humanitarian dashboards, Humanitarian snapshots and coordinatedInformation Management working group meetings. She also worked
with FAO SWALIM as a Remote sensing officer where she did monitoring of infrastructure using
remote sensing and did crop yield assessment for early warning and food security.
Khaled Mashfiq is a DRR professional with over twelve years ofexperience, passionate about applying technology solutions for smarter
decision making. He is currently working as the Liaison Officer for UNITARUNOSAT Asia Pacific office in Bangkok. He holds a master’s degree inearthquake engineering, bachelor’s degree in civil engineering and trainedon GIS and Remote Sensing. Some of his notable fields of expertise are
geographic information system, remote sensing, disaster risk modelling,
climate change monitoring, big-data analytics, structural engineering.
Currently he is leading decision support activities of UNITAR-UNOSAT’s
flagship climate resilience building project CommonSensing.
Adam Ali is a Research Associate at UNITAR-UNOSAT for project
administration, capacity development and outreach. He holds a BA in
Philosophy from Boston University. Previously, he was a Research
Assistant at UNITAR-UNOSAT and he also worked briefly for UNICEF,
Mirabaud Group and Medical Care Development International. He
currently supports and coordinates project implementation at UNITARUNOSAT, including procurement, reporting and outreach for capacity
development activities.

ANNEX 2 – List of Course ParticipantsParticipants were primarily selected from key government ministries in the 4 target countries tostimulate cross-sectoral exchanges, learning and joint knowledge production. The list of participants
and their respective organizations are detailed below:
Name*

GenderDesignation*

Organisation*

Tumaini Komba

F

Cartographer

National Bureau of Statistics

Africo Mattogoro

F

Ministry of National Resources - Wildlife division

Francisca Malembeka

F

Filipo Mwampamba

M

Albert Sylvester

M

Principal Game Officer,
Disaster Management
Senior wildlife officer,
research, and training
Beekeeping officer, policy
and legislation
Principal economist

Wilfrida Ngowi

F

Social welfare officer

Consolata Mbanga

F

ICT Officer

John Kiriwai

M

Henry Mchome

M

Disaster Risk Reduction
Coordinator
ICT Officer

Ministry of National Resources - Research andtraining division
Ministry of National Resources - Forestry andbeekeeping division
Ministry of National Resources - Policy andplanning division
Prime Minister's Office - Disaster Management
Department
Prime Minister's Office - Disaster Management
Department
Prime Minister's Office - Disaster Management
Department
Ministry of Water

Edwin Konzo

M

Radiation, health physics

Ministry of Education, Science, and Technology

Bernard Abraham

M

Regional Commission’ Office of Dodoma

Otilia HauleF

Principal Agricultural
SectorEconomist

Said Marussu

M

Transport officer

Ministry of Work and Transport

Zuwena Nkwanya

F

Energy engineer

Ministry of Energy

Neema MasindeF

Geologist

Ministry of Minerals

Tabitha Etutu

F

Event coordinator

Ministry of Education, Science and Technology

Dativa Nyiramashuri

F

Photogrammetrist

Alexis Nizeyimana

M

Engineering Industrial
Supplies

Rwanda Land Management and Use Authority(RLMUA)
Rwanda Environment Management Authority(REMA)

Grace Iraguha

F

GIS engineer

Rwanda Information Society Authority (RISA)

Roselyne Ishimwe

F

GIS specialist

Rwanda Energy Group (REG)

Anna Batamuliza

F

GIS student

Rwanda Utilities Regulatory Authority (RURA)

Didas Turatsinze

M

RISA

Angelique Uwamahoro

F

Big data analytics& development

Deborah AberaF

GIS trainee

RURA

Eric Mutsinzi

M

RURA

Charlotte Bwiza

F

Software engineer, GIS
student
GIS student

Aime Jean Baptiste
AkimanaM

Computer engineer, GIS
student

University of Rwanda

David Ruhamiriza

M

University of Rwanda

Alleluia Izimpamvu

FFred Kayonga

M

Software engineer, GIS
student
Computer engineer, GIS
student
Space Program

Pierre Rutihunza
Gahirina

M

Land survey and GIS

RURA

Ministry of Industry and Trading

RISA

RURA

University of Rwanda
RURA

Jean de Dieu
Dusabimana

M

Space Program

RURA

Erneste Ntakobangize

M

Mapping

Priscilla Niyokwiringirwa

F

GIS student

Center for Geographic Information System andRemote Sensing, University of Rwanda (CGIS)CGIS

Alice Uwonkunda

F

RURA

Stella Murungi

F

Software engineer, GIS
student
Software productmanager

Krishna Hari Pushkar

M

Ministry of Home Affairs

Beejay Kumar Maharjan

M

Beda Nidhi Khanal

M

Janardan Gautam

M

Bhim Raj Basnet

M

Prakash Khanal

M

Malati Pant

F

Rajendra Ojha

M

National Disaster Risk
Reduction & Management
Authority
National Disaster Risk
Reduction & Management
Authority
National Disaster Risk
Reduction & Management
Authority
Admin.& Planning,
National Disaster Risk
Reduction & Management
Authority
National Disaster Risk
Reduction & Management
Authority
National Disaster Risk
Reduction & Management
Authority
National Disaster Risk
Reduction & Management
Authority
Account Officer,
NDRRMA

Sushil Bhandari

M

National Emergency
Operation Center (NEOC)

Ministry of Home Affairs

Saraswoti Sapkota

F

Disaster Management
Division

Ministry of Home Affairs

Tulsi Prasad Dahal

M

Ministry of Federal Affairs and General
Administration

Palpasa Maharjan

F

Ministry of Federal Affairs
and General
Administration
Water Induced Disaster
Management Division

Sristy Maharjan

F

Engineer, Flood
Forecasting Division

Department of Hydrology and Meteorology

Sajeena Shakya

F

Department of Hydrology and Meteorology

Sunil Kumar Thapa

M

Meteorologist,
Meteorological
Forecasting Division
Nepalese Army

Amit SinghM

Disaster Management
Division

Armed Police Force

Chaturbhuj Ojha

M

Disaster Management
Division

Nepal Police

Debraj Bhattarai

M

Disaster Management
Coordination Branch

Ministry of Internal Affairs and Law, Province 1

Shanta ChaudharyF

Disaster Management
Coordination Branch

Ministry of Internal Affairs and Law, Province 2

Surendra Karki

M

Disaster Management
Coordination Branch

Ministry of Internal Affairs and Law, Bagmati
Province

Pivot

Ministry of Home Affairs
Ministry of Home Affairs
Ministry of Home Affairs

Ministry of Home Affairs
Ministry of Home Affairs
Ministry of Home Affairs
Ministry of Home Affairs

Department of Water Resources and Irrigation

Nepalese ArmyPrakash Chandra
Dhungana

M

Disaster Management
Coordination Branch

Ministry of Internal Affairs and Law, Gandaki
Province

Babu Ram Panthee

M

Disaster Management
Coordination Branch

Ministry of Internal Affairs and Law, Lumbini
Province

Krishna Bahadur
RokayaM

Disaster Management
Coordination Branch

Ministry of Internal Affairs and Law, Karnali
Province

Damber Singh Kunwar

M

Disaster Management
Coordination Branch

Ministry of Internal Affairs and Law,
Sudurpashchim ProvincePrem Raj Awasthi

M

Humanitarian
Coordination

United Nations Resident Coordinator Office Nepal

Drishtant KarkiF

Information Management
Unit

United Nations Resident Coordinator Office Nepal

Smriti Pant

F

Information Management
Unit

United Nations Resident Coordinator Office Nepal

KIADI BATALA
Michaelle Gloire à Dieu
Moubala dominick
alegra
OKANDZA EGNOUA
Ludovic
Yalibo nadline

F

Chef de Bureau, MASAH

M

Chef de Bureau du secretariat central, MASAH

M

Chef de Bureau, MASAH

F

Chef de Bureau de secretariat, MASAHMONGUIONGOUNDOUBABINDAMANA Rosine

M

Chef de Bureau, MASAH

F

Chef de Bureau, MASAHGOMABY Aurore Vinnmar
Biassadila Prince Amour
Rhusley
Mabiala Christian RochF

Chef de service, MASAH

M
M

Chef de Bureau de la mobilisation des ressources,
MASAH
Directeur general, MASAH

F

Chef de service, MASAHM

MPOY NGAYOLO
Reinée Josiane
Elonga Ghislain Claver
MATOUHO MADZOU
Anicet Placide
POATY-MEATY ALIDARAISSA
MBOUBI née
MORAPENDA NGALA
NuptiaOkamba ATA Landry
Armel
Babanzila Esther
Parfaite Marina
David mbrongon

M

Chef de Bureau de la gestion du personnel,
MASAH
Chef de Bureau du suivi des activités, MASAH

F

MASAH

F

MASAH

M

Chef de service, MASAH

F

MASAH

M

Chef de service de la logistique, MASAH

Nkodia sylvestre

M

Conseille administratif et judiciaire, MASAH

ELENGA Armel BriceFranckDiangana Frank Davy*M

Directeur cooperation communication, MASAH

M

Chef de services, MASAH

ANNEX 3 – Photographs

Group photo of participants on day 1 of the training in Kigali, Rwanda

Instructors offered participants personalized experiences in Rwanda. Here on Day 4.

