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SOCIAL FORESTRY SUPPORT PROGRAMME

TRAINING OF TRAINERS IN TRAINING NEEDS ASSESSMENT WITHIN THE PCD PROCESS

Dr. Peter Taylor September 1999

TABLE OF CONTENTS Introduction 1. 1.1. 1.1.1. 1.1.2. 1.1.3. 1.1.4. 1.2 2. 2.1 2.2 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5. 2.3 2.3.1 2.3.2 2.3.3 2.4. Initial Training in TNA Concepts, Processes and strategies . Training framework Aims of the Training Objectives Teaching and Learning Process Follow-up Activities Outline Of the Initial Training Programme Report of the training programme (process and content) Introduction and expectations Training Key questions Training Needs (handout) Situation Analysis (handout) Basic concepts in Participatory Curriculum Development (handout) The PCD cycle and TNA Process The TNA Methodology; Concepts and Process Methodological Concepts Methods of Needs Identification - the process Semi-structured interviewing: (SSI) exercise: Preparation of basic list of questions and TNA methodology 18 18 21 23 25 5 6 6 6 6 6 6 7 8 8 8 8 9 11 12

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2.4.1 2.4.2 2.4.3 2.5 2.6 2.7 2.8 2.9 3. 3.1 3.2 3.2.1 3.2.2 3.3. 3.3.1 3.3.2 3.3.3 3.3.4 3.3.5 3.3.6

Matching the, questions with the methodology Preparation of interview schedules Examples of interview schedules Logistics Analysis of the data collected in the TNA Presenting the data Reporting the data Sharing the Results Issues and opportunities Comments on the Process Strengths and Weaknesses of the TNA process Main Strengths Main Weaknesses Issues and Opportunities arising from the TNA process Identifying the initial target group Identifying the initial training focus Involvement of stakeholders in the TNA process The TNA methodology Data analysis, Recommendations and Reporting Learning from the TNA experience

25 26 26 30 31 33 33 33 34 34 35 35 35 36 36 37 37 38 39 40

TABLE OF FIGURES Figure 1: Figure 2: Figure 3: Figure 4: Figure 5: Figure 6: Filling empty vessels? The Participatory Curriculum Development Cycle The Training Needs Process Relationship between concepts, methods and tools for the development of the research methodology Relationship between Institutions, Methods, Sources of Information and Validation of Data TNA analysis - categories of information 8 16 17 19 20 32

INTRODUCTION During 1998 and 1999, an intensive period of training took place within SFSP II under the broad umbrella of Participatory Curriculum Development (PCD). Training was provided in the basic concepts and processes of PCD, short course training design, and curriculum evaluation. During this training process, a need was identified by the Working Partners for training in the processes and methodologies of Training Needs Assessment (TNA). This was necessary to ensure that new social forestry curricula reflected the realities of the Vietnamese context. A series of training events was organised by the Education Team of SFSP for teachers and trainers from four university faculties and from Hoa Binh Extension Centre. A similar event was also organised at the Nuoc Hai Agriculture and Forestry Technical School, Cao Bang Province), In each case an initial training was provided in concepts and methods of TNA. WPI members then developed their own TNA methodology, guided by Technical Advisers from SFSP. A period of research then followed, involving a wide range of stakeholders.

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Finally, the data collected was analysed, and TNA reports were completed. Each WPI then organised a local workshop at which the TNA results were shared with stakeholders and feedback obtained. The TNA-results arc being used as the basis for the development of social forestry-related curricula at the universities and for courses developed by training staff at the Extension Centre. As this training programme was implemented on several occasions, the process and content described is generic. There were variations in both process and content depending on the context of each training. This report does not attempt to describe the actual events of one specific training. Outcomes of specific exercises or of evaluations of specific courses are not included. It is hoped that in addition to serving as a general record of the training process and content, the details provided here could also enable other trainers to adapt and use the materials in their own training programmes. This reports contains the following: presentation of the conceptual framework for training in PCD and TNA description of the TNA training process examples of training materials examples of questionnaires developed by the WPIs a discussion of issues and opportunities arising from the training process. A Vietnamese version of this report will be prepared during 1999. The final TNA reports prepared by the SFSP working partners who participated in this activity are published under separate cover, in both English and Vietnamese.

1. INITIAL TRAINING IN TNA CONCEPTS, PROCESSES AND STRATEGIES 1.1.Training framework 1.1.1 Aims of the Training Participants will develop a detailed strategy for a training needs assessment (TNA), which will be carried out over the following months, according to the curriculum development plans of each WPI. In order to achieve this, the training will provide an opportunity for participants to examine the key concepts, processes and strategies relating to training needs assessment. 1.1.2 Objectives By the end of the initial training, participants will be able to: undertake a situation analysis for identified courses; develop a strategy for training needs analysis (TNA) for these courses; carry out a TNA for specific courses; use the results of the TNA for curriculum development, 1.1.3 Teaching and Learning Process The training will be based on a participatory, experiential learning approach, requiring participants to develop materials and plan the TNA. 1.1.4 Follow-up Activities

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Follow-up activities will be organised with individual Working Partners, as required.

1.2 Outline of the Initial Training Programme Day 1 a.m. Welcome and introductions Expectations of participants Brainstorming in groups: why carry out a TNA? what is involved in TNA? who is involved in the TNA? Overview of the TNA methodology Macro-level training needs analysis (situation analysis) p.m. Organisational needs group work Job training needs and job analysis group work Feedback session

Review of previous day's learning Job training needs and identification of KSA group work

Setting the questions for the TNA group work Feedback session

Feedback session Individual training needs group work 3 Review of previous day's learning Preparing the interview schedules group work Making the final TNA action plan group work Feedback session Course evaluation Close of workshop

2. REPORT OF THE TRAINING PROGRAMME (PROCESS AND CONTENT) 2 1 Introduction and expectations: "Introduce your neighbour": Name Position/ responsibility Favourite food Expectations Expectations are written on a separate card, then all posted on a poster and kept there until the end of the workshop. They can be used as a reference (for all participants) for the final evaluation.

