1. Capacity Building – stimulating demand for evidence

2. 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”

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

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

5. Purpose: Experiential Activity?

6. 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

7. Constructivism
Nationaal Archief, Flickr

8. 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?

9. 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?

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

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

12. 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.

13. 5. Encourage reflection / seek feedback
billsoPHOTO, Flickr

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

15. Thank you for participating!