1

Booklet #2

Booklet #2

Training Designs for

Various Audiences

In the Peace Corps’ efforts to institutionalize Gender and

Development concepts and related skills throughout the Peace

Corps, training programs have been offered to persons carrying out various functions within the organization and those

with whom the Peace Corps works in each country. This

training has occurred in Headquarters as well as in the field.

In this booklet, eight different training situations are addressed in the following ways: background on who the participants are, overview of the depth of knowledge and skills

needed, sample schedules, model sessions used, adaptations

that have been made, and field insights that may be helpful.

As many of the training designs use the same model session

plans, the session plans have been placed in separate booklets.

Each training design lists the sessions referenced with an

indication of which booklet the sessions are in.
2

peace corps

contents

Overview .................................................................................................................. 3

#1 Training Designs for Overseas Staff Training .............................................. 4

#2 Training Designs for Technical Specialists

and Operations Personnel ............................................................................... 6

#3 Training Designs for Policy-level Staff ........................................................ 11

#4 Training of Trainers for Field Training Resource Personnel ................... 14

#5 Training Designs for APCDs and

their Agency or NGO Counterparts............................................................. 20

#6 Pre-service Training Designs for Volunteers .............................................. 24

#7 In-Service Training Designs for Volunteers

and their Host Country Counterparts ......................................................... 29

#8 Training Module to Include in Small Project Assistance (SPA)

Project Design and Management Workshops

for Volunteers and their Host Country Counterparts............................... 36
3

Booklet #2

Training Designs for

Various Audiences

Overview

In the Peace Corps’ efforts to institutionalize Gender and Development (GAD) concepts and

related skills throughout the Peace Corps, training programs have been offered to persons

carrying out various functions both within the organization and with counterparts with

whom the Peace Corps works in each country. This training has occurred in headquarters as

well as in the field. Field training has piggy-backed on existing conferences and workshops

as well as being specifically planned training events.

In this booklet, eight different training situations are discussed. They are:

#1. Participants in Overseas Staff Development

#2. Technical Specialists and Operations Personnel

#3. Policy-Level Staff

#4. Training of Trainers for Field Training Resource Personnel

#5. APCDs and their Agency or Non-Government Organization (NGO) Counterparts

#6. Volunteers in Pre-Service Training

#7. Volunteers and their Host Country Counterparts in In-Service Training

#8. Volunteers and their Host Country Counterparts attending Small Project

Assistance (SPA) Project Design and Management Workshops

For each audience, the following topics are addressed:

Background: Who are the participants and what have been Peace Corps’ experiences

with providing GAD training to them in the past?

Overview: What depth of knowledge and skills about GAD are related to their job

requirements? How have those been addressed through different types of training

designs?

Sample Schedules: What actual training schedules have been followed?

Model Session Plans: Which of the model session plans have been used for their

training? Reference is made to which booklet contains the sessions mentioned.

Adaptations: How have model session plans been adapted through use in the field?

What other sessions have been added or substituted?

Field Insights: Which of the documented field insights are particularly relevant to

these participants? Where are the insights located?
4

peace corps

Training Designs for #1 Overseas Staff Training

Background

All managers and programming and training personnel who attend Overseas Staff Training

(OST) should be introduced to Gender and Development (GAD) and Participatory Analysis

for Community Action (PACA) methodologies. These participants include newly hired

Americans, such as Country Directors (CDs), Programming and Training Officers (PTOs),

and programming sector specialists, Associate Peace Corps Directors (APCDs). At least half

of each training group is composed of host country national staff, usually sector specialists

working as APCDs.

Overview

Overseas Staff Training is a Washington-based, four-week staff development program. It is

a critical point for the Peace Corps to incorporate a gender approach as an integral part of its

programming philosophy.

The depth of knowledge and skills in Gender and Development as related to job requirements of participants in OST varies. Additionally, many people take a particular interest in

GAD concepts and want to learn more to satisfy those interests.

The items checked on the charts indicate the job-related need-to-know as contrasted with

items staff may wish to know.

Depth of Knowledge/Skills for Country Directors Depth of Knowledge/Skills for APCDs or PTOs

as Related to their Job Responsibilities as Related to their Job Responsibilities

1. Awareness 1. Awareness

2. Commitment: motivation, finances, 2. Commitment: motivation, finances,

resource people resource people

3. Knowledge of selecting, using, and analyz- 3. Skill in selecting, using, and analyzing

ing data gained from gender analysis tools data gained from gender analysis tools

4. Knowledge of application of findings of 4. Skill in application of findings of gender

gender analysis analysis

5. Knowledge of identifying gender issues in 5. Skill in identifying gender issues in monimonitoring and evaluation toring and evaluation

6. Knowledge of reporting lessons learned 6. Skill in reporting lessons learned

7. Skill in training others in GAD and gender 7. Skill in training others in GAD and

analysis skills gender analysis skills

During the first two weeks of Overseas Staff Training, there are several opportunities to

include concepts, build skills, and reinforce the importance of taking gender into consideration in designing and implementing sustainable development projects.

Week 1 typically includes several sessions on development. Usually there is a guest speaker

from another development agency and a Peace Corps staff response. Periodically the speaker
5

Booklet #2

chosen addresses women in development specifically, and there is an opportunity for the

WID Coordinator to discuss how women are included in Peace Corps projects. There are

several readings in the OST workbook, and a recommended one specifically on Gender and

Development and PACA should be added. There are also suggested discussion questions for

meetings with regional personnel; specific questions related to gender and development are

included. (See Booklet #7)

The focus of Week 2 is the Peace Corps’ programming and training system, PATS. Gender

analysis is introduced through the video, Gender Analysis—Strengthening Winrock Projects. In

the training segment “Improving Project Participation” PACA is introduced. Training

participants have a chance to engage in the community mapping exercise by gender groups

using the training site as the focus of their map. The debriefing session of their own maps can

include following the training design process from needs assessment through the development of purpose, goals, objectives and milestones, based on information generated on the

map. (See Field Insight, Booklet #8, Mapping Training Site Introduces PACA.) A gallery of

photos and actual PACA tools produced in the field usually accompany this hands-on

training.

Questions related to gender analysis can be added to the various exercises the participants

engage in throughout the week, such as in the project plan reviews and monitoring steps.

Sample questions are included in Booklet #7.

Model Session

Improving Project Participation (OST trainer guides)

Field Insights

The following field insights may be helpful when planning this type of training. All of the

field insights are in Booklet #8.

• Mapping Training Site Introduces PACA, Links to PATS (OST)

• Variations on Community Mapping for PST Staff, Trainees, IST – Guinea Bissau,

Cape Verde, Albania

• Seasonal Calendar Format Used for PST Calendar of Training Events – Guinea

Bissau

• Two Ways to Rank Highest Needs: By Importance and By Possibilities for Action

– Turkmenistan

• Needs Developed and Refined from Community Map – Guinea Bissau
6

peace corps

Training Designs for

Technical Specialists and

Operations Personnel

#2

Background

Training for technical specialists can include sector, programming, and training personnel

in the Office of Training and Program Support (OTAPS) and in the Regional Offices at

headquarters. Overseas it encompasses Program and Training Officers (PTOs), regional

training coordinators and local site training managers, and trainers. Operations personnel

can include desk units, data and accounting personnel in headquarters, as well as administrative personnel overseas.