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2.2 Training 2.2.1 Key questions: Why do we train? Why is training important?

What does the picture show? What is the problem with it'? How could this picture be improved'? Participants are divided into 4 groups by giving them cards and asking them to find other members of their group. Each group discussed one question: Group 1: Who should the institution train? Group 2: What training should the institution provide? Group 3: Why should you do a TNA? Group 4: Who should be involved in the TNA? - List of stakeholders. 2.2.2 Training Needs (handout) One of the most important areas to consider when analysing a situation, with a view to developing a curriculum, is the identification of educational needs of the learners. It is from this basis that the aims are derived. Identification of training needs is difficult to achieve, for several reasons. In an Organisation, the needs of individuals may be ignored. In the case of farmer training, it may be difficult for course planners to find out exactly what farmers want in the way of training, especially in systems where farmers are not consulted, and information is merely given to them. i) Identifying needs of members of an Organisation or institution: A training need exists when the application of systematic training will. serve to overcome a particular weakness. There are three main areas to which the term "training need" may be applied: i. needs at organisational level ii. needs at occupational level iii. needs at individual level. (It should also be noted that some organisational problems may be solved through by non-training solutions.) At organisational level, training needs exist where there are weaknesses in the functioning of the organisation itself; it is often difficult to identify these. A very careful situation analysis may reveal them. For example, an extension service may be seen as inefficient because extension workers do not communicate accurate information to the farmers. This breakdown in efficiency within the organisation may be solved by providing training, either to the field staff or to the administrators.

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At occupational level, certain areas of knowledge, attitudes and skills may be required to perform certain jobs or tasks. These must be identified during the situation analysis (the situation analysis may also include task and job analyses). For example, the job description of a social forester may require him or her to advise a framer on land-use systems; if the field worker has not been trained to do this, then they will not be able to perform the task. Training can help to resolve this. Similarly, a trainer in a forestry faculty may never have studied methods of teaching and learning, although he or she has a high level of technical expertise. An analysis of performance of learners and trainer may reveal these weaknesses. Although it is difficult to cater for individual needs when developing a curriculum, these will normally be taken into account during the teaching or training itself, once the curriculum is in use. All learners are different; everyone has a different style of learning, background, experience, motivation, etc. One of the greatest tasks a course designer faces is to build in sufficient flexibility into a course so that the objectives of the course are achieved for all learners, not just the "high achievers". ii) Identifying training needs of farmers: This is very difficult. Much is written about the importance of doing it, but there is little material available which describes how it may be done. There are several problems associated with this process: a. training course developers may not value the opinions of the farmers, thinking that they know best; b. farmers are suspicious of or intimidated by the training course developers because they think they are really looking for other types- of information, or because they have bad experiences of training which was not useful; c. farmers are not aware of where their training needs lie, and what possibilities there are for training; d. discussions about training needs are dominated by certain powerful groups, e.g. rich farmers, male farmers, at the expense of poor farmers and women farmers; e. ''farms" are often disposed over a very wide area, and course developers cannot reach some farmers to discuss their needs. Sometimes it may be difficult to identify what is meant by a farm! These difficulties highlight the need for a good stakeholder analysis at the beginning of any programme of curriculum development. If all relevant stakeholders arc involved in the TNA exercise, the results are more likely to be meaningful and relevant. 2.2.3 Situation Analysis (handout) In addition to looking at organisational, job and individual needs, there are a range of other external (outside the training institution) and internal (inside the training institution) factors to be considered which may enable curriculum developers to understand the teaching and learning environment. The following factors may all be examined in more or less detail, depending on the local conditions. a) External factors Resource personnel (teachers/technical) Community "needs" (culture, customs, traditions) Climate and geographical conditions Infrastructure Technological level Type of economy (crops/livestock, subsistence or cash crops, industrial/agricultural) Employers' requirements

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Aid agencies (local/international) Government policy (development/education etc.) Parental expectations Society's values National manpower needs Money/support systems Land tenure systems Stage of development of agriculture /farming systems (constraints, conditions, etc.) b) Internal factors Level of knowledge of learners/target group (background, abilities, educational needs, entrance requirements) Teachers'/subject matter specialists' values, attitudes, skills, knowledge, experience) Internal resources; physical facilities, accommodation, teaching space, labs., Land/farm, water supply, staff numbers, equipment Existing curricula Teaching materials/aids Finances Number of pupils/size of classes Time available for teaching/preparation etc. Management/administration Methods of collecting information Information on the above factors may be collected in different ways; the following are some examples of methods. interview observation/visits questionnaire analysis of examination/test results evaluation of present curriculum participatory research seminars/workshops literature review/reports

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2.2.4 Basic concepts in Participatory Curriculum Development (handout) Developing a training course is one example of a broad field of activity known as curriculum development. 1. The meaning of 'curriculum' First, what's a 'curriculum'? The real meaning of the word 'curriculum' can be demonstrated by looking at its origin. The word comes from a Greek word meaning race-course. It is the path which the horse needs to follow if it is to finish the race. The word is also used as the basis of words like 'current' (in a river or in electricity) meaning the course along which the water or the electricity flows. When applied to education, the word 'curriculum' means all the activities which the learners do, especially those which they need to pursue if they are to finish the course and to achieve the goal; it is the path they have to follow. It is not just the contents but also the programme, the course which they need to follow to be successful. Because of this wide-ranging view of 'curriculum', many people have tried to define the word, but no-one has produced the definitive version so far. The term 'curriculum development' could be used to describe all the learning which is planned and guided by a training or teaching organization, whether it is carried on in groups or individually, inside or outside a classroom, in an institutional setting or in a village or field. There are several different elements here which it may be useful to think about: the learning which the students achieve the activities and experiences which bring the learning about the process of planning and organising these activities and experiences the piece of writing which embraces this planning All of these have been called by different writers 'the curriculum'. The essential element which underlies the word 'curriculum' is that it should refer to those things which the learners and students will do rather than what the teacher or trainer does. It Is certainly not something which the teacher or trainer does alone. The curriculum is the process by which the student-learners learn actively. 2. The Changing Curriculum The curriculum is not simply a fixed structure defined authoritatively as the organised content for learning. It is a dynamic instrument. It reflects the educational outcomes which should be attained and the educational experiences that can be provided which ate likely to achieve these outcomes. Since the outcomes which arc desired will change over time, we will also need to question regularly how we should achieve these outcomes. Thus the curriculum should change and develop through a dynamic process. There is a need for continuing curriculum reform as society itself develops. We can identify three factors which influence the curriculum development process: the views about education held by the curriculum development workers; the nature of the group of persons (stakeholders) who are involved. in the process. of developing the curriculum; and the kind of educational programme for which the curriculum is being developed. 3. What do we want to achieve?

