03 pip 2009 annual report jan 2010
TRANSCRIPT
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Sri Lankan - German Development Cooperation
Performance Improvement Project (PIP)for development actors in the North and East of Sri Lanka
The Performance Improvement Project works with the Public Administration in the North and East of Sri Lankaand is funded by the German Federal Ministry for Economic Cooperation and Development (BMZ)
Ministry of
Nation Building and
Estate Infrastructure
Development
2009
Trincomalee
January 2010
Annual Report
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Sri Lankan - German Development Cooperation
Performance Improvement Project (PIP)
for development actors in the North and East of Sri Lanka
The Performance Improvement Project works with the Public Administration in the North and East of Sri Lanka and is funded bythe German Federal Ministry for Economic Cooperation and Development (BMZ)
Ministry of
Natio n Buildingand Est ate
Infrastructure
Development
Annual Report 2009
Trincomalee
January 2010
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List of abbreviationsACLG Assistant Commissioner of Local Government
(also R/ACLG)
ADB Asian Development Bank
ADS Assistant Divisional Secretary
BC British Council
BMZ German Federal Ministry for Economic
Development
CAM Comit dAide Mdicale
CAP Capacity Building for Implementing Authorities
at Local Level
CARITAS Catholic agency for overseas aid and
development
CBO Community Based Organisation
CDO Community Development Officer
CIM Centre for International Migration
CIRM Centre for Information Resource Management
CLG Commissioner of Local Government
CS Chief Secretary / Chief Secretariat
DS District Secretary / Secretariat, Divisional
Secretary / Secretariat
ECCD Early Childhood Care and Development
EHED Eastern Human Economic Development Centre
EP Eastern Province
EPC Eastern Provincial Council
ESCO Eastern Self-Alliant Community Awakening
Organisation
FSCT Food Security and Conflict Transformation
Project
GS Grama Seveka (Grama Niladari)
GTZ German Technical Cooperation
HRD Human Resource Development
IDP Internally Displaced People
ILDP Integrated Local Development Planning
ILO International Labour Organisation
INGO International Non Governmental Organisation
KNH Kindernothilfe
LA Local Authority
LG Local Government
MA Management Assistant
MC Municipal Council
MDTD Management Development Training Department
(EP)
MDTI Management Development Training Institute
(NP)
M&E Monitoring and Evaluation
NECORD North East Community Restoration and
Development Project
NECCDEP North East Coastal Community Development
Project
NGO Non Government Organisation
NP Northern Province
NPC Northern Provincial Council
OD Organisational Development
PA Programme Assistant
PDE Provincial Director of Education
PIDT Public Information Dissemination Training
PIN People In Need
PIP Performance Improvement Project
PLA Participatory Learning in Action
PPA Provincial Public Administration
Pre
STEPS
General English for Public Servants
PR Public Relations
PRO Public Relations Officer
PS Pradeshiya Sabha
R/ACLG Regional Assistant Commissioner of Local
Government (see ACLG)
RDO Rural Development Officer
RDS Rural Development Society
SCiSL Save the Children in Sri Lanka
SLIDA Sri Lanka Institute for Development
Administration
STEPS Skills Through English for Public Servants
TO Technical Officer
Unicef United Nations Childrens Fund
UC Urban Council
WRDS Womens Rural Development Society
WSPS Writing Skills for Public Servants
ZDE Zonal Director of EducationZOE Zonal Office of Education (ZDE)
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Contents
1. Overview .. 1
1.1 Introduction .... 3
1.2 Complimentary publications . 4
1.3 Executive summary . 5
1.4 Progress on Baseline Study recommendations from 2009 ..................................... 6
1.5 Summary of recommendations for 2010 . 8
1.6 Progress measured by Capacity WORKS Success factor ... 10
1.7 Project summary ..... 13
1.8 Project logframe (revised) . 15
1.9 Financial summary ..... 18
2. Human Resource Development (HRD) . 19
2.1 HRD Inputs 21
2.2 HRD progress on activities . 23
2.3 HRD progress on outputs 26
2.4 HRD details 28
2.4.1 Course details .. 28
2.4.2 The STEPS Institute Jaffna .. 32
2.4.3 Trainer evaluation and accreditation system ... 34
2.5 HRD indications for the next quarter . 35
2.6 HRD issues and recommendations .. 36
2.7 HRD Operational Plan for 2010 .. 37
3. Local Government . 39
3.1 Local Government inputs ... 41
3.2 Local Government progress on activities . 43
3.3 Local Government progress on outputs .. 46
3.4 Local Government details .. 47
3.4.1 Strengthening advisory committees in local government ... 47
3.4.2 Upgrading the redressal system ............ 48
3.4.3 Disseminating public information .... 49
3.4.4 Implementing integrated local development planning . 50
3.5 Local Government indications for the next quarter . 52
3.6 Local government issues and recommendations .. 54
3.7 Local Government Operational Plan for 2010 . 57
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4. Community Development ... 59
4.1 Community Development inputs .. 61
4.2 Community Development progress on activities .. 62
4.3 Community Development progress on outputs . 66
4.4 Community Development progress on use of outputs .. 67
4.5 Community Development details .... 68
4.6 Community Development indications for next quarter .76
4.7 Community Development issues and recommendations ... 78
4.8 Community Development Operational Plan for 2010 81
5. Other Inputs 83
5.1 Consultants and Contracts . 85
5.2 PIP office and staff .. 86
5.3 Equipment . 86
6. Appendices .... 89
Appendix 1: PIP forward calendar January December 2009
Appendix 2: 2010 STEPS courses and locations draft plan
Appendix 3: Sample trainers evaluation form
Appendix 4: Public Information Dissemination Training 2009
Appendix 5: Observation on Committee Systems in 6 Local Authorities
Appendix 6: Gandhinagar WRDS Proposal
Appendix 7:Collaborating on pre-school education leafletAppendix 8: ECCD Institutional Framework leaflet
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Part One: Overview
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1.1 Introduction
Purpose of the report
The Performance Improvement Project (PIP) Annual Report 2009 has been produced so that colleagues,
partners, stakeholders, and intermediaries can be brought up to date on the project, in terms of
progress towards results. The report has also been written to facilitate annual planning, project
monitoring and evaluation for 2010. In line with GTZs annual targets for 2009, the report quantifies
progress as much as possible with facts and figures.
Layout of the report
The report covers the period from 1 January to 31 December 2009 and is divided into five parts. Part
one, Overview, contains a bibliography of complementary reports and papers that support the Annual
Report 2009, an executive summary, progress on recommendations from the PIP Baseline Study Report
2009, a summary of recommendations for 2010 drawn from issues highlighted in the report, progress
measured in terms of Capacity Works success factors (GTZs new management approach), the project
summary with revised log frame and a financial summary for 2009. Parts two to four cover the three
main project areas Human Resource Development, Local Government and Community Development.
Each of these parts is divided into Inputs, Progress on activities, Progress on outputs (and where
relevant Progress on use of outputs), Details, Indications for the next quarter, Issues and
recommendations, and Operational Plan. Inputs are listed as the resources PIP has contributed to make
the reported activities and outputs possible: consultants, contracts, and equipment. Progress on
activities and outputs is set against the project indicators and quantified in terms of quality, quantity
and time. The fifth part, Other Inputs, lists the consultants and contracts that fall outside the three
project results chains, and the staffing and equipment inputs that support all project areas.
Project background
The GTZ Performance Improvement Project (PIP) is implemented by German Technical Cooperation
(GTZ) on behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ). It is
a good governance conflict transformation project which operates in the conflict affected North and
East of Sri Lanka. The projects mandate is to build capacity for provincial and local government, and
community based organisations so that they can work together towards sustainable development in a
participatory and conflict mitigating way. This includes strengthening integrated English and good
governance training, a system of trainer competencies and accreditation, public grievance redressal and
public information dissemination by local authorities, public participation on local government AdvisoryCommittees, integrated local level development planning, and small scale community development
projects by womens groups, including provision of early childhood care and development. The projects
main stakeholders are the Chief Secretaries, Commissioners and Assistant Commissioners of Local
Government, and selected local authorities of the Northern and Eastern Provincial Councils, selected
Divisional Secretariats, the Ministry of Education Culture and Sport Northern Province, and 30 Womens
Rural Development Societies in the Eastern Province. The projects implementing partners at
government level are the Management Development Training Department and the Centre for
Information Resource Management Eastern Province, the Management Development Training Institute
Northern Province, and at international level, British Council Sri Lanka and Czech NGO People In Need.
