Final Report Tokyo Development Learning Center Phase 1 ...

Final Report
Tokyo Development Learning Center
Phase 1 Assessment
June 2010
This study was commissioned by the World Bank and independently conducted by Mathieu
Vanbuel and Kunitoshi Saito.
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CONTENTS
Abbreviations ........................................................................................................................................................ 4
Part I: Assessment Report .................................................................................................................................... 5
Background ........................................................................................................................................................... 5
Foundation ...................................................................................................................................................... 5
Mid-term Review ............................................................................................................................................. 6
Towards Phase 2 .............................................................................................................................................. 7
Vision ........................................................................................................................................................... 8
Objective ............................................................................................................................................................... 9
Methodology ........................................................................................................................................................ 9
Instruments of the assessment ....................................................................................................................... 9
Desk research .............................................................................................................................................. 9
The design and conduct of surveys ............................................................................................................. 9
Interviews with representative stakeholders and partners ....................................................................... 10
Detailed studies of selected cases ............................................................................................................. 10
Strategic Relevance ............................................................................................................................................. 11
Strategic goals of TDLC Project ...................................................................................................................... 11
Pillar 1. Program initiatives delivered on a public good model ................................................................. 12
Pillar 2. Knowledge sharing platform as cutting-edge distance learning .................................................. 13
Pillar 3. Technology services and regional network development ............................................................ 14
Alignment of strategic goals with the objectives of Japanese development cooperation ............................ 15
Business model and strategic focus ........................................................................................................... 15
Operational Performance ................................................................................................................................... 19
Current objectives ......................................................................................................................................... 19
Programs .................................................................................................................................................... 20
Partnerships ............................................................................................................................................... 21
Communications, Marketing, and Sponsorships ....................................................................................... 21
Technology Leadership and Network Development .................................................................................. 22
Cost‐effectiveness in provision of knowledge sharing activities and training on development ............. 24
Impact and Institutional Sustainability ............................................................................................................... 26
Conclusions ......................................................................................................................................................... 28
Part II: Case Studies ............................................................................................................................................ 29
Introduction ........................................................................................................................................................ 29
Objective of a case study ............................................................................................................................... 29
Selection of programs .................................................................................................................................... 29
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Executive Summary of Case Study ...................................................................................................................... 31
Case Study 1: Microfinance Training of Trainers (MFTOT).................................................................................. 35
Case Study 2: Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program ................................. 45
Case Study 3: Mother and Child Health Care Specialists Vocational Training in Mongolia ................................ 53
Case Study 4: Rapid Design of e-Learning Programs .......................................................................................... 70
Case Study 5: Oil Price Volatility, Economic Impacts, and Risk Management in Asia......................................... 78
Case Study 6: FASID ODA Task Force Seminar Series .......................................................................................... 89
Case Study 7: APO: GDLN-based Distance Learning Course Series .................................................................... 96
Case Study 8: Issues in Asia and the International Labour Organization ......................................................... 111
Case Study 9: Strengthening Disaster Risk Management in East Asia and the Pacific (DRM).......................... 117
Case Study 10: An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza (AHI)................ 126
Case Study 11: Shanghai DLC Distance Learning Seminar Series ..................................................................... 132
PART III: Annexes .............................................................................................................................................. 136
Annex 1: TDLC - TOR for Assessment ................................................................................................................ 136
Annex 2: Evaluation Matrix ............................................................................................................................... 143
Annex 3: TDLC Partnership (March 2010) ........................................................................................................ 148
Annex 4: Draft table for monitoring and assessment framework .................................................................... 150
Annex 5 (Case Study): Reference Financial Data of TDLC ................................................................................. 157
Annex 6 (CASE STUDY): List of achievement and impact corresponding to the assessment matrix ................ 158
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ABBREVIATIONS
AADLC
ADBI
AfDB
AHI
APEC
APO
ASEAN
ASEAN+3
ASEC
AVU
CDRI
CSR
DLC
DRM
EAP
FASID
GDLN
GOJ
IFC
ISG
JBIC
JFY
JICA
MCU
MFToT
MoF
ODA
OECD
OUJ
SAR
SME
TDLC
TICAD
ToR
ToT
UNCDF
UNU
VC
WB
WB EAP
PREM
WBI
Association of African Distance Learning Centres
Asian Development Bank Institute
African Development Bank
Avian and Human Influenza
Asia-Pacific Economic Cooperation
Asian Productivity Organization
Association of Southeast Asian Nations
Association of Southeast Asian Nations (ASEAN) with China, Japan, and South Korea
The ASEAN Secretariat
African Virtual University
Capacity Building for Climate & Disaster Resilience
Corporate Social Responsibility
Development Learning Center
Disaster Risk Management
East Asia and Pacific
Foundation for Advanced Studies on International Development
Global Development Learning Network
Government of Japan
International Finance Corporation
Information Solutions Group
Japan Bank for International Cooperation
Japanese Fiscal Year
Japan International Cooperation Agency
Multipoint Control Unit
Microfinance Training of Trainers
Japanese Ministry of Finance
Official Development Aid
Organisation for Economic Co-operation and Development
Open University of Japan
South Asia Region
Small to Medium Sized Enterprise
Tokyo Development Learning Center
Tokyo International Conference on African Development
Terms of Reference
Training of Trainers
United Nations Capital Development Fund
United Nations University
Videoconferencing
World Bank
Poverty Reduction and Economic Management Team, East Asia and Pacific Region, World
Bank
Word Bank Institute
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Part I: Assessment Report
BACKGROUND
Foundation
In October 2003 The Government of Japan (GOJ) and the World Bank (the Bank) formally agreed to launch
what is now known as the ‘Tokyo Development Learning Center (TDLC) Project’, on a partnership basis with
the GOJ committing an indicative trust fund contribution of 25 million USD for five years. The TDLC facility
was inaugurated on June 1, 2004. The mission of the Project, as agreed to by the Bank and GOJ, was to assist
the East Asia and Pacific (EAP) region’s Global Distance Learning Network (GDLN) to become a sustainable,
highly effective development tool by working closely with Development Learning Centers (DLCs) to access
Japanese and regional content and to provide capacity building support to DLCs. Since then the Project has
been co-located with the Bank’s Tokyo office and been managed by the World Bank. The Project’s activities
consisted of five components 1 :
1. Content Conversion and Delivery:
A key role of the Tokyo GDLN Center was to provide technical and financial support to enable
development and delivery of distance learning activities responsive to demand and relevant to
the conditions of the region, both for Japanese institutions and institutions (including DLCs) in
developing countries in the region, in accordance with the guidelines adopted by the EAP DLC
Association.
2. DLCs’ Capacity Building:
a. Marketing;
b. Business plan development;
c. Financial management;
d. Administration;
e. Donor partnership building.
3. Partnerships and Marketing:
a. Launch the new Tokyo Development Learning Center;
b. Develop linkages within the Japanese knowledge exchange for development community;
c. Outreach and liaise with the DLCs and partners in the region and beyond;
d. Liaise and network with Bank Headquarters and the Paris Office DLC operation; and
e. Involve the regional DLCs in developing and guiding the efforts to launch, position and
market the services of the Tokyo GDLN Center.
4. Procurement, Capital Works and Maintenance;
Designing, building and operating a world-class development learning center.
5. Management.
In the 1st Year Business Plan the Project Vision was formulated as follows 2 :
“By the conclusion of TDLC project the EAP GDLN will be a dynamic, sustainable network:
1 Final Draft JAPAN/WORLD BANK DISTANCE LEARNING PARTNERSHIP PROJECT October, 2003
2 Tokyo Development Learning Center Business Plan and Work Program FY 2004/05 April 1, 2004
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delivering a service that is widely acknowledged as increasing development impact by
integrating knowledge sharing into the full range of development activities in the region,
characterized by strong productive partnerships with local, regional and international
organizations that have a commitment to the distance learning paradigm and the skills
and capacity to support it, generating a steady stream of high value GDLN content,
DLCs recognized in their host countries as important national resources, with substantial
skills and capacity in the distance learning paradigm, providing a channel for interaction
with global sources of expertise, and
a well-established, sustainable, regional co-ordination structure with efficient processes
for content development, quality assurance, evaluation and management, recognized as a
leader in distance learning.”
This vision was translated into the following lines of activity for implementation:
Content and Partnerships:
Developing an adequate supply of high-value content together with relevant partners;
EAP DLC Support:
Ensuring that DLCs in the EAP Region are active and financially stable by building distance learning
capacity, management capacity and designing business processes;
Program production and delivery:
Providing high quality services aimed at producing and delivering knowledge exchange programs;
New product development:
Developing, testing and implementing new products and services as well as business models and
management processes;
Management:
Implementation and management of the Tokyo DLC and the associated facilities and operations, and
coordination of the EAP GDLN operations.
At the time of the foundation of the TDLC Project, a high priority was given to Project sustainability, based on
strategies that were specific for each project component mentioned above, as well as on a global strategy for
increased the use of GDLN within donor programs.
Mid-term Review
At the mid-term review in 2006, a panel of external experts concluded that the TDLC had largely met its
objectives and had accomplished the following:
Enhanced access by developing countries to the knowledge resources and development expertise of
Japanese institutions;
Enhanced opportunity for Japanese institutions to undertake outreach and forge partnerships with
countries and institutions of other regions; and
Successful adoption of a network-oriented, regional approach to knowledge sharing and capacity
building.
The Review found that the TDLC had achieved a great deal in a short time. The result is a potentially powerful
platform whereby:
Specifically, the TDLC had achieved rapid growth in business volumes based on innovative programs, with a
high utilization rate, partnership with 42 organizations, well established management and technical capacity,
institutional credibility and motivation within the region’s DLCs leading towards good prospects for the
growth and sustainability of the GDLN network.
Furthermore, TDLC played an instrumental role in the creation of the GDLN Asia Pacific Association and
developed methods, systems and tools for general use in the network. TDLC created a strong and favorable
reputation and recognition for the GDLN. It expanded the reputation of Japan as a valuable development
partner for Asian and African countries, as an outcome of the TDLC’s programs, which share high quality
knowledge from Japanese universities and government institutions with developing countries in areas where
Japan has expertise.
TDLC has become a “gateway” for international contact between Japanese and external institutions,
consistently supporting the strategic aims of both major stakeholders – the Bank and the Government of
Japan.
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In order to valorize these achievements in the knowledge exchange for development context, the following
objectives were set for the second half of the project lifecycle:
Strengthen ‘GDLN Asia Pacific’, a regional community of GDLN, so that a stable, sustainable ‘network’
business would grow;
Design and deliver value added services related to knowledge exchange, blended learning and
dialogues;
Build on interest within the World Bank by developing innovative services;
Secure more paying clients by responding to demand;
Launch new and innovative content initiatives that include bringing together partners from Japan
and the region; and
Adopt effective performance indicators addressing ‘communicating impacts’ as well as the operation
of facility and project management.
The report stated further that the initial objectives of the Project were still valid and achievable:
“By the conclusion of the TDLC project the EAP GDLN will be a dynamic, sustainable
network characterized by:
Services that are widely acknowledged as increasing development impact by integrating
knowledge sharing into the full range of development activities in the region;
Strong productive partnerships with local, regional and international organizations that
have the appropriate skills, capacity and institutional focus, resulting in a steady stream of
high value content;
DLCs recognized in their host countries as important national resources, with substantial
skills and capacity in the delivery of knowledge network services, providing a channel for
interaction with global sources of expertise; and
A well-established, sustainable, regional management structure with efficient processes
for content development, quality assurance, evaluation and management, recognized as a
leader in knowledge creation and sharing”
Towards Phase 2
From the summer of 2008 onwards and until July 2009 the World Bank and the Japanese government
discussed TDLC’s achievements and agreed to extend the project completion date to June 30, 2010.
During this time, TDLC has been acknowledged as a leader within GDLN Asia Pacific in the provision and
facilitation of knowledge sharing and learning activities reaching a broad range of audiences and
stakeholders. TDLC’s ability to effectively design and deliver relevant and high quality programs ( for example
Microfinance Training of Trainers (ToT), Nursing Education programs, A/H1N1 flu crisis event or disaster risk
management) is considered unique and has demonstrated the value of the investment in technology and
human resources during Phase 1 of the project.
Other achievements that are acknowledged included the high quality of the learning programs and sizable
outreach, the extensive partnership with public and private organizations in Japan and the region, easy
access to professional expertise in strategic subject groups, and closer collaboration with other units of the
World Bank group.
Importantly in terms of sustainability at program level, ‘full cost recovery’ remains very challenging, but
there is a continuous upwards trend in cost recovery.
At this stage the focus on the ‘public good model’ type programs continues to be considered the right
direction for the project to evolve while the effort in increasing cost recovery by fee-based programs is
considered adequate.
The initial long-term business plan for the period through JFY2014 that was developed by the World Bank
and submitted in July 2008 to the Japanese Ministry of Finance (MoF) was revised on the basis of the
comments received from the MoF, and it was concluded that ‘(external) Project funding’ would continue to
be required throughout Phase 2 of the Project. TDLC started to operate as much as possible towards the
redefined goals set out in the initial business plan for the remainder of Phase 1 of the TDLC Project (through
June 2010). In the meantime, the MoF continued discussion regarding the future of the TDLC Project, the
‘TDLC Project Phase 2’.
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Vision
TDLC’s present vision is to become:
“The pre-eminent platform for the exchange of ideas, know-how and expertise,
contributing strongly to sustainable development in the Asia and Pacific region and across
the world, especially in Africa, South Asia and Latin America, with the lessons of the Asian
experience;
… characterized by skilful integration of technology with innovative content design and the
expertise derived from strategic partnerships, including Japanese, International and
National organizations from within and beyond the Asian region;
Leading the way as a centre of excellence at the heart of a strong and dynamic GDLN Asia
Pacific and at the forefront of the GDLN activities worldwide.” 3
Consequently, its goals are now:
To facilitate a full range of dialog between OECD, middle-income and developing nations, including
north-south, south-south and south-north exchanges as the basis of peer-learning, knowledge
creation and knowledge exchange.
To achieve, thereby, substantial development impact in line with the overall goals of the World Bank,
the Government of Japan and other stakeholders.
3 Based on ‘TDLC Business Plan JFY2010-14’, July 2008
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OBJECTIVE
The assessment of the Tokyo Development Learning Center Project in March and April 2010 was aimed at
documenting the major achievements, outcomes and impact of the TDLC Project as it approaches the end of
the current phase, Phase 1, in order to ensure the accountability of the project to its stakeholders and to
provide a baseline for assessment of Phase 2. This assessment was not intended as a comprehensive
evaluation of all dimensions of the project over the past six years. Instead, the approach that was taken
focuses on key features and functions of TDLC in order to be able to answer a core set of questions 4 related
to the degree to which the TDLC Project has achieved its current goals, operated effectively and efficiently,
and the impact it has had to date and that which is it likely to have in the future. These core questions form