Participants getting down to work on Day 2 of the Nepal training in Kathmandu

Participants and instructors were brought together thanks to a videoconferencing system for the Nepal
training. Here the start of closing ceremony.

Several training participants posing with their certificates in Dodoma, Tanzania

Participants in Dodoma, Tanzania engaged in a hands-on mapping exercise

Presentation of the Moodle learning platform during the opening session of Republic of Congo online
courseIntroduction to QGIS tutorials during Q&A for Republic of Congo course

ANNEX 4 – Related Links
https://www.unitar.org/about/news-stories/news/developing-git-capacity-nepal-disaster-riskmanagement-and-decision-support
https://www.unitar.org/about/news-stories/news/les-technologies-geospatiales-en-soutien-lagestion-des-catastrophes-en-republique-du-congo
https://twitter.com/UNOSAT/status/1206615059113361408
https://twitter.com/UNOSAT/status/1207327667151917056
https://twitter.com/UNOSAT/status/1207986687500079104
https://twitter.com/UNOSAT/status/1208042852917424129
https://twitter.com/UNOSAT/status/1335866644883787776
https://twitter.com/UNOSAT/status/1336282969577811972
https://twitter.com/UNOSAT/status/1336638134763794433
https://twitter.com/UNOSAT/status/1337009523979145217
https://twitter.com/UNOSAT/status/1338509325984288768
https://twitter.com/UNOSAT/status/1338799015383736321
https://twitter.com/UNOSAT/status/1339228398519021568
https://twitter.com/UNOSAT/status/1339552541542133760
https://twitter.com/UNOSAT/status/1381584547561807876
https://twitter.com/UNOSAT/status/1377261539103797248
https://twitter.com/UNOSAT/status/1375448082356318218
https://twitter.com/UNOSAT/status/1365271790784815107

“Leveling the Playing Field Programme”
Swedish International Development
Cooperation Agency (SIDA)
Summary Report 2021

The Fut

UNITAR – New York Office
January – December 2021

2

New York, December 31 , 2021
st

Executive Director,
I have the honor to present to you the SIDA Annual Summary Report for the project“Leveling The Playing Field” which outlines the courses, training and events that have been offeredin New York from January 2021 until December 2021 with the support of the Swedish cooperation.
COVID-19 pandemic forced all the activities on this project this year to be delivered
virtually. During 2021, the UNITAR New York office under the auspices of the Swedish cooperation
has developed 26 capacity building events, which have impacted a total of 2,196 participants.
Programme attendance, and overall training has significantly increased since the start of the COVID19 pandemic in March 2020 in part due to the adoption of online platforms. There has also been an
increase in positive participant evaluation.
Like in previous years, in order to achieve high level quality training for least developing
states, we have partnered with Institutions to ensure a broad variety of topics and recur to experts tohone the skills of Diplomats from Least Developing Countries, this includes, Columbia Law School,
Yale environmental School, UNDESA, (on ECOSOC, General Assembly, elections and other coretraining for diplomats in New York) SCAD (for training to LCDs, SIDs countries elected as membersof the Security Council), or DGACM to name a few. All of them have contributed to making great
activities and achieved excellent results in this year.
I take this opportunity to present to you this yearly report with the summary of our activities
containing appropriate data, statistics, and summary of the activities developed under the programme“Leveling the Playing Field ” These partnership has been a crucial element to increase theknowledge and skills of diplomats from Least Developing countries, to further develop innovativeand practical trainings for women’s empowerment and tools for promoting gender equality as wellas to mainstream Sustainable Development Goals and the achievement of the 2030 Agenda in our
training while keeping the image and reputation of UNITAR NYO to its best standards and we hope
without a doubt that 2022 will not be the exception.
I am looking forward to continuing this very rewarding journey.

Marco A. Suazo
Head of the UNITAR New York Office

Mr. Nikhil Seth
Assistant Secretary-General
Executive Director of UNITAR
Geneva, Switzerland

3

Contents of the Annual Summary Report
Overview

5

UNITAR NYO Activity Highlights 2021

7

Calendar of Courses 2021

8

Summary of Activities 2021

11

Overall Statistics of 2021

16

UNITAR App “UN How to” Downloads

174

Overview

The SFF support provided by SIDA was crucial to supporting least developing countries
throughout 2021, adapting to the pandemic, and moving training activities to online courses thatwere accessed by low and medium income states.
The beneficiaries of our “Levelling the Playing Field” programme 2021 have been from G77
countries as well as from Least Developed Countries’ (LDCs) and Small Island Developing
States’(SIDs).
During 2021, we have aimed to maintain gender parity in both resource people and beneficiaries
and continue expanding our reach with our online and hybrid courses that will be accessible toparticipants from diverse regional areas. Our methodologies keep improving and we will continue
to include participants in the field in order not to leave no one behind.
For 2021, UNITAR New York Office (NYO) has reflected on the lessons learned from having toadept to the circumstances created by the COVID-19 pandemic and has understood the benefitsof digital training and e-learning for least developing countries.
During 2021 we have continued to develop our “Core courses” prefinancing from the SIDA funds,
that ensure new delegates develop the skills necessary to perform in the Headquarters
Environment, as well as “Orientation Courses” that dive deep into United Nations history andstructure. All these courses will take into account the new measures, rules, and practices
established during the pandemic, so participants are aware of the latest updates.
Under the project Levelling the playing field we have already implemented our Spring Columbia
Series, the ECOSOC induction course and another session specifically designed for Guatemalandelegates, or a series of courses in parallel to the CSW focused on Gender Equality, namely Genderequality in the international rights framework: building back stronger with University of Penn andthe OECD.
Focusing on equipping the youth from developing countries with the right tools to recover fromthe COVID-19 Pandemic with future ready skills, UNITAR NYO partnered with the Monge
Foundation to develop “Sentir en comun Unidad” for more than 90 young leaders.
The New York Office has also crafted a personalized comprehensive training for the government
officials of developing countries which served as a preparation tool for dealing with disputes atthe World Trade Organization (WTO).
The office also implemented “Lecture Series” that covered specific topics related with the United
Nations Agenda for 2021 and our “Special Series” where we will continue with our Partnershipwith Columbia Law School, given the success during the first part of the year. We will continue
to pay special attention to amplifying the voices of women, promoting gender equality, and5

ensuring the representation of women in peacebuilding and conflict resolution. Participants who
successfully completed the series received a certificate of completion signed by our Assistant
Secretary General Nikhil Seth and the Dean of Columbia Law School, Ms. Gillian Lester.
Given the success during previous years shown by the Security Council New Elected Members,
UNITAR will hold one-on-one online courses to train the delegations from developing countries,and ensure we are able to level the playing field when they join the council in January 2022.
Continuing our commitment with delegations from developing countries and in occasion of theelection of the Honorable Abdulla Shahid as President of the 76th session of the General
Assembly, UNITAR NYO will support the onboarding of the new members of the office of the
PGA.
Some of the examples of activities implemented under the Swedish Cooperation, with emphasis
on least developed countries (LDCs) and small island developing states (SIDS) diplomats in New
York were:•

The Work of the Economic and Social Council and briefing for the General Assembly•

Briefing for Non-Permanent Members on the Work of the Security Council•

Columbia Law School Series•

Elections to the United Nations Organs•

Drafting Skills: Reporting and Communications•

The Structure, Drafting, and Adoption of United Nations Resolution

6

Leveling the Playing field Activity Highlights 2021

Training Activities:
•
•
•
•
•

The Work of the ECOSOC for New Delegates
OPGA Transition Workshop for the 76th Office of the President of theGeneral Assembly
Looking Toward COP 26: Sustainable Agriculture, Labor Rights and Just
Transitions in Accelerating SDG Implementation. UNDESA- UNITAR
Briefing for Non-Permanent Members on the Work of the Security
Council
Lessons learned from the Human Development Report 2020 UNDP

Leveling the playing field Special Series• Columbia Law School Series• Yale Series: Looking Toward COP 26
Technology, publications, and initiatives:•THE UNIVERSITY NETWORK FOR SUSTAINABLE DEVELOPMENT: The Network
allows universities joining to be informed about other universities’ achievements
on SDGs learning activities, to create partnerships among one another, as well aswith UNITAR, while improving their educational system with exclusive access to
official UN learning material, documentation and resources around SDGs andSustainable Development. The network already involves 17 Universities as
members and more than 200 registered students
UNITAR NYO APP “UN HOW TO” VERSION 4:
In 2021 the “UN How to” app, was redesigned and updated, to reflect the latest
changes and ensure resources from the United Nations are accessible in a userfriendly way for the delegates. This important resource for the diplomatic world,
available in apple and google stores, has been downloaded 12,500 times in morethan 154 countries. A report with the status of the app is sent two times a year to
the Swedish Government, who generously support this resource under the
project, "Leveling The Playing Field". The app has high activity specially during theGeneral Assembly period.
GUIDELINES FOR UNITED NATIONS ELECTION PROCESSES:
A resource in preparation prepared by and directly for Election Officers to guidethem through the processes of the elections of the main UN organs. (Printing
2022)

7

Calendar of Courses

UNITAR NEW YORK OFFICELEVELING THE PLAYING FIELD TRAINING COURSES 2021

No.