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1.2 Complementary publications
The report contains summarised details from a number of other reports and publications, which serve as
stand-alone documentation on PIP 2009 that should be consulted in their own right.
General documents
Baseline Study Report 2009, Performance Improvement Project, August 2009
2009 2010 Project Document, Performance Improvement Project, September 2009
HRD
STEPS Phase 4 End-of -Year Report 2009, British Council, January 2010
Report on the Methodology of Training Course, Helen Drinan, August 2009
Report on the Evaluation and Accreditation Scheme for NPC and EPC Trainers, Helen Drinan, November
2009
A Handbook for the Evaluation and Accreditation of Trainers (Draft), Helen Drinan, November 2009
Writing Skills for Public Servants, (Participants Workbook and Trainers Notes), Kennett and Knight, GTZ
2008
Writing Skills for Public Servants I (Participants Workbook and Trainers Notes) Draft, Jill Knight, 2009
Local government
Observations on Committee system in 6 local authorities Best practises and recommendations,
Performance Improvement Project, December 2006
Public Information Dissemination Training, Trainers Notes and Participants Workbook, Jill Knight, GTZ
2009
Assessing planning capacity of local authorities and divisional secretariats in Jaffna District, Petr Navrat,
July 2009
Preparation of a medium-term integrated local development framework (Four year rolling plan),Guidelines, Northern Provincial Council, March 2009
Local Government Consultancy 2009 Final report, Petr Navrat, December 2009
Community Development
Proposal writing training for WRDS an interim assessment report, CIRM, November, 2009
Interventions in public awareness and community development in Batticaloa District, Malcolm Rodgers,
April 2009
Promoting advocacy an interim report, Malcolm Rodgers and Performance Improvement Project, July
2009
Promoting advocacy final report, Malcolm Rodgers and Performance Improvement Project, November
2009
Frontline officers joint workshop, Performance Improvement Project, July 2009Livelihood case studies, Performance Improvement Project, December 2009
Pre-School Collaboration (leaflet), People In Need, August 2009
Collaboration on Pre-school Education Progress Report, PIN, October 2009
Institutional Framework for Early Childhood Care and Development, (Leaflet), People In Need, January
2010
Report on the Institutional Framework for Early Childhood Care and Development (ECCD), People In
Need, 2009
Community Development Resource Book Concepts, experiences, the way forward, CIRM, Draft, March
2009
Peoples Planning Process Support Documents, NECCDEP, B Cattermoul and P Townsley, 2009
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1.3 Executive summary
PIP had a productive 2009 and the project is generally on track for 2010. Relations with key stakeholders
and implementing partners are strong and figures show results at both intermediary and beneficiarylevel. Recommendations for improving approach and implementation are mainly concerned with
government commitment and ownership, and are outlined in section 1.6 below.
The PIP 2009 Baseline Study Report was well received and formed a credible foundation for project
approach and interventions as well as a benchmark by which to measure impact. Progress on Baseline
Study recommendations is summarised in section 1.4 below.
The Skills Through English for Public Servants programme continues to build capacity in English, good
governance, development and conflict transformation skills for a large number of public servants and
their civil society counterparts. In 2009 415 public servants successfully completed STEPS courses; 85%
of whom improved by at least one level in English. The STEPS Institute Jaffna was opened on 19 October
2009 by the Honourable Governor Northern Province and the GTZ Country Director. The Management
Scheme that ensures the Institutes sustainability was approved on 18 December 2009.
A further 560 public servants successfully completed practical training courses with direct relevance to
the workplace in Public Information Dissemination, Methodology of Training, Integrated Local Level
Development Planning, Effective Communication Skills, Induction to Public Service , and Self Access
Skills. Nearly 50 women from Womens Rural Development Societies (WRDS) in vulnerable areas
successfully completed training in project proposal writing for their own village development and 54
women began training as pre-school teachers. As a result,
20 local authorities in the Eastern province designed information campaigns on granting building
approvals, mosquito control, solid waste management , tax assessment and dealing with stray cattle,
which will be implemented in 2010.
Local Authorities and District Secretariats from three areas in the Jaffna peninsula (Point Pedro UC,
PS and DS, Valikamam West PS and Chankanai DS, and Velanai Island South PS and Velanai DS)
embarked on integrated local development planning after the guidelines were adopted by the
Northern Provincial Council in July 2009. A Support Team, set up in the office of the Regional
Commissioner of Local Government Jaffna, delivered training for phases I and II and planning teams
in each of the three areas were established. The preparation of three development profiles began.
An advocacy approach to community development by linking 30 WRDS to 6 local authorities and
donors in the Batticaloa District was introduced in cooperation with People In Need (PIN, the Czech
NOGO PIP works with). This included raising the profile of local authorities through the services they
offer at village level and empowering women in the community to learn the donor and the
governance landscape. 10 WRDS submitted small scale socio-economic proposals to local
authorities for pre-school construction or renovation and to donors for collective business initiatives
in coir, tailoring, and Palmyra production and for a childrens play park.
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1.4 Progress on Baseline Study recommendations from 2009
HRD
Recommendation CompletedIn
progress
Not yet
startedComment
Training should continue to be delivered based
on previous needs analyses.
See 2.2 Activities
and 2.3 Outputs
Priority to General English (Pre STEPS and
STEPS should be given.
See 2.2 Activities
Bridging courses should be developed.
Pre STEPS II and
WSPS I
Training courses should be directly related to
the workplace.
PIDT, ILDP,
Methodology
Senior managers should utilise staffs new
skills in the workplace.
HRM workshops to
be run in 2010
The pool of trainers should be increased and
certified with agreed competencies.
20 resource persons
certified
More women should be trained at senior
management level.
Women School
Principals in Jaffna
recruited for STEPS
Redressal system training materials should be
updated.
Rewriting in Dec 09
piloting Apr 2010
Local Government
Recommendation CompletedIn
progress
Not yet
started
Comment
Support for local government reforms should
be channelled through CLG, ACLG and Local
Authority Chairmen, Councillors, Secretaries.
But see 3.7 Issues
on Advisory
Committees
A feasibility study should be conducted on
Advisory Committees.
See 3.4 Details
A balanced composition of committees should
be ensured.
The project is
behind schedule
Quality assurance on the way committees
function should be provided.
The project is
behind schedule
The redressal system should be standardised. See 3.2 Activities
Redressal system complaints analysis should
be used to improve LA service delivery.
Planned for 2010
PIDT should be used to improve LA service
delivery.
See 3.5 Outputs
The role of the PRO should be strengthened. Planned for 2010
Two-way communication between the LA and
the public should be improved.
See 3.7 Issues on
PIDT
Models of good service delivery that benefit
the poor should be duplicated.
See 3.3 and the
work of PIN
Community based advocacy should be
encouraged.
See 4.3 Activities on
Advocacy
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Community Development
Recommendation CompletedIn
progress
Not yet
startedComment
Women from vulnerable communities should
be supported in establishing relations with
their local authorities.
See 4.3 Activities
and Advocacy
Consultants report
There should be a two way promotion of
services and needs between LAs and WRDS.
See 4.3 Activities
and 4.4. Outputs
WRDS and community centres should work
together.
PIP might not
pursue this.
LAs should find better ways of promoting their
services than Citizens Charters.
See 3.4 Outputs on
PIDT
More outreach through sub offices, mobile
services and CDOs should be done by LAs.
The project is
behind schedule on
this.The redressal system could be set up in areas
where the project works with WRDS.
This idea not taken
up yet.
Grama Sevakas could be encouraged to refer
people with grievances to the redressal system
This idea not taken
up yet.
RDOS and SSOs should coordinate their roles
with CDOs at community level.
See 4.3 CDO-RDO
3.3 PIDT for Social
Services Dept. and
2.3 RDO Effective
communication
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1.5 Summary of recommendations for 2010
HRD
The Eastern Provincial Council should open up STEPS courses to School Principals, English language
teachers and English medium Maths and Science teachers, just as the NPC did in 2009. Human
Resource Management workshops for senior managers should target this issue.
Sustaining STEPS in the Eastern Province should be a key discussion point at the EPC Steering
Committee meeting in February 2010.