the basis for this assessment and are used in the assessment outcomes as a way to make sense of the
findings of the assessment.
METHODOLOGY
Instruments of the assessment
The assessment was carried out by two independent consultants, one international consultant Mr. Mathy
Vanbuel from Belgium and one Japanese local consultant, Mr. Kunitoshi Saito, each of whom were selected
on the basis of their expertise in the relevant domain.
The assessment methodology design was partially based on the Re.ViCa Project 5 methodology using Critical
Success Factors for assessing Virtual Campuses and large eLearning initiatives. The use of critical success
indicators 6 allows investigators discover the strengths and weaknesses of a service, explore the opportunities
it faces, and maximize its strengths. An evaluation of the success indicators contributes to the overall
assessment of the quality and to the perception of effectiveness of a service such as TDLC, in order to
provide a complete picture of the assessment. These indicators have been amalgamated with the key
questions put in the Terms of Reference (ToR) of the assessment. The following instruments were selected
and used in this assessment:
Desk research
This part of the work involved collecting and organizing all documentation describing the business
plan, the outcomes and the records of work carried out since the foundation of the TDLC, as well as
plans and strategic documents available within the TDLC. Furthermore, operational and financial
data and records of accomplishment on programs and services, including feedback from participants
in courses/activities were examined.
Furthermore, the assessment team collected and utilized relevant examples and data on other
organizations or endeavors within the domain of knowledge exchange for development such as The
Open University of Japan, United Nations University, Japan International Cooperation Agency (JICA)
and the African Virtual University, which are public or obtained purposely, to make comparison or as
reference.
The design and conduct of surveys
A number of electronic surveys were organized with relevant stakeholders and users in Japan, the
region, and beyond, to gather facts, elicit observations, or verify assumptions.
In total 492 individuals were invited to participate in an online survey that provided the independent
assessment team with quantitative information for their evaluation.
7 customized questionnaires were created that differed in the way the questions addressed the
nature of TDLC’s relationship with the specific organization or individual:
• Organizations with which TDLC is actively collaborating in knowledge exchange activities,
both from within Japan or from abroad (2 questionnaires),
• Organizations with which TDLC has communicated about possible partnerships both from
Japan and from abroad (2 questionnaires),
4 Annex 1: TDLC- TOR for Assessment.pdf
5 Reviewing Traces of European Virtual Campuses (http://www.virtualcampuses.eu) is a European Commission Project
that uses large-scale critical success factors with evidence from the benchmarking and quality arenas.
6 See Annex 2: Evaluation Matrix_11mvx.pdf
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• Development Learning Centers from the Asian Pacific Region as well as from the South Asia
Region and from Africa (2 questionnaires),
• Resource persons and tutors that are collaborating in the knowledge exchange programs (1
questionnaire).
In total, 28% of those invited to participate completed the surveys, which meant that 137 forms were
processed. There was a significant difference in response frequency between active partners (40%
response rate) and those organizations that have not been involved in any form of active partnership
(15% response rate).
Type of Respondent n Responses n Total Response Rate (%)
DLCs 12 18 67%
DLCs Asia Pacific Region 14 51 27%
Tutors 31 83 37%
National organisations 30 77 39%
Non-Japanese organisations 16 31 52%
TOTAL 103 260 40%
Table 1: Active partners and associates surveyed
Type of Respondent n Responses n Total Response Rate (%)
National organizations 29 201 14%
Non-Japanese organizations 5 31 16%
TOTAL 34 232 15%
Table 2: Non-active partners surveyed
Interviews with representative stakeholders and partners
Interviews were conducted with 45 representative stakeholders and partners, as well as with clients
and related institutions and organizations: amongst them the Ministry of Finance, the representative
of the WB Tokyo Office, the World bank Institute and the Global Development Learning Network,
Japanese and overseas knowledge exchange partners such as JICA, Asian Productivity Organization
(APO), Foundation for Advanced Studies on International Development (FASID), Asian Development
Bank Institute (ADBI), Association of African Distance Learning Centers (AADLC) etc., with project
officers within TDLC and within partner organizations, with tutors, teachers and resource persons.
Detailed studies of selected cases
A selection of knowledge exchange activities and events organised by or in collaboration with the
TDLC were studied in depth and case study reports were drawn up. These cases studies are used to
document and make concrete the information collected via other means.
All these sources of information and inputs were processed during an intensive 6-week period, which
concluded in the drafting of a final report. This final report synthesizes all data, observations, interpretations,
and views that are obtained through the afore-mentioned processes and completes the assessment.
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Assessment results
The results of this assessment are organised under three separate headings: Strategic Relevance, Operational
Performance and Impact, and Institutional Sustainability.
STRATEGIC RELEVANCE
Strategic goals of TDLC Project
At the end of 2003, 19 DLCs were established in a number of countries in the AP Region, but there was little
or no coordination between them and their potential as a network was unexploited. It was clear that there
was a need to consolidate this network to address challenges of growth, coordinate programs and
exchanges, and to ensure sustainability of the network. For that reason, the Government of Japan and the
World Bank founded the Tokyo Development Learning Center.
The initial mission of the TDLC Project, as agreed in 2003 by the World Bank and the Government of Japan,
was to assist the East Asia and Pacific region’s GDLN to become a sustainable, highly effective tool for
knowledge exchange in development, by working closely with DLCs to access Japanese and regional content
and to provide capacity building support to DLCs.
At this initial phase, the focus was mainly on:
Producing and distributing GDLN programs;
Building partnerships with institutions within Japan and the East Asia Pacific Region;
Developing and delivering courses in partnership;
Recovering costs by means of cost sharing arrangements;
Deploying the TDLC Center and maximising its utilization;
DLC capacity building.
As early as in 2006 TDLC had largely reached its initial objectives and goals: the TDLC had established its
flagship Development Learning Center in 2004 and immediately started to play its role as an active
contributor within the East Asia Pacific GDLN. By means of its state-of-the-art technical infrastructure TDLC
supported the knowledge sharing activities that were organised in collaboration with a growing number of
development partners from Japan as well as from overseas, providing access to Japanese knowledge and
expertise in development to Asia and internationally. TDLC actively marketed its services, securing an
increasing number of clients and partnerships within the knowledge exchange for development community
as well as in developing countries. Development and delivery of content in partnership with organizations
like ADBI, WB, Japan Bank for International Cooperation (JBIC), JICA, Association of Southeast Asian Nations
(ASEAN), FASID and APO had taken off and the number of programs and activities had been growing steadily.
Furthermore TDLC had started to play a key role within the EAP GDLN not only as one of the most active and
productive learning centers in producing and providing content but also as the key partner for all DLCs in the
AP Region with regard to development of basic skills in DLC management, business development,
preparation and delivery of (innovative) programs and providing opportunities to strengthen human resource
capacity. Furthermore, TDLC contributed from its foundation to the coordination of the EAP DLCs through the
activities of the regional association. In this way since 2004, TDLC provided a platform for Tokyo to play a
leadership role in the development of the EAP GDLN.
At the mid-term review, when it was clear that TDLC was well on track to achieve its mission, the following
revised goals were further emphasized:
Establish TDLC as an important part of EAP GDLN;
Provide access to Japanese knowledge and expertise in development, to Asia and internationally;
Provide a platform for Tokyo to play a leadership role in the development of the EAP GDLN.
In 2009 with a view towards continuation after Project Phase 1, the achievements of the TDLC over the last
years were discussed with the MoF:
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The strong position of TDLC as a leader within GDLN Asia Pacific based on its provision and
facilitation of knowledge sharing or learning opportunities that reach a broad range of audiences and
stakeholders, which traditional methods cannot reach as exemplified by the number of remote
nurses reached in the Mongolian Nurses program.
TDLC’s ability to construct and deliver high quality distance learning programs with a sizable
outreach, and thus good ‘value for money’ in knowledge exchange for development, the number of
participants in the Microfinance Training of Trainers and the APO Programs provide strong evidence
of this value.
High quality partnerships with many public and private organizations in Japan and the region like the
Foundation for Advanced Studies on International Development, the United Nations Capital
Development Fund, and also relevant groups within the World Bank. Thanks to these partnerships,
TDLC has good access to professional expertise in strategic subject groups and a good awareness of
the needs and requirements of the target learners and communities.
There was consensus that thanks to these achievements during Phase 1 TDLC Project has the potential to act
even more effectively as a ‘Knowledge Broker’ in the future and start exploiting the efforts invested up to
now in a more effective manner.
In terms of sustainability at program level, while the feasibility for ‘full cost recovery’ continued to remain
very challenging, a slow but continuous trend in upward cost recovery ratio is considered to be encouraging
for donors or potential sponsors.
In conclusion, the focus on ‘public good model’ type programs was acknowledged as being the right one
while at the same time maintaining the effort to increase cost recovery by fee-based programs or
sponsorships. At the same time, however, the implications and lessons learned from endeavors in JFY08
programs suggested that ‘(external) Project funding’ continued to be required throughout the Phase 2
Project.
Consequently, a new mission statement was formulated, for TDLC to become:
“The pre-eminent platform for the exchange of ideas, know-how and expertise, contributing strongly
to sustainable development across the world and especially in Africa, South Asia and Latin America,
with the lessons of the Asian experience;
Characterized by skilful integration of technology with innovative content design and the expertise
derived from strategic partnerships, including Japanese, International and National organizations
from within and beyond the Asian region;
Leading the way as a centre of excellence at the heart of a strong and dynamic GDLN Asia Pacific,
and at the forefront of the GDLN activities worldwide.”
This mission was in turn translated into the following strategic goals:
To facilitate the full range dialog between OECD, middle-income and developing nations, including
north-south, south-south and south-north exchanges as the basis of peer-learning, knowledge
creation and knowledge exchange.
To achieve, thereby, substantial development impact in line with the overall goals of the Bank, the
Government of Japan and other stakeholders.
The emphasis shifted towards the following main current pillars of activity, which now guide TDLC’s work:
Pillar 1. Program initiatives delivered on a public good model
TDLC will take the initiative to invest in identifying, developing, and delivering a number of program
initiatives, designed to exploit current strengths and strategic opportunities in the areas where the
international development community, including Japan, places a high priority. They will be typically
structured courses that are developed in collaboration with program partners including the World Bank or
other knowledge sharing services such as universities or training institutions. Examples of these are the
following programs that are described in the Case Studies: Microfinance Training of Trainers (MFTOT),
Capacity Building for Climate & Disaster Resilience (CDRI), Mother and Child Health Care Specialists in
Mongolia, and Rapid Design of e-learning Program.
Target beneficiaries for the programs on a public good model range from policy makers, practitioners, or
citizens in developing countries to stakeholders in developed nations or those who are concerned with
supporting economic or social development or poverty alleviation in developing countries.
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Financial resources are the project funding to TDLC as core funds (or seed funds). Fees/charges from
beneficiaries are collected in accordance with payment capacity. Sponsorships or membership fees from
public or private sectors are mobilized depending on the appeal of topics or community formation. In some
types of programs, program funding from donors can be expected as well.
Focal subject areas for programs on a public good model will be strategically determined in consideration to
the development impact achievable through distance learning methods, the advantage of expertise networks
available to TDLC, the priorities in international development community including the Bank, the policy
priorities in the Japanese Official Development Aid (ODA) operations, or the strengths as leading GDLN in the
Asia and Pacific region. The overall principle here is to prioritize programs where supply of contents and
demand for knowledge and experiences are most effectively and efficiently met by the coordination and
technical capacities of TDLC, allowing TDLC to move away from the retail model towards the brokerage or
wholesale model of knowledge exchange. This new strategy calls in part for a shift toward increasing delivery
through Regional partners and Centers of Excellence. Examples of how TDLC has been aligning its focal
subject areas to policy drivers and current developments can be found in the interest and take-up of the
Climate & Disaster Resilience Initiative for Asian Cities and the Financial Crisis seminar series as well as the
way in which courses like the Mongolian Nurses’ Program exploits Japan’s internationally recognized
knowledge and experience in the field of mother and child health care.
Geographic Focus continues to include the entire Asia and Pacific region, and beyond, including Africa. In
Phase 2, two sub-regions should be given increased attention. The ASEAN Secretariat (ASEC) has announced
its intention to become an active partner with GDLN, with plans to establish necessary facilities at ASEC to
participate in GDLN programs and to integrate use of GDLN into programs involving both member states and
ASEAN+3 partners. For several of the planned Phase 2 programs (e.g. disaster risk management), ASEC will be
expected to be a key partner, and delivery will be focused on ASEAN countries. TDLC has already been
making its mark beyond the Asia Pacific region as demonstrated by the interest expressed by the
Government of India in the Capacity Building for Climate & Disaster Resilience program.
The second sub-region for increased attention is the Pacific Islands, where TDLC will support network
expansion, as well as delivery of programs, which contribute to peace-building and capacity building for
fragile states. In addition, the Phase 2 program will place increased emphasis on programs that reach beyond
the Asia and Pacific region, particularly to Africa (including support for Tokyo International Conference on
African Development (TICAD) -related programs), as well as on support for South-South cooperation
activities along the lines of the successful communities of practice developing in the context of both the APO
and MFToT programs.
Pillar 2. Knowledge sharing platform as cutting-edge distance learning
In addition to the TDLC initiated programs, TDLC aims to continue to support clients and partners in the
development community with its own high quality and reliable knowledge sharing platform and related
services. TDLC has clearly shown itself to be a strong supplier of these services and in several programs has
created replicable and transferrable blended learning models such as the MFToT program, which has been
transferred to the World Bank Institute Beijing office, who have delivered the Chinese version of the course
in 2008 and 2009 to hundreds of participants. This effort will add to the effectiveness and efficiency in
extending knowledge sharing activities for those partners as well as to their sustainability by increasing cost
effectiveness. Forms of the activities can be varied, such as seminars, workshops, conferences, dialogues, or
training. Examples of these can be found in the Part Case Studies: FASID Task Force Seminars, APO Training
Courses, Issues in Asia and the International Labour Organization, Strengthening Disaster Risk Management
in East Asia and the Pacific (DRM), and An Inter-Regional Knowledge Sharing Series on Avian and Human
Influenza (AHI).
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Figure 1: A conceptual description of DLC services
A conceptual description 7 of these services is given in the figure above: at the centre are core pedagogy
related services, the Design and Planning Services. Surrounding this set of services are the so-called
Management Services, which relate far more to organization services of the type often provided by GDLN
affiliates. Surrounding these services are a set of ancillary services related to certain types of activities such
as Technical, Training, Logistical, Production and Marketing and Promotion Services respectively.
Furthermore, TDLC’s services can include mobilization of experts or additional partner organizations as well
as joint actions with clients for fund-raising.
Target clients or partners are public or private organizations, including civil society organizations, which are
looking for opportunities and facilities that allow them to extend knowledge sharing with developing
countries. Demand can be driven by TDLC and GDLN centers. Financial resources for TDLC’s support for such
knowledge sharing activities led by clients or partners are mainly fees/charges from those clients or specific
beneficiaries, whereas the project funding to TDLC contributes to cover some human resource and capital
costs to enable effective services and advisory functions provided by TDLC staff.
The distinction between Pillars 1 and 2 is based on the initiative, ownership and responsibility for the
program or activity. While in Pillar 1 the activity is at least co-owned by TDLC, in Pillar 2 the responsibility
remains with the partner or client, and TDLC’s role can be compared more to the role of a contractor.
In Pillar 1 activities, many, if not all, TDLC’s services are normally applied. However, in Pillar 2 activities only a
limited number of services are often employed. For example, in the APO Programs TDLC is only involved in
the provision of the VC network and facilities and in the coordination of DLCs. In the FASID Programs, TDLC
only provides access to the videoconferencing network and the studio at TDLC. For the Program Issues in Asia
and the International Labour Organization TDLC again made its videoconferencing studio available as well as
some promotional support.
It is obvious that such provision of limited services (videoconferencing only, or site coordination only) is only
of limited value for TDLC as a provider of knowledge for development as a public good, and that the
provision of these services can draw heavily on its limited resources, in such a way that it affects the first
Pillar activity. It is therefore recommended that careful monitoring takes place to assess the burden that this
second Pillar of activities has on TDLC resources.
Pillar 3. Technology services and regional network development
The success of the Project Phase 2 depends critically on the following factors:
Reliable, high-quality ICT platform and technical capacities to enable knowledge sharing services and
programs across countries including places with relatively poor infrastructure;
Pedagogical expertise and capacities in program design and management, supported by the most
modern multi-media tools, to provide a range of products and services; and
Adequate processes and management structures to coordinate ‘network business’ in the distance
learning community of GDLN, in particular GDLN Asia Pacific.
Each element should be continually evaluated against the state of the art and against the requirements of
TDLC’s program and stakeholders. Each element should also be further developed so that the TDLC project
retains its position as a center of excellence in support of knowledge exchange for development, especially to
7 Service Categories, Sub-Categories and Evaluation Criteria, GDLN 2008
14