Overview

The depth of knowledge and skills in Gender and Development (GAD) as related to job

requirements of each group varies. It is important for programming and training personnel

to understand the concepts of GAD and Participatory Analysis for Community Action

(PACA), and also to be able to use them. Operational personnel’s knowledge of these

development approaches allows them to be supportive and helpful to those specialists they

work with. Additionally, many people take a particular interest in GAD concepts and want

to learn more to satisfy those interests.

The items checked on the charts indicate the job-related need-to-know as contrasted with

items staff may wish to know.

Depth of Knowledge/Skills for Operations Depth of Knowledge/Skills for Technical

Personnel as Related to Job Responsibilities Specialists as Related to Job Responsibilities

1. Awareness 1. Awareness

2. Commitment: motivation, finances, 2. Commitment: motivation, finances,

resource people resource people

3. Knowledge about selecting, using, and 3. Knowledge about or skill in selecting,

analyzing data gained from gender analysis using, and analyzing data gained from

tools gender analysis tools

4. Knowledge of application of findings of 4. Skill in application of findings of gender

gender analysis analysis

5. Skill in identifying gender issues in moni- 5. Skill in identifying gender issues in

toring and evaluation monitoring and evaluation

6. Knowledge of reporting lessons learned 6. Skill in reporting lessons learned

7. Skill in training others in GAD and gender 7. Skill in training others in GAD and gender

analysis skills analysis skills

Training designs for this group vary from an overview of major concepts to multiple-day

programs that provide more experience working with the materials.
7

Booklet #2

The briefest training design is a one-day schedule. The three examples provide differing

amounts of background and application. Schedule A focuses on what the Peace Corps is

already doing to encourage women’s participation in projects and obstacles to that participation. Several different gender analysis techniques are then explored. There is a short

experience role-playing a PACA tool.

Schedule B provides a more integrated look at a systems approach and how the analysis tools

can be useful. It uses a classroom experience in PACA. It can be facilitated by one trainer.

Schedule C uses a lead facilitator and two previously trained facilitators to do the PACA

practice, as three groups work simultaneously. The PACA practice can be done at a training

site but is not necessarily confined to the classroom.

A two-day training design, such as Schedule D, can provide more in-depth work with

Contextual Analysis and the Gender Information Framework, focusing more specifically on

Peace Corps programming. It does not include any “hands-on” work with PACA. However,

it could include classroom practice with one tool and then a discussion of the others, as in

Schedule B. It provides a longer period for application of the concepts introduced.

For related training designs that include field practice with PACA, see section #5: Training

Designs for APCDs and Agency or NGO Counterparts.

Sample Schedules

Sample Schedule A

One-Day GAD/PACA Training

(Awareness Program)

8:30 Welcome and Introductions

8:45 Participant Introductions and Overview:

What is already happening within sectors and regions which

addresses host country women’s participation in projects?

(five minute reports from sector and regional representatives)

9:15 What are the problems/issues with host country women’s participation in projects? (Brainstorm list and post)

9:30 WID, GAD, and PACA (include Winrock tape)

10:15 Break

11:00 Contextual Analysis

12:00 Lunch

1:00 Participatory Analysis for Community Action

Gender Information Framework, Seasonal Calendars and Daily

Schedules – case study

Needs Assessment and Pairwise Ranking – role playing

Application of Information to a Project

3:30 PACA Gallery

4:30 Evaluation of Workshop

Closure
8

peace corps

Sample Schedule B

One-Day GAD/PACA Workshop

(Classroom-Based Experience with PACA)

Morning session 9:30-12:00 pm

9:30 Welcome and Introductions

What is Development?

Overview of training

10:00 Introduction to a Systems Approach

a) Case study

b) Family as a System

10:30 Break

10:40 Introduction to a Systems Approach (continued)

c) Concept of Work

d) Contextual Analysis

e) Gender Information Framework

12:00 Lunch

Afternoon session 1:30 - 4:00 pm

1:30 Introduction to PACA

(through mapping or daily activities experience)

 2:15 Break

2:30 Key Elements of PACA

Overview of Tools

3:15 Summary and Application

4:00 Dismissal

Sample Schedule C

One-Day GAD/PACA Workshop

(Field-Based Experience with PACA)

PART I

8:30 am Welcome and general orientation

Review of objectives, agenda, expectations

Participant introductions

Realities of women’s participation in projects

WID and GAD approaches to development

Gender Analysis

10:30 am Break

PART II

10:45 am PACA

Practice (three groups, one each tool)

Presentation of results
9

Booklet #2

 1:00 pm Lunch

2:00 pm Recommendations for planning projects

3:00 pm Break

PART III

3:15 pm Future applications

Evaluation and closure

Sample Schedule D

Two-Day GAD Workshop

(Classroom-Based Exposure to PACA)

DAY 1

9:00 am Welcome and Introductions

WID, GAD, and PACA

10:30 am Break

10:45 am Gender Analysis Tools

(1) Contextual Analysis

12:30 pm Lunch

2:00 pm Gender Analysis Tools

(2) Gender Information Framework

5:00 pm Closure for Day

DAY 2

9:00 am Gender Analysis Tools

(3) Participatory Analysis for Community Action - PACA Gallery

10:30 am Break

10:45 am Implications and Use of Tools

12:30 pm Lunch

2:00 pm Applications:

Working Groups for Training and Programming

4:00 pm Report out of group work

4:45 pm Summary and evaluation

Model Sessions

The following session plans are used in the schedules above. They are found in the booklet

indicated after the title.

• WID, GAD, and PACA (Booklet #3)

• Introduction to a Systems Approach (Booklet #3)

• Contextual Analysis (Booklet #3)

• Gender Information Framework (Booklet #3)
10

peace corps

• Experiential Introduction to PACA (Booklet #3)

• PACA Gallery (Booklet #3)

• Daily Activities (Booklet #5)

• Community Mapping (Booklet #5)

• Seasonal Calendars (Booklet #5)

• Needs Assessment and Priority Ranking (Booklet #5)

• Application to Programming and Training (Booklet #7)

• Action Planning (Booklet #7)

Field Insights

The following field insights may be helpful when planning this type of training. All of the

field insights are in Booklet #8.

• Activity Helps Trainees Learn Analysis Tools for Studying Own Project –

Paraguay

• Variations on Community Mapping for PST Staff, Trainees, IST – Guinea Bissau,

Cape Verde, Albania

• Work Site Mapping Identifies Centers of Power – Ecuador

• Mapping Training Site Introduces PACA, Links to PATS (OST)

• Small Business Development Volunteers Map Business Network Rather Than

Geographical Location – Albania

• Needs Developed and Refined from Community Map – Guinea Bissau

• Two Ways to Rank Highest Needs: By Importance and By Possibilities for Action

– Turkmenistan

• Needs Assessment Tool: Suggestions and Alternatives for Use in Communities –

Paraguay
11

Booklet #2

Training Design for #3

Policy-level Staff

Background

It is important to ensure that policy-level staff understand and support the integration of

Gender and Development (GAD) into the Peace Corps’ programming and training. Their

support is critical for resource allocation decisions.

