Activities and inputs Sample Clauses

Activities and inputs. The timeframe for implementation of the activities to meet the above objectives will be as shown in Table 1. Specifically the backstopping will support the following activities: Develop a master training plan with timeframe for training XXXX scientists on methods to measure carbon stocks and non CO2 Green House Gases (Expected deliverable: a training plan encompassing course out line i.e. class room/laboratory and field based instructions, expected time for covering the specific modules and in which month or quarter of the financial year. This will help XXXX to identify the right caliber of staff to send for this training at specific times) Train XXXX Scientists on methods of measuring carbon stocks including data collection, laboratory procedures, monitoring and statistical analysis (Expected deliverables: Training reports to include training objectives, training methods, areas covered and training evaluation by trainees and resource persons) Train XXXX Scientists on measurements of non CO2 Green House Gases including data collection, laboratory procedures, monitoring and statistical analysis (Expected deliverables: Training reports to include training objectives, training methods, areas covered and training evaluation by trainees and resource persons) Establish and implement species screening trials in selected micro catchments in the lower blocks of Nyando, Yala and Nzoia (Expected deliverable: 1. Trial protocol encompassing trial design i.e treatments, replications, data to be collect, how, when and method of data analysis. 2. A final report of completed trials detailing results and recommendations for various agro ecological zones) Establish demonstration fields/plots to increase tree cover on severely degraded sites in selected micro catchments in the lower blocks of Nyando, Yala and Nzoia Establish and document the biophysical and socio-economic baseline status of the environment in the priority seven blocks (all blocks in Nyando and Yala and lower block of Nzoia basin) (Expected deliverables: A baseline report in a mutually agreed format to guide the project in deciding appropriate and specific intervention measures to be taken within the micro catchments of the designated priority blocks. The parameters to be collected and analyzed should provide the current status of the indices of indicators given in the appropriate cells of the M&E grid of the Project Appraisal Document that refer to biophysical and socioeconomic conditions of the project areas...
Sample 1
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Activities and inputs. The main activity related to educational messages was the Educational messages and methods workshop. The aim of the workshop was to improve the quality of educational messages, make them more appropriate in order to affect behavior change and to improve the way in which educational messages are being delivered. This training course was presented during FY 2000 in all four fields: Kenya: April 2000, 25 trainees Mozambique: June 2000, 20 trainees Bolivia: August 2000, 26 trainees Ethiopia: September 2000, 23 trainees The original workshop in Mozambique was cancelled due to flooding. Once the crises passed, the course was presented by two FHI Mozambique staff members. Before the educational messages and methods training course was developed, a field assessment was done to review educational messages and their relationship to key behavioral changes being promoted. This assessment covered both the health and agricultural sectors in all four Title II fields. Its purpose was to uncover key factors that would lead to the improvement of the capacity of FHI Title II program educators and trainers to successfully promote positive behavior change of Title II program participants.
Sample 1
Activities and inputs. Positive deviance workshops were scheduled and held during FY2001. A total of 100 participants took part in the workshops that were held in Ethiopia, Kenya, Bolivia and Mozambique. The objectives of these workshops were to (FHI2001a:4): • Introduce Title II staff to the concept of Positive Deviance and its use in food security programming • Train staff to conduct a positive deviance study in one or more communities where FHI conducts food securities activities • Train staff to organize and conduct nutritional rehabilitation workshop for malnourished children using information gained during the positive deviance study • Work with agriculture staff to collectively brainstorm possible methods for conducting agricultural rehabilitation workshops and plan extension visits for negative deviant farmers using information gained during positive deviance study Participants from World Vision Peru and Bolivia and Save the Children Bolivia also participated in the training. Participants from World Relief participated in the PD workshop in Mozambique. According to the trainer the participation of people from these organizations significantly enriched the workshop discussions and practicum activities (FHI2001a:4).
Sample 1
Activities and inputs. Barrier Analysis is designed to help community workers discover and overcome obstacles to food security-related behavior change. Between May and July 2002 barrier analysis and TIPS workshops were held in Kenya, Mozambique and Bolivia. A total of 76 staff members attended the training. Several of the recommendations of the mid-term evaluation (FHI 2001b) were implemented during this course. The most important being: • To conduct a training needs assessment for FY2003 • In Mozambique, a training of trainers was conducted – this was done because there are so many field staff and also because some ISA trainers are not fluent in Portuguese. • Development of in-country action plans after the training • Staff who attended the training were requested to conduct a second generation training
Sample 1
Activities and inputs. The ISG20 that preceded the ISA was mainly aimed at establishing a robust monitoring and evaluation system in support of FHI’s Title II programs. Under this program, 394 Title II staff received training in M&E methodologies and tools. Building on these workshops, the current ISA team conducted a review to evaluate food security staff’s post ISG knowledge and practice of various M&E methods and tools. The team also reviewed recent field monitoring and KPC reports. Four remedial M&E workshops (including a lot of practical work) were held during FY1999 and a total of 81 staff members were trained. This workshop focused on the following areas: • Review of food security definitions • Development and use of factor analysis tool • Development of a good system to monitoring annual progress towards the achievement of impact indicators • Use of focus groups to fill in baseline data gaps • Development and use of Quality Improvement Checklists • Indicator Development and Operationalization
Sample 1