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Let us ask some questions: What kind of education do we want to develop? What do we want to achieve through this education? Your views on this will probably keep-changing. The function of education and training in any society is often controversial, and subject to changes in political control. Educational development and cultural change are also closely related. The political concerns of today (for example, social forestry) are different from those of even twenty years ago; and the-education and training which any state will provide for its members will need to reflect these changes. These changes are often even more influential then technological change. 4. What kind of curriculum? There are two basic models of curriculum development. i) Classical, or systematic curriculum development In this model, all the learners are treated alike; they are assumed all to have the same needs, to use the same processes to learn the same things at the same time, and the curriculum seeks to achieve the same goals for all the student learners at the end of the education and training programme. This model is usually based on clearly defined objectives, which may be set by curriculum writers or subject experts, such as those at the 'top' of the system in the Ministries and Planning Departments. There is a systematic planning procedure, an assumption of common goals for the learners, and the provision of adequate expertise, resources and technology to allow the objectives to be achieved. Planning, implementation and evaluation will be top-down in nature. ii) Participatory Curriculum Development This model assumes that the learners are individuals who will all be starting from different points and have different needs; they will learn in different ways and therefore they will team the different things they -will need for themselves. There will be a combination of open and closed goals, which are set out and achieved through participatory processes. Individual perception and behaviour is recognised, and the teaming process will be based upon an understanding of the constantly shifting relations of groups and individuals within a social context. Curriculum planning, implementation and evaluation may still be systematic, but it will involve a range of stakeholders whose interests are acknowledged and taken into consideration throughout the, entire curriculum development process. 5. The curriculum makers Educational ideologies help to determine the goals which the educational or training programme is intended to achieve, and they will also influence the way in which the curriculum is put together. No curriculum can deal with all-the relevant knowledge, skills and attitudes needed to lead to the continuing development of the individual and of society as a whole. Curriculum developers must be selective. The choice of what should be included in and what should be excluded from any curriculum will of course depend on who is involved in the process of developing the curriculum. It will be necessary to identify all those groups and individuals (the stakeholders) who have an interest in - or who will be affected by the development of education and training programmes. Involving stakeholders in a meaningful way should increase the chance of effective outcomes from the curriculum development process. 6. Some Questions Who makes decisions about the curriculum in your education system or in the Organisation in which you work? Who are the curriculum developers? Do they represent all the people (stakeholders) who will be involved in the use or benefits of this curriculum? Who are these other stakeholders'?

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How are these stakeholders identified'? 7. Conclusion So, when you begin to think about curriculum development, it is not just a question of "what is the content". It is much more than that, and the questions to be asked are more difficult. It is necessary to ask yourself what you think about education in general, why you think what you think, what is your relationship with others who will be involved in the education process, and how will you and they become involved together in that process. There are no easy answers to these questions, but in the long term you may do your work more effectively if you have thought about them. Participatory curriculum development is a learning process for everyone involved in it. 2.2 5 The PCD cycle and TNA Process The participatory curriculum development (PCD) cycle is used as the framework within which the TNA is located. This cycle is based on the steps followed within a PCD process, the first step being a stakeholder analysis. The stakeholder analysis enables different groups and individuals who have an interest in training to be engaged in a meaningful way. In order to explain the TNA process more clearly, a flow-chart can be developed, showing the main steps required in order to carry out a TNA effectively. The PCD cycle and the TNA process flowchart arc shown below (figures 2 and 3, respectively). Figure 2: The Participatory Curriculum Development Cycle

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Figure 3: The Training Needs Process

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2.3 The TNA Methodology; Concepts and Process 2.3.1 Methodological Concepts

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It is important to note that the basic principles of research apply to training needs analysis. Triangulation (a combination of both qualitative and quantitative research methods, selected according to the research questions or hypotheses) should ensure that the data collected has a higher degree of validity. In keeping with the basic PCD approach, it is also important to ensure that the TNA process is as participatory as possible. The following two diagrams (contributed by Mr. Cai, College of Agriculture and Forestry, Thu Duc) provide a conceptual framework for a TNA methodology, and are useful guides to selection of tools and methods in relation- to concepts and institutions. Figure 4: Relationship between concepts, methods and tools for the development of the research methodology

Figure 5: Relationship between Institutions, Methods, Sources of Information and Validation of Data

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2.3.2 Methods of Needs Identification - the process 2.3.2.1 Identification of organisational needs: Participants should: List organisations List questions to ask them (N.B. This information will be used later, when developing the basic list of research questions and research methodology). Participants present the organisations and appropriate questions in a table: Organisations Questions

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2.3.2.2 Identification of Job needs: Participants should: identify main categories of jobs (plenary exercise) list all the tasks associated with a person in that category of job (group exercise). complete frequency/ importance/ learning difficulty table (group exercise). Task 1. Seldom (once or twice a year) 1. Very little importance. 1. Easy 2. Moderately difficult 3. Difficult 3. Weekly or monthly 4. Daily to weekly 5. Daily Once the table(s) have been completed, participants can assign priorities (on a nominal basis) in plenary. The priorities may be stated as: * low ** medium *** high It is then good to question participants on their ranking choices, for example: High priority - why? Difficult - why? What would make the task easier? What is needed? Organisational change? E.g.: Finance, resources, infrastructure? Change in task?' Change in individual? (Knowledge, Skills, Attitudes - KSA) Participants may then choose one of the high priority tasks and Identify the (ideal) KSA required for someone to perform it, 3. Very important 4. Very difficult Frequency Importance Learning difficulty Total Priority