Country Directors, sub-regional programming and training staff, Program and Training

Officers, and training directors or officers are those in the field who should receive training.

Where possible, their training can be attached to other regional events.

Training is provided at headquarters to senior-level staff and regional programming and

training administrators.

Overview

Based on the lessons learned from initial training of policy makers, a three-day or even twoday training program is not necessary for staff at that level. For their job responsibilities, the

depth of knowledge they need can be provided through a shorter schedule. What is most

critical is that they understand the importance of gender analysis for project success, are

introduced to some of the tools and how they can be used, and see the power and depth of

information gained through participatory methodologies. The connection between GAD

concepts and methodologies and Peace Corps’ development philosophy can be made in a

half-day or one-day program.

Depth of Knowledge/Skills

as Related to Job Requirements

1. Awareness

2. Commitment: motivation, finances, resource people

3. Knowledge about or skill in selecting, using, and

analyzing data gained from gender analysis tools

4. Knowledge about or skill in application of findings

of gender analysis

5. Knowledge about or skill in identifying gender

issues in monitoring and evaluation

6. Knowledge about or skill in reporting lessons

learned

7. Skill in training others in GAD and gender analysis

skills

The half-day schedule is very intense, but covers all of the topics. A full day provides

opportunity to experience one gender analysis technique in more depth. If project revision

or programming activities would benefit by managers gaining skills in contextual analysis

more than PACA, the early afternoon session can concentrate on that analysis, with PACA

introduced through a gallery walk.
12

peace corps

Sample Schedules

Sample Schedule A

One-half Day GAD/PACA Training

(Awareness Program)

9:00 am Welcome and introductions

Overview of training

9:30 am WID, GAD, and PACA

10:00 am Introduction to A Systems Approach

a) Case Study

b) Family as a Culturally Defined System

10:45 am Break

11:00 am Introduction to A Systems Approach (continued)

c) Concept of Work

d) Contextual Analysis

e) Gender Information Framework

12:00 PACA Gallery

12:45 pm Evaluation and Closure

Sample Schedule B

One-Day GAD/PACA Workshop

(Classroom-Based Experience with PACA)

Morning session 9:30-12:00 pm

9:30 Welcome and Introductions

What is Development?

Overview of training

10:00 Introduction to a Family Systems Approach

a) Case study

b) Family as a System

10:30 Break

10:40 Introduction to a Family Systems Approach (continued)

c) Concept of Work

d) Contextual Analysis

e) Gender Information Framework

12:00 Lunch

Afternoon session 1:30 - 4:00 pm

1:30 Introduction to PACA

(through mapping or daily activities experience)

2:15 Break
13

Booklet #2

2:30 Key Elements of PACA

Overview of Tools

3:15 Summary and Application

4:00 Dismissal

Model Sessions

The following session plans are used in the schedules above. They are found in the booklet

indicated after the title.

• WID, GAD, PACA (Booklet #3)

• Introduction to a Systems Approach (Booklet #3)

• PACA Gallery (Booklet #3)

• Contextual Analysis (Booklet #3)

• Community Mapping (Booklet #5)

Field Insights

The following field insights may be helpful when planning this type of training. All of the

field insights are in Booklet #8.

• Mapping Training Site Introduces PACA, Links to PATS (OST)

• Small Business Development Volunteers Map Business Network Rather Than

Geographical Location – Albania

• Relationship of Work of Agriculture and Health Volunteers is Visualized

on Calendar – Niger

• Rural and Urban Differences in Perceived Needs of Women – Albania

• TEFL and SBD Community Needs Assessment: Reaching Consensus – Lithuania
14

peace corps

Training of Trainers for Field

Training Resource Personnel

Background

Training of trainers for field resources happens in several ways. For pilot projects, a training

of trainers (TOT) may be held in one country for the trainers from all other participating

countries. The Gender and Development (GAD) project encourages the identification of local

trainers who will not rotate out of the country as American Peace Corps staff does. Trainers

may be Americans living in the country permanently, other expatriates, or host country

personnel. Selecting people who will remain in the country provides the most sustainability

of training resources.

Training of additional trainers can take place in conjunction with a training program. Skilled

trainers can work with experienced GAD and Participatory Analysis for Community Action

(PACA) trainers to co-present, thus learning the materials and receiving feedback on their

training while providing a service.

Training of pre-service training (PST) staffs is a different kind of training event. This type of

training of trainers is provided when the Trainees will be working in community development, rural development, or education (Community Content-Based Instruction, CCBI), or

any program heavily involved in extension work. The purpose of the GAD or PACA training

of trainers is to provide the majority of the PST training staff with knowledge and skills that

can be integrated into their training program. The GAD or PACA training event should

include the training director, Associate Peace Corps Directors (APCDs), technical trainers,

language coordinator (and some language trainers, if possible), and the cross-cultural

coordinator. Others who might attend would be host country nationals assisting with

community portions of the training program.

Overview

The trainers being trained as local resources for any needed training event come to the

workshop to learn about the GAD and PACA approaches, experience the materials, and take

resources back to their countries. This training should enable them to design and deliver

GAD and PACA training programs, integrate these approaches into PSTs, and deliver inservice trainings (ISTs), as requested. Their training, Schedule A, is a seven-day training

program. It is sufficient for covering the content but does not give much opportunity for

practice, except for the field work.

For the PST staffs, a GAD or PACA training of trainers takes place approximately a month

before the TOT for the entire training staff is held.

Their model schedule, Schedule B, is longer and has other benefits. It is designed to build a

feeling of community among the participants, focus on strengths, and provide many

opportunities to participate. These goals are important if the staff is going to continue to work

together and if those are goals they will be trying to meet in their own program. There is also

time built in for integration of PACA materials into components and the PST programs as

well, even though the total PST staff is not present. The staff members who receive training

are responsible for sharing that training with the other staff members in their own PST TOT.

#4
15

Booklet #2

Depth of Knowledge/Skills

as Related to Job Requirements

1. Awareness

2. Commitment: motivation, finances, resource people

3. Knowledge about or skill in selecting, using, and

analyzing data gained from gender analysis tools

4. Knowledge about or skill in application of findings of

gender analysis

5. Knowledge about or skill in identifying gender issues

in monitoring and evaluation

6. Knowledge about or skill in reporting lessons learned

7. Skill in training others in GAD and gender analysis

skills

Sample Schedules

Sample Schedule A

GAD Training of Trainers

to Develop Local Training Resources

Day 1

Welcome and Introductions

Getting Acquainted

Goals of Workshop

Schedule

Information Sharing from Countries

What is happening nationally about addressing women’s needs and

gender issues in particular?

What is Peace Corps programming doing about women?

What is Peace Corps training doing about women?