The Trainer Evaluation and Accreditation System should be ratified at the next Steering Committee
meeting.
Local Government
A model for local government advisory committees that addresses both content (committeefunctions, rights and responsibilities) and process (committee composition and ways of working)
should be piloted.
Both EPC and NPC CLGs and the ACLGs should work with PIP to promote the public redressal
system as a means of analysing cumulative complaints for community needs, as well as solving
individual grievances.
PIDT trainers should get involved in designing and running an information campaign of their
own, including the setting of objectives and the use of indicators to measure impact so that they
can draw on their own experience when delivering training on the same.
Examples of objectives and indicators should be gathered from the range of information
campaigns that have now taken place because of PIDT and fed back into the training materials.
ACLG staff should help local authorities evaluate the effectiveness of the information
dissemination they have carried out.
Local authorities should be encouraged to use more two way communication in their public
information dissemination.
Senior managers responsible for implementing local government reform in the Northern
Provincial Council should convince the District and Divisional Secretaries in Jaffna of the
importance of ILDP and gain their support for it.
CLG NP and ACLG Jaffna should work with PIP to draw up formal job descriptions/duty lists for
the ILDP Support Team, encourage the team to be more active and diligent, monitor their work
and ensure regular team meetings take place especially when the PIP consultants are not there,
work with PIP to improve the teams computer and translation skills, and brief participants at
the start of ILDP workshops (especially senior officers) to support rather than criticise the ILDP
trainers.
PIP and the senior management of the NPC should decide on the real aim and impact of ILDP,
whether it is a planning intervention that aims to produce socio-economic profiles and 4-year
rolling integrated development plans, or whether it is a capacity development intervention that
aims to produce a sustainable support unit and training courses on ILDP.
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Community development
New WRDS project activities should involve both old and new WRDS members in order to
maintain capacity and team work and build leadership skills to compensate for inevitableattrition of the skills base within the WRDS.
Relations between RDS and WRDS should be improved by getting them to work together and
share responsibility for village functions and pre-school decisions.
WRDS members should get training in how to disseminate messages and meeting action points
accurately. At the same time collective meetings which WRDS attend should be facilitated in
such a way that all meeting members understand clearly what has been decided and what has
to be done.
CLG Eastern Province and ACLG Batticaloa should help PIP find alternatives to village functions,
as well as ways of making village functions apolitical.
Construction or renovation of pre-school buildings should be used as the focal point for bringing
the WRDS and their local authorities closer together.
Divisional Secretariat local authority cooperation should be encouraged at field level through
harmonising the duties of the CDOs, RDOs, SSOs etc. and at steering level through committees
for regulating early childhood care and development.
NGOs and INGOs working at local level should get a better understanding of, and work more
closely with, local authorities, not just the central line authorities.
The Eastern Provincial Council, through the CLG and ACLG Batticaloa should find ways of
supporting payments of pre-school teachers in the very poorest communities.
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1.6 Progress measured by Capacity WORKS Success factors
Strategy
In 2009 PIP supported a number of Sri Lankan government directives for local government reform and
community development. The projects work with Womens Rural Development Societies (WRDS)
supported the 2007 2010 Eastern Province Development Plan. Work on strengthening public advisory
committees, grievance redressal and improved channels of communication were implemented in
response to Local Government Reforms circulars No. 2, 4 and 10 (2007), the National Policy Declaration
for Local Government (2007) and the Citizens' Charter, emphasising public participation for sustainable,
democratic development (2008). Wadakkil Wasantham (Northern Spring), the three year investment
programme for the Northern Province 2010-2012 from the Department of National Planning, Ministry of
Finance and Planning (July 2009), and Sri Lankas declaration that 2009 was the year of English and IT in
education, backed PIPs strengthening of the STEPS Institute Jaffna, the Organisational Development
(OD) Unit at the office of the ACLG Vavuniya, and the Management Development Training Institute, NP.
The project laid out its gender strategy in the Project Document it published in September 2009, namely,
to strengthen the number of women and the significance of the role they play in provincial council
management and participatory community development. In 2009 this was carried out by ensuring the
1000 plus numbers of men and women on training courses conducted through the project were
balanced according to the purpose of the training. On STEPS courses, a little more than 50% of places
were taken by women. More senior women managers and administrators, with specific reference to
school principals and administration officers, were targeted for placement testing in 2009. As a result,
11 women school principals and In-service Advisors were signed up for STEPS courses in Jaffna District.
Local government invited more women citizens to join public committees in Jaffna District as a direct
result of the PIP Baseline Study which had pointed out the fact that women were underrepresented on
committees. Over 300 women from 21 villages in Batticaloa District began to develop their voice,
advocacy and community mobilisation skills as a result of PIP, PIN and CIRM inputs while managing to
keep their male Rural Development Society (RDS) counterparts on side. 18 women leaders were
empowered to present their village development proposals to donors and local authorities. In addition,
Initial steps towards pre-school education for girls and boys were taken by promoting positive gender
role models for children in pre-school teacher training for 54 new teachers.
Cooperation
The project continued to strengthen cooperation between local authorities (LAs) and the communitiesthey serve and increased public participation in local government and community development. This
was done by improving public information dissemination, grievance redressal, and facilitating WRDS-
driven village development projects. Cooperation was also strengthened between the devolved and
central line government structures at local level in order to streamline service delivery at community
level. This was done through improving integrated governance cooperation (devolved and central line
authorities working together) to harmonise inputs to community development through coordinated
roles and responsibilities. Community Development Officers from the provincial government service and
Rural Development Officers managed by the central government service attended coordination
workshops to reduce duplication and gaps at community level. Integrated local level development
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planning (ILDP) and Divisional Secretariat-Local Authority mutual referral of WRDS proposals, according
to each others mandates also increased cooperation. In addition, over 400 staff from a variety of public
service central and provincial government backgrounds, who would normally rarely meet, studied
together on STEPS courses. This built trust, cooperation and informal networks with English as a link
language and tool for conflict transformation.
Steering structure
The PIP Baseline Study 2009 created a benchmark against which operational planning could be
formulated and progress towards impact could be monitored. Regular, consultative bi-lateral meetings
with partners were held as well as more formal steering workshops with key government partners
(March and November 2009) to highlight achievements, adjust operational plans and deal with issues
arising. The project regularly contributed to EPC and NPC Provincial Planning Coordination Meetings,
Ministry of Nation Building quarterly reports and Ministry of Local Government coordination meetings in
Colombo. Planning and reporting progress with WRDS stakeholders was done on a more informal
monthly basis at village level and through weekly field visits. Reports were produced and disseminated
to stakeholders, partners, and donors in an accessible, reader friendly format. Regular financial
monitoring was conducted to ensure adherence to local subsidy contracts with implementing partners
Centre for Information Resource Management (CIRM), Management Development Training Department
(MDTD) EP, Management Development Training Institute (MDTI) NP, OD Unit Vavuniya, STEPS Institute
and ACLG Jaffna. Building contracts with local authorities for pre-schools were awarded according to
strict criteria set down by PIPs cooperation partner People in Need (PIN).
Processes
Activities and outputs were combined to from discrete initiatives to maximise impact and efficiency.Synergies between activities were capitalised on wherever possible. For example, the Methodology of
Training course utilised the Effective Communication workshops for its teaching practice in July 2009. As
a result 20 trainers were qualified, 4 senior managers got practice in the evaluation and accreditation of
trainers, and more than 50 Management Assistant participants improved their effective communication
skills. A similar chain is planned for local government in 2010. Local government will standardise their
public grievance redressal system (step 1) analyse collective complaints from it (step 2) base Public
Information Dissemination on the analysis (step 3) to advertise improved local government services
(step 4).
Project activities and outputs were implemented in a sustainable manner, by collaborating on thedecision making process with key stakeholders and partners. For the redressal system, integrated local
development planning, local government public committees, public information dissemination, and pre-
school education, this meant channelling implementation from the start through the offices of the
Commissioner and Assistant Commissioner of Local Government, MDTD, MDTI and CIRM, with strong
endorsement by the Chief Secretaries in each case. In addition, sustainability was ensured for the STEPS
Institute Jaffna by ensuring the management scheme was written in a way that allowed for a varied
mandate in the future, including income generation. Approval for the mandate was approved by the
Governor in time to capture a 2010 Northern Provincial Council budget allocation.