NAME OF THE COURSEDATETOTAL INHOURS

NUMBEROF
PARTICIPANTS

JANUARY
1

The Work of the Economic and Social
Council

Tuesday, 26 January
Wednesday, 27 January

7

100

1.5

150

2.5

23

1.5

170

8

150

2

91

PARTICIPANTS JANUARY: 100
FEBRUARY2
3
4

Columbia Law School Series, Antiracism
in Peace-Building and Conflict
Resolution (1 of 3)
The Work of the ECOSOC for
Guatemala Delegates
Columbia Law School SeriesConducting Successful Virtual
Negotiations (2 of 3)

Friday, 12 February

Tuesday, 23 February
Friday, 26 February

PARTICIPANTS FEBRUARY : 343
MARCH

9

Monday, 1 March
Tuesday, 2 March
Wednesday, 3 March
Thursday, 4 March

Gender Equality in the International
Rights Framework: Building Back
Stronger (OECD and Penn Law)

PARTICIPANTS MARCH: 150
APRIL
10

Fundación Monge Workshop "Sentir en
Común Unidad"

Tuesday, 6 April

811Elections to the United Nations Organs

Wednesday, 7 April
Thursday, 8 April

6

90

12

Yale- Values at Work

Friday, 16 April

1.15

40

PARTICIPANTS APRIL: 221
MAY
13

The Future of Diplomacy After COVID19

Wednesday, 19 May

1.15

191

14

Drafting Skills: Reporting andCommunications

Wednesday, 26 May
Thursday, 27 May

2.9

170

4.5

178

6.45

95

2.9

20

6

35

20

79

PARTICIPANTS MAY: 361
JUNE
15

The Structure, Drafting, and Adoption ofUnited Nations Resolution

16

Solving Disputes at the WTO for
Developing Countries Series

Monday, 21 June
Wednesday, 23 June
Thursday, 24 June
Friday, 25 June

PARTICIPANTS JUNE: 273
JULY
17

Advanced Drafting Skills: Reporting
Monday, 19 Julyand Communications (VTC)
Tuesday, 20 July
PARTICIPANTS JULY: 20
SEPTEMBER

18

19

Thursday, 3 September
Friday, 7 September
Wednesday, 8 September
Briefing for Non-Permanent Members
Thursday, 9 September
on the Work of the Security Council
Friday, 10 September
Ghana (VTC)
Monday, 13 September
Tuesday, 14 September
PARTICIPANTS SEPTEMBER: 114
PGA Staff Training Programme

OCTOBER
20

Yale Webinar Series on Looking Toward
COP 26 (1/2) (VTC)

Tuesday, 12 October

1.5

64

21

Yale Webinar Series on Looking Toward
COP 26 (2/2) (VTC)

Tuesday, 26 October

1.5

90

154

9

NOVEMBER
22

Columbia Law School Series 1/3 (VTC)

Wednesday, 3 November

1.5

110

23

Briefing for Non-Permanent Memberson the Work of the Security Council
Brazil (VTC)

Monday, 8 November
Tuesday, 9 November
Wednesday, 10 November
Thursday, 11 November
Friday, 12 November

20

28

24

Human Development Report (VTC)

Tuesday, 16 November

2

136

25

Columbia Law School Series 2/3 (VTC)

Wednesday, 17 November

1.5

201

1.5

206

PARTICIPANTS NOVEMBER: 475
DECEMBER
26

Columbia Law School Series 3/3 (VTC)

Thursday, 2 December

PARTICIPANTS DECEMBER: 206
TOTAL PARTICIPANTS: 2,196

10

Chapter 2: Summary of Activities in 2021

UNITAR offers orientation courses, lectures and events for new and incoming delegates andmembers of Least Developing states to better understand and work in the UN system. During2021 UNITAR NYO organized the following orientation courses under the project Leveling thePlaying Field.
• ORIENTATION COURSE ON THE ECONOMIC AND SOCIAL COUNCIL FOR ITS MEMBERS:The United Nations Institute for Training and Research New York Office (UNITAR) kicked off the
new year with a three-day orientation course on the Economic and Social Council for membersof the council on 26 January 2021. The first session was delivered virtually with over 100
delegates.
The orientation course consisted of six different sessions which covered a wide variety of topics
relating to ECOSOC, such as the role of ECOSOC, oversight and coordination of the UN systemthrough ECOSOC’s operational activities segment, mobilizing financing technology in support ofthe 2030 agenda, and the engagement of stakeholders and the work of ECOSOC’s Segments andForums for the advancement of Sustainable Development (Youth Forum, High Level Political
Forum and forging partnerships, Finance for Development etc.).
The course was opened by H.E. Mr. Munir Akram, the Permanent Representative of Pakistan to
the United Nations and President of the ECOSOC and counted with, high level officials from the
ECOSOC secretariat. UNITAR NYO also developed this course in Spanish for the first time, as per
request of the Guatemalan delegation.
•PREPARING THE NEW MEMBERS FOR MEMBERSHIP OF THE UNITED NATIONS SECURITY
COUNCIL
Starting in Fall 2021, UNITAR developed its traditional 6-day training on the Security Council.
UNITAR invited all incoming members to enjoy this training and both Brazil, and Ghana took
advantage of the opportunity. The training was led by former SCAD director, Ms. Loraine Sievers
as well as current Staff members of SCAD and former Security Council delegates, including
Ambassador H.E. Karel van Osterom.
Divided in five parts, diplomats of incoming Members were able to deepen their understandingof (1) foundations of Council working methods, (2) meeting formats and related procedures, (3)decisions and documents, (4) interface with sanctions committees, peacekeeping operations, thePeacebuilding Commission, and the General Assembly, and (5) preparing and conducting a
Council presidency. The training benefited more than 107 delegates from both Brazil and Ghana
delegations based in NY and the capital.
• SKILLS-BUILDING WORKSHOP: ELECTIONS TO UN ORGANS: UNITAR NYO delivered its skillsbuilding workshop “Elections to UN Organs: Workshop for Election Officers” on 7-8 April 2021.
The two day-long workshop consisted of five sessions. It involved presentations from UN staff
11and elections officers with the aim to help delegates better understand the election processes
and procedures of various United Nations organs.
It covered matters such as the distribution of seats in UN organs and the General Assembly,
specifically the distribution which allows for equitable regional representation. The session also
included an in-depth session of the legal aspects, covered the treaty bodies elections andfinalized with a Ted Talk format focused on running campaign elections in a digital world held byfour distinguished delegates from diverse Permanent Missions.

• PGA STAFF TRAINING PROGRAMMEThe United Nations Institute for Training and Research (UNITAR) New York Office successfully
implemented its two-day training, the “Transition Workshop for the 76th Office of the
President of the General Assembly (OPGA),” in partnership with the Permanent Missions of
Ecuador, Finland, and Malaysia. This workshop was organized to support the Office of the
President of the General Assembly in its transition between the 75th and 76th OPGA, and to
specifically facilitate opportunities for existing, former, and incoming OPGA staff to shareexperiences and best practices for a successful transition. This workshop marked UNITAR New
12

York Office’s first in-person training workshop since the beginning of the COVID-19 pandemic
and was attended by more than 30 delegates, following social distancing measures.
• COLUMBIA (6 EVENTS) 2 SERIES FALL SPRING, CERTIFICATE SIGNED BY THE DEAN AND ED,TOPIC, HIGHLIGHTING GENDER EQUALITY:
The United Nations Institute for Training and Research (UNITAR) New York office, in partnershipwith Columbia Law School conducted the “Columbia Law School Series”, which included 2 series,
one in the Fall and one in the Spring, that included a total of 6 events. At the conclusion of eachseries, participants received certificates of completion signed by Dean of Columbia Law School,
Gillian Lester and UNITAR Executive Director and United Nations Assistant Secretary-General, Mr.
Nikhil Seth. The event successfully highlighted the struggles faced by women in the workplace,and how best to combat gender inequality in social settings, specifically focusing on theworkplace.
• UNITAR AND PENN LAW SUCCESSFULLY IMPLEMENT "GENDER EQUALITY IN THE
INTERNATIONAL RIGHTS FRAMEWORK: BUILDING BACK BETTER :The United Nations Institute for Training and Research (UNITAR) New York Office, in partnershipwith the University of Pennsylvania Carey Law School, successfully implemented its four-day
seminar series entitled “Gender Equality in the International Rights Framework: Building Back
Better” from 1 to 4 March 2021. Over 150 participants joined the session virtually from all over
the world during the duration of the series. This training emphasized the importance of genderequality and, specifically, how the COVID-19 pandemic has highlighted this need more than ever.
• YALE WEBINAR SERIES ON LOOKING TOWARD COP 26(2 EVENTS)/ VALUES AT WORK:UNITAR and Yale environmental school have had a longstanding partnership in creating events
that support the fight against climate change. During 2021 they joined forzes to develop a
preparation series for the COP26 in Glasgow highlighting the issues and concerns from absenceof agriculture in the 2030 agenda to find solutions and ways to overcome such issues. The
sessions were a way of looking for ways to provide solutions for governments and internationalorganizations to deploy new production capacities to be able to improve innovation and farming
techniques. During 2021 UNITAR and Yale also developed “Values at work” a workshop focusedon environmental, social and governance (ESG) metrics and the push for companies and investors
to remake business models in order to respond to the goals outlined by the SDGs.