support the GDLN-affiliated distance learning centers in East Asia and the Pacific but also for those further
afield to further improve their pedagogical and technical capacities.
During Phase 2 TDLC intends to continue acting as a Technical Regional Hub in the EAP Region, extending its
services to the South Asia GDLN and it aims at covering almost all VC-bridging demand in the region. Already
now, not much more than a year after the facility has been officially launched, According to a survey
conducted with a representative sample 8 of DLCs in AP and SAR Regions, DLCs in those Regions rely for a
large part of their multipoint videoconferencing services on the TDLC 9 . While this is a very encouraging
result, it does not match the targets initially set for this service, which was to cover at least 80% of all
videoconferencing transactions in the EAP (and SAR in the near future). Issues external to TDLC and to do
with management and coordination (GDLN Secretariat), operations (WBI) and regulation (Information
Solutions Group (ISG)) appear to be slowing down this development within TDLC.
In Phase 2 TDLC furthermore aims at substantially increasing the provision of multi-media and post
production services to GDLN centers in Asia/Pacific countries, including South Asia, by regional cooperation
with technicians in other parts of Asia.
Finally, TDLC will continue to support the development of GDLN Asia Pacific in respect of governance, staff
capacity and business processes as well as the implementation of regional programs (either in a leadership
role or through support to other GDLN AP affiliates) and the expansion of the network, especially in the
Pacific.
Alignment of strategic goals with the objectives of Japanese development
cooperation
From the present mission statement for Phase 2 and the related strategic objectives, it is clear that TDLC’s
goals remain closely aligned with the objectives of Japanese development cooperation, namely: to facilitate
full range dialog between OECD, middle-income and developing nations, including North-South, South-South
and South-North exchanges as the basis of peer-learning, knowledge creation and knowledge exchange and
to achieve, thereby, substantial development impact.
TDLC contributes in many ways to these objectives, but mainly by raising awareness and creating
opportunities for Japan’s development knowledge (within Japan and in the rest of the world), by actively
supporting regional development collaboration, by bringing innovation in respect to capacity building for
knowledge sharing for development, by creating strategic alliances with partners in Japan and the rest of
world and by providing high quality services for content design and delivery.
Interviews with the stakeholders of the TDLC Project confirmed the validity and strategic importance of these
goals and emphasized the following aspects of the TDLC Project in Phase 2:
Awareness raising for Japan’s knowledge for development (within Japan and in the world);
Creating opportunities for outreach of Japan’s knowledge and expertise for development (in
developing countries);
Dissemination of Japan’s knowledge for development;
Supporting regional collaboration for development;
Innovation in capacity building for knowledge sharing for development;
Creating strategic alliances with partners in Japan and the world for knowledge sharing for
development;
Utilization of the services;
Efficiency of the knowledge transfer;
Cost effectiveness.
Business model and strategic focus
The advantage and strengths of TDLC as leader within GDLN Asia Pacific (GDLN community, formed as
association, in the Asia and Pacific Region) are the provision and facilitation of knowledge sharing or learning
opportunities that reach a broad range of audiences and stakeholders, which traditional methods cannot
8 These are the results from 20 respondents from GDLN Affiliates in the AP and SA Region of a total group of 63 people
contacted. The result was confirmed during interviews with the GDLN Regional Coordinators.
9 TDLC_DLC_all_05mv-MCU_usage.xls
15

ever achieve. TDLC’s ability to effectively design and deliver distance learning programs - ranging from a
highly sophisticated ‘Trainers of Training (TOT)’ model on a global scale (as in the case of microfinance
training program), to highly targeted skills transfer (as in the case of nursing education programs), to ‘just-intime;
knowledge exchange (as in the case of a recent emergency meeting of ASEAN + 3 health officials on the
A/H1N1 flu crisis) to the continuous process of ‘Community of Practice’ type discussions (as in the case of
disaster risk management) - is unique and demonstrates the value of the investment that has been made in
technology and human resources during the Phase 1 project.
Constructing and delivering high quality learning programs, which is often sacrificed by a focus on ever larger
outreach (e.g. a pure (PC-based) e-learning can address big population but the drop-out ratio is very high), is
a particular strength of TDLC and GDLN. Coupled with its sizable outreach, the TDLC Project can offer
excellent ‘value for money’ in the business of knowledge sharing for development.
These achievements are built on the basis of trustworthy partnerships with many public and private
organizations in Japan and the region, easy access to professional expertise in strategic subject groups, and
ever closer collaboration with other units of the World Bank group, these latter fruitful partnerships have
been developed and exploited through continuous efforts in the ‘investment’ period for five years since the
establishment of the TDLC Project in 2004 (Phase 1). In this sense, the expected role of the TDLC Project as
being a ‘Knowledge Broker’ is a successful one. Such institutional ‘assets’ are to be further exploited and the
potential of such partnerships will be further harvested in the future. Not to use this asset would be a
substantial loss from both an economic and a social viewpoint.
In terms of sustainability at program level, while the feasibility for ‘full cost recovery’ (a notion to cover all
human resource and capital costs in TDLC by revenues 10 ) remains very challenging, a continuous trend in
upward cost recovery ratio is encouraging for donors or potential sponsors. Either as ‘Project funding (to
TDLC)’, ‘Program funding (to a specific program)’, or ‘Sponsorships (to TDLC or programs)’, the value for
money to support TDLC programs is increasing.
Hence, it can be stated that a focus on ‘public good model’ type programs is a right direction and the effort in
increasing cost recovery by fee-based programs or sponsorships is adequate and ensuring the healthy
operations of the TDLC Project. At the same time however, the implications and lessons learned from
endeavors in JFY08 programs suggest that ‘(external) Project funding’ continues to be required throughout
the Phase 2 Project.
The current business model 11 focuses on three pillars:
Pillar 1. Program initiatives delivered on a public good model;
Pillar 2. Knowledge sharing platform as cutting-edge distance learning; and
Pillar 3. Technology services and regional network development.
TDLC’s current business model continues to build on the afore-mentioned vision and strategy of TDLC
stakeholders, and is therefore considered appropriate, and well in line with what the development partner
community is expecting from TDLC. Equally important for the future of the TDLC and its partnership
community, is the fact that the underlying objective is now centered on developmental impact (as opposed
to financial self-sustainability) with a distinct focus on program initiatives based on the ‘public good’ model.
Cost recovery as a business model has become a secondary priority. This important shift is justified when
taking into account TDLC’s experience during Phase 1, which has shown the following two facts: the
leveraging effect of TDLC’s approach and the difficulty for a project like TDLC to achieve development impact
while at the same time generating sufficient revenue for achieving complete financial sustainability.
10 TDLC defines ‘net revenue’ as the amount remaining following the deduction of primary costs for operations, such as
fees/charges payable to other DLCs, communication costs (e.g. ISDN), fees payable to ISG (bridging services), and other
vendors costs (e.g. simultaneous translation) from ‘gross revenues’. In other words, ‘net revenues’ is a notion of ‘profits’
before deducting internal human resource costs and any capital costs, which is a similar notion of ‘margins’ in corporate
accounting. (TDLC Net Revenues in JFY07-08.doc)
11 Draft: Tokyo Development Learning Center (TDLC), Phase 2 Proposal (JFY 2010 – 2014), Version 3.4, July 2009
16

TDLC’s approach has demonstrated itself to have a strong leveraging effect on its program partners. By
demonstrating the value of its quality learning programs, it convinces partners to contribute to programs that
are of the ‘Public Good’.
Since 2007 over half of the costs for programs such as the MicroFinance Training of Trainers program, the Oil
Price Volatility seminar, the SME course, the Sustainable Tourism programs, the Nurse Education programs
were contributed financially ially or in kind by partners.
When taking into account the contribution of the participants (fees) or other funds generated by the
program by e.g. sponsors other than the program partners, the net cost for TDLC is put in even better
perspective: in fact 18 % (11 % collected by TDLC, 7 % by partners) of the total budget for these programs is
effectively met by fees or other funds. As a result, the contribution from TDLC to the program cost (or net
TDLC cost) is just 30 %.
7%
52%
30%
11%
Net TDLC cost
Net Program Partners Cost
Fees collected or funds mobilized by partners
Fees collected or funds mobilized by TDLC
Table 3: Cost Contribution and Fee Collection
It has proven to be difficult for TDLC to achieve development impact while at the same time generating
sufficient revenue for achieving complete financial sustainability, as it has been for any other initiative to
achieve both these goals. Moreover, unrealistic expectations related to financial sustainability could well lead
TDLC away from its primary mission (knowledge exchange specifically for the development community) by
focusing too much on purely commercial activities. Therefore, it was important that the business model
shifted towards program initiatives delivered on a Public Good model, while not neglecting opportunities to
increase revenue generation.
It remains unclear whether the prospect in the new business plan with regard to the revenue generation
targets is realistic and here several questions emerge. Up to now, there has been no evidence that the type
of activities planned in the current business plan have contributed in the past to the planned level of revenue
generation 12 . The APO Program for example provides TDLC with its largest source of income from activities;
however, it is still heavily subsidized by TDLC despite a proportional increase in the recovery of expenditure
(from 0.49% of revenue from APO against total expenditure of TDLC in 2006 to 1.76% in 2009). The revenue
generated by APO represented in fact about 26% of the total TDLC revenue in FY07, 34% in FY08 and 60% in
FY09. With practically all other programs, the cost return ratio is even more disproportionate.
Because of this imbalance, already in the last two years of Phase 1 TDLC started to focus more on ‘program
funding’ where program partners or sponsors are contributing financially at the program level. For example
in the MFTOT Program, the Asian Development Bank Institute (ADBI) and the African Development Bank
(AfDB) provided a total of 224,935 USD in funding for implementing the 4 th , 5 th and 6 th course, and for
localizing resource material. This evolution is set to continue in Phase 2.
The assumption in the draft business plan that 2.2m USD out of a total budget of 17.7m USD over the next
five years can be generated as revenue therefore seems overambitious unless substantial, new sponsorships
for major programs are to be put in place. This aspect of the business plan requires a proactive and outward
directed fund-raising strategy.
There is a danger that this shift in strategy threatens TDLC’s ability to continue to deliver development
impact, particularly in the context of the expected transition constraints of moving from Phase 1 to Phase 2
because of reduced staffing and the changes foreseen in relation to the new or changing skills and capacity
12 Over the last 4 fiscal years (2006 – 2009) TDLC collected on average an annual revenue of 107,000 USD
(TDLC_revenue_data_01ks.xls).
17