Issues with Host Country Women’s Participation in Development Projects

WID, GAD, and PACA (includes Winrock video)

Contextual Analysis

Day 2

Introduction to a Systems Approach

Gender Information Framework with Project Work

Introduction to Participatory Analysis for Community Action (PACA)

(Included skills practice in interviewing)

Day 3

Participatory Analysis Tools:

(1) Community Mapping

(2) Needs Assessment and Priority Ranking
16

peace corps

(3) Seasonal Calendar

(4) Daily Activities

Logistics and Preparation for Community Field Work

Day 4

Community Field Work

Day 5

Debrief of Community Field Work

PM: Cultural field trip or free time

Day 6

Debrief of Community Field Work, continued

GAD Learnings and Techniques Applied to Peace Corps Programming and Training

Day 7

Putting the Pieces Together

GAD Materials and Resources

• Sample Training Schedules

• Resources

• Action Planning by Country Groups

• Questions and Discussion of Unresolved Issues

Noon: Evaluation and Closure of Workshop

Evening: Group Dinner and Folklore Program

Sample Schedule B

GAD and PACA TOT

for PST Staffs

Day 1

PM: Opening of Training

Welcome

PACA for Ourselves: Building a Training Community

 Evening: Opening reception

DAY 2

What is a Community? How does one work?

Introduction to a Systems Approach

Learning About Community

Observation, Interviewing, Facilitation

Community Mapping Tool

Day 3

Daily Activities Tool

Seasonal Calendar Tool

Needs Assessment and Priority Ranking Tool

Preparation for Community Field Work
17

Booklet #2

Day 4

Community Field Work

Day 5

Debrief of Community Field Work

Day 6

Free day with optional planned activity during morning or afternoon

PM: TOT trainers meet with APCDs, Training Directors, Community Development

Technical Trainers to discuss new Community Development Projects in relation to PACA philosophy and methodology, and implications for PST.

Day 7

Panel Discussion on Burning PACA Questions

Country Briefings on new Community Development Programs (salient programming points and parameters from Day 6 meeting)

PACA in PST: Visioning Activity

Work groups by PST staff roles: PACA applications specific to language, crosscultural, technical, administrative components

Integrated Training Team Planning by Country PST staffs

Day 8

Integrated Training Team Planning (continued)

Final Reflections and Evaluation of Workshop

Farewell Dinner

Model Sessions

The following session plans are used in the schedules above. They are found in the booklet

indicated after the title.

• WID, GAD, and PACA (Booklet #3)

• Contextual Analysis (Booklet #3)

• Gender Information Framework (Booklet #3)

• Introduction to a Systems Approach (Booklet #3)

• Skills Sessions: Observation (Booklet #4)

Interviewing (Booklet #4)

Facilitation (Booklet #4)

• Community Mapping (Booklet #5)

• Daily Activities (Booklet #5)

• Seasonal Calendars (Booklet #5)

• Needs Assessment and Priority Ranking (Booklet #5)

• Preparation for Community Field Work (Booklet #6)

• Debrief of Community Field Work (Booklet #6)

• Exploring a Range of Activities to Meet an Identified Need (Booklet #7)

• Participatory Analysis of Community Activities/Projects (Booklet #7)
18

peace corps

Adaptations

In a PACA TOT for PST staffs from Guinea Bissau and Cape Verde, model session plans were

followed as closely as possible because the PST staffs would be using the PACA Manuals for

their training. Nevertheless, for the sake of time and to encourage maximum participation,

a number of adaptations were made to session presentations. Descriptions of some of them

follow.

PACA for Ourselves: Building a Training Community

After an icebreaker exercise, participants divided into five sub-groups and completed a task

which highlighted the skills, talents, and experiences of the trainers. Afterwards, the trainer

used the resources activity (content and process) to introduce PACA and highlight key

elements of the methodology that had already been modeled. (See Field Insight, “PACA for

Ourselves: Team Building and Introduction of Staff,” Booklet #8)

Interviewing, Observation, and Facilitation Skills

Since time was at a premium, concentration of most of the session was on facilitation skill

practice after brief reviews of interviewing and observation. For the section on working with

difficult people, a fishbowl configuration was used in which six people discussed a controversial topic while the rest of the participants observed. Considering that several of the

participants were inexperienced trainers, this session was helpful for not only for the work

needed in the PACA TOT, but for their overall professional development and readiness to

work in PST. The hands-on practice gave people a common vocabulary to use for the rest of

the workshop, as well as a good grasp of the rationale and use of questioning, paraphrasing,

and summarizing skills. (See Field Insight, “Skills Review for Training Staff,” Booklet #8)

Community Mapping

Maps were done by PST country staffs of their own training centers, by gender when

possible, and by host country and Returned Peace Corps Volunteers (RPCVs) when not.

Several important objectives were met during this session beyond learning the mapping

technique, including training staff perceptions of their own working environment. (See Field

Insight, “Variations on Community Mapping,” Booklet #8)

Needs Assessment and Priority Ranking

To demonstrate the technique of paired ranking, information was used from the community

mapping session. A helpful step that was added to the session was to outline the distinction

among four terms—problem, cause, need and action—and then to have the group restate

their needs in action terms. For example: problem—no water; cause—lack of well; need—

well; action—dig a well. (See Field Insight, “Developing and Refining Needs Based on

Community Map,” Booklet #8)

Panel Discussion: Burning Questions about PACA

This activity was not originally on the schedule but was added to address pending issues and

unanswered questions about PACA. Participants formed small groups to discuss and select

their two or three most important questions to pose to a panel comprised of five colleagues.

The panelists responded to participants’ concerns and explored additional dimensions of

PACA and systems analysis. This activity was well-timed and helped participants gain

perspective and place into context their learning and experiences from the first week of the

TOT.
19

Booklet #2

PACA in PST: Visioning Activity

In this activity the PST staffs tried to envision what they wanted the Volunteers to be able to

do (related to PACA) at the end of PST. This activity helped the staffs consider realistically

what could be learned during the training period and focus on the foundation and essential

skills.

Field Insights

All field insights should be reviewed prior to the TOT, and insights most pertinent to the

work of the trainers identified. As many of the insights are in the PACA Manual, providing

copies of the additional ones contained in Booklet #8 might be useful.
20

peace corps

Training Designs for APCDs and #5 their Agency or NGO Counterparts

Background

Associate Peace Corps Directors (APCDs) are the American and host country national

programming personnel in the field. Often they are highly trained sector specialists. Many

host country national APCDs have worked for the Peace Corps for ten years or more. APCDs

work with Ministry and other government personnel to develop, monitor, and modify the

development projects to which Volunteers are assigned. Their counterparts are often

Ministry or government personnel, or officials of non-governmental organizations (NGOs).

Overview

APCDs and their agency or NGO counterparts are in critical jobs to integrate a GAD

approach into Peace Corps’ projects. As definers, refiners, and monitors of Peace Corps’

development programming, their knowledge about the potential impact of culturally

defined roles of men and women, girls and boys, is paramount to any project’s success. Their

skills in using appropriate gender analysis tools to determine the relevant constraints and

opportunities are essential.

Depth of Knowledge/Skills

as Related to Job Requirements

1. Awareness

2. Commitment: motivation, finances, resource people

3. Skill in selecting, using, and analyzing data gained

from gender analysis tools

4. Skill in application of findings of gender analysis

5. Skill in identifying gender issues in monitoring and

evaluation

6. Skill in reporting lessons learned

7. Skill in training others in GAD and gender analysis

skills

Because this audience needs skills as well as knowledge, training programs are longer in

order to provide skills practice.