13• FUNDACIÓN MONGE WORKSHOP "SENTIR EN COMÚN UNIDAD":
An incredibly interactive workshop developed during the Youth Forum in 2021 that focused on
giving young people simple tools like imagination to create a world of possibilities. Instruments
were used to: Identify the needs of our communities and at the same time the solutions,encourage young people to influence politically and participate in decision-making, recognize
innovative thinking that allows us to comply with the common agenda, the 2030 Agenda andrelease negative thinking and contribute with new ideas.
• THE FUTURE OF DIPLOMACY AFTER COVID-19:
After a year like no other, this workshop explored the impact the global pandemic has had oninternational cooperation and offered perspectives on what the future of multilateralism has instore. The course took place in an online format attracting 190 participants from more than sixty
countries. The workshop was based on the book “The Future of Diplomacy After COVID-19”.
• SOLVING DISPUTES AT THE WORLD TRADE ORGANIZATION (WTO) FOR DEVELOPING
COUNTRIES SERIES:This course will expose participants to the history, objectives, and structure of the WTO, anddiscuss its relationship with its predecessor, the General Agreement on Tariffs and Trade(GATT) of 1947, its rules for the settlement of disputes among its state members, as well as its
treatment of the environment and developing countries. Furthermore, the course describes the14specific rules which govern the establishment and functioning of dispute panels, the rights ofthird parties, the appellate review procedure and the implementation of panel or appellate bodyrulings or recommendations. Finally, a dispute recently resolved by a WTO panel is provided toillustrate the dispute settlement process.
• UNITAR'S ADVANCED DRAFTING SKILLS WORKSHOP:
The two-day workshop focused on techniques and ways to maintain goodwill, the use of
professional expressions and UN common language.
• HUMAN DEVELOPMENT REPORT:The workshop about the lessons learned from the Human Development Report 2020 served tohave a better understanding of human development and how to improve the impact of humanactivities and the risks on the environment.
Facilitators reviewed the idea around human development, the measurements, and the risks
we are facing and how there are some stabilizing dynamics that need to take place. Details on
what actions should be taken such as, focusing on capabilities and values to reorient theapproach to the Anthropocene were discussed.

15

Overall Statistics of Leveling the Playing Field Activities

Total 2021 Gender Parity of Participants%216

2. UNITAR App “UN How to” Downloads
Thanks to the support of the Swedish Government
and under the programme “Leveling the Playing
field” UN How to app has continued to excel as asimple and consolidated resource for United Nations
delegates to efficiently navigate the vast UN system.
The app is available for download on the iTunes app
store for iPhone and on Google Play for Android
devices. The main purpose of the app is to provide
essential services to all delegates, but especially,
LDC’s, SIDS’ and members of FOSS. Since the app
launched in 2017 the UN how to app has been
downloaded 12,500 times, it is an open app but
mostly for the interest of the UN officials anddiplomats worldwide.
During 2021 the app got a complete refurbish
reflecting the changing times and updated resources
for the diplomatic world.

17

Top countries that downloaded the app

18

NOTES

19

United Nations Institute for Training and Research (UNITAR) New York Office
One United Nations Plaza, DC1 Room 603 New YorkNY 10017 USA
Tel :+ 1 (212)-963-9196 / +1(212)-963- 4611
Fax :+ 1 212-963-9686
Email : nyo@unitar.org
www.unitar.org/ny

20

Annex 5: Management response Strategic Framework Fund Independent Evaluation

Strategic Framework Fund (2019-2020) Independent Evaluation
Management Response
C2019.TARSF003.SIDA, C2018.TARSF001.QAT, C2019.TARSF004.LKAgov, C2020.TARSF006.PAKGov, C2020.TARSF005.CHuni, C2019.TARSF002.NIG

September 2021

Geneva, Switzerland

Name of programme/office/unit:

Office of the Executive Director

Executive Director

Nikhil Seth

Name of project undertaking

Strategic Framework Fund 2019-2020

Name of evaluation
Date:

Independent evaluation of the Strategic Framework Fund (2019-2020)
08.09.2021

C2019.TARSF003.SIDA
C2018.TARSF001.QAT
C2019.TARSF004.LKAgov
C2020.TARSF006.PAKGov
C2020.TARSF005.CHuni
C2019.TARSF002.NIG

SECTION I – Comments on Findings,
Conclusions
The evaluation was a thorough, useful and timely exercise. Given the Institute’s tightly earmarked project base, the SFF has provided much needed
flexibility and, without doubt, has resulted in resource efficiencies. During the initial two years of the Fund, emphasis was placed on achieving quick
successes through multiple, small scale allocations. As with any new instrument, there are important opportunities for learning and improvement, and
UNITAR will seize this evaluation report and the recommendations contained therein to inform the future administration of the SFF and design anddelivery of projects. A summary of the evaluation and the recommendations will be submitted to the Sixty-Second Session of the UNITAR Board ofTrustees in November 2021.

Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluation

SECTION II - RECOMMENDATIONSManagement Response and Planned Action
Recommendation

1.

Recommendation 1: While carefullybalancing needs and/or requests
from Member States and SFF
allocation requirements, a clear“Leave No One Behind” component
should be required for each SFFfunded project.

Recommendation
2.

Recommendation 2: Decisions on
allocation awards should take a
blended approach of small andshort-term seed funding-oriented
projects (based on clear criteria,

Accepted
Partially
Accepted
Rejected

Planned action

Budgetallocated (ifnecessary)

Status(planned, under
implementation,
implemented)

Accepted

Allocations containing
Under implementation
convincing LNOB
objectives will receive
priority in SFF
allocations.
Management Comments: LNOB has always been considered as key for projects
funded by the strategic framework fund. However, we recognize that more efforts areneeded to ensure the funded projects are reaching the furthest behind first.

Accepted
Partially
accepted
Rejected
Accepted

Planned action
As communicated by the
ED at the June 2021
Programme Managers
Meeting, this approach
will be followed.

Budgetallocated (ifnecessary)

Status(planned, under
implementation,
implemented)
Implemented

Update on status
after 6 months(planned, under
implementation,
implemented)
Implemented,
LNOB has always
been considered as
key for projects
funded by thestrategic frameworkfund. Sinceissuance of therecommendation
the OED has given
initial approval for amajor upcoming
project under the
SFF focusing
empowerment of
women.
Update on status
after 6 months(planned, under
implementation,
implemented)
Implemented, only
projects with crossDivisional support
and participation2

Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluation

demonstrated needs and clearly
identified results which aresustainable) with a limited number oflarger and longer-term projects withcross-divisional cooperation, where
possible

Recommendation
3.

Recommendation 3: Emphasisshould be placed on thedevelopment of country-level
partnerships, including UN Country
Team engagement, in SFF project
design and allocation decisions.

Recommendation
4.

Recommendation 4: UNITAR
programme units should ensure that
allocation requests include a clearlyManagement Comments:
1. Emphasis for the incoming year’s SFF is around the question of health and dataand gender equality and the empowerment of women (GEEW).
2. Current thinking: All 7 programming divisions work together on the theme ofgender equality and design a project, and a separate project be led by UNOSAT
on data and health with relevant divisions partnering in the latter.

considered forfunding under the
SFF.

Accepted
Partially
accepted
Rejected

Update on status
after 6 months(planned, under
implementation,
implemented)

Partially
accepted

Planned action

Budgetallocated (ifnecessary)

Status(planned, under
implementation,
implemented)

Under
Revise SFF governing
implementation
principles and SFF
allocation application
for programmes tooutline how countrylevel partnerships
including with UN
country teams enable
the effectiveness ofprojects• Communicate toprogrammes theimportance ofPlannedcountry-level
partnerships.
Management Comments: This information is already sought through the SFF
application process but should be highlighted more strategically by Programmes.
Accepted
StatusPartially
Budget(planned, under
accepted
Planned action
allocated (ifimplementation,
Rejectednecessary)
implemented)
Accepted•

Office of the Executive
Director to communicate
to programme units that

Under
implementation

Under
implementation, is
continued to be
stressed with
Programmes whoare implementing
projects under the
SFF.

Update on status
after 6 months(planned, under
implementation,
implemented)
Implemented,
project proposals

3Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluation

defined results framework withspecified Level 3 performance needs
in project design and in post-training,
including, for example, cost neutralcommunities of practice among
alumni, and develop a budget/time
criterion to ensure that larger-scale
and term future SFF projects include
a compulsory post-training follow-up
action to measure and assess
performance components.

Recommendation
5.