2. Occasional (every 2. Moderate few months) importance.

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Task

Knowledge

Skills

Attitude

Participants may think about the following questions to help them probe more deeply into the nature of job needs: How would you describe the characteristics of a good extensionist? How would you describe the characteristics of a specific "problem"? 2.3.2.3 Identification of individual needs Here, participants should estimate the training needs of individuals, by posing a variety of questions, such as the following: Examples of questions: What do individuals do? What difficulties do individuals face? What could help them do their job better? What KSA do they need? Which KSA do they lack now? How long has an individual worked? What does the individual like most about his/her job? What does he/she like least? What would he/she like to change? How does he/she know if he/she is doing a good job? Does he/she think he/she is doing a good job? Etc. 2.3.3 Semi-structured interviewing: (SSI) exercise: 2.3.3.1 Introduction The facilitator should find out from the participants how much experience they have in carrying out semistructured interviews. If their experience is limited, it Is good to devote some time to a short training exercise. Exercise one: role play from 2 facilitators (example of a "good" interview and a "bad" one). Guidelines for SSIs are then presented. Exercise two: participants divide into groups of 5: Two interviewers Two interviewees

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One note taker Each group carries out an interview, (may be real questions, or an imaginary situation). The group reviews the outcome, and then repeats the exercise at least once, alternating roles within the group. 2.3.3.2 Guidelines for semi-structured interviews (handout) General points An introduction and an explanation of purpose are vital Start with general questions describing the current situation; It is easier for informants to answer and gives a context and opportunity for focus. Be careful with very "big" questions like: "what do you need to learn?", as such questions are very difficult to answer, and it is very difficult to analyse the response. Develop a dialogue Be observant Use open questions (who?, where?, what?, when?, why?, how?) you should not use too many questions starting with "why?" (i.e. don't put too much pressure on the interviewed) Use simple language Ask one question at a time Start with broad subjects and then concentrate on more specific topics Avoid leading questions Probe for deeper understanding Do not 'supply' answers Do not 'lecture' Be prepared but flexible Be clear about the reason you are 'interviewing a person or a group. Are you finding about their training needs, or their opinions about the needs of others with whom they have a relationship? Remember you have to analyse the data. Try to organise your notes/ records in a simple way - use a checklist or tables to help record data and analyse it later. Keep an open mind some information will be useful for later - other training needs will emerge which you can consider in the future. Remember the effectiveness of training will depend on the infrastructure and the context. So you need to match these and pass on information to others where appropriate. Use methods (especially participatory methods) which can address several questions at once. This helps to relate issues in an integrated way and can be more meaningful to respondents. It can also raise new questions that were not thought of earlier. Use secondary data when possible to avoid gathering information already available; but it- is good to double-check accuracy/ validity of secondary data - often statistics are out of date or faulty. The answers to some questions do not lie in the domain of some informants. Identify appropriate informants for the appropriate questions. The art of interviewing is rather like the art of good conversation, so remember Be polite Be sensitive Introduce yourself and explain why you are here Thank-people after finishing If you follow these rules, then you should at least be welcome back in the future! Content of the Interview There is some basic information which is usually offered and collected at the beginning of an interview. i) Introducing: Introduce yourself (name, position, office... Purpose (this needs to be written and inserted so that everyone can explain it clearly and in the same way) Timing and planning ii) Personal Information about the informant

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Name of the informant Age Sex District Commune Village iii) Educational/Professional Background of the informant Qualifications Training courses attended Work/professional experience (years/level) Guidelines for note-taking Only record what you see and hear Try to use tables or checklists to make your task easier The note-taker should concentrate only on this task (for each interview, take turns for who should ask questions and who should take notes) Quote the answers of the interviewee where possible and if interesting Read and fill in your notes at the end of the day

2.4 Preparation of basic list of questions and TNA methodology: 2.4.1 Matching the questions with the methodology Divide participants into 3 groups: Group A will deal with organisational need questions Group B will deal with Job related needs questions Group C will deal with individual needs questions Questions Everyone should discuss all the questions one by one to check for: Level of understanding of questions Likelihood of yielding quality information Items missing or duplicated. 2.4.2 Preparation of interview schedules Participants should identify the groups of key informants. Divide workshop participants into the same number of groups and let them put together a schedule of questions, drawing out the questions from the lists made earlier, one list for each group. Participants should bear in mind: Informants' capacity to answer Order of questions (logical) Methods used to gather information Source of information Methods of collection Responsibility Details

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At the start of each schedule, participants should also add in the introductory comments, and the personal information questions. All question lists should be reviewed and revised where necessary; written (or typed) up neatly and reviewed again. 2.4.3 Examples of interview Schedules Each institutional group prepared a list of questions for different target groups. The SFSP Technical Advisers consolidated these lists to create basic, common lists of questions. These were then made available to all groups, who revised, removed or added questions according to their own needs. A sample of these questions is included below. Basic questions for Educators (forestry and agriculture teachers at universities and agroforestry high schools) Purpose of SF education What is the purpose of teaching SF subjects (use specific names of courses as required) in your institution? How closely do you think these subjects relate to the needs of beneficiaries (farmers/field workers)? How have these subjects changed? How do you think they will develop in the future in terms of content? Curriculum Please describe briefly the current structure of the curriculum for these subjects (outline - aims, objectives, content, process, evaluation) How do these subjects relate to other subjects in the curriculum of your institution (e.g. agriculture, other extension subjects, rural development)? Who is responsible for developing the curriculum for these subjects? And who is responsible for teaching? How is approval given for the introduction/implementation of these subjects'? Are there any difficulties associated with this? How many students are currently taking these subjects (male/female/ethnic minorities; full-time/parttime)'? How many students do you think/hope will be taking these subjects next year? How are these courses likely to be offered in the future (same as at present/part-time/ shortcourses/distance learning/local delivery of courses outside the university)? Teaching and learning Please describe how you teach these subjects at the moment? What factors affect the effectiveness of teaching these subjects? What methods of teaching and learning are most suited to these subjects? What is the balance of theory and practice currently used? What are the disadvantages and advantages of using theory and practice, respectively? What resources are lacking in order for you to teach these subjects effectively? What teaching materials are currently available? What materials do you hope to develop in the near future? How do you gain access to information you require for developing teaching programmes? How could you improve your access to this information? Your own needs How effective do you feel is your performance at the moment? How do you know if you are teaching effectively? How do you get feedback on your teaching? From who do you get this feedback? What do you do best in your job at the moment'? What do you feel you need to help you perform your job more effectively'? What knowledge/skills/attitudes do you feel you lack at the moment? What training have you received to enable you to perform the work you are doing? What training do you think you need to help you improve your effectiveness? Is there anything else that you would like to say which would help make this survey bring about a good result?