Schedule A is a four-day program which includes a half-day of field work. To meet this

schedule, the field work site must be within 30-45 minutes of the training site. It is a very tight

schedule as it contains practice with three PACA tools, the Gender Information Framework,

working to reconcile different lists of needs, and analysis of gender issues in potential

projects. It offers the participants a large volume of information as well as various tools and

methodologies. This content is better paced in a five-day schedule but few APCDs or agency

and NGO counterparts can devote one full week to training.
21

Booklet #2

Schedule B is a three-day module which includes field work and practice with one tool. In

this program, participants learn and practice only one PACA tool in the field. Half of the

group does seasonal calendars and half does community mapping. Both techniques are used

simultaneously in the communities so their exposure to the second technique is in the

community discussion and the training classroom debriefing. Prioritizing of needs takes

place in the classroom. Though short and very intense, this training program does provide

participants with first-hand experience in the community, which is a very powerful and

convincing activity.

For related training designs, see section #7: In-Service Training.

Sample Schedules

Sample Schedule A

Four-Day GAD/PACA Workshop

( Field-Based Experience with PACA)

Day 1

Welcome and Introductions

Overview of Gender and Development

Introduction to a Systems Approach

Introduction to PACA: Participatory Analysis for Community Action

Day 2

Participatory Tools: Community Mapping

Seasonal Calendars

Preparation for Community Field Work

Presentation of Community Field Work Plan

Day 3

Field work (1/2-day): Community Mapping and Seasonal Calendars

Debrief of Community Field Work:

a) Descriptions

b) Gender Analysis

Day 4

Debrief of Field Work (continued):

c) Participatory Tool: Needs Assessment and Priority Rankings

d) Evaluation

Participatory Analysis of Potential Activities or Projects

Application and Action Planning

Presentation of Plans

Evaluation and Closure
22

peace corps

Sample Schedule B

Three-Day GAD/PACA Workshop

(Field-Based Experience with PACA)

Day 1

Systems Analysis and Contextual Analysis

WID and GAD

Gender Information Framework (short case study)

Introduction to PACA (through sociodrama)

Explanation of field work

Group work by field site teams (demonstration, discussion, preparation):

Seasonal Calendars

Community Mapping

Day 2

AM: Community Field Work

PM: Debrief of Community Field Work

a) Descriptions

b) Gender Analysis

Day 3

Debrief (continued)

c) Prioritization of Needs

Application of Concepts and Methodologies

Next Steps

Evaluation and closure

Model Sessions

The following session plans are used in the schedules above. They are found in the booklet

indicated after the title.

• WID, GAD, and PACA (Booklet #3)

• Introduction to a Systems Approach (Booklet #3)

• Contextual Analysis (Booklet #3)

• Gender Information Framework (Booklet #3)

• Daily Activities (Booklet #5)

• Community Mapping (Booklet #5)

• Seasonal Calendars (Booklet #5)

• Needs Assessment and Pairwise Ranking (Booklet #5)

• Preparation for Community Field Work (Booklet #6)

• Debrief of Community Field Work (Booklet #6)

• Exploring a Range of Activities to Meet an Identified Need (Booklet #7)

• Participatory Analysis of Community Activities/Projects (Booklet #7)

• Next Steps (Booklet #7)
23

Booklet #2

Adaptations

Ecuador has developed a two-part workshop. A three-day program with field work is held

first. Its purpose is to introduce the concepts and methodologies and provide practice in the

field. The community mapping, seasonal calendars, and needs assessment tools are trained.

Six months later a two-day follow-up workshop is held. It provides a day of sharing

experiences and analyzing the written action plans from the first workshop. The participants

report on the activities that they have undertaken since the first workshop and the results

they had. In small groups they analyze their experiences with each tool. They share this

analysis and suggestions for using each tool with each other. They also learn a new

participatory tool.

On the second day they clarify and strategize about issues raised the first day and plan next

steps. In their evaluations participants indicate they enjoy the analysis and learning from

each other, but it is also important to learn something new, a new technique.

Field Insights

The following field insights may be helpful when planning this type of training. All of the

field insights are in Booklet #8.

• Sociodrama Introduces PACA and Needed Skills – Paraguay

• Daily Activities Reveal Potential Time Conflicts – Ecuador

• Variations on Community Mapping – Guinea Bissau, Cape Verde, Albania

• Mapping Training Site Introduces PACA, Links to PATS (OST)

• Small Business Volunteers Map Business Network Rather Than Geographical

Location – Albania

• Seasonal Calendars Reveal High Activity Periods and Needs of Urban Teachers

– Turkmenistan

• Relationship of Work of Agriculture and Health Volunteers Is Visualized on

Calendar – Niger

• Seasonal Calendar Format Used for Developing a Calendar of Training Events

(COTE) – Guinea Bissau

• Two Ways to Rank Needs: By Importance and By Possibilities for Action –

Turkmenistan

• Needs Assessment Differs by Urban and Rural Groups – Albania

• Needs Developed and Refined from Community Map – Guinea Bissau

• TEFL and SBD Community Needs Assessment: Reaching Consensus – Lithuania
24

peace corps

#6 Pre-service Training Designs

for Volunteers

Background

A Gender and Development (GAD) approach to development and Participatory Analysis for

Community Action (PACA) methodologies are introduced in pre-service training (PST)

training designs throughout the world. They are introduced through the role of the

Volunteer in development, community analysis, or non-formal education or extension skills.

In education programs they may be introduced as essential tools for Community ContentBased Instruction.

Some community development programs are integrating PACA throughout their training.

In order to do this, PACA training of trainers (TOTs) for PST staffs provide the knowledge

and skills needed by the various training staff members.

Early experiences with introducing PACA in PST reinforces the need to teach the skills of

observation, interviewing, and facilitation, as well as the language of the country in order to

use the PACA methodologies effectively.

Overview

As a part of their development curriculum, all Trainees should be introduced to concepts of

Women in Development (WID), GAD, and PACA philosophy, and a systems approach to

development. The concepts are fundamental to all that the Peace Corps attempts to do.

Whether or not all Volunteers need to be able to use PACA methodologies may be subject to

discussion. Even if Volunteer assignments do not involve them in developing activities with

their communities (community being used in its broadest sense, not only geographical

communities), having the skills to conduct participatory activities are important to all:

listening, observing, facilitating discussions; helping groups identify their own resources,

opportunities, and needs; helping them devise strategies to meet their own needs. These

skills are useful in any setting, and these are the skills of PACA methodologies.

Depth of Knowledge/Skills as Related to Job Depth of Knowledge/Skills as Related to Job

Requirements for Most Trainees Requirements for Rural or Community

Development, Extension Trainees

1. Awareness 1. Awareness

2. Commitment: motivation, finances, 2. Commitment: motivation, finances,

resource people resource people

3. Skill in selecting, using, and analyzing data 3. Skill in selecting, using, and analyzing data

gained from gender analysis tools gained from gender analysis tools

4. Knowledge of application of findings of 4. Skill in application of findings of gender

gender analysis analysis

5. Skill in identifying gender issues in 5. Skill in identifying gender issues in

monitoring and evaluation monitoring and evaluation

6. Knowledge of reporting lessons learned 6. Skill in reporting lessons learned

7. Skill in training others in GAD and gender 7. Skill in training others in GAD and gender

analysis skills analysis skills
25

Booklet #2

Ideally, then, all Trainees should leave training with an understanding of the PACA

approach, ability to use the tools, and the language and cultural sensitivity to enter a

community and begin building a partnership. For some Volunteers, this is more critical than

for others: rural or community development Volunteers, and those who do any type of

extension work, must gain these skills, sooner or later. Community health, youth, environmental education, and many other projects also make use of these skills. TEFL and other

teachers who want to bring the real world of the students into their classroom also need to

be familiar with them.