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Learning and innovation
Building on lessons learnt, the project accommodated the fact that in a generalised public service,
human resources are constantly eroded and such attrition should be factored in, not fought against. This
meant planning and implementing interventions that did not rely overmuch on the personality or skills
of specific managers in government or WRDS women leaders in the community. The incidence of key
project partners moving on or being transferred was found to be high. Out of 60 women leaders
targeted by the GTZ supported FSCT project in 2008, PIP found 14 still available for training in 2009; out
of 35 trained Programme Assistant trainers trained in 2007, 7 remained in key training departments. In
addition, PIP has worked with 5 different Commissioners of Local Government in the Eastern Province
since 2005. Dealing with attrition on this scale requires the stamina to start anew with each replaced
manager or leader, but it is essential for sustainability. To this end, inputs, activities and outputs were
channelled through a variety of key stakeholders and intermediaries, for damage limitation, and on-
going training was factored in. 20 resource persons from a variety of departments in the Northern andEastern Provincial Councils were trained as trainers through the Methodology of Training course to
replenish the pool, and new WRDS leaders were selected for proposal writing courses.
In addition, new systems and training materials were clearly documented and disseminated in the form
of guidelines (Integrated Local Development Planning, Redressal and Committee guidelines), handbooks
(The Community Development Resource Manual), and trainers notes and participants workbooks
(Writing Skills for Public Servants 1, the Methodology of Training, Public Information Dissemination
Training). All these materials were made sustainable through extensive piloting and redrafting,
standardised formats, agreed writing conventions and templated layouts to arrive at quality products,
with publishing rights, electronic formats and hard copies given to the Northern and Eastern Provincial
Councils.
Task based, learner centred, participatory training standards were encapsulated in the syllabus and the
training materials to drive the methodology and the content even when the trained trainers have gone.
In addition, a stake-holder driven trainer competency and accreditation system was established through
MDTD, MDTI and CIRM so that the pool of resource persons can be augmented and accredited on a
regular basis in future.
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1.7 Project summary
Name GTZ Performance Improvement Project (PIP)
Donor German Federal Ministry for Economic Cooperation and Development (BMZ)
Objectives 1. Provincial and local government staff and counterparts in the Northern andEastern Provinces use new skills to improve the way they work as service
providers, within their organisations and with the public (Human Resource
Development).
2. Local government in the Northern and Eastern Provinces uses improvedmechanisms of communication and planning for better service delivery and
conflict mitigation (Local Government).
3. WRDS in Batticaloa District work with local authorities and donors to
implement small scale socio-economic plans for improved facilities, services
and livelihoods in their villages (Community Development).
Scope Trincomalee, Batticaloa, Ampara, Vavuniya, Mannar and Jaffna Districts
Duration January 2009 December 2010 (currently working on an extension to 2013)
Beneficiaries The conflict and tsunami affected population of the Northern and Eastern
Provinces with particular reference to vulnerable low income groups of all ethnicgroups, the public the local authorities serve, and womens organisations.
Intermediaries The management and technical staff of approximately 70 organisations from the
provincial and local authorities and the central line authorities at local level, their
civil society counterparts, womens groups and community based organisations.
Executing agency The Ministry of Nation Building and Estate Infrastructure Development
Implementing
agency
The Northern and Eastern Provincial Councils
Key stakeholders The Offices of the Chief Secretaries (CSO), Eastern Province (EP) and Northern
Province (NP)
The Commissioners and Regional Assistant Commissioners of Local Government,
(CLG and R/ACLG) EP and NP; 49 local authorities, EP and NP
The Centre for Information Resource Management (CIRM) EP
The Management Development Training Department (MDTD) EP
The Management Development Training Institute ( MDTI) NP
The Ministry of Education, Culture and Sports, NP
30 Womens Rural Development Societies (WRDS), EP
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Cumulative Value Cumulative, overall project duration: 9 years 4 months from 09/2001 to 12/2010
Cumulative total budget of 10,881,000
Previous phases
Current phase
Date Phase Value Description
09/2001
to
08/2003
preliminary
phase with ADB
956,000 rehabilitation, training and
community development trust
building measures with NECORD
09/2003
to
12/2008
second phase
with DFID
4,000,000
with
2,100,000
co-
financing
from DFID
organisational development, human
resource development, planning and
information management and good
governance, for the NEPC, then EPC
and NPC, through CSO, PPS, CIRM,
MDTD and CLG; interlinked to the
Capacity Building for Implementing
Authorities at Local Level Project
(CAP), 08/2005 to 10/2008
Date Phase Value Description
01/2009
to
12/2010
current phase;
extension of the
second phase
3,825,000 human resource development, local
government reform and community
development.
Reporting period January December 2009
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1.8 Project log frame (revised)
Development impact
Equitable distribution of resources and greater public participation - through good governance, promotion of democracy at decentralised level, and balanced socio-
economic development - contribute to peace building in Sri Lanka.
Indirect impact
Social equity is improved by conflict sensitive, participatory public services which benefit the vulnerable and the poor.
Outcome
Management tasks and service delivery for socio-economic development are carried out in a coordinated, participatory and conflict sensitive way at provincial and local
level.
Outcome indicator 1 Outcome indicator 2 Outcome indicator 3
650 people working at provincial and local government
level apply what they have learnt about good governanceand conflict transformation in the work place. (Means of
verification: gender sensitive survey)
Conflict sensitive, participatory mechanisms
(committees, redressal systems) are establishedand used in at least two local authorities. (Means
of verification: minutes, publications and
agreements)
Plans and proposals from womens/ community
based groups are reflected in at least 10 current,small scale socio-economic projects. (Means of
verification:agreements and local development
plans)
Use of output 1 Use of output 2 Use of output 3
Provincial and local government staff and counterparts
improve the way they work as service providers, within
their organisations and with the public.
Local government uses improved mechanisms of
communication and planning for better service
delivery and conflict mitigation.
WRDS work on realistic projects for their village
development in terms of improved facilities, services
and livelihoods.
Output 1 Output 2 Output 3
Training courses, trainers and materials for key
competencies in planning, management, communication,
good governance and conflict transformation are
increased and made sustainable.
Public committees, redressal systems, information
dissemination and local development planning
become more equitable, responsive and efficient.
WRDS have the confidence and skills to access the
services of local authorities and other donors for
community development.
Activities 1 Activities 2 Activities 3
Bridging courses for Skills Through English for PublicServants (STEPS) are developed and STEPS courses
are run in different locations.
STEPS Institute in Jaffna is set up under the NPC. Good Governance and conflict transformation are
taught through a variety of courses: STEPS, public
information dissemination training (PIDT), effective
communication, self access skills, induction to public
service, report writing.
The training capacity of the Provincial Councils isstrengthened and a trainer evaluation and
accreditation system is established.
Public committees are improved in terms ofcomposition, ways of working and what they
discuss.
Public redressal staff and systems arestandardised, upgraded and expanded.
Local authorities receive Public InformationDissemination Training (PIDT).
Integrated local development planning isintroduced in new areas.
Information management for developmentprofiles is supported.
WRDS leadership is strengthened forcommunity development purposes.
Advocacy events are organised to bring theLocal Authorities and communities closer
together.
Livelihood development is strengthened andnew livelihood ventures explored.
Pre-school education, facilities, staff andsystems are strengthened.
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Use of output 1 Use of output 2 Use of output 3
Provincial and local government staff and counterparts
improve the way they work as service providers,
within their organisations and with the public.
Local government uses improved mechanisms of
communication and planning for better service delivery
and conflict mitigation.
WRDS work on realistic projects for their village
development in terms of improved facilities,
services and livelihoods.
Use of output 1 indicators Use of output 2 indicators Use of output 3 indicators
600 public servants and 70% of senior managersaffirm the use of English as a result of STEPS has
improved management, administration and/or
conflict transformation at work. (Means of
verification: end of course results and
questionnaire)
250 participants who work in communitydevelopment, education, local planning, grievance
redressal and public information dissemination
affirm that they have improved the way they work
with the public as a result of PIP training. (Means
of verification: survey)
The STEPS Institute in Jaffna becomes sustainableunder the NPC and provides quality assured
courses on a regular basis for public servants and
teachers. (Means of verification: Management
scheme, budget allocation, course enrolment)
Provincial council training organisations (CIRM,MDTD, MDTI) accredit trainers and use them to
deliver needs based training programmes. (Means
of verification: trainer competency evaluations)
Advisory Committees contribute to successful servicedelivery in 2 local authority areas.