profiles expected of TDLC staff. Delivery of programs in collaboration with other GDLN Centers or external
partners (for example, the e-learning
management of the MFTOT6 course is being contracted out to Sri Lanka
DLC to substantially reduce the workload of TDLC staff members) will also contribute to the achievement of
ambitions.
There is also a challenge in respect to TDLC’s present type of services and programs which are still for a large
part based on videoconferencing, but which may no longer have the same appeal in an environment where
self paced learning and e-learning is becoming the dominant model. During our survey 26 DLC managers
from the Asia Pacific, South Asia and African Regions indicated their interest in adopting other technologies
beside or in combination with videoconferencing.
Table 4: Distance Learning Technologies
TDLC faces further challenges given both its roles as a provider of services and as a knowledge exchange
institution in a rapidly changing technological landscape increasingly facing competition on the provision of
such services. This is particularly the case given the fact that TDLC is not of itself a knowledge institution but
rather it needs to collaborate with other institutions and organizations ations such as universities, training and
capacity building providers. However, the growing number of partners (almost doubling from 42 in December
2006 to 78 partners 13 in March 2010) as well as the increasing number of program partners that contribute
to the cost for development and deployment of programs is in this respect promising for Phase 2.
TDLC has demonstrated its awareness of the potential limitations of using GDLN as its exclusive network
because of the limitations on that network and the limited penetration of GDLN within the member
countries. Therefore, TDLC and GDLN AP have already begun to look proactively for opportunities to act as a
gateway with networks like INHERENT (Indonesia), LEARN (Sri Lanka) and PERN (Pakistan) that are well
developed and offer opportunities to enter deeper into target constituencies, while they are also naturally
linked to knowledge exchange institutions such as universities. There is an important potential advantage
offered by TDLC through its ties to these emerging networks in its provision of a ‘One Stop Shop’ type of
service: from inception of the event, including
design and organization, to deployment, network
coordination and support. This does however imply a heavy cost in terms of staff workload and use of
resources within TDLC, as we have seen from Phase 1, as well as cost implications.
Furthermore TDLC intends to place less emphasis on pure videoconferencing services and to start to function
even more as a value added service provider, that supports partner organizations ations with additional services
such as design of content, media services, learner support, building of communities of practice, coordination
and monitoring and assessment as a supplement to its traditional videoconferencing services.
13 See Annex 3: TDLC Partnership (054_PartnershipList_01mv.docx
054_PartnershipList_01mv.docx)
18

Also in Phase 2 TDLC aims at substantially increasing provision of multi-media media services and post production
services to GDLN centers in Asia/Pacific countries, including South Asia. These operations will be realized
through regional cooperation by appointing technicians in other part of Asia. Cost recovery by the revenues
generated from these operations will substantially increase.
The transition from Phase 1 to Phase 2 will consume valuable time and energy to adapt working procedures
within TDLC to match the skills sets and capacity required for this new approach, while the existing partners
will still be requesting the quality of service that was provided until the end of Phase 1. This may become an
important challenge for TDLC staff that will necessarily be reduced in size during the transition.
With regard to the main sectors of interest, the following were identified in the assessment as key domains
of expertise where TDLC could be an important platform for knowledge exchange:
Environment and Disaster Risk Management (including climate change);
Healthcare and Labor;
Education and Science/Technology;
Private Sector, Finance, and Public Private Partnerships; and
Agriculture and Food Security were also mentioned by the stakeholders.
The relevance of these was broadly confirmed both in an interview with the Ministry of Finance and in our
survey of the TDLC partnership community 14 , see the Table below:
100
90
80
70
60
50
40
30
20
10
0
Africa Region
South Asia Region
Asia Pacific Region
Table 5: Main Sectors of Interest
OPERATIONAL PERFORMANCE
Current objectives
Current operational objectives for TDLC are organised according to the 3 pillars of the Phase 2 Proposal 15 :
14 The survey was held with 69 representatives of GDLN Affiliates in the Asia Pacific, South Asia and African Regions. 26
Responses have been received. The results and emerging trends were discussed during interviews with the GDLN
Regional Coordinators.
19

Initiatives delivered on a Public Good Model;
Development and delivery of knowledge sharing platform as cutting-edge distance learning; and
Services and technology leadership and network development.
For each set of objectives, there is a clearly described set of actions and outputs highlighting the vision and
planned development of TDLC. These objectives include targets that can, to a certain extent, be measured
qualitatively. At the same time, TDLC is making an effort to address the comments made during the Mid-
Term Review to adopt effective Performance Indicators to improve not only project management and the
operation of the facility and resources, but also the communication of impact.
The Phase 2 Proposal describes in detail the different components of TDLC’s project to achieve the
objectives:
Programs and Partnerships
Program Development
Structured Programs
Other Knowledge Sharing Programs
Partnerships
Communications, Marketing, and Sponsorships
Technology Services
Regional Network Development
Human Resource and Management
Initial indicators provided in the Phase 2 Proposal are largely elaborated on a Project level and may require
some additional work in order to become operational and useful. While some programs have already started
recording results in a structured manner, TDLC is aware of the need for and working on the elaboration of
indicators on the program level and the implementation of an internal monitoring and evaluation system.
During this assessment period some effort has already been put into the further elaboration of an initial draft
Monitoring and Evaluation Framework. It has also become clear that deployment of a useful Monitoring and
Evaluation Framework should ideally be done in combination with a comprehensive Information
Management System that allows for detailed recording of all elements and analysis of outcomes and results.
The Xytech Systems workflow and media asset management software that is being deployed at present in
TDLC is not only a system that will support the scheduling and operation of the technical facilities but that
also allows for comprehensive workflow management, inclusive the capturing of inputs (identification,
objectives, resources etc.) as well as outputs (invoicing, results, impact etc.) for each event or program. The
system may require further customization to allow for this.
Programs
Program identification and development in Phase 2 takes into account TDLC’s specific strength in addressing
specific subjects that can addressed most appropriately given its resources and capacity (e.g. networking
with other DLCs and their partners; capacities to develop multi-media products; WB branding and its
knowledge and expertise). The Phase 2 Plan also calls on the Word Bank Institute (WBI) to make its learning
content and materials available to TDLC and its partners to be integrated with their own programs. In the
context of this strategic direction, TDLC and WBI expect to substantially increase collaboration in program
identification and development. For such collaboration to be effective, it needs to take into account the
challenges that exist in materializing collaboration models between TDLC and WBI. This includes how best to
match business incentives that may not be the same in WBI and TDLC bearing in mind the new managerial
direction of WBI which is to emphasize ‘wholesale’ functions rather than ‘retail’ ones. Although this
wholesale function has been announced by WBI as a leading notion, its impact on TDLC’s strategy is not yet
fully clear. TDLC focuses more than ever on developmental impact particularly by exploiting the methodology
of distance learning and by drawing appropriate expertise from partners and expert networks.
Programs delivered on the Public Good model include a series of flagship programs such as the MFTOT and
the Climate and Disaster Resilience Initiative (CDRI) programs, developing into a regular calendar of
structured programs. Phase 2 will see a scaling up of the development and delivery of high-quality programs
15 See Draft: Tokyo Development Learning Center (TDLC), Phase 2 Proposal (Jfy 2010 – 2014), Version 3.4, July 2009
20

initiated by TDLC: about 12 structured courses will be developed and started, including those courses that
were already developed or deployed in Phase 1.
Other than structured programs developed and delivered under the leadership of TDLC, the following
business lines are also part of the TDLC Phase 2 Project: proposals to use TDLC led by clients such as Asian
Productivity Organization, Building Research Institute, or FASID, contributing significantly to capacity building
or knowledge sharing in subject areas related to development. Such partnerships may result in the future in
expanding the networks of experts or the production of programs in which TDLC can take a more active role.
Furthermore, collaboration with WB Tokyo Office in outreach activities for Japan (public seminars,
workshops, publication release, or updates on development issues, some in collaboration with the Public
Information Center) will be further strengthened. Finally periodical or ad-hoc seminars in collaboration with
WB units or external partners for Japan and the region by videoconference on economic issues (for example
‘Half yearly economic updates‘ by the WB EAP PREM team, ‘Doing Business’ of International Finance
Corporation (IFC) and WBI PSD team or ‘Oil Price Volatility’ seminars of WBI) will continue to be instrumental
for the development and business community in Japan and the region. TDLC services include a strong
portfolio of courses, training and peer-learning opportunities in response to demand and a substantial
expansion of fee-earning services to key clients such as the World Bank, APO and others, especially Japanese
agencies.
Partnerships
Partnership development in Phase 1 has been very active and successful buy-in to TDLC and GDLN was
achieved from a wide range of different organization types, including regional organizations, donor agencies,
local governments, universities, training or research institutions, NGOs, and foundations. The number of
partners has almost doubled since the mid-term review from 42 in December 2006 to 78 in March 2010. In
Phase 2, TDLC will particularly focus on value creation on programs, expansion of outreach, maximization of
impact through existing and new partnerships, and attracting funding at program level.
The ‘Corporate Social Responsibility (CSR) and Development’ course was developed based on core content
developed by WBI, complemented by TDLC with private company case studies from Japan and other
countries in Asia. TDLC will prioritize partnerships with organizations that have strong marketing power and
outreach effects in Japan and the region. Partnerships with formal organizations or authorities are key to
strengthening institutional arrangements for learners, for example, the Nurse Education program was
successful in attracting large numbers of participants thanks to the partnerships with formal nurse
associations in Mongolia. In the case of MFTOT, partnerships with United Nations Capital Development Fund
(UNCDF) and ADBI provided academic credibility to the program.
The collaboration with JICA remains open for improvement. In Autumn 2004 the World Bank (EAP) and JICA,
TDLC and JICA-NET agreed to collaborate by development of mutual use of networks, contents and programs,
and by creating joint contents/programs. Although the level of understanding between TDLC and JICA is
excellent and there have been examples of successful collaboration in the past (mainly mutual use of
networks or sites, transmission of some JICA-NET distance learning seminars to GDLN centers in Asia, Africa,
and Latin America) there is still room for improvement mainly in relation to collaboration on the side of
program contents. There are differences between TDLC and JICA with regard to the content of programs and
the type of target audiences as well as with regard to the business model, which challenges effective
collaboration. In Phase 2, JICA plans to intensify the communication with TDLC with regard to exchanges and
to review opportunities that exist for more intense collaboration. It is worth pointing out that TDLC has
always actively pursued cooperation with JICA in as many ways as possible and so fully welcomes this
renewed interest on the part of JICA.
Communications, Marketing, and Sponsorships
In order to achieve the ambitious goals of the Phase 2 Project Proposal, TDLC will adopt a more effective
marketing, communications and sponsorship strategy. The attractive and well informed TDLC website
(www.jointokyo.org) certainly plays an important role in the dissemination of information about TDLC to the
public and to its stakeholders in Japan, Asia and beyond. The web statistics show a large and slowly, but
continuously, growing interest.
21

90,000
6.00
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
-
5.00
4.00
3.00
2.00
1.00
-
Visits
Pageviews
Pageviews/Visit
Poly. (Visits)
Poly. (Pageviews)
Poly. (Pageviews/Visit)
Table 6: Web statistics jointokyo.org 2009 – 2010
The addition of web video (streaming of videoconferencing sessions with public relevance) and the
integration of the GDLN AP website certainly have enhanced the TDLC website.
Figure 2: Streaming Video ASEAN Post Summit Briefing 2010
However, TDLC should also continue looking into what marketing and communications activities have been
most successful in the past: is it realistic to assume that partners, clients and users will be addressed
effectively by the website only? The website visits should be analyzed in depth in order to get a better
picture of who the visitors are, what they do when they visit and what they expect from the website. Other
instruments besides the website that should also be deployed to push information towards the constituency,
include, for example, a re-launch of the e-newsletter (the present issue on the site dates from May 2008) in
email format. Are specific measures also required to address more effectively private companies in order to
encourage them to support TDLC activities as a funding partner, a program partner or a provider of content?
Technology Leadership and Network Development
The state-of-the art facility built in TDLC in 2004 has been serving the clients and partners of TDLC intensively
over the six years of Phase 1 building a world class reputation in its own domain. Its track record is
impressive, with on average almost 25 learning events per month and a utilization rate of over 60%.
22