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Basic questions for Students (in SF-related subjects in university/high school) Motivation What is your motivation to study forestry education? Who/what influenced your choice to take up this course of study? What do you find most interesting/useful about this particular course(s)? Job expectation What job do you hope to take up when you finish your studies? Why do you want to do this job? Do you want to work in a job related to forestry/social forestry/extension? What type of organisation would you prefer to work for (government/private company)? Where would you like to work (large town/small town/commune/village)? Is there anywhere you would not like to work? Curriculum being followed What part (content) of the course did YOLI find most interesting? Which least interesting? Which part (content) of the course do you think will be most useful/relevant to your future work? Which least useful/relevant? How well related was the subject to other parts of your course? How could the relationship between subjects be improved? How clear was the content of the course in terms of your ability to understand it'? What do you think about the balance of theory and practice in the course'? What is your opinion about the timing (length, timing within the overall programme/year)'? How could this be improved? How do you think the course could be improved (what added or removed)? Teaching and learning What teaching methods have you enjoyed the most? Which methods do you like the least? How do you think teaching methods could be improved? What teaching materials have you found most useful? What new materials would you like to see introduced? How could the existing materials be improved? How effective was the practical teaching during the course? How useful was the project/field work? How effective was the teaching of the theoretical part of the course? Have you been asked to, provide feedback about the course (methods/materials/content)? Have you seen any changes in the teaching programme as a result of your suggestions/comments? Is there anything else that you would like to say which would help make this survey bring about a good result? Basic questions-for farmers (village/community members) N.B. use PRA-type tools where possible, e.g. village walk, transect, ranking exercises where appropriate) Background information What are the main activities relating to agriculture and forestry which you are carrying out in this community? What are main difficulties which you face in carrying out these activities? How is land-use managed in this community? How are decisions made about different activities? Who makes these decisions? Are there some traditional/local systems of decision-making about land and land-use? Support/extension Who provides support/extension in matters relating to agriculture and forestry to you in this community? How is this support provided? What kinds of support do you receive (infrastructure/credit/inputs/training/advice?) How satisfied are you with the quantity of support you receive (frequency of contact, and duration of each contact)?

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How satisfied are you with the quality of support you receive (relationship with support staff, quality of the materials/information they provide)? What have you applied which you have learned/obtained from these support persons? What were the positive impacts of your actions? What were the negative impacts of your actions'? How would you like to see this community develop in the future? How Could support/extension persons help you in this regard? When was the last time you had contact with them'? Who was it? What was the reason for that contact? How long did they stay'? How do you know if support/extension staff are doing a good Job? What tasks do they do best? What tasks do they do less well'? Do these persons have fixed programmes when they come to visit you? Do they try to find out from you about what you need? Have you made suggestions to them which they accepted? Did anything happen as a result'? Do they come to visit you when you call them/invite them? How do you think they could improve the way they work with you? What do they need to help them improve the way they work? Is there anything else that you would like to say which would help make this survey bring about a good result? Basic questions for persons in Governmental and non-governmental (projects) organisations N.B. you should adapt this list, of questions to the situation in which you are carrying out the survey, as each Province has differences, and it is impossible to generalise! Questions relating to policy and organisational matter will have most relevance to GO and NGO informants at Provincial level, and maybe at District level. Questions relating to actual extension practices and tasks will have most relevance to GO and NGO People working in the field, at District, Commune and maybe village level. But you will have to decide this yourselves! Background to the organisation/institution What are the main goals/alms of your Organisation? What are trying to achieve? How do your activities relate to policy? Who's policy do you follow? How does this policy affect you directly? Do you find any difference in the way in which policy is set out- and the way in which it is implemented? What are the overall functions and activities carried out now in your Organisation? Where do you work/operate? At what levels (province/district/commune/village) do you operate? How do you think the function of your Organisation is likely to change over the next five years? Staffing of the Organisation How many staff are employed by your Organisation (male/female/ethnic minorities)? Where are they employed? At what level (Province/district/commune/village? What qualifications are required for your staff to work at which levels? What are the responsibilities of staff at different levels? What are the main tasks which they carry out? What is the frequency, importance, difficulty of these respective tasks (using scoring matrix)? How effectively do staff carry out their work? How effectively do they relate to farmers, and respond to their needs? What should be provided to enable staff to carry out their work effectively? What do staff need most urgently to help them perform their jobs effectively? How do You evaluate the performance of your staff? How do you know if they are doing a good job? What are the procedures within the organisation for employment conditions, promotion, incentives, punishments, etc. How is this staffing profile likely to change over the next five years? How will their responsibilities and tasks change? What job opportunities will there be for graduates of universities and high schools in agriculture and forestry, and specifically social forestry'? Job training needs of staff How is training organised within your Organisation'? Who identifies the needs for training? How are training needs identified? How do the training needs of different levels of staff differ? What do you think are the most important areas of knowledge, skills and attitudes needed by your staff? How can they acquire these most effectively? What are the most important changes which bring about a need for new/different KSAs? What kinds of training are carried out to help staff acquire these KSAs?