Recommendation 5: UNITAR
programme units should at leastconsider partial virtual training
delivery or alternative delivery
mechanisms such as radio
broadcasting to leverage increased
reach, reduce costs and reduce theenvironmental footprint. This could
become additional SFF project
allocation criteria.

implementation of therecommendation will
inform SFF decision
making for allocation
requests.
Management Comments: Programme Units to ensure that allocation requests that
contain training outputs include a description of Level 3 training needs (and Level 4
intended impacts if allocation request exceed $400,000), and that project designcontains post project follow-up to measure and assess performance level changes/
application of knowledge and skills.

without thesecriteria have been
sent back to
Programmes forrevision.

Accepted
Partially
accepted
Rejected

Update on status
after 6 months(planned, under
implementation,
implemented)
Implemented,
current project
proposals under the
SFF include
blended training
approaches
including a virtualcomponent.

Accepted

Planned action
Application request to berevised to specify how
projects will be delivered
including alternative
mechanisms to leverageincreased reach, and thatsuch components will beconsidered in making
allocation decisions.

Budgetallocated (ifnecessary)

Status(planned, under
implementation,
implemented)
Under
implementation

Management Comments:

4Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluation

Recommendation
6.

Recommendation 6: Programmeunits should document impact
stories using available guidance toanalyse personal and institutionalchanges and the reach of training
in Member States through alumni.

Accepted
Partially
accepted
Rejected
Accepted

Planned action

Budgetallocated (ifnecessary)

In conjunction withrecommendation #4,
programme units toundertake impact stories
to document personal andinstitutional changes from
SFF-supported projects
relying on guidance andsupport as needed from
PPME.

Status(planned, under
implementation,
implemented)
Under
implementation

Update on status
after 6 months(planned, under
implementation,
implemented)

Under
implementation, hasbeen communicatedto Programmes.

Management Comments:

Recommendation
7.

Accepted
Partially
accepted
Rejected

Recommendation 7: The Executive Accepted
Director’s Office, in cooperation
with the Board of Trustees, should
strengthen efforts to widen the SFF
donor base and overall SFF
resources, complementing theengagement of ambassadors in
Geneva with a targeted outreach todonor capitals.

Planned action
Included as agenda item
for November 2021 BoT
meeting

Budgetallocated (ifnecessary)

Status(planned, under
implementation,
implemented)
Under
implementation

Update on status
after 6 months(planned, under
implementation,
implemented)
Under
implementation,needs further follow
up after BoT
considered thisduring Nov 2021
meeting.

Management Comments: At its Sixty-first Session (November 2020), the Board took
note of the Finance Committee’s observations and Management’s update on theStrategic Framework Fund, and the request to work with UNITAR to raise the visibilityof the Fund and to promote the instrument within its networks. Management
showcased the SFF at the September 2021 Friends of UNITAR Meeting in Geneva,

5Management Response | Strategic Framework Fund (2019-2020) | Independent Evaluationand Management will be reviewing what future efforts can be made and support
provided by the Board at its Sixty-second Session (Nov 2021) to further strengthen thevisibility of and financial support to the SFF.

6

Annex 6
List of Directors/Managers overseeing design andimplementation of funded projects
Strategic Objective (SO)Title of project/activity

Director/Manager

SO1: Peace

Women’s Leadership for Peace:
Needs assessment, operationalplan, and design phases**
Youth Imp!act for Peace Liberia
Implementation of a National
NOASP Workshop in Nepal (2019allocation)
Joint UNITAR/UNICEF online
climate change course
How to be e-Waste Literate: A
Citizen’s Approach to Solving thee-Waste Course
Joint UNITAR/WHO Online
Climate Change Negotiationsand Health Course**
Leading Inclusive 4IR:
Empowering Women in
Afghanistan for the Future ofWork through Digital Reskilling**
BUILD BACK BETTER - Sustainable
and resilient post-COVID recovery
in Latin America: Enhancing Tradeand Improving Safety byStrengthening Chemicals andTrade links and bringing countries
closer to OECD Standards*
Division for Prosperity lead**
Introduction to Geospatial
Information Technology for
Evidence Based Decision-Making(Kenya) (2019 allocation)
Introduction to Geospatial
Information Technology for
Disaster Risk
Reduction/Management (2019allocation)
E-learning course on the use of
Geospatial Information
technologies for HumanitarianassistanceLevelling the playing field
Vector-borne disease risk
mapping dashboard** (SO2, SO5)
Diplomatic Excellence (SO1, SO2,
SO5)

Evariste
Haddad

SO2: People

SO3: Planet

SO4: Prosperity

SO5: Cross-fertilization

Multiple strategic objectives

Karambizi,

Rabih

El-

Evariste Karambizi
Alex Mejia

Angus Mackay
Angus Mackay

Rabih El-Haddad, Angus Mackay

MihokoAdallaKumamoto,

MichaelMihoko Kumamoto, Jorge Ocana

Einar Bjorgo

Einar Bjorgo

Einar Bjorgo

Marco Suazo
Alex Mejia, Einar Bjorgo
Rabih El-Haddad

NotesOvercoming Global Challenges
Rabih El-Haddad
through International Law (SO1,
SO2, SO4, SO5)
Ethiopia – Safer Chemicals
Jorge Ocana
Management and Gender
Mainstreaming (SO2, SO3)
Strengthening SDG Competencies Angus Mackayin the Digital Age****Cross Divisional/Programme Unit project/activity

United Nations Institute forTraining and Research2022 – 2025 Strategic Framework
Contents
A Message from Leadership ..................................................................................................... 2
Continuing our Strategic Direction with New Opportunities, New Challenges ........................... 4
Our Vision, Mission and Values ................................................................................................ 7
Our Core Functions ..................................................................................................................7
Becoming Fit for the Pandemic and Post-pandemic World ....................................................... 8
Strategic Objectives .................................................................................................................8
Implementing our Strategy ..................................................................................................... 10
Strategic Enablers .................................................................................................................. 14
Assumptions, Risks and Challenges....................................................................................... 16
Monitoring, Evaluation and Reporting ..................................................................................... 17

UNITAR
7 bis, Avenue de la Paix
CH-1202 Geneva 2, Switzerland

T +41 22 917 8400
E info@unitar.org
www.unitar.org

1

A Message from Leadership
In January 2018, UNITAR embarked on a new four-year strategy and set of high-level objectives
that were closely aligned with the 2030 Agenda for Sustainable Development and its focus on
people and their prosperity, the planet and peace and justice. Given its aspirational,transformative and universal nature, the 2030 Agenda requires concerted efforts from all
countries and all levels of government, as well as from an array of other stakeholders, including
the United Nations and other international organizations, civil society, academia and thebusiness community. For its part, UNITAR has been working within its mission and mandate toprovide high-quality learning solutions and related knowledge projects and services to countries
and other United Nations stakeholders with a view to supporting the achievement of the
Sustainable Development Goals (SDGs).
At the framework’s mid-point in early 2020, UNITAR commissioned an independent evaluationon the implementation of the strategy to assess its relevance, coherence, effectiveness,
efficiency and impact and sustainability. The evaluation reached out to a wide array of UNITAR
stakeholders, including beneficiaries, donors, implementing partners, and found the strategic
framework to be effectively linked with the global context through its close ties to the 2030
Agenda, the SDGs and other global blueprints for action. Given the high relevance of theframework, the evaluation recommended that the 2018-2021 strategic alignment should
continue for at least the next four years and the structure continued into the next framework.
Since its onset in early 2020, the COVID-19 pandemic has severely disrupted the world, bringing
about economic and social upheavals, without mentioning the suffering and losses that so many
people around the world have had to endure. Like most organizations, COVID-19 affected
UNITAR’s work since much of its programming and training is delivered in the field, in person.
By leveraging its virtual learning environment, mobile learning and other available IT tools,
UNITAR was able to continue its learning services despite COVID restrictions. These new
realities and the uncertainty that looms will inform the next four years that lie ahead of us.
As countries continue the process of implementing the 2030 Agenda, learning undeniably plays
an instrumental role, with knowledge, skills and attitudes being important drivers of change
across all Goals. Indeed, developing the capacities of individuals, organizations and institutions
through training and related processes could hardly be more relevant to the transformationalchange that the 2030 Agenda and the other action plans agreed to in 2015 seek to bring about.
At its Sixty-Second Session, the UNITAR Board of Trustees agreed to extend the framework forthe period covering 2022 to 2025. The framework will continue to address the objectives andsub-objectives from the 2018-2021 period, with emphasis on climate action and getting theSDGs back on track as particularly areas of priority, as well as the incorporation of two new subobjectives (SO):a.
Promote health for all, particularly for the most vulnerable people and countries (newsub-objective under SO2: Promote people’s wellbeing); andb.
Promote technologies for the realization of the SDGs and in reducing the many divides
in the digital space (new sub-objective under SO5: Promote the indivisible and integrated natureof the 2030 Agenda).
As observed by the Board, it will be important for UNITAR to continue to address therecommendation of the mid-term evaluation of the framework, such as working to improvelinkages with the UN system, including exploring flexible ways and means of working withpartners at the country level; promoting more integrated approaches; diversifying multilingualism2

in programme delivery; and focusing more on impact, as well as consider or continue withactivities around the themes of social and economic impacts of COVID-19, science diplomacy,
cybersecurity, anticorruption, human rights and sustainable development and green energy.
As an entirely voluntary-funded entity which relies on partnership engagement with a wide arrayof donors and other partners, UNITAR is grateful to those who support its programming andcontribute to successful delivery and achievement of results.