50
45
40
35
30
25
20
15
10
5
-
160%
140%
120%
100%
80%
60%
40%
20%
0%
Number of VConf Events
Jun-04
Nov-04
Apr-05
Sep-05
Feb-06
Jul-06
Dec-06
May-07
Oct-07
Mar-08
Aug-08
Jan-09
Jun-09
Nov-09
Utilization Rate %
Table 7: Utilization Rate and Number of Events
However, although the number of events and utilization rate give some indication of TDLC’s effectiveness in
providing knowledge exchange services, these parametres are no longer the sole or major indicator of
technology leadership and network development. Moreover, it is worth noting in the last two years, that
while there has been a shift towards TDLC initiating own programs, the level of activity has continued to
increase.
It is increasingly evident that the TDLC must, in addition to maintaining its excellent ICT facility for
videoconference-based distance learning, adopt other and innovative ICT tools (multilingual services 16 ,
mobile learning, podcasting, knowledge management systems etc.) and further explore the use of networks,
in order to meet existing and new client demand as well as to expand its service offer, its reach into the
development community and consequently its development impact. The connection to SINET (Science and
Information Network in Japan) in that respect is important as it allows for easier access to the global
academic and research networks and to provide a gateway into local DLCs. TDLC has already demonstrated
its expertise in dealing with academic research networks by its offer of ICT support to connect GDLN
Indonesia and GDLN AP to INHERENT, the Indonesian domestic ICT network of the Indonesian Ministry of
Higher Education.
TDLC ‘s growing autonomous role as a regional technical hub for the Asia Pacific region will involve the
implementation of the Xytech workflow management system as an integrated regional Information
Management System for event booking, scheduling and billing in GDLN AP (and possibly also elsewhere in
the GDLN network, where TDLC’s evaluation of the system is followed with interest). To overcome the
slimitations of its own technical capacity and to exploit to the maximum the expertise built up elsewhere in
the GDLN AP network, TDLC will be outsourcing and/or contracting services for implementation, operation
and maintenance of existing and new technologies. TDLC will ensure that training is provided to technical
and operational staff with local contractors or to other DLCs in the region.
TDLC’s operation of its multipoint control unit (MCU) facility, formally launched in March 2009, is already
considered to be of world class quality in the GDLN AP as well as in the Global GDLN network, even though
its exploitation has not yet reached the target utilization rate. Based on technical capacity and human
recourses, this MCU facility was set up to provide 80% of all GDLN conferences in the EAP region, a target to
be achieved progressively towards the end of the first year of operation. After almost one year of operation
and based on available data from ISG, TDLC was connecting on average 19 conferences per month, which is
around 30 % of connectivity for all conferences happening in the region. TDLC has taken actions to help
achieve this goal and at the same time to further improve the service. This includes the putting in place of a
16 Francophone African countries are especially interested in receiving bilingual programs from TDLC.
23

local maintenance support contract for rapid intervention on the MCU side, the adoption of flexible
operational hours and the installation of a Management Information System to schedule and coordinate
bookings. In addition, in order to achieve the target, more work on coordination procedures with the
Network Operations Center in WB Headquarters seems to be required.
TDLC’s facility now also allows for archiving and repurposing of, in the first place, the video-based courses
and to make these available for re-use. Other possible innovations that are under consideration are live web
casting, pod casting and other multimedia applications. Although these technologies are promising, TDLC
needs to bear in mind the fact that technology needs to be driven by a pedagogical framework in the first
place. Internet technology developments such as community services or Web 2.0 are becoming increasingly
important in adult and professional training. TDLC should allocate the necessary resources to research
suitable directions for development in Phase 2 in order to invest wisely in technology and capacity. The
blended learning methodologies adopted by TDLC have been at the core of TDLC’s effort to achieve maximal
outreach for its knowledge exchange programs while new services such as the use of a Learning
Management System (Moodle) are being integrated for example in the MFTOT Program where it allowed
1,100 participants from 30 countries around the world to register and complete the course.
Satisfaction with technical (hub) services provided by TDLC
Making use of multimedia and postproduction services from TDLC
GDLN Partners (n=23, range=8)
84.3% (SD=1.47)
69.5% (SD=1.75)
Table 8: Technology Services Provided by TDLC
Technology Leadership and Network Development includes the further development of, and ongoing
support to, a stable, high-quality and highly appreciated technology infrastructure in the region including the
hub services, which are considered to be of an extremely high quality not only in our surveys but by all
respondents during interviews. Web-based, post-production and multi-media services for program support
are less well known within the GDLN network and require further promotion and development on the part of
TDLC. Early experiences with for example Moodle in the Rapid Design of e-learning Programs while very
promising also highlight the requirement for a new approach and new skills within the program team: for
example for tutoring and for learner support. While TDLC has built excellent expertise in the development,
design, delivery and support of blended courses on the basis of a videoconference component, there is a
need to learn how to implement successfully new learning technologies such as Virtual Learning
Environments or mobile and Web 2.0 based learning.
Since the GDLN Asia Pacific (GDLN AP) Association became active in 2008 it has managed to increasingly and
successfully coordinate programs and services in the region. For example TDLC worked together with the
World Bank EAP Vice Presidency, GDLN AP, and the Association of South East Nations (ASEAN) on the
implementation of “Catalysts of Change: An Open Dialogue with the Legendary Leaders of Asia”. TDLC also
has continued to support DLC capacity building through provision of training on business plan creation and
blended learning, which resulted in an increase of regional programs led by smaller DLCs. Given the limited
resources in Phase 2, this activity may logically be less important in the future also because the network has
established itself as self-seeding and it will require less effort to maintain it rather than to grow it, which was
the objective during Phase 1. To a large extent, maintenance will happen through frequent network and
program activities, and somewhat less through targeted capacity development.
Cost‐effectiveness in provision of knowledge sharing activities and training on development
Cost effectiveness is a priority in TDLC in much the same way as it is elsewhere, particularly in relation to
development, where resources are generally scarce and needs are high. However, the limited analytical
system within TDLC to record and analyze all costs related to knowledge exchange activities including human
resources make it impossible to accurately measure the entire cost-effectiveness and has led to a
recommendation that just such a comprehensive system be put in place. However, it is clear that TDLC has
put considerable effort into increasing cost effectiveness, which is borne out by the feedback received by the
TDLC knowledge exchange partners as shown in Table 9.
24

Importance of cost effectiveness in collaboration with TDLC
Cost effectiveness of collaboration with TDLC
Partners (n=44, range=8)
84.7% (SD=1.44)
84.0% (SD=1.45)
Table9: Cost Effectiveness as Perceived by TDLC Partners
An example of how TDLC has adopted a cost-effective approach by ensuring the effective utilization of
distance learning mode, repeatability and scalability can be found in specific courses like the Microfinance
Training of Trainers (MFTOT) or the Mother and Child Health Care Specialists in Mongolia. This has led to a
decrease of the cost per learner. Further optimizing the balance between different modes of delivery has also
helped cost-effectiveness as shown by the way in which the MFTOT program combines different
methodologies as described earlier 17 .
600
500
400
No. of applicants
No. of effective participants
No. of accredited trainers
No. of countries covered
300
200
100
0
1 2 3 4 5 6
Table 10: MFTOT Growth Rate
TDLC has also contributed to increasing cost effectiveness in its partnerships by providing services that are
economical, for example, APO has been able to reduce its training cost per participant to 1/10 by using a
distance learning approach. Indeed, as a result of this APO has dramatically changed its business model in
that 40% of their training courses are now distance learning programs.
17 Miron, Gary, Impact Evaluation of the MicroFinance Training of Trainers Course, World Bank, 2008
25

IMPACT AND INSTITUTIONAL SUSTAINABILITY
TDLC has had an immense impact on the activities of the GDLN network, not only in the Asia Pacific Region
but also in South Asia and Africa, according to a survey held with DLC managers (n=26) in these regions:
South
Asia and
Asia
Pacific
Access to Japanese knowledge and expertise for development 83% 93%
Supports and increase of South-South knowledge exchanges 88%
Africa
Supports business development for the DLC 83% 76%)
Supports development of an appropriate business model for the DLC 72%
Contribution to a higher degree of cost recovery 83% 66%
Support to marketing DLC services 76% 83%
Increase productivity in the DLC 80% 70%
Increase the sustainability level of the DLC (SA 80%, Africa 56%) 80% 56%
TDLC’s capacity building, support and hub service has had a positive impact on the
knowledge exchange activities (SA 83%, Africa 83%)
TDLC introduces innovative technologies and methodologies in GDLN. (SA 83%,
Africa 70%)
TDLC has a positive impact on collaboration within the Global GDLN network. (SA
86%, Africa 90%)
TDLC has a positive impact on your collaboration with the World Bank. (SA 80%,
Africa 73%)
TDLC has the pedagogical expertise and the capacity in program design and
management, to support your DLC in the development and implementation of
knowledge sharing activities. (SA 90%, Africa 80%)
Table 11: Survey Responses DLC Managers
83%
83% 70%
86% 90%
80% 73%
90% 80%
Although it is difficult to calculate the exact economic value TDLC programs and services have generated as
‘public good’ programs, it is clear that many of the programs and events have had a specific impact on
individual citizens and the society at large.
The program for Mother and Child Health Care Specialists in Mongolia became possible because the distance
learning design introduced by TDLC allowed Kitasato University to upscale this face-to-face training program
at a manageable cost to reach out to a very large part of the target population in places that were difficult to
reach otherwise. A face-to-face learning program of a comparable scale and scope would have been
prohibitively expensive and heavily demanding on human resources.
The report Impact Evaluation of the MicroFinance Training of Trainers Course (Gary Miron, World Bank
2008) gives an excellent overview of the impact and outreach of this program and documents a large number
of short-, medium- and long-term outcomes that have had an impact on the participants and their
communities. Such impacts have included the decree to which knowledge has been acquired and attitudes
changed due to the MFTOT Course and the extent to which a network has been facilitated.
The focus group approach in Mother and Child Health Care Specialists in Mongolia provides another good
example for monitoring impact and shows the significant level of impact this program has had which includes
practical indications of impact like the localization of lecture materials, posters and educational materials
which were developed and which were then used for individual consultations. Other examples of impact
indicated as a direct result of this program by participants and stakeholders include:
26

A new facility for coaching mothers was established at the Maternal and Child Health Research
Center in December 2009 and to date already 200 mothers have received initial health care training
on pregnancy, delivery, and child rearing.
Mental care for mothers was included as a new topic in the basic education curriculum in
universities.
The “Tokochan belt” (a pelvic belt), mentioned in Ms. Kamisawa’s lecture, is now in use in
universities and hospitals.
Care on how to facilitate lactation was started.
Instructions on exercises to correct fetal presentation (breech positions) have been started.
The nurses and midwives who were not motivated to take training, have now become aware of the
need to update knowledge and they are now also more proactively contributing to the improvement
of health care in hospitals.
Course participants said that mothers started thanking the staff, which was unseen before the
course.
Not only do successful programs such as MFTOT reach a growing number of countries, programs also are
increasingly ngly reaching those that are often left out of the learning and training because of their remoteness:
the Mother and Child Health Care Specialists in Mongolia program was conducted three times and trained in
total 2,243 participants, which is equivalent to 28% of the total target population of nurses in Mongolia 18 .
Not only did the program reach those in the major cities but also those that are living further away: nurses
travel on average more than 4 hours to reach the location where the course is organised.
120
100
80
60
40
20
0
8
hours
Table 6: Travel Time for Participants in the Mother and Child Health Care Program
Services of the quality and comprehensiveness comparable to those offered by TDLC are not provided by the
private sector. TDLC’s capacity to identify suitable DLCs and initiate contacts as well as to negotiate services
and coordinate the invoicing is a unique and highly appreciated service. Moreover, support services for
education and training like these are impossible to find on the private market or are prohibitively expensive,
especially in the domain of knowledge exchange for development.
Cost item
Room Rental (normal business hours):
Scheduling fee (per site)
Communication costs (384 Kbps per site)
MCU rental (384 Kbps per site)
>250 USD/hr
50 USD/site
120 USD/hr
110 USD/hr
Table 13: Pricing Commercial Videoconferencing Services
18 Total target population of nurses in Mongolia is approximately 8,000. Note that some participants attended more
than 1 session.
27

Free or nearly free or public services offered by organisations like United Nations University (UNU), African
Virtual University (AVU), Open University in Japan (OUJ) do operate in the same context as TDLC, but they are
not comparable in terms of either scope, technology, target audience or service provision.
The relationship with the World Bank gives TDLC valuable branding as well as a label of neutrality, global
reach, multilateral partnership and quality, and has actively contributed to the promotion of TDLC’s role as a
global purveyor of knowledge. TDLC has made an effort to utilize resources from the World Bank in terms of
capacity development, networks and content (for example with regard to Water and CSR programs) but still
there are opportunities to improve this collaboration. TDLC can tap further into the expertise built up by the
WB and GDLN in the area of knowledge exchange for development and exploit the potential of the WB as a
broker or carrier network, increasingly facilitating South-South knowledge exchanges.
TDLC is largely recognized to have been successful in the dissemination of Japanese knowledge and
experiences for development purposes: the leveraging effect of TDLC’s contribution and support to programs
such as Asian Productivity Organization (APO) and the Climate and Disaster Resilience Initiative (CDRI) for
Asian Cities has allowed these programs to scale up or to expand by attracting additional funding or by
allowing the expansion of the target audiences.
CONCLUSIONS
This assessment clearly demonstrated the achievements of the TDLC during Phase 1. A world class
Development Learning Center was established, with an impact not only on regional knowledge exchange
activities but also well beyond. This impact is achieved by ongoing production and delivery of high quality
and effective knowledge exchange activities and events for development, by providing support to the
associated partners and DLCs, which claim that over half of their activities are provided, coordinated or
supported by TDLC. This has not only contributed to the reputation of TDLC but also importantly to the
reputation of the GDLN AP as well as the GDLN Global. The important shift in the business model from cost
recovery towards development impact as the main priority gives the TDLC a clear mandate to continue to
develop in this direction. TDLC ensures an important and effective presence of the Japanese development
community on a global scale and demonstrates growing impact, influence and interaction in a number of
countries, regions and organizations.
It can be concluded that TDLC has achieved the objectives set at the beginning of Phase 1 and has
successfully adapted its products, services, and operations according to an evolving set of objectives. There
remains however room for improvement with regard to the reporting, documentation, monitoring and
assessment 19 of its activities. Improving these elements of the operation will not only contribute to an even
higher quality of service provision but also (and more importantly) to greater awareness, acceptance and
acclaim for the services delivered and the impact generated.
19 Initial draft for a monitoring and assessment framework see Annex 4: Working table for evaluation
framework_05mv1.docx
28

Part II: Case Studies
INTRODUCTION
Objective of a case study
An analysis and evaluation on a number of selected TDLC programs has been done in order to describe in
their entirety the whole process of program development and implementation. These case studies will serve
to identify evidence of achievements and impacts, as well as the lessons learned in each program.
Selection of programs
TDLC’s programs have been categorized into 2 broad types, namely (Category-A) programs organized by
TDLC, and (Category-B) programs organized by GDLN-DLC. Programs organized by TDLC are further
categorized into 2 different types, (Category-A-1) TDLC ownership programs: programs where TDLC has taken
the initiative and ownership and spent TDLC’s fund, and (Category-A-2) partner’s content delivery programs:
programs initiated, developed and delivered by TDLC’s partners and generate revenue by providing
videoconferencing services.
The following table gives a detailed description of this categorization framework.
A
TDLC
organizing
programs
Program is organized by TDLC
and delivered to GDLN-DLCs
• Program is developed on the initiative of TDLC with
partners.
• TDLC uses its own fund and resources to support the
program.
• TDLC (and partners) has program ownership and is
responsible for the evaluation
• Program was developed by the partners without
TDLC’s involvement.
• Partner has program ownership and is responsible for
the evaluation
• Partner pays to TDLC for its services
B
GDLN-DLC organizing programs
• Program is organized by GDLN-DLC and TDLC
participates as one of the DLCs
The ratio of number of programs in each category is approximately 90% for Category-A and 10% for
Category-B. Taking this ratio into account, for the purposes of our evaluation, 5 programs from Category-A-1,
and 5 programs from Category-A-2 and 1 program from Category-B has been selected. In order to ensure the
selected programs were also truly representative of TDLC activities, the selection was carefully done in such a
way so as to cover various course structures such as videoconferencing type and blended learning type, and
various organizations of partnership. This means that studying a relatively limited number of cases will still
provide us with a broad overview of TDLC activities.
The selected programs are as follows:
Category-A-1:
• Case-1: Microfinance Training of Trainers (MFTOT)
• Case-2: Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program
• Case-3: Mother and Child Health Care Specialists Vocational Training in Mongolia (Nursing)
29