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How is training evaluated? What has been the main impact of training on the- performance of staff? How well do you think university/high school education prepares staff for their jobs? What improvements would- you like to be made to this type of education (overall aim/content/methodology)? Individual training needs of staff Here, use some of the above questions but point them directly to individual persons, e.g. what are your tasks (frequency/importance/difficulty); what do you need to perform your job effectively; how, effectively do you carry out your work; how do you know if you are carrying out your work well, or not; what training have you received since you joined this Organisation; what training has been most useful to you personally (both before and since starting your job); what impact has your training had on your work; how can you got access to training; what type of training would you like next; how could this training be organized (timing/duration/location) to make it most suitable for you??????? Etc. etc.. Specific questions How do you plan project activities? How are project activities planned with farmers, or at community level? How do you evaluate and report back on these activities? How could these procedures be improved? How can university/high school education contribute to more effective project design/implementation/evaluation? What knowledge, skills and attitudes are most useful for those who work in project management? Is there anything else that you would like to say which would help make this survey bring about a good result?

2.5 Logistics: Participants should decide on the following issues: How many interviews? Where With how many groups? By whom? How long (days)'? Training of interviewer (Guidelines for consolidation, piloting with students and revisions where necessary) Field work Analysis (primary) Workshop - consolidation Presentation to stakeholders

2.6. Analysis of the data collected in the TNA (Handout) It is important that data is sorted out as the TNA survey progresses. This has two advantages. Firstly, it will not be necessary to fight with a huge amount of data at the end of the survey, Secondly, there will be a better understanding Of important issues emerging during the survey, which may be explored in more detail or clarified in some way. On the chart below, a. series of categories are presented into which data could be inserted. Within each of these categories there will be more divisions - these should be identified before sorting the data. If all four WPIs use the main categories, it will make the overall analysis and sharing of information more easy. The KSA (knowledge skills and attitudes) identified will form the basis of the curricula to be developed. A series of KSA may be identified, which are needed to enable certain tasks to be carried out. For undergraduate training, these should be included in the curriculum. For in-service KSA which staff currently service (refresher) training, it is important to distinguish between the KSA which staff currently possess, and the KSA which they

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need but do not yet have. Once these KSA have been identified, it will be necessary to prioritise which training programmes can or should be offered, and when. It is important to develop a training strategy, therefore, once the results of the TNA are known. For any training course/programme developed, there should be clear evidence which justifies its provision. The information collected in the survey which is not directly related to KSA will provide this evidence, and can be useful when developing a training strategy. Figure 6: TNA analysis - categories of information

2.7 Presenting the data

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There are different ways in which the data could be presented. One way is as follows: Existing K S A K Future/required S A

Target group 1 2 3 Etc.

2.8. Reporting the data It is essential to prepare a report of the initial consolidated results of the TNA. This should be organised, ideally, under the following headings: Policy Environment Client organisational issues Tasks and activities (existing and future) Training provider organisational issues Individual needs KSA (existing. and future/required). Curricula which are going to be planned (including time frame, and rough idea of content).

2.9 Sharing the Results All the stakeholders involved in the TNA should have the opportunity, to give feedback on the results. This may be done through a workshop, to which key stakeholders arc invited. The results may be presented, and then participants should have the chance to discuss the results in detail, either in small groups or in a plenary session. Often it is not possible to invite all stakeholders to a workshop; in this case the results of the TNA should be disseminated in some way (for example, the written report). Where data is collected from groups or individuals for whom a written report is inaccessible, and who cannot participate in a workshop to discuss the findings, it is important to provide opportunity for their feedback during the data collection process. A meeting could be held, for example, where the researchers present the findings from the field directly to those who contributed their ideas. This improves the chance for feedback and validation of the results. It also emphasises the importance for the researchers to sort their data as they proceed with the collection.

3. ISSUES AND OPPORTUNITIES 3.1 Comments on the Process During 1998 a large component of the PCD training with university and forestry extension staff centred ai6und the identification and analysis of training needs for forestry education programmes, paying particular attention to social forestry. An earlier training needs assessment (TNA) in 1996, planned and implemented by the SFSP programme, had involved university teachers in data collection, consolidation, analysis and presentation. The process presented in the proceedings pages of this report required teachers and trainers to play an even more active role, undergoing training in the basic processes of developing a TNA (including the role of TNA in the overall PCD process, planning a TNA survey, methods used in the TNA survey, consolidation, analysis and reporting of results). They then carried out these activities themselves with support from SFSP advisers. During the information gathering process, a wide range of stakeholders were identified and then involved. Teachers and extensionists had the responsibility for conducting the survey, but many other groups contributed information through interviews, group discussions and the use of participatory research methods. These

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groups included government officials (extensionists, forest protection staff, staff of forest enterprises, teachers in other departments and in other institutions), students, farmers, community workers and staff of projects implemented by NGOs and GOs. It was very important that the survey should not focus too strongly on specific jobs, a common strategy of most TNA surveys. As the extension system is quite new in Viet Nam, there are few recognisable structures at the moment, and jobs generally do not have written job descriptions. It is still unclear about the "nature" of someone who might be termed a "social forester", and even the function and role of a "forester" is being questioned. The most appropriate type of support needed by farmers is also in some doubt, although farmers are usually able to express quite clearly their views on what they feel they need. One university team which was rather reluctant, initially, to involve farmers in the TNA exercise were ready to admit after the experience that the information provided by farmers gave them a better picture of the needs for extension worker training than the opinions of some extensionists. As described earlier. the main strategy employed in the TNA was to identify the main tasks carried out (both in an ideal situation and in practices now and in the future) by forestry extensionists and other foresters, and to examine these tasks in such a way that a list of actual and desirable knowledge, skills and attitudes would emerge. Contextual information was also collected during these exercises, as an assessment purely of training needs would be insufficient to provide Justification for the development of new training programmes. This information was supplemented further by secondary data (from previous research studies and consultancies carried out by staff, for example from topical PRAs, and from reports of other studies and surveys, including the results of curriculum evaluation). The data collected was then sorted and categorised. Finally, the knowledge, skills and attitudes identified during the TNA were presented at a feedback session to representatives of those who were involved in the TNA exercise, for their comments validation and suggestions for prioritisation of curriculum development activities. The outcomes of this process now form the basis of the curricula which have been prioritised for development by the different training institutions.