(Means of verification: committee minutes, reports,
notices)
Public Relations Officers successfully resolve conflictsthrough the redressal system in 10 local authority
areas.(Means of verification: complaints register and
database)
Complaints analysis improves service delivery in 2local authority areas.
(Means of verification: local authority and public
survey)
5 Local authorities successfully disseminate keymessages through public information campaigns.
(Means of verification: campaign records, materials
and public survey)
Local authorities use development profiles andintegrated local development plans for participatory
planning and service delivery in 2 areas. (Means of
verification: plans and minutes)
10 WRDS submit realistic, needs basedproposals for community development and
/or collective business initiatives/livelihoods
to local authorities and other donors.
(Means of verification: documents, LA
records, correspondence)
(20) WRDS managed pre-schools providequality pre-school education for (X)
children.
(Means of verification: classroom
observation records and teacher/material
evaluations)
(5) WRDS get local authorities and/or theMinistry of Education to provide on-going
quality assurance and support for (10) pre-
schools.
(Means of verification: records of visits,
meeting minutes, survey.)
Note: The public redressal system, PIDT, WRDS advocacy/proposal writing, WRDS Pre-School, and STEPS for English language/English medium teachers impact a t
beneficiary level. STEPS for non teachers, Effective Communication and the Methodology of Training impact at intermediary level. ILDP and strengthening
advisory committees also impact at intermediary level instead of the envisaged beneficiary level because the time it will take for these two initiatives to produce
results in the community goes beyond the life of the project.
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Output 1 Output 2 Output 3
Training courses, trainers and materials for key
competencies in planning, management,
communication, good governance and conflict
transformation are expanded and institutionalised.
Public committees, redressal systems, information
dissemination and local development planning become
more equitable, responsive and efficient.
WRDS have the confidence and skills to access
the services of local authorities and other
donors for community development.
Output 1 indicators Output 2 indicators Output 3 indicators
STEPS is successfully expanded to five levels. 900 participants successfully complete STEPS
courses and 70% of them are able to apply
improved English skills in the workplace.
400 participants are able to apply new skills ingood governance and conflict transformation.
The STEPS Institute in Jaffna becomes operationalunder NPC management.
25 Provincial council trainers meet agreedcompetency standards and deliver quality training
programmes in a variety of subjects.
5 advisory committees are established and pilot newways of working with the public.
Local authorities implement upgraded complaintssystems and analysis through 10 existing and 5 new
public redressal systems.
20 local authorities design effective public informationcampaigns on different issues.
Integrated local development profiles and plans aredesigned for 3 areas.
15 WRDS establish working relations withtheir local authorities and other
development actors.
15 WRDS produce realistic, needs basedproposals for community development or
collective business initiatives/livelihoods.
6 successful village open days enable 500people to get to know their local authorities
better.
Activities 1 Activities 2 Activities 3
Bridging courses for Skills Through English forPublic Servants (STEPS) are developed and STEPS
courses are run in d ifferent locations.
The STEPS Institute in Jaffna is set up under theNPC.
Good Governance and conflict transformation aretaught through a variety of courses.
The training capacity of the Provincial Councils isstrengthened and a trainer evaluation and
accreditation system is established.
Public Committees are improved in terms ofcomposition, ways of working and what they discuss.
The public redressal system is standardised, upgradedand expanded.
Local authorities receive public informationdissemination training (PIDT).
Integrated local development planning is introducedin new areas.
Information management for development profiles issupported.
WRDS leadership is strengthened forcommunity development purposes.
Advocacy events are organised to bring theLocal Authorities and communities closer
together.
Livelihood development is strengthenedand new livelihood ventures explored.
Pre-school education, facilities, staff andsystems are strengthened.
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1.9 Financial Summary 2009
All figures are in Euros.
Consultants
Human Resource Development 94,695
Local Government 54,366
Community Development 43,050
Other 8,892
Sub total 201,003
Contracts
Human Resource Development 265,172
Local Government 54,030
Community Development 130,122
Other 51,575
Sub total 500,899
Other Inputs
Procurement 54,545
Training (Accommodation, Meals, Venue Hire, Transportation) 62,291
Sub total 116,836
GTZ inputs
National and International Staff 490,300
Office running costs (Trincomalee, Jaffna, Batticaloa, Colombo) 177,200
Management costs 199,900
Sub total 867,400
Ministry of Nation Building and Estate Infrastructure Development Tax and Duty
reimbursement
- 21,300
Total 1,664,838
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Part two: Human Resource Development
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2.1 HRD Inputs
Consultants
Name: Jill Knight, Materials Design Consultant
Contract dates: 23 February 6 November 2009
Consultancy aims: Design, develop, pilot and evaluate training courses for local authorities on
disseminating public information (PIDT) and writing skills for administrative
purposes (WSPS 1).
Name: Helen Drinan, Methodology Consultant
Contract dates: 9 June 25 November 2009Consultancy aims: Design and pilot a sustainable trainer evaluation system for the Northern
and Eastern Provincial Councils and get senior management to endorse it. Make
the Methodology Course more sustainable and increase the pool of trainers.
Name: Lynda Gill, English Language Teaching Consultant
Contract dates: 24 Jul 09 15 Sept 09
Consultancy aims: Pilot the Writing skills for Administration (WSPS I) course and give feedback for
the second draft.
Name: S Surendran, HRD Database Consultant
Contract dates: 5 June 30 September 2009
Consultancy aims: Develop a database in Access for PIP HRD that can keep records on all PIP
course participants and print a variety of monthly reports by course type,
location, job category, gender, ethnicity, achievement etc. for monitoring and
evaluation and to support human resource management in the Provincial
Councils.
Contracts
Implementing partner: British Council Sri Lanka
Contract name: Skills Through English for Public Servants Phase 4 (STEPS 4)
Contract dates: 1 March 2009 26 November 20 10
Contract aims: Provide 4 week intensive content and language integrated programmes
so that 920 Provincial Council staff (400 PreSTEPS I and II; 360 STEPS; 160 WSPS I
and II) are able to use enhanced critical thinking, good governance, conflict
transformation, planning, management and English skills in the workplace.
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Implementing partner: Management Development Training Department
Contract name: Training Programme for 350 Public Servants
Contract dates: 1 May 30 November 2009
Contract aims: To provide Training programme for 350 public servants in Induction to Public
Service, Effective Communication skills, Computer Hardware training, New
Public Financial Management and Public Accountability, Human Resource
Management, Personality Development and Positive Attitudes.
Implementing partner: Chief Secretarys Office, Northern Provincial Council
Contract name: Extension to Common Hall for Capacity Building at NPC
Contract dates: 1 April 15 October 2009
Contract aims: Provide a suitable training and learning space for professional development
of Northern Provincial Council staff conducted by the Management
Development Training Institute (MDTI,NP) and others.
Implementing partner: Ministry of Education Culture and Sports, NP
Contract name: Modification of STEPS Institute Building, Jaffna
Contract dates: 19 August -10 October 2009
Contract aims: Complete the renovation of the STEPS Institute Jaffna and make it operational
for the start of the STEPS Programme Set F, November 2009.
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2.2 HRD progress on activities
Participants and
courses are in
place for an
expanded STEPS
programme
Bridging courses
for Skills Through
English for Public
Servants (STEPS)
are developed
STEPS courses are
run in different
locations.
Plans to accommodate 900 public servants (550 from NP and 350 from EP) onSTEPS courses between Mar 2009 to Nov 2010 were agreed through a fourth
contract signed with British Council, 20 February 2009.
The PIP Baseline Study with 473 senior and middle managers, field officers, and
clerical staff from 65 organizations in the NPC and EPC analysed public servants
ability in English language, good governance and conflict transformation skills,
February May 2009.
