Achievements, Lessons Learned
• LT - prelim visit/training design, 2 ToTs, 6 LTs (support visit), instructors meeting (Mindanao), and Evaluation
• COT – prelim visit/training design, 2 ToTs, 2 COT (2 – 3 support visits) and Evaluation
• Lead Trainors need to have sufficient time to contact local partners to understand the local context and thus able to design the training according to the need of the organisation (6 months, invite partners of subsequent phase in RTNW)
• Local organisations also need sufficient time to be able to select suitable trainers and trainees esp COT (5-6 mths) and localisation of materials. “Dry Run”?
• Sufficient funding to support partners and lead trainers administrative and communication needs
• Commitment from lead trainers and local organisations to communicate with ICOLT RC
• Exchanges very useful and develop close relations and learning among trainers and trainees
• Materials – adapted and translated written materials, audio-visuals
• Need ongoing assessment eg Bangladesh – quarterly review and reflection
• Adapt training methodologies based on situation eg Cambodia – COT held in different communities and trainees continue to be activitely involved in the advocacy work for their communities, and Bangladesh included Constitution and Fundamental Rights and established a Centre to detract too much interference from intelligence
• Require a local indigenous trainer, or if not possible, the non-IP trainer must emphatize with IPs and indigenous concepts. Local partners and lead trainers must maintain direct and ongoing assessment of the training team
• Partner organisation link training with other existing relevant training eg PACOS linked LT to their Annual PO training, other training opportunities, and joined forces to conduct LT/COT7. Ongoing Monitoring and Evaluation linked to Quarterly PO meetings.
Challenges
• Follow-up, monitoring and evaluation on effectiveness of the Trainers, Leaders and COs
• Ongoing threats to leaders and IPO by the military, police and intelligence
• Security of funding
• Insufficient reference materials (terms, process)
• Ability to respond to the needs of the communities in the training areas
• Low formal education of trainers and trainees
• Low capacity of trainers to transfer skills
• Establishing a Program or Unit within the partner organisation to ensure continuity of the COT/LT
Workshop 1 Experiences in the Field
Women
• Need to expose women to a whole range of opportunities – training, seminars, visits etc
• Have a separate group for women especially in the beginning (Cambodia and Philippines)
• Trainers have a certain level of formal education, or a role model for trainees
• Train men on gender issues
• Encourage women to share, start with their concerns eg food, clothes (B’desh) and then on indigenous issues
• Encourage peer sharing
Dealing with Authorities
• Co-organise activities with government eg build in a exposure visit into COT activities
• Cooperate to get more information
• Hold a courtesy call esp to local leaders to avoid negative impression that an outside group is organising the activities in the community
• Formal notification (B’desh)
Logistical Arrangements
• Need careful preparation by local trainers esp for difficult terrain
• Ask PO to manage the preparation and logistics
• Be conscious of traditional calendars and practices when planning activities
• Sufficient budget to be allocated to this because logistical needs can be expensive. Explain this to trainers, trainers and communities
• Be conscious of the facilities available eg electricity and adapt training methodologies
Security
• If PO is well-established, hold training in the communities. If not, better to hold outside eg in town/city centres
• No need to inform military or police and Lead trainers (from outside) need not go to the community if police escorts are required
• Ask community to provide security
• Maximise the prestige of AIPP and IWGIA
• Tap supportive local officials to assert legitimacy of the local organisation
• Organisation deal with ongoing surviellance as well as it can to minimise impact on training
Materials
• Most original training materials are in English and in written form, so need to translate and use appropriate audio-visuals
• Resource persons lacks technical skills
• Use portable and non-technology dependent methods, and tap locally available materials
• Allocate sufficient time and resources to adapt materials to local contexts
• Make the materials culturally-sentitive and understandable to communities, trainees
Dealing with Traditional Leaders
• Need to maintain good cooperation with traditional leaders
• Many may be heavily involved in party politics and interest is centred on physical/infrastructural development
• Need further study on relations between traditional and modern leadership
• Village elders have limited understanding and lacks confidence (Cambodia)
• Need to maintain good cooperation with traditional leaders
• Many may be heavily involved in party politics and interest is centred on physical/infrastructural development
• Need further study on relations between traditional and modern leadership
• Village elders have limited understanding and lacks confidence (Cambodia)
Ensuring Continuity of Training Program
• Want to continue and expand to new areas and even to other organisations
• Staffing of partner organisation to coordinate this work, and to conduct Monitoring and Evaluation
• Partner organisations need to set up a program or unit on Training and Capacity Building
• Support from AIPP for Partners to raise funds
• Provide incentives and support to trainees network
• Clear strategies for the long term and short term
Ensuring Continuity of Training Program
• Want to continue and expand to new areas and even to other organizations
• Staffing of partner organisation to coordinate this work, and to conduct Monitoring and Evaluation
• Partner organisations need to set up a program or unit on Training and Capacity Building
• Support from AIPP for Partners to raise funds
• Provide incentives and support to trainees network
• Clear strategies for the long term and short term
Workshop 2 Networking and Competence Centres
Maintaining the Trainers Network
• Continue Regional Workshop
• Communication – through email, reports, newsletter or bulletin (and to allocate fund for translation of newsletter/bulletin)
• Website
• Each partner form its own local Trainers Network, which in turn will feed information to Regional Trainers Network and vise-versa
• Exchange program/visit among partners
• Publish a book – profile of partners
• Produce a documentary film on the Trainers Network
• Help members in their advocacy work and issues, get technical support from members of the TN
• Partners contribute to a fund (women’s group suggested fundraising activities)
• AIPP to coordinate the TN in the field of COT and LT, including M&E in the development of Ph 1 and expansion into Ph 2
• Internship Program for trainers in AIPP
• Continued commitment of trainers and ICOLT to assist trainers
• Allocate sufficient resources – funds, people and materials
• Partner organizations must clearly express commitment to the TN and have a policy to continue activities
• Need a focal person for each partner
• Identify uniting issues for indigenous peoples
• Train 2nd liners and provide guidelines before phase out
• Commitment to change for the better
Competence/Learning Centres
• Centres to share competence in advocacy and skills
• Physical place of Exchange and Learning with a place to study, library, accommodation, office, museum etc
• Community also play a part in teaching and learning
• Needs to develop - vision/goals, funds, management and implementation plan (centralized or decentralized), guidelines for partners and those wishing to participate
• Alternative from government learning centers
• Identify existing competence
• Host organization prepare itself to transfer knowledge and skills to others
• 3 months program (consider visa and work of local centre)
• Focus on developing one topic
• Start with a 6-month or one-year course (involve 2 – 4 centers)
• AIPP collects information and coordinates; selection of participants done jointly; and implementation of learning done by local centers