3.2. Strengths and Weaknesses of the TNA process 3.2.1 Main Strengths The participants in this training programme demonstrated that they understood the basic concepts and methods of TNA as well as the overall TNA process, in relation to the PCD approach. Clear target groups were selected as the focus of the TNA. Timing and location of the data collection seemed reasonable. The overall balance of different respondent groups selected was acceptable. Clear plans were made at the beginning of the TNA process with good, clear, basic questionnaires. 3.2.2 Main Weaknesses Some key skills were not well developed, particularly: Interviewing Note-taking Data consolidation. Some interviewers had a narrow focus on forestry, and found it difficult to explore non-forestry issues. Not enough time was given to some interviews. The range of informants was not always representative, especially at village level (farmers), due to the small simple size compared with the actual population.

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Interviewers found it difficult to encourage farmers to move beyond a limited response to some questions. There were language barriers between some interviewers and respondents, especially in areas where informants were members of ethnic minority groups. This meant that understanding was sometimes limited. Although the questionnaires overall seemed useful, some questions elicited better responses with certain groups. For example it was felt that interviews with some managers failed to match or make use of their experience/knowledge. Other respondent groups were unable to offer detailed responses since their tasks existed on paper but not in reality (e.g. Commune and Village "extension staff''). Gender was not a key issue within the TNA process, and although attempts were made to achieve a gender balance between informants, the surveys did not attempt to explore any gender-related issues for future training provision. The TNA reports lacked some key details, and some findings were apparently contradictory. Proposals put forward in the reports did not always relate strongly to the data collected, demonstrating the need to improve research skills in critical analysis. A number of recommendations were rather general, and therefore difficult to use as the basis for curriculum development.

3.3 Issues and Opportunities arising from the TNA process 3.3.1 Identifying the initial target group As the rural context in Vietnam is currently in a state of dynamic change, and the way in which forestry activities are supported and managed is also changing, forestry education and training is affected by a degree of uncertainty. Because of this, it is difficult for education and training providers to know where to start when thinking about revising their programmes. This is the main reason why more traditional, systematic approaches to TNA, and curriculum development in general, have not seemed appropriate. The nature of jobs is unclear, and it is difficult to predict the form of employment which graduates of forestry education will take up in the future. At the same time, there are many government staff engaged as forestry extensionists who have received no extension-related training to date. These extensionists are expected to support farmers who are also being encouraged to adopt new land-use systems, including the management of reallocated forest land. Target groups for training were identified at the beginning of the PCD process, and a stakeholder analysis helped to focus on key interest groups. There is a question about who should identify the target groups; at this stage of the SFSP, it seemed acceptable for the universities to identify their own target groups in the first instance, and likewise the Provincial Extension Centre. The PCD approach was particularly useful therefore, as a wider range of stakeholders contributed their ideas than would have been usual, especially for the development of university level curricula. Farmers were key informants in all the TNAS carried out. During the TNA it was possible to cross-check, to some extent, whether the target group was as appropriate as first thought, in addition to gaining crucial information about their needs, both for training and for organisational change. Perhaps in the future, as more stakeholders become routinely involved in. discussions about education and training provisions, the identification of target groups will also become more of a participatory process. 3.3.2 Identifying the initial training focus. A matter similar to identification of the training target group is the identification of the initial training focus. If it is assumed that Provincial and District level forestry extension staff, for example, are key target groups for training, on what area of training should the TNA focus? If, in an Organisation where systems and structures are well-established, a particular performance gap is perceives, a TNA enables trainers to identify the type of training which would address this gap most effectively. As mentioned above, however, the exact nature of future employment of foresters in Vietnam is unclear at present, and the needs of serving foresters and forestry extension staff seem very wide due to the introduction of jobs and tasks for which most serving staff have had little preparation. Training needs for people working in the forestry sector are both numerous and diverse. To try to address this uncertainty, it was decided that the main "subjects" for teaching or training could be identified at the outset of the TNA, in order to provide a focus for the survey. This was done by trainers (at

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university and Province level) identifying "gaps" in their current training provision, which occurred as part of an ongoing process of curriculum revision at university level, and the development of a training strategy at Province level. The TNA then allowed trainers to test out whether or not these gaps were relevant, and to help them think more clearly about the need for new training courses. Much discussion took, place, about this issue, and it was agreed by teachers and trainers that initial identification of the main training focus could act as a "jumping-off'' point. In the future, however, the focus for new training or for revision of existing training should become more clear and informed through increased interaction with erogenous sources, as teachers and trainers gain more close links and concrete experience with the practical realities of the field. The TNA, other research activities, PRA, and field-based training should all help to strengthen the linkages between the training providers and the ultimate beneficiaries of the training, the farmers. It is important to note, too, that a TNA Is not a "one-off" activity', rather it is an ongoing process, and follow-up surveys and Field contacts with informants are critical if a dynamic PCD process is to be achieved. 3.3.3 Involvement of stakeholders in the TNA process The PCD process began with a stakeholder analysis, in which key interest groups were identified, and the nature of their interests anal ed. Roles and responsibilities within the PCD process were then identified for different stakeholders. The SFSP experience shows that TNA care provide an excellent opportunity for stakeholder involvement in the PCD process, although good facilitation is necessary during the stakeholder analysis itself. Some stakeholder groups tend to be omitted, since they may not be perceived as relevant by curriculum developers. There is a tendency for some teachers to perceive farmers as unsuitable informants for the development of degree level subjects, even if the graduates of these degree programmes are likely to work as extension staff in the future. Time is critical in the early stages of PCD therefore, to allow adequate discussion about the contribution of different stakeholders. A related issue here, is the type of involvement of stakeholders such as farmers or local level "extension" staff (Village or Commune) in the TNA. Some of those carrying out the TNA adopted a rather extractive approach, obtaining specific types of information from farmers, but not sharing ideas with them, nor gaining feedback from them on visions and plans for training (where appropriate). Opportunities for sharing ideas can be created through events such as feedback meetings at the end of a TNA data collection exercise, and also simply by providing informants with a precise and clear explanation about the nature and purpose of the information gathering exercise. Some (although certainly not all) teachers and trainers seemed to feet that they had the right to interview farmers purely because of their status or position, rather than perceiving themselves as participants in a joint learning process. Developing an attitude to real participation in this way-will take time, but it is an issue which should not be neglected. 3.3.4 The TNA methodology The teachers and trainers who were trained in this TNA process acquired a range of knowledge, skills and attitudes as they engaged with the various activities. Development of a positive view of participation was critical to the whole exercise. A systematic way of working was also vital, since a TNA (like all research processes) is complex and requires an organised approach. There was no doubt that the capacity of participants in planning the TNA methodology and carrying out the survey in both a-participatory and systematic way was improved b this training. As noted above (see weaknesses), there were some key skills which still need practice and improvement, especially, interviewing techniques and note-taking. Flexibility of interviewers is an area which needs to be addressed in the future. It seemed difficult for many interviewers to move away from the questionnaire, or to tailor questions to the particular expertise or reality of different informants. Interviewers tended to take opinions or views of respondents at face value, and often did not use follow-up questions or probe to any great extent, Also, the interview teams sometimes lacked the capacity to explore and understand the complex, integrated nature of the activities carried out by farmers. Much useful information was probably missed as a result, and some misconceptions were probably gained, both for interviewer and informant. The range and number of informants was also limited in this TNA training process. The number of farmers inter-viewed was small, as were the numbers of Commune and Village "extension staff'. Coverage of staff at Provincial and District level was higher, partly because of greater accessibility and partly because these cadres were the main target groups for future training. The information gathered from them was deemed to be most valuable by the survey teams. Also, as extension systems and structures below District level are not well developed, there is a lot of uncertainty about jobs and tasks, the nearer one gets to the "field". Discussions about jobs, tasks and roles of Commune and Village extension staff for example, were by nature rather abstract. Although gender was seen as an. important, issue in the survey, there was a general trend to higher numbers of male informants. Also the TNA did not itself adopt a gender perspective', in the sense of looking more closely at respective needs of men and women (Follow-up action to the recent gender survey implemented within SFSP2 may help to address this issue in the future.) Hopefully, as time goes on, groups such as field-based personnel, farmers, women and ethnic minority members will have a greater involvement