• Case-4: Rapid Design of e-learning Programs (e-learning)
• Case-5: Oil Price Volatility Seminar (Oil Price)
Category-A-2:
• Case-6: FASID ODA Task Force Seminars (FASID)
• Case-7:APO: GDLN-based Distance Learning Course Series (APO)
• Case-8: Issues in Asia and the International Labour Organization (ILO)
• Case-9: Strengthening Disaster Risk Management in East Asia and the Pacific (DRM)
• Case-10: An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza (AHI)
Category-B:
• Case11: Shanghai DLC Distance Learning Seminar Series (Shanghai DL)
30

EXECUTIVE SUMMARY OF CASE STUDY
Case 1: Microfinance Training of Trainers (MFTOT)
The course has been delivered 6 times from 2005 to date, attracting 949 effective participants and
has produced 509 UNCDF MFDL course trainers in 48 countries. The successful continuous
implementation of this course has ensured that it has a good reputation and created more demand.
It has a strong leveraging effect on its program partners by demonstrating the value of its quality
learning programs it convinces partners to contribute to programs that are of the ‘Public Good’. This
has led to a world-wide scaling-up of development impacts in which MFTOT plays a central role.
Achievement and Impact
1-1 Building microfinance training capacity in a big scale (MFTOT)
1-2 Establishment of Community of Practice(MFTOT)
1-3 Leveraging effects from project funding (MFTOT)
1-4 Localization of learning materials(MFTOT)
1-5 Creation of Scaling-up mechanism of impacts(MFTOT)
1-6 Scaling-up of outreach(MFTOT)
1-7 Creation of a replicable and transferable blended learning model(MFTOT)
1-8 Capacity development of DLCs(MFTOT)
Case 2: Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program
This program has already gone beyond training and is already generating some impact in a costeffective
manner in which monitoring the processes of implementing activities is built into the
program. TDLC has played an important role in creating a new framework for this program by
utilizing distance learning methodology in a blended learning concept.
Achievement and Impact
2-1 Cost-effective platform for project implementation (CDRI)
2-2 The government of India learns from the process(CDRI)
2-3 Ensured implementation of action plans(CDRI)
2-4 PR effect(CDRI)
2-5 Scaling-up of outreach(CDRI)
2-6 Duplication of program modality to other subjects(CDRI)
2-7 TDLC’s contribution to the program content(CDRI)
Case 3: Mother and Child Health Care Specialists Vocational Training in Mongolia
(Nursing)
This program was certified as part of a credit requirement for the national nurse license renewal by
the Mongolian Nursing Association. The total number of participants in three times of
implementation was 2,243, which is equivalent to about 28% of the population of nurses in
Mongolia. Connecting 3 remote cities in addition to the capital Ulaanbaatar has greatly contributed
towards expanding outreach. A simulation indicates that the cost was reduced to 1/6 of a face-toface
mode could save 60 days of staff and experts’ time.
Achievement and Impact
3-1 Dissemination of Japan’s knowledge(Nursing)
3-2 Up-scaling of outreach within a country
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3-3 cost-effectiveness way of knowledge dissemination(Nursing)
3-4 Course was accredited by Mongolian Nursing Association(Nursing)
3-5 Utilization of obtained knowledge in workplaces(Nursing)
3-6 Development of local learning materials(Nursing)
3-7 Establishment of mother’s training room in a University(Nursing)
3-8 Contribution towards achieving MDGs(Nursing)
3-9 Exposure to the media(Nursing)
3-10 Learning opportunity for Japanese experts(Nursing)
3-11 Awareness of international cooperation to young generation(Nursing)
3-12 Development of new programs in the same field(Nursing)
Case 4: Rapid Design of e-learning Programs (e-learning)
This program is a new online learning program model created by TDLC. This widened TDLC’s offer in
terms of learning methodologies and gave an impact on the DLC’s business model by providing them
with a new way of doing business by allowing them to establish a new revenue stream from services
other than videoconferencing services.
Achievement and Impact
4-1 New program model of online learning(e-learning)
4-2 Online facilitator at DLCs(e-learning)
4-3 Impact on the DLC’s business model(e-learning)
4-4
Lessons learned for a new program development and marketing process in
GDLN context(e-learning)
Case 5: Oil Price Volatility Seminar (Oil Price)
This program was developed using the same content as the content used in the face-to-face seminar
already organized by the WBI. This model can contribute generally towards increasing the costeffectiveness
of knowledge sharing and dissemination especially for urgent agendas.
This program tried out a fee-based seminar business model for the Japanese market through this
program. TDLC charged 30,000 J-Yen (about 300 USD) per participant. This pilot provided TDLC with
useful lessons learned and data, which will be utilized for planning future events.
Achievement and Impact
5-1 Presence of Japan in the issue(Oil Price)
5-2 Pilot of fee-based distance learning seminar business model(Oil Price)
5-3 Spontaneous response to the demands(Oil Price)
5-4 Cost-effectiveness by replicating the contents(Oil Price)
Case 6: FASID ODA Task Force Seminars (FASID)
This series of seminars was targeting Japanese ODA Task Force members in the developing countries.
ODA Task Force was organized in line with “Japan’s Medium-Term Policy on Official Development
Assistance” The number of seminars implemented between 2005 and 2009 was 39. The total
cumulative number of connected countries was 335. The average number of connected countries in
a seminar was 16.3 in 2009. TDLC contributed towards establishment of a cost-effective platform of
dialogue to support “Japan’s Medium-Term Policy on Official Development Assistance”
32

Achievement and Impact
6-1
Establishment of a platform of dialogue to support “Japan’s Medium-Term
Policy on Official Development Assistance”(FASID)
6-2 Filling up the gap between developing regions and Tokyo(FASID)
6-3 Awareness of Japan’s international cooperation activities(FASID)
6-4
Awareness of videoconferencing as tool for international development
activities(FASID)
6-5 Cost-effectiveness by multi-site connection(FASID)
6-6 Improvement of implementation efficiency(FASID)
Case 7: APO: GDLN-based Distance Learning Course Series (APO)
TDLC had such an impact on APO’s business model that about 40% of their training courses are
distance learning programs today. And APO has increased their annual number of participants by
about 50% without increasing the budget allocated by improving 90% in cost-effectiveness (cost per
participant dropped to 1/10) in terms of per head training cost. TDLC has brought a new approach to
the international development community by changing APO’s training scheme.
Achievement and Impact
7-1 Improvement of the cost-effectiveness of APO training courses(APO)
7-2 Drastic change in training scheme of APO(APO)
7-3 Improve Sustainability of TDLC and DLCs in the regions(APO)
7-4 Improvement of implementation efficiency(APO)
Case 8: Issues in Asia and the International Labour Organization
The ILO Public Seminar Series titled “Issues in Asia and the International Labour Organization” was
organized to target the Japanese audience at TDLC. This program registered 73 participants from a
wide range of target groups, and contributed towards awareness of ILO’s activities among Japanese
students, awareness of ILO’s international development cooperation activities among the Japanese
society, dialogue between the Japanese young generation and citizens, awareness of Japan’s labour
issues among ILO non-Japanese experts.
Achievement and Impact
8-1 Awareness of ILO’s activities among Japanese students(ILO)
8-2
Awareness of ILO’s international development cooperation activities among
the Japanese society(ILO)
8-3 Platform of dialogue between Japanese young generation and citizens(ILO)
8-4 Awareness of Japan’s labour issues to ILO non-Japanese experts(ILO)
8-5 Improvement with Cost-effectiveness and frequency of events(ILO)
8-6 Encouragement for ILO Japanese experts abroad(ILO)
Case 9: Strengthening Disaster Risk Management in East Asia and the Pacific
(DRM)
This program was implemented in collaboration with the World Bank East Asia and the Pacific
Disaster Risk Management (DRM) Team as one of the EAP Sector Management Unit Initiative
Programs. The DRM team was satisfied with the result and appreciated TDLC’s high quality of
coordination work. This program is an example of the contribution that is made by TDLC to the
World Bank’s operation in disseminating the knowledge to the audiences in the Asia Pacific region in
33

a cost-effective manner. Based on its reputation of successful achievement, TDLC has been built into
the World Bank’s operation to provide a cost-effective platform for knowledge sharing
Achievement and Impact
9-1 Cost-effective platform to support World Bank’s operation(DRM)
9-2 Reputation of TDLC among the World Bank DRM Team(DRM)
9-3 Expansion of the reach(DRM)
9-4 Establishment of Community of Practice(DRM)
Case 10: An Inter-Regional Knowledge Sharing Series on Avian and Human
Influenza (AHI)
This program was the first program based on collaboration with the World Bank team. TDLC’s role
was to act as main coordinator of the event providing a one stop window to the World Bank program
coordinator TDLC provided efficient event management showing a high level of technical and
coordination skill and contributing to the success of the program. This success resulted in the
establishment of an official collaboration framework between GDLN and World Bank EAP sector
teams.
Achievement and Impact
10-1 Unique platform provided by GDLN(AHI)
10-2 Cost-effective platform to support World Bank’s operation(AHI)
10-3 Reputation of GDLN among the World Bank Team(AHI)
10-4 Technical capacity development of TDLC(AHI)
Case 11: Shanghai DLC Distance Learning Seminar Series (Shanghai DL)
This program was initiated and organized by the Shanghai DLC. TDLC was invited to join the program
as well as being requested to provide a hub service to connect participating DLCs in the region.
TDLC’s contribution was much appreciated by the organizer, Shanghai DLC. TDLC, as a member of
GDLN, contributed to the success of the program and supported it by providing an effective input to
the seminar and network hub service. TDLC functioned as a window in Japan to the world and
enabled Japanese citizens to participate in the international discussion.
Achievement and Impact
11-1 Input from Japan to the agenda(Shanghai DL)
11-2 Provided effective Hub Service to regional DLCs(Shanghai DL)
Note:
1. The figures referred in the case study such as number of participants, financial data are obtained from
documentation of the programs. The staff time was estimated by interviewing the TDLC program
coordinators.
2. TDLC’s annual financial data of 2007 and 2008 is obtained from the internal document “Reference
Financial Data of TDLC” in the Case Study Annex-A.
3. Gross Revenue is total income from the service provided.
4. Net Revenue is “Gross Revenue – Cash out portion”, which means portion that TDLC is earning.
34

CASE STUDY 1: MICROFINANCE TRAINING OF TRAINERS (MFTOT)
1. Case Study Summary
The program started as a structured blended learning course in collaboration with the Asian Development
Bank Institute (ADBI) in 2005 utilizing the learning resource kit developed by the United Nations Capital
Development Fund (UNCDF).
The course is 4 months long and is made up of self-paced learning elements supported by CD-ROM,
videoconferencing lecture sessions, online tutoring and e-discussion, the submission of assignments, and a
final examination. By successfully completing all the assignments and the final examination, participants are
certified as Trainers of the UNCDF interactive microfinance distance learning (MFDL). The program is made
up of Module I: The World of Microfinance, Module II: Financial Analysis and Module III: Institutional
Analysis.
The course has been delivered 6 times to date, attracting 949 effective participants and has produced 509
UNCDF MFDL course trainers in 48 countries. In addition to building microfinance training capacity for a large
number of people, the program has also contributed to the establishment of a community of practice, the
mobilization of funds, the localization of learning materials, the development of e-learning capacity, and a
replicable and transferable blended learning model. This program, as a good model of blended learning, has
contributed to the capacity development of participating DLCs by improving their training implementation
methodology and the quality of the training they offer.
The successful continuous implementation of this course has ensured that it has a good reputation and
created more demand. A lot of events and activities have been derived from this program. This has led to a
world-wide scaling-up of development impacts in which MFTOT plays a central role.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Microfinance Training of Trainers (MFTOT)
X th Microfinance Training of Trainers (MFTOT-X)
Structured Training Course
Strengthening the institutional microfinance capacity by making high-quality
microfinance training accessible to more decision-makers, professionals and
practitioners in the field of microfinance as well as increasing the number and country
coverage of accredited microfinance trainers around the world with a focus on the
Asia Pacific region.
• Certificate “Trainer of the UNCDF MFDL course”
• Certificate of “Course Completion”
• Number of participating countries
At the end of Module I (The World of Microfinance), participants will be able to:
• Describe fundamental concepts in microfinance
• Design client-focused services
• Apply effective microcredit methodologies
• Describe the effects of the local environment on microfinance
At the end of Module II (Financial Analysis), participants will be able to:
• Read financial statements
• Measure delinquency
35

• Identify key financial factors
• Identify effective interest rate practices
• Measure financial viability
At the end of Module III (Institutional Analysis), participants will be able to:
• Gauge institutional viability
• Strengthen relations between donors and microfinance institutions
Module I : The World of Microfinance
Subjects
Program Organization
Finance
Program
Initiator/Ownership
Partner(s)
Roles
Achievement
Cost Model
Total Budget (6 th course)
TDLC Budget/input/cost (6 th
course)
Source of Funding
Learning Method
Duration
Structure
Frequency
Participation Fee
Target Audience
Module II : Financial Analysis
Module III : Institutional Analysis
TDLC, ADBI
Asian Development Bank Institute (ADBI)
African Development Bank (AfDB)
United Nations Capital Development Fund (UNCDF)
TDLC: organizing of course
ADBI: Providing resource speakers
AfDB: Provide funds and resource speakers
UNCDF: Providing learning contents
Partner sharing and participation fee recovery
81,055 USD
Staff Time: 117 days
Expense: 27,112 USD
TDLC, ADBI, AfDB provided the fund (AfDB participated in the 6 th course)
Blended learning
4 months (July-October 2010 for the 6 th course)
Learning made up of (1) self-paced study using CD-ROM, (2) online tutoring and e-
discussion, (3) four 3-hour VC sessions in selected countries, and (4 ) local sessions in
selected countries.
2005: 1st Course
2006: 2nd, and 3rd course
2007: 4th course
2008: 5th course
2009: 6th course
Of the $300 full course fee per participant, trainees will be charged a nominal fee of
$50 to show personal commitment to study and partially cover local cost while the
remainder of $250 is to be financed by the organizers and the sponsors.
Development practitioners, microfinance professionals, policy makers, donor staff,
socially responsible investors, students, and others who want to improve their
knowledge of best practices in microfinance
36