Nikhil SethExecutive Director

Luis Gallegos
Chair, Board of Trustees

3

Continuing our Strategic Direction with New
Opportunities, New Challenges
1. In January 2018, UNITAR embarked on a four-year framework with a set of strategic
objectives closely aligned with the 2030 Agenda for Sustainable Development and theSustainable Development Goals (SDGs). The framework has served as a usefulstructure to guide UNITAR programming. Mid-way into the framework’s implementation,
the world was confronted with the COVID-19 pandemic, which severely disrupted
societies and economies, and the ways in which we interact with people and move about.
Like many organizations, the lock-down and travel restrictions imposed in early 2020
many of UNITAR’s activities to a standstill.
2. As the 2018-2021 strategic framework period comes to a close, we cannot start a new
period without acknowledging the stellar role this has played in UNITAR’s programming,
priorities and actions. Grounded in the SDGs and the 2030 Agenda, the 2018-2021
strategic framework has a continued relevance in our troubled world.
3. The COVID-19 crisis is setting us back. There is a reawakening and urgent call to build
back better world and the pillars on which our future vet will include putting the SDGs
back on track and playing greater emphasis on universal health care, climate change
actions and strengthening digital cooperation across the board. In all these tasks weneed to reemphasis on our interlinked SDG agenda. Moreover, in accordance with the2030 Agenda principles of leaving no one behind and reaching the furthest behind first,
we continue to focus our attention on developing the capacities of countries in special
situations and other groups, including those made even more vulnerable following the
pandemic, such as young persons and persons with disability, amongst others.
4. UNITAR’s strategic framework provides an opportunity to take a critical and constructive
look at where we are and where we want to be by 2025. It is a time to take meaningful
steps to become fit for purpose to meet the learning and broader capacity development
needs to help countries achieve the global development agenda. The 2022-2025
strategic framework outlines the direction that UNITAR will take and serves as thefoundation for planning and budgeting, for mobilizing resources and crafting
partnerships, for delivering results, and for measuring and evaluating our contribution to
the 2030 Agenda for Sustainable Development.
5. The work of UNITAR will continue to be guided by the contemporary plans of action andthe platforms agreed to in the United Nations for our people and their prosperity, for ourplanet, and for peace and justice. The major blueprints which will guide UNITAR’s work
are the 2030 Agenda; the other major outcomes from 2015, including those of the Sendai(Disaster Risk Reduction), Paris (Climate Change) and Addis Ababa (Financing forDevelopment) conferences; the Youth2030 system-wide youth strategy of the UN which
was launched in 2018 by the UN Secretary-General, the Convention on the Rights of
Persons with Disabilities and the United Nations Disability Inclusion Strategy (UNDIS)
launched in June 2019, the ongoing work on UN development system reform and theSecretary-General’s report on Our Common Agenda.
6. Challenges – both old and new – are inherent to any opportunity. While our contribution
to capacity development is undeniably real, we are bound by organizational, financial
and other pressures. For a small, autonomous and voluntarily-funded entity, thesepressures can restrain UNITAR from achieving its full potential. Contributing
meaningfully to the implementation of the 2030 Agenda and the other plans of action will4

require that we pursue more strategic, integrated, holistic and tailored approaches todelivering results that can effectively contribute to the transformations that the Agenda
and other platforms call for.
7. Our Institute has registered impressive growth in activities and outputs over the past
several biennia and has continued to grow despite the pandemic. We have strengthened
our focus on delivering learning solutions and on meeting the needs of participants fromdeveloping countries. Our financing has also increased, from close to $42 million in
2010-2011 to some $68 million projected for 2020-2021.
8. Despite this optimistic picture, our Institute finds itself – like many organizations – at a
crossroads. Achieving promising, large-scale evidence-based outcomes is a challenging
endeavour. The short-term and small-scale nature of many UNITAR projects, coupledwith the lack of core resources and pooled funding, prevent us from producing more
substantial and enduring results.
9. The Secretary-General’s report on repositioning the UN development system to deliveron the 2030 Agenda emphasises the need for UN entities to be the best providers intheir domain, follow integrated approaches, be responsive to the differentiated demandsof Member States, deliver as one in partnership with UN system entities, be nimble andagile, and be results driven. The report also highlights skillset gaps in areas such as
leveraging partnerships, financing, data and policy integration, which need to be bridged.
Many groups of countries, including those in special situations, have also elaborated on
their capacity development priorities in the respective plans of action.
10. In response, we will capitalize on UNITAR’s expertise in the design and delivery of highquality learning solutions and related knowledge products and services that are bothpeople-centred and respond to the specific needs of Member States and otherstakeholders of the United Nations. Guided by our advisory bodies, we will utilise our inhouse learning support expertise to promote the holistic and transversal nature of the2030 Agenda through transdisciplinary and intersectoral approaches in our
programming. We will leverage partnerships with a range of knowledge organizations
and research-related bodies with a view to realizing win-win solutions that enhance thespirit of the 2030 Agenda and a shared future for humankind.
11. In supporting countries, we will assign high priority to collaboration and inclusive
participation with the overarching goal of leaving no one behind and reaching the furthest
behind first. We will also closely monitor the latest trends in the learning industry, build
upon the newest developments in technology and design and deliver innovative products
and services to respond to current and future learning needs, such as in sustainableinfrastructure and the rapidly developing technology sector as the world enters the
Fourth Industrial Revolution.
12. Becoming fit for the 2030 Agenda and maximizing our potential to contribute to its
implementation will require us to make changes in both scale and approach to ourprogramming and how we collaborate with strategic partners within and outside theUnited Nations. It will also require changes in how we organize and deploy our humanand institutional capital as well as in our processes to efficiently and effectively deliver
results and learn collectively as an organization.
13. New opportunities are also provided by new offices and new programmes such as the
UNITAR Bonn Office and the Sustainable Cycles Programme (SCYCLE). The UNITAR
Bonn office that was officially opened in September 2020 is a multi-programme office
and will work across all pillars of the 2030 Agenda. With its activities also delivered from5

Bonn, SCYCLE promotes the development of sustainable societies through the reductionof environmental loads of ubiquitous products through research and training, and has
now successfully migrated from the United Nations University SCYCLE will scale up
programming in governance and institutional capacity for chemicals and waste
management. In the area of Health, the Global Surgery Foundation is aiming to ensuringthat surgical, obstetrical and anaesthesia care is accessible, safe, timely and affordable.

6Our Vision, Mission and Values
Our vision is a world in which individuals, institutions and organizations areequipped with the knowledge, skills and other capacities to overcome global
challenges.
Our mission is to develop the individual, institutional and organizational
capacities of countries and other United Nations stakeholders through highquality learning solutions and related knowledge products and services toenhance decision-making and to support country level action forovercoming global challenges.
In pursuing our mission, we place priority value on ensuring that our knowledge and related
products and services are client-oriented, modern and innovative, and that they meetinternationally recognized quality standards. We also place concomitant value on ensuring ahighly inclusive and transparent organization that is nimble and flexible, and on being heldto account on what we deliver and how. It is through embracing these values collectively andindividually that we see UNITAR best-positioned to achieve growth and become a much more
impactful, influential and visible organization.

Our Core Functions
Providing high-quality learning solutions to address the capacity development needs ofindividuals, organizations and institutions;

Advising and supporting governments, the UN and other partners with knowledge
services, including those that are technology-based;Facilitating knowledge and experience-sharing through networked and innovative
processes; and

Integrating innovative strategies, approaches and methodologies into our learning andrelated knowledge products and services.

7

Becoming Fit for the Pandemic and Post-pandemic
World
The interconnected, universal and transformational nature of the 2030 Agenda and otherdevelopment platforms call for collective action, responsibility and accountability throughthe engagement of a myriad of stakeholders. The 2030 Agenda is a holistic plan of action
for peace, people, planet and prosperity, which calls for a profound transformation in
the way we look at – and work to achieve – sustainable development.
Contributing meaningfully to the implementation of the Agenda and helping countries
achieve the Goals requires us to re-think how our organizational capital is structured andinteracts. Programming will continue to be our driver in achieving development results,
but it will be amalgamated around the peace, people, planet and prosperity dimensionsof the Agenda. These pillars will form the foundation of our strategic objectives, inaddition to a fifth objective on cross fertilizing knowledge to support the indivisible andintegrated nature of the Agenda, recognizing that achieving peace, social inclusion,
environmental restoration and poverty reduction and sustainable growth are inherently
interconnected and require mutually supportive and systemic efforts.

Strategic Objectives
Peace
Conflicts, new or longstanding, undermine sustainable development. As so eloquently
summarized in the 2030 Agenda, "[t]here is no peace without development, there is no
development without peace." Tackling violence; addressing root causes of conflict,insecurity and injustice; and strengthening governance and institutions are essential
steps to creating a more sustainable future. This is of critical importance at a time whenlarge numbers of people feel that development has left them behind; express a lack trust
in institutions; and are concerned about corruption, violence and instability.