Beyond learning the concepts and philosophy, however, there are specific skills that must be

mastered. Some of them can be taught and practiced in English: observation and facilitation

of discussion. But over time, Trainees or Volunteers need to be able to listen and facilitate in

another language, using methodologies in culturally appropriate ways. This is will take

time—most Trainees will need to gain the skills and develop the language and cultural

competencies over a longer period of time than pre-service training allows.

Nevertheless, the following competencies in GAD and PACA, or skills to use PACA tools

effectively, may be possible in pre-service training:

1. To identify reasons a systematic approach to development is crucial to the success of

development projects.

2. To identify the components of a family system.

3. To begin to identify culturally determined gender roles and use the Gender Information

Framework as a data recording tool related to gender roles, rights, and responsibilities.

4. To explain the PACA approach and the role of the Volunteer in it.

5. To observe or assist with a PACA Community Mapping or Seasonal Calendar activity in

the site of a current Volunteer or with a counterpart from his or her site.

6. To learn vocabulary to discuss those areas, and learn culturally appropriate topics for

individual or group discussions, question construction, and conversational styles. To

learn and practice skills in observation, interviewing and group facilitation, in English,

and in the target host country language as able.

In pre-service training, a number of the skills can be integrated with language learning and

community entry and analysis. Wherever and whenever possible, Trainees should practice

using culturally appropriate approaches to gathering information and facilitating discussions, whether in English or the language they are studying.

The following suggestions indicate how some PACA techniques might be integrated into

Pre-Service Training:

1. During Week One or Two:

a. Shadow day with host family. Working with this data can be an introduction to the

session Introduction to a Systems Approach. (See Field Insight, “Shadow Day Introduces Gender in Pre-Service Training,” Booklet #8).

b. The Trainees by gender groups do Community Mapping using the training center,

and perhaps its surroundings, as the “community.” This session is used to introduce

the PACA philosophy and methodology. (See Field Insights, “Variations on Community Mapping,” Booklet #8)

c. Introduce skills practice sessions in interviewing and observation; coordinate with

cross-cultural sessions related to getting to know one’s host family.
26

peace corps

2. In about Week Four, with language preparation:

a. Do a Seasonal Calendar with training center staff, using the local language as much as

possible.

b. If they haven’t done 1.a., above, do it now with training center staff, using the local

language as possible. Or, repeat the activity of mapping, this time using the local

language.

c. Introduce facilitation skills practice session, if not previously done.

3. When Trainees receive their job descriptions:

a. Introduce the several concepts of “community.” Have Trainees identify what their

work-related community is. For example, for community development Volunteers, it

may be their geographical community as well as already existing groups; for education Volunteers, their school and the community from which their students come; for

small business development Volunteers, community may be the business network

their clients are involved in.

b. Have Trainees explore how mapping or seasonal calendars relate to their jobs. Have

them modify or create a technique that would achieve the goals of the PACA process:

participation, reflections, ownership, and action. Practice within their training group.

4. During their site visit with an experienced Volunteer, do community mapping with a

class in the school, using the local language.

5. If possible, have their counterpart(s) included in the training on participatory processes.

Sample Schedules

As PST schedules are long and specifically integrated for each post, it is difficult to provide

specific sample schedules. However, below are some examples of how a GAD approach and

PACA methodologies have been incorporated into some training designs.

Youth Development and Community Health Volunteers

Eight half-day sessions on GAD, PACA, and assets approaches are presented in conjunction

with home stays, community assessment practice, and on-the-job experiential technical

training at institutions similar to ones where they will eventually be assigned.

Environment Volunteers

After three weeks of orientation and technical training, integrated language, cross-cultural,

and community analysis sessions are trained and practiced. Further practice comes during

visits to agro-forestry sites and their own site visit, which follows this part of the PST training.

Education Volunteers

The technical training goals for mathematics, science, and geography teachers for secondary

schools are:

1. View education as a means of development and the teacher’s role as a facilitator of

development.
27

Booklet #2

2. Use the issues and environment of their school communities as a context for problems

and investigations in their subject areas.

3. Be sensitive to gender issues and provide classroom experiences sensitive to the issues

of girls’ education.

4. Develop lessons that meet the needs of all learners.

In order to integrate the concerns for gender issues throughout training, a gender issues

session is offered in the TOT for language teachers as well as the rest of the staff.

Community Development Volunteers

A PACA TOT held a month in advance of the start of PSTs for most of the PST staff including

APCDs, technical trainers, and language and cross-cultural trainers provides the skills and

time to integrate participatory methodologies throughout the PST.

A PACA workshop is offered by the second week of the PST for the Community Development Trainees. The training center is the focus of community mapping; the insights gleaned

from the activity form the first evaluation of the training program. Daily activities center

around how host mothers and fathers spend their Sundays. This exercise gives important

gender information but also helps process the Trainee’s homestay experiences. Sessions on

Gender and Development and facilitation techniques are included, with Trainees beginning

to take over the facilitation of sessions for practice. All PACA trained PST staff is involved

in this training, from training director to language instructors. Instruction is bilingual, as

possible, and targets all components of training. The Trainees not only gain skills but are

beneficiaries of the information gathered during the participatory activities. This provides

them with firsthand knowledge of how the tools can be useful.

See related information in section #4: Training of Trainers for Field Training Resource

Persons.

Model Sessions

The following session plans are used in the schedules above. They are found in the booklet

indicated after the title.

• WID, GAD, and PACA (Booklet #3)

• Introduction to a Systems Approach (Booklet #3)

• Skills Training: Interviewing (Booklet #4)

Observation (Booklet #4)

Facilitation (Booklet #4)

• Daily Activities (Booklet #5)

• Community Mapping (Booklet #5)

• Seasonal Calendars (Booklet #5)

• Needs Assessment and Pairwise Ranking (Booklet #5)

• Preparation for Community Field Work (Booklet #6)

• Debrief of Community Field Work (Booklet #6)
28

peace corps

Adaptations

A Gender Analysis in Development Projects session design is a modification of the Gender

Information Framework model session. (See Booklet #3.) The objectives of the PST session

are (1) to explore the societal impact on individual family members in a country; (2) to

identify gender roles in task implementation, income generation, resource use and decisionmaking with individual families; and (3) to identify possible constraints as well as possible

opportunities in relation to gender issues in project design. (See Field Insight, “Activity

Helps Trainees Learn Analysis Tools for Study of Their Own Project,” Booklet #8.)

Field Insights

All of the field insights should be reviewed for their applicability to the particular group of

Trainees. The field insights noted below may be particularly helpful when planning this type

of training. All of the field insights are in Booklet #8.

