Development  Learning Activities

Also known as capacity development activities. Includes diverse activities, such as technical assistance, training, knowledge exchanges, coalition building and other non-resource based activities.  

A process of use and application of knowledge and information at different levels of society. With this framework the aim is to bring about a needed change in capacity to achieve development goals. It is to take into account diverse spheres, or instruction designs to link up knowledge and learning and support implementation for comprehensive and dynamic interventions.  Refers to learning not in terms of education, but rather as a strategic instrument for development.

Some Related Resources:

• CIPD (2010) Global Leadership Development at Ernst & Young

• Barefoot Collective (2009) Barefoot Guide to Working with Organisations and Social Change

Learning Design

Program Logic

Explains how capacity development objective is to be achieved.  The program logic provides the basis for credibly measuring the degree to which specific capacity development activities produce outputs and how these outputs are being utilized by relevant agents of change, i.e. help to achieve intermediate or learning outcomes of capacity development.

Some Related Resources:

• W.K. Kellogg (2000) Using Logic Models to Bring Together Planning, Evaluation & Action: Logic Model Development Guide

Intermediate Outcomes

[Learning Outcomes]

Also known as learning outcomes. Immediate results of development learning activities observed as changes that occur at the individual level, including changes in understanding, attitude, knowledge, and skills, as well as the changes that occur in the interactions among individuals and groups, and thus in the broader organizational or social environment. Measuring these intermediate outcomes bridges the gap often found between broad development goals and specific capacity development activities. A standard set of indicators for these outcomes that can be customized to different contexts include: raised awareness, enhanced skills, improved consensus/teamwork, fostered coalitions/networks, formulated policy/strategy, and implemented strategy/plan.

Some Related Resources:

• Sarah Murison (2004) Elements of a Gender Mainstreaming Strategy: A fourteen-point framework

• OECD/DAC (2009) Capacity Development in the Education Sector in Nepal

Learning Outcomes Typology

Six learning outcomes are essential to change theory. With this conception, the aim is to look for a consistent outlook about the effects of certain instructional or contextual variables on individuals or community-based practices. They take into account factors as: 1. Raised awareness; 2. Enhanced skills for altered status; 3. Improved consensus/teamwork; 4. Fostered coalitions/networks for altered processes; 5. Formulated policy/strategy; and 6. Implemented strategy/plan for new products.

Some Related Resources:

• Jonathan Winterton et al (2006) Typology of Knowledge, Skills and Competences: clarification of the concept and prototype

World Bank Institute

Capacity Needs Assessment

First stage of the capacity development program cycle.  Assessment of the capacity factors (sociopolitical, policy-related, and organizational) relevant to the development goal. The needs assessment should identify capacity constraints/ challenges and opportunities to achieve specific changes in capacity that can then be targeted by the capacity development effort to achieve results toward the development goal to be advanced.

Some Related Resources:

• Stephen, P. and Triraganon, R (2009) Strengthening Voices for Better Choices: A capacity needs assessment process

• UNDP (2006) Capacity Assessment: Practice Note