Strategic Objective (SO) 1. Promote peace and just and inclusive societies

PeopleFar too many people in our world are excluded from meaningful engagement andparticipation in economic, social and political life. The vulnerable are marginalized andexposed to significant inequalities affecting their well-being and livelihoods. Barriers toaccessing adequate structures and services for health and sanitation and to quality
education, training and lifelong learning opportunities compromise people’s productive
capacity and, consequently, their ability to contribute to social and economic
development. The COVID-19 crisis has turned the world’s attention to universal healthcare and exposed the great inequalities within and between countries, especially in theaccess to life saving health care. At a macro level, some groups of countries are also
exposed to significant inequalities, including barriers to participation and representationin global institutions and decision-making processes.

SO2. Promote people’s well-being and support equitable representationof countries in global decision-making fora

8PlanetSafeguarding our planet requires efforts from all. Halting natural resource depletion,
reducing the impacts of hazardous chemicals on human health and the environment,
and combating the adverse impacts of climate change are all complex challenges
requiring strengthened human and institutional capacities. New legal frameworks;
participatory mechanisms; and policies, institutions, strategies and practices are needed
to implement the transformations required for the protection, restoration and sustainable
use of natural resources.

SO3. Support the conservation, restoration and safeguarding of ourplanet for present and future generations

Prosperity
Inclusive sustainable growth is critical for prosperity. People’s well-being is rooted ineconomic, social, and environmental security, where opportunities are present and the risksof poverty are reduced, so as to be better positioned to succeed and contribute to societal
prosperity. Dynamic, sustainable, innovative and people-centred economies need to build on
the productive capacity of their populations, including youth, women, the vulnerable and themarginalized as an asset to sustainable development.

SO4. Promote inclusive and sustainable economic growth

Cross-fertilizing Knowledge and Expertise
Knowledge is the fuel that can power the transformations required for countries toachieve the 2030 Agenda. Cross-fertilizing knowledge is part UNITAR’s essence andthis will be further strengthened to support the interlinked and holistic nature of theAgenda.
We are also uniquely positioned to support countries in strengthening the means of
implementation of the Agenda and particularly the capacities of countries to adopt andlocalize the Agenda and mainstream the Goals in national development planning andstrategies, as well as to promote policy coherence.
Science and technology are key elements for implementing the SDGs and are of great
importance in enhancing capacities at national and regional levels.
While digital technology already has an immense impact on development, we must makesure to see these tools support transformative processes.

SO5: Promote the indivisible and integrated nature of the 2030 Agenda

9Implementing our Strategy
14. The set of sub-objectives listed below and results areas defined in our biennial
programme budgets will provide the operational tool to guide the implementation of theframework. As a crosscutting focus, we will place emphasis on reaching the furthest
behind first by working to address the learning and broader capacity needs ofstakeholders from countries in special situations, as well as continuing to achieve
gender parity of our beneficiaries every year, providing more inclusive trainings, working
towards reducing barriers to access and participation of beneficiaries across all age
groups, creating specific opportunities for youth, and making greater use of ICT
technologies for the realisation of the SDGs and in reducing the many divides in thedigital space.
15. To achieve results effectively and efficiently, we will focus much of our work on
strengthening our comparative advantage in providing high quality learning solutions andrelated knowledge products and services. We will also maximize the use of our strategic
enablers and engage in win-win partnerships with entities within and outside the United
Nations to make a greater contribution to helping countries achieve the SDGs and theobjectives of the other major platforms of action.

SO1. Promote peace and just and inclusive societies
SO 1.1

Support institutions and individuals to contribute meaningfully tosustainable peace
Sustaining peace entails a broad range of activities aimed at preventing theoutbreak, continuation, escalation and recurrence of violent conflict. This subobjective will focus on supporting institutions and individuals, including those
who tend to experience marginalization such as indigenous peoples, women,
youth, persons with disabilities and others, to contribute meaningfully tosustainable peace by increasing capacities of stakeholders at different levels toprevent and resolve violent conflicts, restore the rule of law, and build lasting
peace.
Programming will include activities aimed at strengthening capacities toeffectively support social integration and peaceful coexistence; to address root
causes of conflict and negotiate and mediate mutually beneficial and lasting
solutions; and to establish legal and regulatory frameworks on access to
information, public participation in decision making, and access to justice.
UNITAR will also engage in new areas of peace-related programming, including
strengthening knowledge and skills of women as change agents in conflict
analysis, negotiation and mediation; working with at-risk youth to sensitize peers
on how to sustain peace and participate in decision-making processes;
strengthening engagement of men and boys as agents of change in efforts towork towards ending sexual and gender based violence and reducing thestigmatization; improving knowledge and skills on personal conduct towards
compliance with the UN Zero Tolerance Policy; and improving the use of modern
technologies, particularly in the area of energy, to protect civilians andvulnerable populations.

SO2. Promote people’s well-being and support equitable representation ofcountries in global decision-making fora

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SO

2.1

Promote people’s well-being, including the protection andempowerment of groups that have been marginalized and arevulnerable

Learning is crucial to promoting people’s well-being and social inclusion. It
provides a lever for individuals to open doors; understand problems; findsolutions; and participate in economic, social and political life. Unfortunately,
many segments of society have been marginalized and made vulnerable, suchas disabled persons, indigenous peoples, migrants, and internally displaced
people and refugees. This sub-objective will focus broadly on developing
people’s well-being, with emphasis on helping individuals acquire knowledge
and skills to promote sustainable development. Learning and related
programming focussing on improving stakeholders' capacity to tackle noncommunicable diseases and improve patients' ability to practice self-care andmanage their diseases, entrepreneurial and productive capacities, on thedevelopment and implementation of migration policies and on education forsustainable development are some examples of activities.

SO 2.2

Strengthen representation of countries in special situations ininstitutions of global governanceSupporting and promoting multilateralism and institutions of global governanceis of great relevance and importance in today’s world. Effective multilateral
institutions require equitable representation; as well as strengthened capacities,
including knowledge, awareness, skills and attitudes, for delegates and otherstakeholders to take part meaningfully and constructively in multilateralprocesses. This sub-objective aims to develop knowledge, skills, awareness andattitudes on the processes, procedures, issues and decision-making arenas ofmultilateral institutions, with a focus on the United Nations system.

SO 2.3

Promote health for all, particularly for the most vulnerable people
and countries
Achieving Universal Health Coverage and building strong, resilient healthsystems requires public, private, people partnerships. Ensuring that low resource
countries have essential institutional capacities, structures, systems andfinancing in place to tackle the most pressing health challenges like noncommunicable diseases in a sustained and sustainable manner. This subobjective aims to support countries' progress towards achieving SDG 3.

SO3. Support the conservation, restoration and safeguarding of our planet for
present and future generations
SO 3.1

Foster a green, low carbon and climate resilient transition
Enhancing individual and institutional, legal and technical capacities to adapt toclimate change is essential, as is supporting the transition to greater resource
efficiency, low carbon growth, responsible consumption and production, basedon circular economy principles. Under this sub-objective, we will continue towork with various partners, including a broad spectrum of UN entities andnational educational institutions, to design, develop and implement learning
strategies as a pathway to achieving green, low-carbon and climate resilient11

development. We will focus on developing both foundational knowledge andapplied skills in the analysis of climate vulnerabilities and risks, the identificationand prioritization of response measures and in the design and implementationof strategies to promote green growth and climate change resilience.

SO 3.2

Strengthen the sound and sustainable management of chemicals
and waste
Learning and broader capacity development activities under this sub-objective
will continue efforts to strengthen the legal, technical and infrastructural
capacities of governments and other relevant stakeholders to implement
chemicals and waste conventions, global agreements and systems. These
efforts will be critical during the period of 2018 to 2021 as the international
community negotiates a new framework for the sound management of chemicals
beyond 2020.

SO 3.3

Improve the conservation and sustainable use of natural resources
Activities under this sub-objective will focus on the enhancement of capacities
of key stakeholders to contribute to the implementation of internationally agreed
environmental obligations. New programming will include renewable energy andcooperation in the production and management of clean energy technology;
legal, technical and other capacities for legal frameworks pertaining to oceans
and seas; and ecosystem-based approaches to protect marine and costal
ecosystems.

SO4. Promote inclusive and sustainable economic growth
SO 4.1

Help countries to achieve inclusive and sustainable economic
growthDecent employment opportunities for all, particularly for youth, women and thevulnerable and marginalized, are of utmost importance for ensuring economic
growth and people’s well-being. Moreover, it is of key importance to strengthen
institutional capacities on trade, finance, anti-corruption, debt financing, relief,
restructuring and sound management to decrease economic inequalities. In
times of globalization, strong multi-stakeholder collaborations across all sectors
help carry forward worldwide initiatives on sustainable development. This subobjective focuses on supporting countries to achieve inclusive and sustainableeconomic growth 1 and to create decent work opportunities for all bystrengthening employability capacities; developing skills for multi-stakeholder
collaboration; and enhancing knowledge on trade, finance, debt and statistics.