1251 staff from 82 NPC, EPC organisations and Central ministries sat the
placement test and 1052 qualified for STEPS courses at 5 levels: Pre STEPS I,
Pre STEPS II, STEPS, WSPS I, and WSPS II. Placement Tests were conducted:
District Dates No. people
Batticaloa 10 12 February 2009 36
Jaffna 24 26 February 2009 233
Vavuniya 26 27 March 2009 85
Trincomalee 11 12 May 2009 119
Ampara 19 21 May 2009 54
Colombo 20 21 August 2009 52
Jaffna 8 10 December 2009 540
Materials for a second General English for Public Servants course (Pre STEPS II)
at pre intermediate level, for Pre STEPS I graduates who attained 4/3 final
scores and for those who scored high Band 2 on recent Placement Tests, were
developed by British Council, March May 2009. Pre STEPS II was piloted by the British Council 15 June 10 July 2007 and
became part of the STEPS suite for regular use after the second pilot in Jaffna,
21 September - 16 October.
Materials for a second Writing Skills for Public Servants course (WSPS I), dealing
with letters and minutes at intermediate level for STEPS graduates who
attained 4/3 final scores and for administrators who scored Band 4 on recent
Placement Tests, were developed by PIP Materials Development Consultant,
July October 2009.
WSPS 1 draft 1 was piloted by PIP English Language Teaching consultant, 3 28
August 2009 and draft 2 by British Council 9 November 4 December 2009.
STEPS Courses were run on a regular basis in Jaffna from April 2009 onwards.
Courses were run in Batticaloa and Colombo for staff who could not be
residential in Trincomalee.
Place Set A13/03 10/04
Set B24/04 22/05
Set C12/06 10/07
Set D24/07 21/08
Set E18/09 16/10
Set F6/11 4/12
Trinco
Jaffna
Batticaloa
Colombo 7 wks
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The STEPS
Institute in Jaffna
is set up under the
NPC.
Good Governance
and conflict
transformation are
taught through a
variety of courses.
A building was designated by the CSO and the Ministry of Education NP at
Canagaratnam MMV (Stanly College) Jaffna for the STEPS Institute and initial
refurbishment by NECORD of Rs2.8m carried out, May- August 2009. Ministryof Education NP and PIP completed the refurbishment with contributions of
Rs800,000 and Rs700,000 respectively, August - October 2009. The STEPS
Institute was officially opened by Hon. Governor NP and Country Director GTZ,
19 October 2009. STEPS courses delivered by British Council started 4
December 2009.
1 PA, NPC Trincomalee and 1 PA, Regional Commissioners Office, Jaffna, were
assigned to PIP for on-the-job training in STEPS course administration in
preparation for permanent appointment to the STEPS Institute, from February
2009.
8 Jaffna based staff from the Ministry of Education NP - 6 ISAs and 2 MAs -were trained to administer Placement Tests the STEPS Institute, 8 December
2009.
Materials for a four-plus-one day Public Information and DisseminationTraining (PIDT) were developed by PIP Materials Development Consultant, and
piloted with the Social Services Department, EP, 16 - 19 March 2009 and PIDT
training of trainers, 26 - 29 May 2009. The first pilot for local authorities was
conducted in Batticaloa District for 19 PROs and CDOs from 9 local authorities,
29 June 2 July 2009 with follow up 23 Sep2009. PIDT materials were produced
in Tamil and Sinhala in August and September 2009 respectively.
3 more PIDT courses, for local authorities in Trincomalee and Ampara and 3follow up days for local authorities in Batticaloa, Trincomalee and Ampara were
conducted August December 2009 see Local Government activities for
details.
Courses for 1029 public servants either specifically (*) or indirectly addressing
good governance/conflict transformation were conducted March Dec 2009.No. and Course No.
courses
Duration Practical
component in
the workplace
No.
participants
Pre STEPS I 7 4 weeks 130
Pre STEPS II 2 4 weeks 31
STEPS* 9 4 weeks 176
WSPS 1* 2 4 weeks 18
WSPS II* 5 4 weeks 60
Effective Communication 6 4 days 128
Self Access Skills 3 4 days 30
Induction to Public Service* 6 5 days 106
Methodology of Training 1 17 days 20
PIDT* 5 4+1 days 66
Proposal Writing for WRDS* 3 4 days 47
Introduction to ILDP* 5 1 day 108
ILDP Phase I (Stages 1 3)* 3 1 day 56
ILDP Phase II (Stages 4 6) * 3 2 days 53
Total 1029
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The training
capacity of the
Provincial Councils
is strengthened
and a trainer
evaluation and
accreditation
system is
established.
The construction and refurbishment MDTIs training hall at the NPC was
successfully completed, 15 September 2009 and the building was opened by
the Hon. Governor, NPC and Chief Secretary NPC, 25 September 2009.
78 potential/actual resource persons with experience in specific technical
fields from the Northern and Eastern Provincial Councils were nominated by
MDTD, CIRM, and PPS EPC, and MDTI and PPA NPC to be trained as learner
centred, task-based trainers, June 2009.
A three-week intensive Methodology of Training Course for 21 resourcepersons (12 from the EP and 9 from the NP) selected from 78 nominees (see
above), was conducted by PIP Methodology Consultant, including training of
trainers for 5 methodology trainers from MDTD and CIRM, EPC with specific
reference to their observation and feedback skills and development of
materials (participants worksheets) in Tamil, 13 -31 July 2009.
Trainer competencies and observation criteria for trainer certification were
developed by PIP Methodology Consultant and modified during a three day
Certification training /Observation Standardisation workshop with the Directors
CIRM, MDTD and MDTI and Assistant Secretary PPA, 23 28 October and
decisions were recorded in the Handbook for Evaluation and Accreditation of
Trainers, December 2009.
Four 3-day teaching practice workshops in effective communication skills, goodgovernance, teambuilding and leadership were planned, organised and
delivered by 20 resource persons (trainee trainers - see above) to over 50
Management Assistants as the teaching practice component of theMethodology of Training. Resource persons were observed and certified by
Directors CIRM, MDTD and MDTI and Assistant Secretary PPA:
Place Date No.
trainees
Certified by
NPC 29 321 Oct 2009 5 Dir MDTI, Asst Sec Min PPA
Jaffna 4 5 Nov 2009 4 Dir MDTI, Asst Sec Min PPA
EPC 9 11 Nov 2009 6 Dir CIRM
Batticaloa 16 18 Nov 2009 6 Dir MDTD
Training for 35 trainers was conducted and trained trainers went on to deliver13 courses, May to December 2009.
Course Dates Medium of
delivery
No trainers
trained
No. courses run by
trainers thereafter
Methodology of
Training
13 31 July Tamil 5 (Feb 2010)
Effective
Communication
27 31 July Tamil 20 4
PIDT 26 29 May Tamil and
Sinhala
7 3
ILDP October -
November
Tamil 4 6
Total 36 13
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2.3 HRD progress on outputs
Training courses, trainers and materials for key competencies in planning, management, communication,
good governance and conflict transformation are expanded and institutionalised.
Indicators
STEPS is
successfully
expanded to five
levels.
900 participants
successfully
complete STEPS
courses and 70% of
them are able to
apply improved
English skills in the
workplace.
PreSTEPS II materials, assessment and certification are finalised and
systematised for regular use as part of the STEPS suite, December 2009.
WSPS 1 draft 3 is completed and handed over to the British Council for further
piloting, December 2009.
Systems for placing participants at 5 different levels are refined and in use for2010 courses.
415 public servants from the Northern and Eastern Provinces and Colombo
Ministries successfully completed STEPS courses through Sets A F, 13 March
4 December 2009:
Course Total Men Women
Pre STEPS I 130 51 (40%) 79 (60%)
Pre STEPS II 31 15 (48%) 16 (52%)
STEPS 176 87 (49%) 89 (51%)
WSPS I 18 8 (45%) 10 (55%)
WSPS II 60 32 (53%) 28 (47%)
Total 415 46.5% 53.5%
District Number 270 came from the Northern
Province, 118 from the EasternProvince, and 22 from the Ministry
of Nation Building and Estate
Infrastructure Development and
the Ministry of Constitutional
Affairs and National Integration,
Colombo.
Jaffna 172
Trincomalee 117 (inc.NPC HQ)
Batticaloa 48
Vavuniya 25
Ampara 18
Mannar 8
Of these 80% were Provincial Council staff, and 20% District and Divisional
Secretariat staff. The remaining 5 came from NGOs.
