244
A. M. A. Saja et al.
involved in DS division development planning, Social Service Officer, and Disaster
Management Center Staff members (Table 13.1).
However, the same category of other staff members who were involved in disaster
management and development work can also be included, based on the learning needs
Table 13.1 Key elements of CRF training strategy and their descriptions
Key elements
Purpose and their description
Learning needs analysis (LNA)
• Need to target decisions-makers
• Ensure process encourages departments in DS
and district secretariats to link learning needs
to their work plans and objectives
• Support departments to address learning needs
by a range of means and encourage
networking and shared learning
National/provincial training course on CRF
• Consider building ‘how to share learning’ into
the courses
• Build ‘how to share learning’ into the training
kits
• Support and encourage coalitions with other
stakeholders particularly development partners
• Establish a process for linking to other
provincial/local authority initiatives
District training courses on CRF [level 1 and
level 2]
• Ensure links to national programme on CRF
• Local languages and local training is the key
• Lead by the state official is the key for
sustainability
• Ensure quality is maintained
• Encourage shared learning within districts and
divisions
Training on facilitation skills
• Establish clear terms of reference for assessed
trainers
• Consider ‘levels’ of training of trainers to
support shared learning
Self-directed group learning activities such as
discussion forums
• Clarify purpose, process and skills required
• Ensure link to LNA findings and training
courses
• Monitor effectiveness
District support activities—information
management and monitoring and evaluation
Through district DMC and district planning
department
• Clarify expectations, purpose and skills
• Ensure link to LNA finding
• Encourage shared learning
• Monitor effectiveness
• Establish processes to inform national
programme, e.g. case studies
Resource development such as CRF, training
kits and online resources
• Clarify purpose and link to LNA finding
• Ensure they are current and relevant
• Support and encourage shared learning
• Consider different levels of need
• Assess need for translations
A. M. A. Saja et al.
involved in DS division development planning, Social Service Officer, and Disaster
Management Center Staff members (Table 13.1).
However, the same category of other staff members who were involved in disaster
management and development work can also be included, based on the learning needs
Table 13.1 Key elements of CRF training strategy and their descriptions
Key elements
Purpose and their description
Learning needs analysis (LNA)
• Need to target decisions-makers
• Ensure process encourages departments in DS
and district secretariats to link learning needs
to their work plans and objectives
• Support departments to address learning needs
by a range of means and encourage
networking and shared learning
National/provincial training course on CRF
• Consider building ‘how to share learning’ into
the courses
• Build ‘how to share learning’ into the training
kits
• Support and encourage coalitions with other
stakeholders particularly development partners
• Establish a process for linking to other
provincial/local authority initiatives
District training courses on CRF [level 1 and
level 2]
• Ensure links to national programme on CRF
• Local languages and local training is the key
• Lead by the state official is the key for
sustainability
• Ensure quality is maintained
• Encourage shared learning within districts and
divisions
Training on facilitation skills
• Establish clear terms of reference for assessed
trainers
• Consider ‘levels’ of training of trainers to
support shared learning
Self-directed group learning activities such as
discussion forums
• Clarify purpose, process and skills required
• Ensure link to LNA findings and training
courses
• Monitor effectiveness
District support activities—information
management and monitoring and evaluation
Through district DMC and district planning
department
• Clarify expectations, purpose and skills
• Ensure link to LNA finding
• Encourage shared learning
• Monitor effectiveness
• Establish processes to inform national
programme, e.g. case studies
Resource development such as CRF, training
kits and online resources
• Clarify purpose and link to LNA finding
• Ensure they are current and relevant
• Support and encourage shared learning
• Consider different levels of need
• Assess need for translations