Capacity Building – stimulating demand for evidence

Siobhan Duvigneau Funded by DFID as part of the MK4D programme “Stimulating the demand for research knowledge through building the information capability of researchers and policy-makers”

Session Define an approach Explore your conceptions / approaches to building capacity Reflect your challenges Some Do’s and Don’ts (Top Tips)

Task Take the A4 paper and build a tower. The tallest tower wins…. Additional instructions, provided after 2 mins

Purpose: Experiential Activity?

Purpose: Experiential Activity? Placing you in the unique role of being a facilitator and learner Highlighting the importance of teamwork Excellent listening & communication skills Importance of clear instructions Experience plays a central role in learning

Constructivism Nationaal Archief, Flickr

Co-constructing knowledge - task #1 Answer the question: From your experience, what have you learnt about building the capacity of your beneficiaries? Do you make a distinction between capacity at the individual and the institutional levels? What approaches work / are less successful?

Why? 1. Engage your audience In what timeframe should you get people talking in a workshop? 3 minutes 10 minutes 20 minutes 60 minutes Why?

2. Know your beneficiaries How? Who? What? When? Why? Where?

3. Co-construct knowledge / learning Capacity building is a two-way process? Teaching Today, Geoffrey Petty

4. Listen with big ears & repeat, revisit… The average amount of time a person (e.g. a higher education student) can pay attention for… is? The amount of information retained in a lecture is? 40 – 46% Audi_insperation/flickr.com Wilson, K. and Korn, J. H. (2007). Attention during lectures: Beyond ten minutes. Teaching of Psychology, 34 (2), 85–89.

5. Encourage reflection / seek feedback billsoPHOTO, Flickr

Capacity building is a two-way process? Teaching Today, Geoffrey Petty

Thank you for participating!