Designation Number
Management Assistants 141 (34%)
Programme Assistants and Development Assistants 127 (31%)Community Development Officers and Field Officers 89 (22%)
Teachers 23 (5%)
Senior Managers 35 (8%)
After the course, 85% of Pre STEPS I and II and STEPS participants were able to
demonstrate improved English language skills for the workplace by at least
one level. 100% of WSPS I and II participants were able to demonstrate
improved writing skills for administration and project management purposes
by at least one level.
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400 participantsare able to apply
new skills in good
governance and
conflicttransformation.
The STEPS Institutein Jaffna becomes
operational under
NPC management.
A comprehensive baseline study was published, setting out clear targets for
improving and applying new skills in good governance and conflict
transformation and closing the gap between staffs stated and proven
knowledge, August 2009.
Over 700 public service professional staff are able to apply new skills in good
governance and conflict transformation:
176 STEPS graduates are able to use good governance and conflict resolution
skills for the workplace.
78 WSPS graduates are able to increase efficiency, effectiveness and
transparency of written communication in public service.
128 Effective Communication graduates 22 AOs and 106 RDOs, PAs and
CMAs are able to use nekw communication strategies for work.30 Self Access Skills graduates are able to use the internet for their on-going
professional development.
106 Induction to Public Service graduates (43 Sinhala and 63 Tamil speaking
newly recruited MAs) are able to describe their roles and responsibilities in
good governance terms.
20 Methodology of Training resource person graduates are able to use more
participatory, democratic methods in the classroom for improving
effectiveness in teaching their subject.
66 PIDT graduates (12 SSOs, 54 PROs and CDOs) are able to draft leaflets and
posters for information campaigns on services for people with disabilities,building approvals and public health awareness.
47 Proposal Writing Skills women graduates are able, with support, to
represent their WRDS needs and draft proposals for small scale community
development projects for their villages.
56 ILDP graduates (11 ACLG and 45 LA staff) are able to implement the
Institutional Set Up phase, planning stages 1 3.
53 ILDP graduates (10 ACLG staff and 43 LA staff) are able to implement the
Profile Preparation phase for planning stages 4 6.
The Management Scheme mandating the structure, staffing and functions ofthe STEPS Institute Jaffna as a permanent organisation of the Northern
Provincial Council was formally approved by the Hon. Governor, Northern
Province, and NPC budget was allocated for the Institutes running costs for
2010 onwards through the Ministry of Education, Culture and Sport NP, 18
December 2009.
Course administration for STEPS suite courses running at the STEPS Institute
was handed over to the PA, Regional Commissioners Office from 6 November
2009.
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25 Provincial
council trainers
meet agreed
competency
standards and
deliver quality
training
programmes in a
variety of subjects.
540 placement tests were successfully conducted by 6 ISAs and 2 MAs
appointed by the Ministry of Education NP to be responsible for this work in
the future.
Materials for the 3 week Methodology of Training course were finalised with
Trainers Notes in English and Participants Worksheets in Tamil, November
2009.
21 (11 from EP and 10 from NP) resource persons successfully completed the
Methodology of Training course, 31 July 2009.
4 EPC and NPC senior managers - Directors CIRM and MDTD, EPC, Director
MDTI NPC and Assistant Secretary PPA NP - are able to use the tools in the
trainer evaluation and accreditation system to certify trainers, from November
2009.
20 resource persons were certified as trainers under the new trainer
competencies criteria - 10 certified as competent with support and 10
certified as competent to deliver learner centred, task based training on
effective communication skills and teambuilding, December 2009.
2.4 HRD details
2.4.1 Course details
The STEPS Suite
Skills Through English for Public Servants STEPS is
designed for provincial and local government staff and
their civil society counterparts working with
disadvantaged communities in the North and East of Sri
Lanka. STEPS is a content-and-language-integrated
learning programme. It provides teachers, public
servants and NGO workers with a unique opportunity to
develop their skills in good governance, effective
communication, critical thinking and management allthrough English. STEPS is a suite of courses pitched at
five different levels of English from elementary to lower
advanced. There are two levels of General English for
Public Servants, then the eponymous Skills Through
English for Public Servants followed by two levels of
Writing Skills for Public Servants. Participants from
Sinhala and Tamil speaking communities, central and provincial government structures, rural and urban
backgrounds, are integrated in the same class through the common denominator of their English
language needs. They are encouraged to share ideas and form new bonds and networks for the future.
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A 2008 STEPS impact assessment of 114 public servant participants and their line managers from five
different districts verified that STEPS has had a positive impact on a large number of public servants and
that its influence extends beyond the classroom. 60% reported increased knowledge in Good
Governance and Conflict Transformation. 55% felt more empowered to deal with conflicts resulting
from rank, ethnicity or gender. 36% reported utilising informal networks between central and devolved
government structures to the benefit of their departments. 85% of senior managers clearly agreed that
STEPS met the good governance and capacity development needs of the Provincial Councils.
General English for Public Servants (Pre STEPS I and II)
The General English for Public Servants - Pre STEPS I and II are both four week courses designed to give
staff who tested in at an elementary level enough English and study skills to follow other content
relevant courses in English in the future, including the STEPS course. The courses therefore focus on
boosting participants grammar and vocabulary as well as their competency in using the four skills in
English listening, speaking,
reading and writing. It is a
communicative, learner centred
course based around the
international publications,
Language In Use, Elementary and
Pre-Intermediate. In the first
week there is a series of learner
training sessions to encourage
participants to develop an effective set of study skills. In addition recycling of language is systematically
built into the four weeks through a Consolidation hour at the end of each day, a series of Study Page
sessions and a weekly recycling session.
Skills Through English for Public Servants
STEPSis a lower intermediate, four week
intensive course for managers and
administrators working in development.
It is divided into four one-week units. Unit
one is on the Economy and looks at topics
from globalisation to microfinance. Unit
two is on Conflict Transformation and
moves from learning to deal with conflicts
at home and in the workplace to
analysing community conflicts and using
conflict resolution skills. Unit three is on
Society and Development and covers
education and health and gender equity. Unit four is on the Environment and looks at disaster
management, environmental protection and eco tourism. Participants also improve their critical thinking
skills by learning how to organise information, analyse, prioritise, evaluate, problem solve, and make
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distance education courses on the internet, and use the internet to develop English language skills.
There is also an internet and email clinic to help participants troubleshoot specific problems.
Methodology of Training
The three week intensive Methodology of Training course with a two to five day add-on teaching
practice component in the work place is designed for provincial council resource persons and new
trainers. This unique course helps participants
increase their repertoire of practical techniques for
conducting presentations and interactive lectures,
managing task based learning and facilitating
participant output. Trainee trainers learn to focus
on learning rather than teaching by building skills in
classroom management, session planning and
applying knowledge of different learner styles to
the development of training materials. The course
incorporates a lot of peer practice, observation and
feedback before requiring participants to deliver a
real course or workshop such as Induction to Public
Service or Effective Communication during their teaching practice. Certification is based on the
effectiveness of their delivery during the teaching practice and how much it evidences agreed trainer
competencies and what they have learnt on the course in terms of planning, delivery, achieving session
objectives, staging, techniques and interpersonal skills.
Cumulative figures for PIP supported coursesThe following table shows that 3,031staff working in development in the Northern and Eastern
Provinces successfully completed PIP supported courses since they were first introduced.
2006 2007 2008 2009 Sub Total Total
Course NP EP NP EP NP EP NP EP NP EP
Pre STEPS I 108 130 55 75 97 33 260 238 498
Pre STEPS II 24 7 24 7 31
STEPS 27 18 98 96 110 114 98 54 333 282 615
WSPS I 7 11 7 11 18
WSPS II 12 6 40 50 44 13 96 69 165
Induction to Public Service 91 102 200 302 25 64 106 316 574 890Self Access Skills 40 55 14 16 54 71 125
Effective Communication 25 64 152 25 216 241
Methodology of Training 7 17 24 9 12 16 54 70
PIDT 1 65 1 65 66
Proposal writing for WRDS 47 47 47
Spatial Planning 68 144 68 144 212
ILDP (Stages 1 6) 53 53 53
Cumulative totals 1253 1778 3031
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About 100 more public servants from the NPC than the EPC have followed STEPS courses because of the
STEPS Institute Jaffna, while more courses overall (in other subjects) have been run for the EPC. This is
because since the de-merger courses run in MDTD are for the Eastern Province alone and MDTI has, as
yet, no in-house trainers to do the same job for the Northern Province. In addition, local government
PIDT and WRDS proposal writing courses were piloted only in the East in 2009. These balances will be
redressed in 2010.