SO5: Support the indivisible and integrated nature of the 2030 Agenda
SO 5.1

Optimize the use of technologies, including geospatial
technologies, for evidence-based decision-making
Science and technology are key elements for implementing the SDGs and areof great importance in enhancing capacities at national and regional levels. The

1 Including through national initiatives such as the Belt and Road Initiative.

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use of technology-based and innovative solutions will continue to play animportant role in supporting better informed and evidence-based decisionmaking processes by the UN system and Member States, in developing
solutions with an integrated approach and in reaching more beneficiaries. In
addition to delivering imagery analysis and satellite solutions to relief anddevelopment organizations, we will develop and deliver learning solutions basedon cutting edge technologies, particularly with a view to reducing inequalities
which stem from unequal access to and benefits from technological advances.

SO 5.2

Support coherence and evidenced based policies of the 2030
AgendaThe 2030 Agenda will require all countries and stakeholders to work together toimplement the SDGs. It is crucial to continue increasing the awareness, but alsobuilding knowledge, skillsets and ability of various constituencies to act insupport of the global goals in personal and professional capacities. Many
Member States and key partners still need support for implementing andmonitoring progress on the 2030 Agenda and producing and using evidence toinform decisions more effectively, with emphasis on enhancing the capacities ofcountries - in particular those in special situations - in promoting coherent andevidence-based policies and in improving multi-stakeholder engagement at thenational level.

SO 5.3Equip institutions to improve the quality of learning opportunities
Activities under this sub-objective will strengthen the capacities of trainingrelated institutions, particularly those located in developing countries, to design
and implement outcome-based learning in technical and vocational skills andlifelong-learning opportunities.

SO 5.4

Promote technologies for the realization of the SDGs and reducing
the many divides in the digital space
While digital technology already has an immense impact on development, wemust make sure to see these tools support transformative processes. Such as
more cost effective government administrations, easier access to informationand educational resources. To facilitate this, well established policies must be inplace to equal access to the Internet. With about 60 of the world’s population
having access to the Internet (2021) and of these about 90 accessing via mobile
devises, these is still a long way to go for all to have access. UNITAR with work
will governments and other stakeholders to explore what options exist to leave
no one behind.

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Strategic Enablers
UNITAR’s strategic enablers are essential support and aim to maintaining sound executive
leadership, strengthening programming for results, optimizing operational efficiency, increasing
and diversifying resources and partnerships, and enhancing communications.

People and Partnerships
16. Our human capital is—and will always be—our most important asset. Responding to ourclients’ needs and delivering knowledge-based products and services effectively andefficiently through modern and innovative approaches, requires our 100 plus
professionals—from all backgrounds and at all levels—to be collaborative, dynamic andresilient; to master the set of skills and other competencies in our respective work areas;
to embrace the set of core UN values and to internalize a culture of learning andcontinuous improvement. Developing essential knowledge and skills of our staff for the
implementation of our strategy will be a primary commitment. We will elaborate a specificcompetency framework reflecting the knowledge and related products and services that
we produce, providing means for the development of attitudes and behaviours needed
to implement our strategic framework.
17. Our institutional partnerships are also an integral part of achieving effective and efficientresults. We will continue with and also pursue new strategic partnerships to respond toexisting and new thematic imperatives, such as addressing social and economic impactsof COVID-19, science diplomacy, cyber security, anticorruption, human rights,
preventing violent extremism, green energy, and promoting health, managing migrationand knowledge about the United Nations system. Working through partnerships acrossand beyond the UN development system, including entities within the network of UN
research and training institutes, other UN organizations, the private sector, academia,
and civil society, we will strive to ensure coordinated action, collaborating widely on
global efforts for sustainable development.

Quality Assurance, Learning and Evaluation
18. Quality is one of our fundamental values, and it will also enable us to achieve effective,
measurable results. Internal and external quality assurance processes will continue tovalidate programme quality, contributing to learning and continuous quality
improvement.
19. In addition to our quality assurance mechanism, a new knowledge and learning design
service function will support our programming to ensure that high standards of quality
are applied for effective and efficient outcome-based learning, and that a more
harmonized and collaborative approach to tackling both thematic and integrated
programming is pursued. We will seek new tools, methods, and approaches that alignwith the way people learn, innovating to enable the acquisition, retention and applicationof the type of knowledge needed for the transformative change required to support theprosperity advocated in the 2030 Agenda. On a revenue-generating basis, this function
will also respond to external client needs, such as the network of associated International
Training Centres for Authorities and Leaders, the UN and other internationalorganizations, national governments and other institutional clients in conjunction the
aforementioned training-related institutions.

1420. Our approach to evaluation will continue to be forward looking and strategic. In addition
to performance and accountability, we will focus on lesson learning and quality
improvement. Self-evaluations will continue to be undertaken regularly, but UNITAR willfurther strengthen its independent evaluation practices to ensure that credible,
evidence-based information informs decisions, while also pursuing opportunities toengage in joint evaluation undertakings with other UN entities.

Strategic Communication
20. A strengthened strategic communications function will increase the visibility of UNITAR
as a recognized centre of excellence in training and learning. We will develop a new
multi-year communications strategy and prioritize the use of new and traditional
communication channels, further strengthen exchanges with UN entities for the sharingof good practices, create a more interactive and collaborative environment, and educate
staff and other personnel on the importance of disseminating coherent and compelling
content to external audiences. We will also facilitate coordination among different units
and programmes for better communication results.

Business Processes
21. Our key financial, human resource, procurement and IT processes will continue to play
an instrumental role in supporting programme delivery. We will transform our finance andbudget function to provide programmes with advice to take sound and strategic
decisions. We will upgrade the information architecture and use new tools to provide
forward-looking financial information to improve the execution of business processes.
We will also explore and implement various strategies for optimizing cash flows,
Accounts Receivable and Accounts Payable to achieve the required financial flexibility
for sustaining operations. Our human resources will also ensure efficiency in contract
management and transparency of corporate processes in hiring, promotion andperformance management. We will simplify and harmonize procurement practices tofurther increase efficiency and effectiveness.
22. UNITAR will develop and maintain secure, scalable and robust IT systems, standardizing
IT equipment for cost effectiveness and efficient user support; streamlining processes
related to IT infrastructure, and exploring new opportunities for IT training for all
personnel. Given our core focus on developing capacities through learning and related
services, we will keep abreast of new trends and technological developments in online
learning.

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Assumptions, Risks and Challenges
23. Implementing our strategic objectives cannot be done without acknowledging certain
assumptions, risks and challenges. For a small, voluntary funded organization, theseassumptions, risks and challenges are multiple, sometimes significant and almost always
interrelated.
24. In addition to the looming uncertainty of the COVID-19 pandemic, UNITAR continues tobe exposed to the risks and challenges of operating in a changing and highly
unpredictable financial and economic climate, with no core resources, low andunpredictable non-earmarked contributions and little if any pooled funding opportunities.
A key assumption is the ability of UNITAR to make important inroads in implementing
the 2022 to 2027 Partnership and Resource Mobilization Strategy, including theobjectives of increasing and flexible funding (e.g. to the Strategic Framework Fund),increasing partnerships and funding from UN and other donor country teams, further
increasing strategy engagement with the business and private sectors and expanding
opportunities for hosted partnerships. UNITAR will also need to strive to expand thescope, scale and duration of its various projects; and that the current large number oflow value transactions are minimized so that increased efficiencies in administrative,
financial, human resources and procurement processes can be realized.
25. UNITAR is also exposed to an uncertain political climate and/or security threats in partsof the world where some of the most promising, large-scale projects are being
implemented, which can produce delays and, in extreme cases, curtail implementation.
The unprecedented global health pandemic has shown that new risks emerge fromglobal disease.
26. From an administrative and organizational perspective, successfully implementing thestrategy assumes that UNITAR staff and divisional entities embrace collaborative
practices for working across programming and thematic pillars and pursue integrated,holistic initiatives that contribute to multiple Goals and targets, and that adequate
resources are mobilized for new functions or those requiring upscaling.
27. Externally, this will also require smarter engagement with key strategic partners,
including organizations within and outside the United Nations, donors and implementing
partners, to ensure that UNITAR’s expertise in designing learning and related solutions
to capacity needs contributes to other efforts to help countries and particularly those in
special situations, achieve the targets of the Agenda and other plans of action.

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Monitoring, Evaluation and Reporting
28. Monitoring progress, evaluating and regular reporting on the implementation of thestrategic framework will be essential. Performance monitoring will be enhanced, with aset of indicators and metrics to link our programme budget result areas to the SDG global
indicators. Monitoring will be undertaken at both the managerial and corporate levels
based on the indicators and performance measures in the programme budgets, withperformance reports issued to the Board of Trustees on an annual basis, as well as
undertaking an evaluation on the strategic framework towards its conclusion in order toinform the next framework from 2026. Monitoring shall to the extent possible be done ina disaggregated way, taking into account the characteristics of groups made vulnerable.
Moreover, we will contribute actively to UN system-wide reporting efforts as required. In
addition to serving as an accountability tool, such evaluation will support organizational
learning and inform any revisions to the framework.

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