Evaluation
Number of Audience
(Total of 6 courses)
Intermediaries
Number of Participation
Coverage
(Total of 6 courses)
Beneficiary
Achievement of Program Output
(Average of 6 courses)
Participants Feedback
(6 th course)
Effective participants: 949
Completed participants: 684
Accredited trainers: 509
DLCs, ADBI, AfDB, Tutors
48 countries
Primary: Participants, Microfinance institutions, for which participants are working for
Secondary: Donors, Local communities, Local industries, etc..
53.6% (accredited trainer certification rate)
72.1% (course completion rate)
Participant’s satisfaction in overall quality of the Course: 5 (73.7%) and 4 (26.3%), total
100% (1 is the minimum and 5 is the maximum)
3. Partnership
UNCDF contributed by providing a training textbook and a CD-ROM, which are always evaluated positively by
participants. ADBI contributed by providing resource speakers for the VC sessions, the rest of the work such
as management of tutoring , administration, etc. was done by TDLC. The TDLC and ADBI have the ownership
of the program. The collaboration was harmonized in order to ensure no significant problems arose. TDLC
demonstrated excellent quality of service in their organization and administration of the course as well as in
their provision of VC networking and an effective communication platform to support learning, according to
the ADBI training coordinator.
Some of ADBI's seminars and events on financial market issues are interlinked with MFTOT and ADBI
appreciated the synergetic effect this has had. In addition, ADBI commented that resource contacts of the
MFTOT were utilized in other activities of ADBI.
AfDB recently joined as a sponsor and supported participants from African countries.
4. Achievement and Impact
After 6 implementation cycles, several impacts have been observed as listed below.
Building microfinance training capacity on a big scale
Microfinance training capacity built through the repeated delivery of the MFTOT program is a valuable asset
for rural finance development and poverty reduction. The total number of certified trainers as a result of this
program has grown to 509 in 48 countries.
The Vietnam DLC appreciated that this program was now known as the basic standard course that everyone
should take before getting engaged in micro finance activities. It is said that the first step to enter this world
is to participate in this course. This is the way in which popularity is achieved in Vietnam.
Establishment of Community of Practice
A microfinance community of practice (CoP) has emerged amongst course participants and country groups.
Many participants expressed a desire to stay in the network and continue to take another relevant course.
Based on demand, the “International Community of Certified Trainers of MFTOT” was formed in early 2009.
This CoP is managed by dedicated country tutors on a voluntary basis and conducts regular communications
via the discussion forum in Moodle.
37

Leveraging effects from project funding
Through the deliveries of the 1st, 2nd and 3rd MFTOT courses, a leveraging effect was created in the sense
that ADBI and AfDB funded 224,935 USD in total, while TDLC invested 136,826 USD for the deliveries of the
4th, 5th and 6th courses and the localization of resources. The recovery rate 20 was greatly improved from 8.4
% in the 4th course up to 50.7% in the 6th course. (Table 1-1)
Table 1-1: Change over time of financial data
4 th course 5 th course 6 th course
Total
(4 th -6 th )
Localization of
resources
TOTAL
A
B
C
D
E
Staff Time
(days)
TDLC Cost
(USD)
TDLC Revenue
(USD)
TDLC
Recovery
Rate (C/B)
Cost borne by
partners
(USD)
150 days 115 days 117 days 382 days
Included in the
above days
382 days
$52,884 $29,480 $27,112 $109,476 $27,350 $136,826
$4,420 $14,650 $13,750 $32,820 --
8.4% 49.7% 50.7% 30.0% --
ADBI:
$16,500
ADBI:
$33,500
ADBI: $25,500
AfDB: $50,000
$125,500 ADBI: $99,435 $224,935
F Effective participants 211 287 326 634 --
G Countries covered 38 37 44 119 --
This means that net contribution from the program partners were bigger than TDLC's costs. This is one of the
typical programs that TDLC mobilized financial and in-kind contributions from program partners to produce
TDLC leading programs. This program is a good evidence of leveraging effects from project funding to scale
up activities as 'public good' by mobilizing resources from partners.
Localization of learning materials
Ex-participants of the program promoted the localization of learning resources. The localization of learning
packages has taken place. For example, a 146 pages student workbook and a 7 hour multimedia interactive
computer-based-instruction have been translated into 8 languages. The languages are: Chinese, Khmer, Lao,
Thai, Vietnamese, Mongolian, Bahasa Indonesia, and Japanese. A plan to translate into French has been
made with AfDB.
Figure 1-1: Textbooks in many languages
20 Recovery Rate: The proportion of the revenue (mainly income generated from participating fee and TDLC’s
videoconferencing service. Calculated by TDLC revenue/TDLC cost
38

Creation of Scaling-up mechanism of impacts
All the afore-mentioned impacts that have come about as a result of the MFTOT program are interlinked and
complement one another. This means that as long as this program continues, more and more accredited
trainers will be produced who will in turn continue to contribute to the impact of this program by not only
continuing their work as certified trainers but also by their overall promotion of the knowledge they have
gained, the contacts they have made and the community of practitioners supported by MFTOT to which they
belong. The MFTOT program is at the core of this effort and will ensure that the impact of the program
continues to grow according as the number of participants in the program expands and the associated
knowledge and skills related to microfinance is enhanced and augmented.
With the knowledge and skills gained from the course, ex-participants could train more people and even
make new policy recommendations to authorities in their country. Some took on more responsibility at
work and have been given more opportunities, such as receiving a scholarship for further study, taking a
new consulting project, some were even promoted or given a new job. Almost all have seriously planned
to do something in the microfinance field to help more poor people in their countries: incorporating MF
knowledge into school curricula; establishing consulting businesses; creating a larger work force in the
MF field; establishing MFI in their own village to help the poor. Some tutors including Nahabwe Naboth,
the country tutor of Uganda, just wanted to get more participants from their countries onto next course
and to continue to be a good tutor.
Scaling-up of outreach
The reach of this program has been successfully expanded since its launch in 2005. The first course began
with 20 effective participants from 7 countries while the 6th course run in 2009 attracted 326 effective
participants from 44 countries. The total number of effective participants that have taken part up to 2009 is
949. A total of 509 accredited microfinance trainers have been produced by this program.(Table 1-2 & Figure
1-2a&b) Participants from African countries took part in the 6th course in 2009. This achievement is the
most significant among the programs delivered by TDLC. The increasing number of applicants to the courses
(523 for the 6th course) shows that demand for this program is still high. Localization of the learning
resources by the ex-participants also supports this achievement.
1. Table 1-2: Change over time of reach
1 st Course 2 nd 3 rd 4 th 5 th 6 th Total
No. of applicants 100 150 160 415 392 523 1,740
No. of effective participants 20 40 65 211 287 326 949
No. of accredited trainers 10 36 45 133 111 174 509
No. of countries covered 7 7 18 38 37 44 151
* From the 1 st course to the 4 th course, there was a category of regular participants who did not aim to obtain accreditation. No. of
effective participants does not include this category of participants nor dropouts.
* In the 5 th and 6 th courses, the number of participants does not include dropouts in the no. of effective participants
600
500
400
300
200
100
0
1 2 3 4 5 6
No. of applicants
No. of effective
participants
60
40
20
No. of accredited
trainers 0
No. of countries covered
1 2 3 4 5 6
Figure 1-2a&b: Change over time of reach
39

One of the local tutors described the course as providing a good platform and network to engage more and
more people into a common understanding of the world of microfinance and to direct their attention to the
low-end market and to disadvantaged people.
The TDLC has expanded this course by continuing to improve the quality of its delivery and by introducing
new learning methodologies. One significant breakthrough was the introduction of Moodle in the 4th
course. The introduction of Moodle as well as Webcasting made it possible to deliver the course without
sacrificing the quality of the learning to participants who were living in a country where a DLC was not
available. Web streaming viewers can ask questions by e-mail so in that respect, they are the same as VC
session audiences. The reputation of the program has contributed a lot towards attracting many people
from all over the world.
Creation of a replicable and transferable blended learning model
The MFTOT program design and delivery has established an effective blended learning model for
disseminating knowledge for development. The whole set of experiences is replicable and transferable. A
number of documentation, which have been created and maintained during the implementation of these
courses have became an effective output for use in other situations. Using the same design and
administration mechanism, the World Bank Institute Beijing office has successfully delivered the Chinese
version of the course in 2008 and 2009 to hundreds of participants.
< Chinese version of MFTOT course>
Under the technical guidance of TDLC, the WBIBJ team delivered the e-learning TOT Course on
Microfinance together with four local partners, the China Development Bank, the China Microfinance
Promotion Network, the China Foundation of Finance Education and Development, and China Post Saving
Bank during the period of Sept. 1, 2008 – January 3, 2009. The course was also strongly supported by
colleagues in the Operations, IFC and CGAP, who gave presentations during the video conference
sessions. With the help of four local partners, 335 participants were registered for the course from
financial institutions, universities and research institutes all over China.
260 participants completed the course which represented a completion rate of 77.6%. Among them, 13
were rewarded with the Certificate of Excellence, 149 the Certificate of trainers, and 98 the Certificate of
Completion. The evaluation results indicated that the majority of participants were highly satisfied, with
an average satisfaction level of 4.08 (out of the scale of 1-5).
Capacity development of DLCs
This program utilized various methods and learning technologies as a blended learning course. It helps
anticipating DLCs learn how to design a training course in a more effective manner. Vietnam DLC commented
that some of the courses were created by duplicating the MFTOF format. As such, this program has
contributed to DLC’s capacity development by demonstrating effectiveness.
5. Quality of the program
The average successful completion rate is 72.1%. The range of completion rates in each course is between
66.8% and 90.0%.(Table 1-3 & Figure 1-3)
40

Table 1-3: Change over time of completion rate
1 st
course
2 nd 3 rd 4 th 5 th 6 th Total
No. of effective
participants
20 40 65 211 287 326 949
No. of completion 15 36 46 141 202 244 684
Completion Rate 75.0 90.0 70.8 66.8 70.4 74.8 72.1
Completion Rate
110.0
90.0
70.0
50.0
1 2 3 4 5 6
Figure 1-3: Change over time of completion rate
Looking at the “End-of-Course Evaluation Report of MFTOT6”, the participant’s satisfaction rate is high as
95.4% of the participants perceived that Overall Quality of the Course as 4 or 5 (1 is the minimum and 5 is
the maximum).
Among the many positive comments, there were some negative comments on the learning resources. There
were some complaints about that the learning resources had not been updated since the program started
and that some of the statistical data and examples have became out-of-date. Since the textbook is focused
on the basics of microfinance, it is clear that frequent revision is not necessary, however the TDLC program
coordinator pointed out that these complaints may have come about as one of the key success factors of the
program is the good quality of the learning resources and that participants extend these expectations to the
textbook although the existing textbook is judged to be quite adequate to meet the needs of participants.
The ADBI program coordinator commented that the combination of e-learning by Moodle and
videoconferencing session was effective given that each tool clearly supplements the other.
Videoconferencing sessions were particularly effective in providing an opportunity for dynamic discussions
and in motivating participants by connecting many countries.
6. Quality Assurance of the Program
After every iteration of the course, improvements were made. For example, categorization of participants
was changed in such a way so as to ensure that all participants received a tutoring service. Furthermore an
accreditation condition has been changed so as to ensure that participants can’t take the final exam without
participating in the course.
Feedback from participants was collected every time. In addition, after the 4th course, a questionnaire
survey was carried out by using the “MFTOT 4 Course Team Forum” in Moodle and feedback from tutors was
obtained to support further improvement. Evaluation reports were prepared and distributed to ADBI and
AfDB. A special evaluation report, “Impact Evaluation of the MFTOT” was prepared in 2008 and mid-term
impacts were analyzed. As such, various facts and data from the 1st course have been carefully kept and
41

maintained as a MFTOT database. All the names of accredited MF trainers are listed country by country in
the database so that it can be utilized in the future.
Although case-by-case monitoring has taken place leading to specific improvements and enhancements to
the program, there has not yet been a systematic evaluation of the overall program involving senior TDLC
management staff or representatives from the partner organizations.
7. Operational Efficiency
Looking at cost and revenue per participant, the trend is that TDLC’s costs are decreasing from 251 USD
down to 83 USD while the total cost per participant is decreasing from 329 USD to 312 USD. As the result,
TDLC’s revenue per participants is increasing from 21 USD to 42 USD.(Table 1-4 & Figure 1-4) This is mainly
because participants from the African continent joined the 6th course however their costs have been funded
by AfDB. The participation fee of 50USD starting from the 4th course has also contributed towards
decreasing TDLC’s burden. TDLC has managed well by expanding the course without increasing the financial
burden to TDLC but by mobilizing other funds and charging reasonable participation fees. This is a typical
example of the program, in which TDLC is successfully up-scaling the impacts in a cost-effective manner.
Table 1-4: Change over time of cost and revenue per participant
4th course 5th course 6th course
Staff Time/participant 0.7 days 0.4 days 0.5 days
TDLC Cost/participant $251 $103 $83
Revenue/participant $21 $51 $42
Total Cost/participant $329 $219 $312
350
300
250
200
150
100
50
0
4th 5th 6th
TDLC Cost/participant
Total Cost/participant
Revenue/participant
Figure 1-: Change over time of cost and revenue per participant
The work load for the program implementation was decreased from 0.7 day/participant in the 4th course
down to 0.4 in the 5th course and stayed the same as 0.5 in the 6th course. (Table 1-4 & Figure 1-5)
42