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in similar processes. 3.3.5 Data analysis, Recommendations and Reporting Many teachers and trainers in Vietnam need to gain more experience as researchers; research has, until now, not been part of the mandate of their job. One consequence of this is a limited capacity in many teachers and trainers to handle, sort, and analyse data, to draw conclusions, and to present findings in a clear and concise way. An important part of the TNA training took the form of inputs and discussions on data handling and analysis. Emphasis was placed on clear listing of knowledge, skills and attitudes needed by specific target groups in a tabular form. A particular problem which emerged was the very wide range of training needs identified for all target groups. Analysis of such a wide range was difficult, and it was difficult for those involved to prioritise training, although each institutional group-did manage to set main priorities. Several groups convened workshops to which they invited both internal and external stakeholders, and this gave an opportunity for priorities to be discussed. Ultimately, however, the overall results were thought to be less specific and more general than had been expected. The reports prepared by each group varied in the amount of detail and the degree of organisation. In all reports, there was a tendency to generalise the findings, relative to the small samples selected for the surveys. There were many contradictions, such as district extensionists who were described as well-trained in extension, but who still apparently needed training in extension. Proportion figures for the target groups who lacked certain skills or knowledge were rarely provided. As the teachers and trainers continue to gain experience in TNA, they will need to tighten up and clarify their recommendations and the way in which these are reported. Overall, the basic results provided a lot of information on training and non-training needs, but the recommendations and proposals made were sometimes are very general, and occasionally contradictory. This obviously raises questions about the validity of the findings in terms of providing a basis for curriculum development. It is important to remember, however, that this was the first time that the majority of the teachers and trainers were involved in the entire process of planning, implementing, analysing and reporting a TNA. The results obtained are a valuable if preliminary step towards a better understanding of the specific needs for social forestry education and training. When coupled with further information from field-based activities such as training, PRA, and further TNAS, a much clearer picture should emerge. 3.3.6 Learning from the TNA experience As in all training processes, it is important that participants should have an opportunity to reflect on the experience which they have had, in order to recognise what has been learned, to identify ways of improving understanding and performance, and to apply these leanings in novel situations. In order to facilitate this reflection, a series of questions were used at various points during the training process, such as the following: What are your general feelings about the experience? Strengths and weaknesses of the TNA? Particular problems to overcome? Issues about the strategy used? What are the findings from the TNA? Are the results valid/representative? Was the analysis done well? Any special problems? What are the main issues arising (target group by target group?) This report has detailed the knowledge, attitudes and skills which participants in the TNA training process needed to acquire. As learning is manifested in terms of a change in behaviour, it was possible to evaluate the

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performance of participants as they progressed through the different steps of the TNA. PCD is an ongoing process, however, and TNA forms a regular component of PCD activities. It will be important for all involved in the TNA to follow-up and monitor future, similar activities, whether these are conducted on a small or a large scale, and to have coaching where necessary. Also critical is the integration of what has been learned from the field into new or revised curricula. The entire curriculum development process will also require constant monitoring, therefore, and periodic evaluations of process and products. Many questions (as well as answers) emerged from the TNA training process. Although a. better understanding of the training needs of specific target groups has certainly been achieved, much more remains to be understood. Questions remain too, about other target groups. For example, the focus of the TNAs was not on farmers as a target group, but rather on those who will serve farmers by offering guidance, advice and support. The whole issue of farmer training, and who is responsible for this: remain key issues. Also, what is the relationship in training between the universities and the technical schools? Who should provide training for which groups for what purpose? These are questions which cannot be answered instantly. An important, but less tangible product of the TNA procedure, and indeed the PCD approach, is the development of linkages between various stakeholders. SFSP2 is especially interested in encouraging the development of strong links between universities and the field, and it does appear that opportunities for collaboration are becoming more regular and appealing to many teachers and trainers. As a result, greater participation and stakeholder involvement in the PCD process for forestry education and training should help, gradually, to increase awareness and understanding of the complexity of the situation in Vietnam, thus ensuring improved quality of teaching and learning.