“Development of district training modules on environment management and climate change adaptation” was a 7 months (April 2011 – October 2011) testing and piloting project conducted in Rupandehi, Dang, Baglung and Dhading districts of Nepal. The project was funded by MoSTE/ADB.
The general objective of the project was to produce an integrated training module appropriate to address the training needs of the key thematic ministries (related with NAPA’s key 6 themes) in close consultations with the respective stakeholders and analysis of relevant literatures and policy documents.
Specifically, the assignment had 4 key objectives which are 1. To identify and analyze contents, framework, and approach of training programs taking consideration on existing training packages and diverse needs and interest of stakeholders. 2, To develop a comprehensive and integrative training module including detailed training manuals for each of the aforementioned thematic ministries on key issues of climate change and environmental management. 3, To train central-level training units on the modules (training of trainers) and finally 4, To facilitate in institutionalization of the final modules in the training programs and units of the line agencies.
In order to achieve this objective, the consortium team organized a series of consultation meetings and workshops, reviewed existing policies, plans and related documents to identify the gaps and needs. Similarly, a write-shop was organized to identify the curriculum for training manuals and finalize this through sharing in wider multi-stakeholder teams. In addition, separate meetings with different development agencies and Staff Colleges were held to mainstream and harmonize the training manual. Further, the prepared manuals were tested and piloted in 6 different districts. The learning from testing and piloting was key in finalizing & enriching the training manuals.
The assignment was completed following various principles and approaches. It took approaches for ownership building of thematic ministries on the product, used participatory, coordinated and experiential learning approaches, adapted existing knowledge/process/mechanism, followed adult learning principles, specifically considered the livelihoods of vulnerable, gender and social inclusion, emphasize good governance, mainstreaming and integration and flexibly followed the result oriented approach while undertaking the assignment.