1. ‘Sujala’ Karnataka Watershed Development Programme Developing the Training Strategy Introduction for the “Brainstorming Workshop 1st of October 2003

2. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Introduction What is Capacity Building (presentation) Visions (work groups and plenary) Steps and solution development (plenary and work groups) Closing (summary presentation) The work programme

3. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Develop a vision of the future of the training programme in the Sujala project. Brainstorm ideas, issues, problems related to the training system in Sujala project. Collect and discuss the efforts undertaken in the past and efforts possible to be undertaken. Purpose of the Workshop

4. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT At the end of the workshop: A vision of the direction required to take the training system forward is developed. A common understanding of the training system in Sujala would be evident. A collection of existing issues within the Sujala training system and solutions to these with efforts made, would be evident. Expected Results

5. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Capacity building is the process of strengthening procedures, organisational, institutional and intra-institutional capabilities of individuals, institutions and organisations in charge of watershed development.

6. Purpose of capacity building is to enable actors to competently execute their duties and tasks. The tools for capacity building are different kinds of training and exposure activities and learning by doing. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

7. Sujala support 7 Target groups are not the participants as individuals but as representatives of institutions and organisations with responsibilities in watershed development. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

8. Sujala support 8 Building awareness Strengthening cooperation and integration among actors/institutions Strengthening knowledge and skills to do the job within the watershed project Strengthening the technical capabilities of institutions and organisations Strengthening the regulative and integrative framework of the project CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

9. Thank you for your attention Sujala support9

10. Information management Mediation and facilitation Group work techniques Institutional cooperation and networking Project management Identification of appropriate solutions Policy formulation Administrative procedures CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

11. Sujala support 11 Capacity building deals with watershed development in a holistic and comprehensive way. Capacity building is directed not only to strengthen individual institutions but networks of institutions. Capacity building reaches far beyond organisational development and includes policies, laws, regulations, alliances, instruments of management. Capacity building is directed to support all decision-making levels in WS: policy level, administrative level, operational level, technical level, educational level etc. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

12. Sujala support 12 The normative aspect: laws, standards, norms, regulations, programmes and plans have to be understood and known in their content and their interrelationship. The management aspect: strengthening of organisational capabilities The technical aspect: the use of practical and technical knowledge and skills to identify, design and implement practical solutions The physical aspect: watershed dynamics and their influence on human activities Training modules with prominent contribution to capacity building in watershed development are primarily dealing with: CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

13. Sujala support 13 The consequences for training concepts Training objectives are demand driven. The training concept has to be customer tailored. The target group are professionals working in organisations and rural organisations with functions directly or indirectly related with watershed development, management and implementation. The training has to be oriented towards implementation with a major emphasis on practical solutions to transform/translate visions into reality (awareness cum tools). Theoretical concepts are to be understood as tools and not as subject of concern. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

14. Sujala support 14 The consequences for training concepts An outstanding importance has to be given to the learning by direct exposure to the reality and to the institutional setting. The acquired managerial skills like information management, co-ordination abilities, conceptualisation skills, should be directly used during the training. CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

15. Sujala support 15 criteria of relevance the relevance of the trained topics for strengthening the institutional capacities and competence, the motivation of the participants to actively involve themselves in such tasks the potential of the produced results to be used and implemented appropriate consideration of the governing policies appropriate consideration of the regional natural conditions and (cultural/socioeconomic) resources the content has to reflect the state of international experience and knowledge CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

16. Sujala support 16 Training courses try to offer too many contents for the time given. ( superficial teaching of broad knowledge of no practical use) Offering of generalised solutions to clients which need only specific solution(s) Awareness building without providing solutions or tools Training of tools for experts from countries where not even the basic prerequisites are existing Training of "ideal" solutions which have no chance in a given socio-economic or administrative system to be implemented Training of solutions which cannot be implemented in the home countries of the participants Trying to train an all-round expert which is nowhere existing or needed Lack of exposure (visits, field trips, observation, engaging all senses in the learning process) Typical mistakes of training courses

17. Sujala support 17 the sharpening of consciousness (awareness, commitment, attitudes) - the affective domain, the acquisition of relevant know-how and information (knowledge) - the cognitive domain, the development of competence and ability (skills) – the psychomotor domain. Three basic domains Each of this types of learning can be further categorised by its level of complexity: CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT

18. Sujala support 18 CAPACITY BUILDING IN WATERSHED AND RURAL DEVELOPMENT Three basic domains domainawarenessknowledgeskills level recall comprehension application analysis synthesis evaluation choose respond accept organise characterise justify list name classify define summarise criticise point to demonstrate construct assemble draw measure