Activities and inputs. The commodity management (CM) component of the ISA was mainly aimed at helping FHI to improve its institutional capacity to manage commodities effectively. The main objectives of this activity was to: • Improve and standardize FHI’s Title II commodity management system based on best practice models • Train and provide technical assistance to FHI Title II staff in all aspects of the standardized procedures • Improve the capacity of FHI headquarters commodity management staff to successfully move towards best-practice commodity management During FY 1999 an assessment was made of commodity management systems and capacity in Ethiopia and Bolivia (FHI 1999:22). The methods, procedures and tools used by the CS’s and FFP were also reviewed. On the basis of this, the ISA Commodity management TA developed workshop materials and an FHI Commodity management manual. She sourced materials from the CARE manual and also used aspects of the FAM monetization manual. This manual was translated into Spanish and was distributed to the Title II fields during FY2002. The commodity management training materials were subdivided into three parts and a total of seven workshops were held between June 2000 and July 2002. An average of 16 people were trained per workshop. Even though most of the workshop attendees were from Bolivia and Ethiopia, staff from Mozambique and Kenya also participated. A considerable amount of time also went into mentoring and acting as a link between field offices and FFP in Washington in so far as resource requests and other aspects related to monetization is concerned. FAM and or FFP have been conducting on-going workshops to keep CS’s informed of new developments in the area of commodity management and transportation issues. The ISA CM TA attended most of these meetings throughout the four years of project implementation.
Sample 1
Activities and inputs. A total of eight training workshops, related to emergency relief, were presented during the first four years of the ISA program. Field staff members from Ethiopia, Kenya and Mozambique were trained. Less than 20% of the managers trained during the first three courses are still working in FHI. Staff who attended the emergency preparedness training, ranked it between very good and excellent. One of the strengths of the training as seen from the Kenyan staff’s viewpoint was that the trainer was from FHI, knew the organization well and could share practical experiences, based on her work elsewhere in Africa. The evaluation team looked at the training materials and felt that it was comprehensive, concise and professionally prepared. English, Spanish or Portuguese versions were made available to the training participants.
Sample 1
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Activities and inputs. One of the objectives of the ISA was to conduct needs assessments in Mail, Niger, Burkina Faso and Haiti to determine a rationale for and feasibility of starting with Title II activities in those four countries 32. Niger was dropped from the list with the approval of FFP, as it became clear before the assessment, that USAID in Niger did not see room for including more CS’s in its Title II program. Two ISA team members33 visited the three countries targeted for this assessment during FY 1999. The team reviewed secondary data and met with Government officials, USAD/FFP and NGO’s during their visits (FHI 1999:8). Their assessments looked at regional differences within each country and were primarily based on the following parameters: • Current food availability and access from a smallholder producer perspective • Demand for monetized products in each region as per Xxxxxxx analysis and other indicators • Food utilization as reflected in malnutrition rates; breastfeeding and weaning practices; under-five child mortality rates; incidence of diseases such as diarrhea • Financial implications for FHI (availability of private funding) In the case of Haiti and Burkina Faso it was found that these countries have food security problems, but that they generally do not have room for expansion in the area of monetization and Title II programming. Burkina Faso had less serious food security problems than Haiti and was also generally well covered by NGO’s. In Mali, food security problems were found to be mainly behavioral and thus linked to utilization. It was also the only country amongst the three visited which was identified by the team as having the biggest potential as an FHI field for the future (FHI 1999:16). During FY2000, FHI had several meetings with CRS and OICI with the view of doing a micro- level assessment in Mali. Finally the idea was abandoned as it became clear that USAID in Mali was opposed to Food Aid and would not welcome proposals for Title II programs (Personal communication with Xxxx Xxxxx, November 2002).
Sample 1
Activities and inputs. Under FHI’s proposed ISA activities, FAM and FHI agreed to pursue a mentoring partnership to improve the information technology capabilities of FAM. This partnership had two goals. Firstly FAM would learn and become proficient at current/new information technology capabilities. Secondly that the FAM consortium will receive the ultimate benefit and become stronger as a result of the technical leadership of FHI and FAM. The original project proposal (FHI 1998) outlines three objectives related to its FAM mentoring effort: Improvement of the FAM website with basic maintenance by FAM; establishment of listserv capability and management skills by FAM; and the establishment of internet relay chat capability and encouragement of increased usage by the FAM consortium. The table on the next page summarizes the role that FHI played in the development of FAM information technology capabilities between FY1999 and FY2002. The last row shows the creation of a FSRC database. This activity was not part of the original FHI ISA proposal, but they were asked by FAM to assist with it. They provided technical support to the consultant who was hired by FAM to establish the database. Table 15: Activities related to the FAM information technology for the period FY1999-FY2002 Main objectives of FAM mentoring FY1999 FY2000 FY2001 FY2002 Improve FAM website with basic maintenance by FAM FAM taught to manage and update website independently; general mentoring on website management; FHI server used as host for website. FAM TIS leaves, but is self-sufficient enough to train new TIS in web maintenance from Mexico. FHI provides NeTracker software to FAM Website completely redesigned; provided technical mentoring for search engine and website survey Amount of links and documents nearly doubled; domain name changed Establish listserv capability and management skills FHI developed template on FHI server to host FAM listserves; FHI provide training and mentoring on listserve management FHI mentors and assists FAM through episode with hackers; FHI provided new listserv software; number of listser ves expanded from 5 to 7 Assisted FAM to maintain seven list- serves Establish internet relay chat capability and encouragement of increased usage by the FAM consortium Advantages were presented to FAM members, unwilling/unable to fully pursue this technology within their organizations Not explored as option as a result of the departure of FAM TIS FAM and FHI tested chat capabilities Research indicat...
Sample 1

Related to Activities and inputs

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