2.4.2 The STEPS Institute Jaffna
In May 2009 the North East Community Restoration and Development project (NECORD) provided funds
for converting a derelict building in the grounds of Canagaratnam MMV into the STEPS Institute Jaffna
and in October 2009 PIP
and the Ministry of
Education, Culture and
Sports, Northern
Province finished off the
building and refurbishing
work. This included
putting in an entire new
floor to prevent termite damage, as well as commissioning custom built educational furniture that
enables participatory group work learning. The STEPS Institute Jaffna, opened on 19 October 2009 by
Major General Chandrasiri, Honourable Governor Northern Province and Jutta Zinnel, Country Director
The renovation process, STEPS Institute Jaffna: May to October 2009
GTZ, now gives STEPS a permanent home in the North. The STEPS Institute Jaffna is part of the Northern
Provincial Councils vision to create a quality centre for the on-going professional development for
public servants. It targets key managers and administrators as well as teachers of English and English
medium Maths and Science. The Institute has a trainers room, an auditorium that can be divided into
two classrooms, and two other spacious classrooms that accommodate up to 80 participants at any one
time around 600 participants a year - on task-based, learner centred STEPS courses.
Managed by the Chief Secretary and administered by the Ministry of Education Culture and Sports,
Northern Province, the STEPS Institute is becoming sustainable with its own management scheme and
annual budget as of 18 December 2009 and the permanent appointment of staff in 2010.
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The Hon. Governor NP and Country Director GTZ cut The Regional Commissioner Jaffna lights the lamp.
the ribbon to open the STEPS Institute, 19 October
2009
Opening speeches by Secretary Ministry of Education NP, Secretary to the Hon, Governor NP and Country
Director British Council
Former STEPS participants present what they have studied to the visitors (left) and Country Director GTZ (right)
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2.4.3 Trainer evaluation and accreditation system
The Trainer Evaluation and Accreditation system, still in a draft form, seeks to promote a pool of trained
resource persons in the Northern and Eastern Provincial Councils who can run participatory, learner-centred, task-base workshops and courses that deal with the real learning needs of public servants in
specific, specialised or technical subject areas. As well as providing a structure for professional
development of trainers, the accreditation part of the
system will help departments choose the right trainer for
the HRD input they require.
The system was designed in close consultation with the four
senior managers most involved in the HRD, Mr S
Krishnananthan, Director MDTI NP, Mr P Vageeshan,
Assistant Secretary PPA NP, Mr V.D. Sharma, Director MDTD
EPand Ms Rohini Singarayar, Director CIRM EP, who will be
the main users and ensure its future
implementation, quality and
sustainability.
These four now have a shared
understanding of the systems
purpose and use, including
agreement on trainer selection
criteria, competency levels to be
achieved, standards for trainer
certification, and the evaluation tools
to be used.
In short, trainer evaluation and
certification is based on the trainers
ability to
plan and prepare training inputs with achievable, learner-centred objectives
use task-based, participatory, Input-Task- Output style methodology to ensure real learning takes
place during the training session convey the subject matter efficiently and effectively
use a range of classroom management skills to facilitate teaching the learning
display appropriate manner, interpersonal skills and self awareness
give and receive constructive feedback for on-going professional development.
(See Appendix 3 for a sample trainer evaluation form that expounds the above evaluation criteria.)
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2.5 HRD indications for the next quarter
STEPS
STEPS Placement testing will be conducted in Vavuniya, Mannar, Batticaloa, and Trincomalee for 600
public servants. 504 places will be made available for NP and EP public servants on STEPS suite courses
Sets G to M in 2010 (See HRD Appendix 2 for details) and 9 courses targeting 150 public servants in
Trincomalee, Jaffna and Colombo will be conducted January March 2010. An HRD database for all PIP
trainings since 2006 will be completed and versions provided for the Northern and Eastern Provincial
Councils respectively one to be held at MDTD and one at the STEPS Institute, Jaffna.
STEPS Institute Jaffna
The Management Scheme for the STEPS Institute Jaffna will be implemented, with a first STEPS
Management Committee meeting in February 2010 to begin the process of appointing NPC staff on a
permanent basis to run and manage the Institute. Meanwhile, at the STEPS Institute Jaffna, PIP will
continue on-the-job training for the PA Course Administrator from the Regional Commissioners Office
and the gradual hand-over of responsibilities to the NP. Refurbishment work, including installation of a
generator, air conditioners and classroom equipment, and negotiations with NECORD on the
establishment of hostel facilities for residential participants from other NP districts will also begin.
Methodology of Training
20 resource persons with an emphasis on trainers for local government will be selected for, and attend
the Methodology of Training courses which will run for four weeks starting 8 February 2010.
Nominations of resource persons from the Northern and Eastern Provincial Councils for this course will
be based on the selection criteria agreed under the Trainer Evaluation and Accreditation system. Thecourse will be supervised by PIPs Methodology Consultant. New methodology trainers will be trained in
the process, and existing methodology trainers will get further support. The Trainer Evaluation and
Accreditation system will be presented to the Northern and Eastern Provincial Council key stakeholders
in February 2010 at the Steering Committee meetings for discussion and ratification. The system will be
implemented from April onwards starting with the certification of trainers who attended the
Methodology of Training course February-March 2010.
Public Information Dissemination Training (PIDT)
PIDT will be integrated in the Methodology of Training course as the new teaching practice component,
replacing Effective Communication. In this way, PIDT trainers for the Northern and Eastern Provinces can
be trained as PIDT trainers at the same time as increasing the general pool of trainers. PIDT can then be
run in Jaffna by April 2010 and the trainers certified in the process.
Human Resource Management Seminars
A series of one day workshops in Human Resource Management will be designed and piloted with the
senior managers of the NPC, February-March 2010 and thereafter in the EPC. This will be combined with
a training needs analysis and will help senior managers to get a better understanding of PIP supported
training inputs and encourage them to make their staff use the skills and knowledge they have accrued
on PIP supported training courses once they return to the work place.
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2.6 HRD issues and recommendations
Participants for STEPS courses from the Eastern ProvinceThe project experienced difficulties in getting participants for STEPS courses from Ampara and Batticaloa
districts in 2009 even when they were nominated by their heads of departments. With many of the
invitees not turning up at the last moment, particularly from Ampara, 21 places went without filling,
which affected PIP annual targets from the Eastern Province, made the courses less cost-effective and
imbalanced ethnic diversity. It is recommended that the Eastern Provincial Council opens up STEPS
courses to School Principals, English language teachers and English medium Maths and Science teachers,
just as the NPC did in 2009. In addition, the Human Resource Management workshops planned for
February should target this issue in the East.
Recruitment of course administration staff for the STEPS Institute Jaffna
The STEPS Institute is in urgent need of permanent administrative and support staff who can ensure
participants are selected, invited, looked after properly while studying and certified after their courses
finish. At present, the Programme Assistant assigned to the task is alone and over worked. The following
positions need to be filled, in the first place through transfers from the Ministry of Education and
thereafter with permanent appointments, and clear duty lists for them drawn up: 2 Programme
Assistants, 1Chief Management Assistant, 1 Office Essential Services and 1 Sanitary Labour. At the same
time, a new member of staff from the Northern Provincial Council at Kanniya needs to be appointed to
support participant selection, and the Programme Assistant who used to do the job, now promoted and
stationed in Jaffna, needs to be released to continue to support the STEPS Institute in Jaffna, as agreed
at the NPC meeting 22 December 2009. More problematically, the whole question of a sustainablemechanism for STEPS in the Eastern Province, whether through MDTD or some other training
institution, needs to be addressed. It is recommended that sustaining STEPS in the Eastern Province
should be a key discussion point at the EPC Steering Committee meeting in February 2010.
Institutionalising the trainer evaluation and accreditation system for the EPC and NPC
The EPC and NPC need to ensure commitment from senior managers in Jaffna and Batticaloa,
a) in the application of training standards in departments where training is taking place and
b)in getting them to join the pool of senior manager evaluators along with Directors MDTD, MDTI and
CIRM. This will involve training them to use the trainer evaluation tools and standardising their
observation skills. The pool of senior manger evaluators can then become the Accreditatio