• Activity Helps Trainees Learn Analysis Tools for Study of their Own Project –

Paraguay

• Shadow Day Introduces Gender in Pre-Service Training – Dominican Republic

• Variations on Community Mapping – Guinea Bissau, Cape Verde, Albania

• Needs Developed and Refined Based on Community Map – Guinea Bissau

• Needs Assessment and Priority Ranking Tool: Suggestions and Alternatives for

Use in Communities – Paraguay

• School Boys and Girls Discuss their Daily Activities – Eritrea

• Relationship of Work of Agriculture and Health Volunteers is Visualized on

Calendar – Niger
29

Booklet #2

In-service Training Designs

for Volunteers and Their

Host Country Counterparts

#7

Background

It is often not possible to meet all of a Volunteer’s training needs for two years in their sixto twelve-week pre-service training (PST). An in-service training (IST) event is an important

opportunity for Volunteers and counterparts to develop skills and share experiences

together.

Some GAD and PACA skills which require more finely developed language and crosscultural skills can be introduced or strengthened during an IST. In-service trainings often

vary in length from three to five days, depending on Volunteer needs and additional training

goals.

Overview

An IST within the six-month to one-year period after swearing in may be well-suited to

promoting mutual learning and planning for a Volunteer and his or her counterpart. The

Volunteers’ language skills should be improving as should their cross-cultural understanding of their communities. These should make it possible for the Volunteers to apply the GAD

concepts and PACA tools in appropriate ways.

If a Volunteer does not have a specific counterpart, someone from the community who could

assist with the participatory activities should attend the IST with the Volunteer. Working on

an action plan or next steps should be an important part of the training.

Depth of Knowledge/Skills

as Related to Job Requirements

1. Awareness

2. Commitment: motivation, finances, resource people

3. Skill in selecting, using, and analyzing data gained

from gender analysis tools

4. Skill in application of findings of gender analysis

5. Knowledge about or skill in identifying gender issues

in monitoring and evaluation

6. Knowledge about or skill in reporting lessons learned

7. Skill in training others in GAD and gender analysis

skills

Development of skills in carrying out participatory activities should be a goal of the ISTs.

This indicates that time during training must be dedicated to practice. A five-day model, like

Schedule A, is very powerful, but the length may be a problem for counterparts being away
30

peace corps

from their families and work. Shorter models are reflected in Schedules B and C. Field work,

if in nearby locations, can be limited to a half-day, which allows for classroom time on the

same day. A full day of field work ideally requires a five-day program. Without the extra day,

the critical elements of reflecting on, debriefing the experience, and application are not

adequately addressed.

The three-day program, Schedule C, is very full. It is difficult to cover the concepts and have

skills practice if all the material is new. An alternative is described in the Adaptation section

in which only one PACA tool is introduced and practiced. This may be a good alternative if

a three-day program is presented.

Schedule D is a sample IST for education Volunteers. It presents the Community ContentBased Instruction (CCBI) concept which helps Volunteers and counterparts link the content

of their lessons to the communities in which they live. The process used for CCBI is PACA,

the gender-sensitive participatory approach. Several examples of CCBI workshop products

are in the Field Insights, Booklet #8.

As the philosophy and fundaments of GAD and PACA approaches are included in more

PSTs, the nature of the in-service training will undoubtedly change to reflect greater skills

learned in PST. Schedule E reflects what such an IST might look like.

See the following sections for related schedules: #6: Pre-Service Training and #8: Training

Module for SPA PDM Workshops.

Sample Schedules

Sample Schedule A

Five-Day GAD/PACA IST

(Field-Based Experience with PACA)

Day 1

Sharing Results of Shadowing or other pre-assigned work

Introduction to a Systems Approach

Experiential Introduction to PACA

Day 2

Community Mapping Tool

Seasonal Calendar Tool

Preparation for Community Field Work

Day 3

Community Field Work

AM: Community Mapping

PM: Seasonal Calendar

Day 4

Debrief of Community Field Work

a) Information

b) Gender Analysis

c) Needs Assessment Demonstration and Practice

d) Evaluation
31

Booklet #2

Day 5

Participatory Analysis of Potential Activities/Projects

Application of Concepts and Tools Learned

Action Planning

Evaluation

Sample Schedule B

Four-Day GAD/PACA IST

(Field-Based Experience with PACA)

Day 1

Sharing Results of Shadowing or other pre-assignment

Introduction to a Systems Approach

Experiential Introduction to PACA

Day 2

Community Mapping Tool

Seasonal Calendar Tool

Preparation for Community Field Work

Day 3

AM: Community Field Work: Two Methodologies Simultaneously

Community Mapping

Seasonal Calendar

PM: Debrief of Community Field Work

a) Information

b) Gender Analysis

Day 4

Debrief of Community Field Work (continued)

c) Needs Assessment Demonstration

d) Evaluation of Techniques

Application

Action Planning

Sample Schedule C

Three-Day GAD/PACA IST

(Field-Based Experience with PACA)

Day 1

Introduction to a Systems Approach

Introduction to PACA through the Community Mapping Tool

Seasonal Calendar Tool

Preparation for Community Field Work

Day 2

AM: Community Field Work (Groups work simultaneously)

Community Mapping

Seasonal Calendar
32

peace corps

PM: Debrief of Community Field Work

a) Information

b) Gender Analysis

Day 3:

Debrief of Community Field Work (continued)

c) Needs Assessment Demonstration

d) Evaluation of Techniques

Application

Action Planning

Sample Schedule D

Three and One-Half Day Community Content-Based Instruction

In-Service Education Workshop

for Science, Maths, and Geography Teachers

( Classroom-Based PACA Experience)

Day 1 (evening)

Welcome

Group introductions

Logistics

Dinner

Day 2

Motivation

Official Opening

Education Project Goals

Workshop Goals and Objectives

Group Norms and Expectations

Agenda

Information

The Framework

- Community

- Development

- Education in Development

- Gender and Development

- Girls’ Education

Community Issues

- Public Health

- Water and Sanitation

The Framework (continued)

- Content-based Instruction

- Community Content-Based Instruction (CCBI)

Day 3

Teaching Techniques

A Sample CCBI lesson

Trading Places – Working with Counterparts
33

Booklet #2

Practice

Developing classroom lessons using CCBI – practicum

Day 4

Presentation of CCBI enriched lessons

Change – Successes and Challenges

Application

Learning about Your Community:

Participatory Analysis for Community Action (PACA)

Our Next Steps

• Monitoring and Evaluation

• Action Steps for utilization of CCBI at school

• Ongoing support of teacher efforts

Closure

Presentation of certificates

Workshop Evaluation

Sample Schedule E

Three- or Four-Day GAD/PACA IST

(When PACA Introduced in PST)

Day 1:

[Volunteers notified to be prepared, bring samples of maps, calendars, etc.]

