1. Agenda 1.Introductions 2.Preparation for TMA02 – interpreting the videos 3.Preview of Part 3: learning TU870 Kampala Day School – 8 Feb 2010 Tutor: Andrew Halliday

2. Introductions Activity 1: Give a short presentation about yourself. Answer the following questions  Who are you? Where do you work?  How are you finding TU870? Have you finished / submitted TMA02?  How is your work relevant to your study of TU870, particularly Part 2?  Do you have practical experience of the log frame, SWOT analysis and the other tools covered in Part 2 of the course?

3. Activity 2 Interpreting the videos: Abriachan and Laggan community forestry projects How do you rate the success of the projects? Very successful: Vote Quite successful: Vote  Not very successful: Vote 

4. TMA02 Question “As a consultant you have been asked to produce a report identifying and summarising the achievements of two Scottish community forestry projects on the course DVD. Your report will also identify any outstanding problems with the projects and make proposals for a new project, funded by the Forestry Commission to support these and other community forestry committees.” Think yourself into the scenario!

5. Interpreting the videos (1) What do the pictures tell us about the two projects? What more would we like to know? Abriachan Laggan

6. Interpreting the videos (2) What do the pictures tell us about the two projects? What more would we like to know? Abriachan Laggan

7. Interpreting the videos (3) What do the pictures tell us about the two projects? What more would we like to know? Abriachan Laggan

8. Interpreting the videos (4) What do the pictures tell us about the two projects? What more would we like to know? Abriachan Laggan

9. Interpreting the videos (5) What do the pictures tell us about the two projects? What more would we like to know? Abriachan Laggan

10. LearningBetter outcomes Capacities to do things better TU870 Part 3 Learning in Development Management: Evaluation, Advocacy and Strategy Activity 3.1: Experiences of learning in DM  Fill out cards to describe a learning experience:  Name (e.g. name of project)  What was learned? By whoe?  How did it contribute to better outcomes?  What were those better outcomes? Conceptual framework for Part 3

11. The importance of power a values in learning Activity 3.2: How do values and power affect the process and outcomes of learning in DM? (Brainstorming) Think about different ways that power and values have affected the process and outcome of learning in your experience of DM. Write your ideas on cards to discuss in a group.  Process: Who learns? Who is empowered?  Outcomes: Better for whom?  Values: Which outcomes do we consider ‘better’? Better in what sense?  Power: Who decides what ‘better’ is? Key questions:

12. The functions of learning for the different ‘facets’ of DM (Brinkerhoff and Brinkerhoff, 2005 – Part 1) Facet of DMWe learn to: DM as institutional agendas Promote and/or contest the agendas DM as a toolkit Use the tools DM as a process Manage / facilitate / intervene in the process DM as values Appreciate our own and other peoples values Activity 3.3: How can learning contribute to the four ‘facets’ of DM identified by Brinkerhoff and Brinkerhoff ? Tell the group about examples from your own exprience.

13. Individual learning Organisational learning Inter-organisational learning Learning by beneficiaries Levels of learning Activity 3.4: Discuss the following questions 1.Why does individual learning not always lead to organisational learning? 2.How can learning by benefeciaries contribute to organizational learning?

14. Conscious of self W ith respect to worldview, beliefs about change, purpose, relationships, culture, power, patterns and practices. Centred The organization draws its confidence and power to act from the knowledge that its actions are integral to its worldview etc. Open to its emergent self It has ability to transform itself in response to its changing relation with its environment. The learning organisation (Hyatt and Kaplan, 2005 – Part 3)

15. Learning and DM Practice Evaluation Avocacy Strategy Part 3 discusses the role of learning in the following areas of DM practice Activity 3.5: Work in groups. Discuss the following questions. Present your ideas to the group 1.What do you understand by these terms? 2.How can these areas of practice contribute to ‘better outcomes’ in development? 3.How can learning contribute to these better outcomes? 4.Who should learn? What do they need to learn?

16.  An area of DM practice (evaluation, advocacy or strategy  A case study  An organisation TMA03 Essay Question Discuss how learning can contribute to better outcomes in development, with reference to: You have freedom to decide on the topic of the essay, according to your own interests

17. TMA03 checklist  Address the question: focus on learning and better outcomes  Fix the boundaries of your discussion and keep to them (don’t try to say everything!)  Structure your argument: basics first then more in- depth issues  Use sub-titles and linking words and phrases to guide the reader through your argument  Use case studies and examples to discuss learning in practice  Critically engage with the course readings  Draw the threads of your argument together in a generalisation about learning and better outcomes in the conclusion