Sharing of PACA activities Volunteers have used and their results

Discussion of each PACA tool by small groups (strengths, constraints, suggestions

for use)

Review of PACA principles and Systems Approach

Livelihood Exercise

Day 2

Needs Assessment and Priority Ranking Tool

Review of steps of Community Mapping and Seasonal Calendar Tools

Preparation for Community Field Work

Day 3

Community Field Work

AM: Community Mapping or Seasonal Calendar

PM: Needs Assessment and Priority Ranking

Day 4:

Debrief of Community Field Work

Application and Action Planning
34

peace corps

Model Sessions

The following session plans are used in the schedules above. They are found in the booklet

indicated after the title.

• WID, GAD, and PACA (Booklet #3)

• Introduction to a Systems Approach (Booklet #3)

• Daily Activities (Booklet #5)

• Community Mapping (Booklet #5)

• Seasonal Calendars (Booklet #5)

• Needs Assessment and Pairwise Ranking (Booklet #5)

• Preparation for Community Field Work (Booklet #6)

• Debrief of Community Field Work (Booklet #6)

• Livelihood Exercise (Booklet #7)

• Exploring a Range of Activities to Meet an Identified Need (Booklet #7)

• Participatory Analysis of Community Activities/Projects (Booklet #7)

• Next Steps (Booklet #7)

Adaptations

The sample schedules included above were developed for semi-urban youth and community

health Volunteers and counterparts in Guyana; rural development Volunteers from very

isolated sites in Suriname; TEFL and small business Volunteers and counterparts from both

rural and urban sites in Albania; and education Volunteers and counterparts from several

countries attending CCBI training which includes PACA. Adaptations have been made for

post-specific needs.

Peace Corps Bolivia offered three-day WID workshops as technical exchanges. ISTs were

designed to provide Volunteers with additional skills, and WID workshops could be selected

as one of three choices of in-service training. These workshops were held regionally, where

Volunteers requested them. Others in the geographical area were invited to attend. The

principle themes addressed in the workshop were self-esteem, women’s roles, and gender;

leadership, communication, and non-formal education; and needs assessment and working

for change. A goal of the workshop was that participants be able to facilitate the same or

similar activities in their communities or neighborhoods. The second afternoon the participants prepared to facilitate sessions the following day, which served as their skills practice.

In Albania, the PACA IST design included the introduction of all four PACA tools. However,

in the actual training, more time and discussion was concentrated on the mapping exercise

than planned. The map was used for the basis for several activities. (See Field Insight,

“Variations on Community Mapping,” Booklet #8)

Field Insights

All of the field insights should be reviewed for their applicability to the specific participants

of the IST. The following field insights may be helpful when planning this type of training.

All of the field insights are in Booklet #8.

• Daily Activities Technique Reveals Potential Time Conflicts for Income Generation – Ecuador
35

Booklet #2

• Variations on Community Mapping – Guinea Bissau, Cape Verde, Albania

• Community Mapping Links to PATS (OST)

• Seasonal Calendars Reveal High Activity Periods and Needs of Urban Teachers

– Turkmenistan

• Relationship of Work of Agriculture and Health Volunteers is Visualized

on Calendar – Niger

• Two Ways to Rank Highest Need: By Importance and By Possibilities for

Action – Turkmenistan

• Needs Developed and Refined from Community Map – Guinea Bissau

• Needs Assessment Tool: Suggestions and Alternatives for Use in Communities –

Paraguay

• Small Business Development Volunteers Map Business Network Rather than

Geographical Location – Albania
36

peace corps

#8 Training Module to include in

Small Project Assistance (SPA)

Project Design and Management

Workshops for Volunteers and

Their Host Country Counterparts

Background

The in-service training (IST) on Project Design and Management (PDM) is a workshop

during which the Volunteer and counterpart come and learn how to design a project: how

to determine what a project for their community should be, how to write a project, how to

write a proposal for funding, and other related skills. The focus has been on the Volunteer

developing the skills to do a project.

There are increasing requests for training in building the community’s capabilities to carry

out low cost, grassroots, sustainable development.

Overview

It is clear that the development of projects must take into account everyone in the community

if projects are to do no harm while improving the well-being of the targeted group. To

understand what types of effects a project may have, Volunteers and counterparts need to

be aware of gender issues and how the project could affect women, men, and children

differently. They also need to know how to carry out participatory activities with community

groups in which the community members themselves define their assets, needs, and begin

to develop action plans to address them.

Depth of Knowledge/Skills

as Related to Project Design and Management

1. Awareness

2. Commitment: motivation, finances, resource people

3. Knowledge about or skill in selecting, using, and

analyzing data gained from gender analysis tools

4. Knowledge about or skill in application of findings of

gender analysis

5. Knowledge about or skill in identifying gender issues

in monitoring and evaluation

6. Knowledge about or skill in reporting lessons learned

7. Skill in training others in GAD and gender analysis

skills
37

Booklet #2

Adaptations

The Participatory Analysis for Community Action (PACA) tools which provide gendersensitive ways for Volunteers and communities to develop a working relationship have

applicability in the project design process.

While most of the PACA tools identify assets, resources, and realities (tasks, expenses,

obligations, and other constraints such as illnesses and hunger), the needs assessment tool

moves community groups into identifying what would improve the well-being of their

community. Needs identified should be discussed and analyzed in the group to be sure that

causes and problems are not interchanged. Once a list is determined, methods for ranking

the needs are suggested. Ranking can be done in several ways. Usually it is done first in terms

of what is most important. However, sometimes the problems at the top of such a ranking

seem impossible to address. An empowering activity is to re-rank the list in terms of the

needs about which they are more able to take action. (See “Field Insight, Needs Assessment

Leads to Two Lists: By Importance and By Possibilities for Action”, in Booklet #8).

A session which moves beyond need identification and prioritizing is “Exploring A Range

of Activities to Meet an Identified Need”. In that session the range of beneficiaries is first

described, and then the activities aimed at addressing the need are explored. (See “Exploring

A Range of Activities to Meet An Identified Need,” in Booklet #7)

Another tool, the Gender Analysis Matrix, can be used with communities to look at the

potential effects of actions they may want to take. This matrix helps them focus on both men

and women, the household and community. It can also include the young, the elderly, or

various other community subgroups, as needed. It looks at the dimensions of labor, time,

resources, and culture. (See “Participatory Analysis of Community Activities” in Booklet

#7.)

Model Sessions

The following session plans may be useful. They are found in the booklet indicated after the

title.

• Introduction to a Systems Approach (Booklet # 3)

• Community Mapping (Booklet #5)

• Daily Activities (Booklet #5)

• Seasonal Calendar (Booklet #5)

• Needs Assessment and Priority Ranking (Booklet #5)

• Exploring a Range of Activities to Meet an Identified Need (Booklet #7)

• Participatory Analysis of Community Activities/Projects (Booklet #7)

Field Insights

All of the field insights should be reviewed for their applicability to the specific participants

of the PDM. The following field insights may be helpful when planning this type of training.

All of the field insights are in Booklet #8.

• Seasonal Calendar is Introduced as Tool to Get “True Picture” in PDM Workshop

– Zambia

• Needs Developed and Refined from Community Map – Guinea Bissau
38

peace corps

• Small Business Development Volunteers Map Business Network Rather Than

Geographical Location – Albania

• Two Ways to Rank Highest Needs: By Importance and By Possibilities for Action

– Turkmenistan
39

Booklet #2
40

peace corps