0.8
StaffTime/participant
0.6
0.4
0.2
4th 5th 6th
Figure 1-5: Change over time of cost and staff time per participant
A lot of effort has been put in by TDLC to improve the work load, however taking care of so many participants
up to the completion of the course has required tremendous energy and a great deal of time on the part of
the people involved. One of the effective measures taken to improve efficiency was the introduction of
Moodle for course administration. Moodle has contributed a lot to increasing cost efficiency as well as the
learning effectiveness. A major contribution of Moodle was the improvement of the following processes.
(1) Participants registration
(2) Quality control of tutors
(3) Management of assignment reports
(4) Summarization of evaluation questionnaires
(5) Management of learning resources
In addition, TDLC has improved the cost-efficiency by the following activities.
(1) Outsourcing printing and sending textbooks to Sir Lanka and China DLC.
(2) Outsourcing customer service by e-mail to Sri Lanka DLC
(3) Delivering videoconferencing sessions only to the countries, where there were more than 15
participants. The rest of the participants participated by Webcasting of the same session.
(4) Simplifying the categories of participants by doing away with an earlier approach whereby distinctions
were made between those participants who were aiming to receive a certificate and those that weren’t.
(5) Stopping the intake of people who only take the final examination without taking part in the course.
The electronic version of the textbook will be uploaded to the Moodle site instead of sending out hard
copies. This will save a lot of cost, however it is not known if this change will have a negative effect on
learning because downloading and printing is difficult in some countries.
In the 6th course, TDLC did not bear the cost of DLC’s facility rental for the VC sessions. Then, some of the
DLCs started to charge 100-150USD for local sessions (usually 4 sessions) in addition to the standard
participation fee of 50USD. The issue is now how to balance revenue distribution between the TDLC and
DLCs. TDLC takes care of all the learning process while DLCs take care of only the VC sessions, which is not
such a heavy workload. Here, it is pointed out that a new DLC business model needs to be introduced.
TDLC has learned that “Perseverance leads to success.” TDLC has also learned the balance between reach
(no. of participants and countries) and workload by this program. Maintaining the quality of the program
with broad reach calls for a great deal of staff time. This experience has enabled TDLC to refine its staff
workload planning taking into account the particular reach target in future programs.
43

Attachment 1-1: Flyer of the 6 th Microfinance Training of Trainers
44

CASE STUDY 2: CLIMATE & DISASTER RESILIENCE INITIATIVE
(CDRI) CAPACITY-BUILDING PROGRAM
1. Case Study Summary
The Climate & Disaster Resilience Initiative (CDRI) was started in 2008, led by Kyoto University in cooperation
with CITYNET and UNISDR. . By use of methodology of city profile under CDRI, the CDRI Capacity-building
program was designed with organizations above in cooperation with TDLC, SEEDS and RTF-URR to help local
governments manage current and potential risks posed by climate change. This capacity-building program is
a new framework of CDRI deployment to the 8 cities of Asia and provides a platform for them. The program
also provides a way to follow up on implementation activity in each city as well as capacity development
related to the CDRI. CDRI can be a powerful tool when it is implemented effectively in each city. The
implementation process is built into as a part of the this program follow-up stage thus ensuring impact
generation.
This program is made up of three stages; Stage 1: Capacity-building of city government officials for CDRI
(Blended learning, online- and video conference-based); Stage 2: Training and Action Workshop (Face-to-face
workshop and information-sharing in Kuala Lumpur); and Stage 3: Implementation process (Face-to-face local
meeting and online-based follow-up for creating “Policy Framework for Climate Action Plan” and “Climate
Action Plan with specific timeframe”, and reporting, monitoring and evaluation framework).
Although the program is still at Stage 3 as of April 2010, results from Stage 2 show it is going well. This
program has already gone beyond training and is already generating some impact. TDLC has played an
important role in creating a new framework for this program by utilizing distance learning methodology in a
blended learning concept.
The achievements and impacts of this program thus far can be described as follows:
• 8 cities in Asian countries are now in the process of developing a “Climate Action Plan” respectively.
These plans will be made effective by linking with local level plan and by being implemented in each city.
The program is monitoring this process. When the plan is effective, potential risks posed by climate
change will be greatly minimized.
• TDLC has created a new form of distance learning program that ensures impact generation in a costeffective
manner in which monitoring the processes of implementing activities is built into the program.
This will be applied in many fields so as to enhance the impact of a project at a low cost.
• TDLC is effectively coordinating 4 institutions and maximizing their potential to achieve their objective of
reducing the impact of disaster in a cost-effective way.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program
Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program
Structured Training Course
The overall goals of this program are to motivate and enable city government officials
to become aware of current and future potential risks of climate-related disasters, and
to initiate the development and implementation of the CAP in their own context in
order to build resilience of their urban systems and communities.
The program also facilitates continued communications with resources as well as
other participating cities (south-south) for raising the level of adaptation to climateinduced
disaster
Submission of Climate Action Plan
Stage 1: •To learn the basic concept and methodology of CDRI (CDRI analysis),
45

Subjects
Program Organization
Finance
Program
Initiator
Partner(s)
Roles
Cost Model
•to understand how to fill out the CDRI Questionnaire, and
•to assign tasks in order to complete the CDRI Questionnaire by the end of
Stage 1.
Stage 2: •With the overall resilience mapping, to review urban resilience, including
development of measuring tools, i.e. CDRI
•to come up with measurable implementation measures, i.e. selfevaluation
matrix, and
•to discuss required actions within time frames through demonstration of
a methodological approach for facilitating the creation of the CAP.
Stage 3: •to examine policy formulation to be included in the CAP,
•to make the CAP with decisive actions and specific time frame, and
•to monitor the process and evaluate actions taken by cities.
Stage 1: Concept and methodology of CDRI (core learning materials), Completion of
CDRI Questionnaire
Stage 2: Overall city resilience mapping, Guideline for making action plans, Selfevaluation
matrix, Monitoring indicators, etc.
Stage 3: Creation of “Policy Framework for Climate Disaster Resilience”, “Climate
Action Plan with specific timeframe”, and “Monitoring Indicators” by each
city
TDLC, Kyoto University (Graduate School of Global Environmental Studies), CITYNET
CITYNET – The Regional Network of Local Authorities for the Management of Human
Settlements
Kyoto University – Graduate School of Global Environment Studies
Sustainable Environment & Ecological Development Society (SEEDS)
UN International Strategy for Disaster Reduction (UNISDR )
Asia Regional Task force on Urban Risk Reduction (RTF-URR)
TDLC: Learning program designer, technical service provider, and implementer of
blended learning programs
CITYNET: Advisor, Coordinator among CITYNET member cities
Kyoto Univ.: Adviser for overall program quality control and implementation
SEEDS: E-learning materials (core learning resource) provider and program facilitator
UNISDR: Facilitator of the CDRI Capacity-building Programme activities within UNISDR
activities
Partner sharing
Total Budget *The program is still ongoing. Approximately $70,000
TDLC Budget/input/cost
Source of Funding
Learning Method
Duration
Staff Time: 81 days up to stage 2 (including external consultant)
Expense: *The program is still undergoing.
TDLC, Kyoto University, CITYNET
Blended Learning
3 months (February - April, 2010)
*Some follow-up activities are carried out until July, and continuous follow-up will be
46

planned by partners
Stage 1: Capacity-building of city government officials, to complete a CDRI
Questionnaire for the creation of overall resilience mapping by Blended
learning methods using combination of online-based and
Achievement
Evaluation
Structure
Frequency
Target Audience
Number of Audience
Intermediaries
Number of Participation
Coverage
Beneficiary
Achievement of Program Output
Participants Feedback
Stage 2: Training and Action Workshop, to design self-evaluation matrix and to initiate
Climate Action Planning (CAP) by local workshop conducted by use of Faceto-Face
mode
Stage 3: Initiating development of the CAP and implementation process by Face-to-
Face meeting and online-based follow-up, reporting, M&E
*This program is the 1 st implementation.
City governments, urban ministries from CITYNET member cities and their respective
countries.
Stage 1: 55 registered participants
Stage 2: 8 participants (one representative from each city)and 8 resource
personsStage 3: 40 participants
CITYNET, City government in participating cities
8 cities/countries: (1) Chennai, India, (2) Colombo, Sri Lanka, (3) Kuala Lumpur,
Malaysia, (4) Hue, Viet Nam, (5) Dhaka, Bangladesh, (6) Makati, Philippines, (7)
Sukabumi, Indonesia, (8) Suwon, South Korea
Primary: Participants, city governments
Secondary: citizens, local communities, central government
Creation of “CDRI Analysis”, “Self-evaluation Matrix”, “Policy Framework for Climate
Disaster Resilience”, “Climate Action Plan with specific timeframe”
Questionnaire survey of
• Stage 1 shows that “Overall usefulness of Stage 1 “ is 3: 5.9%, 4: 52.9%, 5:
41.2%. (1 is the lowest; 5 is the highest)
• Stage 2 shows Overall Assessment: 3.75, Breakdown average ratings are
“Expectations: 3.5”, “Relevancy “3.63”, “Networking: 3.5”, “Contribution:
3.25”, “Contents: 3.88”, “Speakers/Facilitators”: 3.9, “Time allocation”: 3.5,
“Logistics”: 3.8, “Adaptation: 3.3”, Follow-up”: 3.25
• Stage 3 --- still on-going
3. Partnership
This program is co-organized by 5 institutions and 1 taskforce namely (1) CITYNET – The Regional Network of
Local Authorities for the Management of Human Settlements, (2) Kyoto University – Graduate School of
Global Environment Studies (GSGES), (3) SEEDS (Sustainable Environment & Ecological Development Society),
(4) UNISDR (UN International Strategy for Disaster Reduction), (5) RTF-URR (Asia Regional Task Force on
Urban Risk Reduction), and (6) TDLC. These organizers have collaborated very well and played their roles
effectively in a harmonized manner. Each institution has played complementary role building on its own
unique set of resources and skills, while sharing a common vision for the program. A strong commitment
from each coordinator has brought about multiple positive effects and has contributed to the successful
implementation of this program which was designed in such a way so as to be a win-win situation for all
parties. TDLC played an important role when the project started by constructing a draft project concept, in
which the roles of each partner organization were clearly defined.
SEED commented that the program has been successful up to now because the quality of the partnership
was very high. The role of each organization was very clear and focused on its core strengths. No single
organization has been leading the group and all are equal partners.
47

Kyoto University participated in this program within the framework of the project “Human Security
Engineering Center for Asian Mega Cities” funded by the Global COE Program initiative by the Japanese
Ministry of Education, Culture, Sports, Science and Technology (MEXT). Kyoto University commented that
this kind of issue has been studied by the international development community, however they believed that
engineering could respond by solving the problems. This program enabled engineering experts to go into the
fields and contribute their engineering viewpoint. Kyoto University could utilize research achievements in
the real world for the betterment of society, which is a core mission of all academics.
CITYNET appreciated the fact that the program provided a platform for following up and continuing activities.
UNISDR contributed by motivating cities to participate by making this program part of the UNISDR’s World
Disaster Reduction Campaign 2010-2011 “Building Resilient Cities”.
4. Achievement and Impact
Cost-effective platform for project implementation
CDRI training was started in 2008, led by Kyoto University in cooperation with CITYNET and UNISDR. CITYNET
organized a 3-day seminar “Climate & Disaster Resilience in Coastal Asian Cities” at Danang, Vietnam in early
2009. But follow up of the implementation of the action plan could not be done. On the other hand,
CITYNET considers the distance learning program to be low cost when considered in relation to the cost of
whole processes covering action plan implementation. This is because the program includes follow up
monitoring to complete the action plan and its implementation. CITYNET is satisfied with the result so far
because the quality of the action plans completed by the participants was excellent.
The introduction of MOODLE by TDLC was seen as being one of the greatest contributions towards increasing
the cost-effectiveness of the program. CITYNET commented that this program could not be implemented
without TDLC. TDLC’s contribution is not only to provide the Moodle-based learning platform and VC but also
to create a monitoring and evaluation framework of the action plan implementation.
The budget for delivering training on CDRI allows for the organization of a one -off seminar without any
follow-up activities. However, this scheme has made it possible for participants to prepare well for the
seminar and to provide follow-up activities to support participants to complete better action plans. This has
meant that the effectiveness of the seminar has been enhanced and participants have produced better
action plans.
One of the important missions of universities is to utilize the result of research for the betterment of society.
In this sense, this program is an effective platform. This program has also helped Kyoto University to
materialize its course in a cost-effective manner. (Kyoto, Univ.)
The government of India learns from the process
India has implemented similar activities in the past to promote CDRI targeting 12 cities, but the process took
many months and did not come up with sufficient output. This program has shown itself to be more efficient
as the participating Chennai city has already achieved excellent output in a relatively short period of time.
The Indian government agency that is involved in this work is participating in the larger initiative, and so will
learn from the Chennai experience. The CDRI process will soon be shared at a government of India event,
and will hopefully motivate other cities, according to the SEED.
Ensured implementation of action plans
This program includes and follows the making of action plans and implementation processes as well as the
acquisition of CDRI theory. Each participating city will complete and submit its Climate Action Plan by the end
of Stage-3. These plans will be authorized by local city governments after certain procedures. The impact is
that each city is now preparing an action plan for enhancing resilience based on the learning and resource
group consultation arising from this program.
The most significant aspect of this program is that the Mayors of participating cities can be engaged in
authorizing the development of Climate Action Plans and implementations. This is because CITYNET is the
network of city governments and authorities. This provides the partnership with real power to implement
the outcomes of the program. This means that action plans that are developed in Stage-3 of the program
48

will be adopted by the city governor and implemented. The monitoring and authorization evaluation process
built into Stage-3 will also serve to ensure this happens. Further follow-up processes after Stage-3 are now
under consideration. Though the program is still mid-way through Stage-3 as of April 2010, the impact of this
program seems to be assured.
PR effect
All the partners involved have publicized this program on many occasions which has meant that it is well
known in many areas. This has contributed to the reputation of Japan’s cooperation in the wider global
context. In addition, publication of program content as well as the experience emerging from this program is
under planning.
It is expected that the funding for this program will be raised in its next iteration. Awareness as to the
contribution of Japan’s knowledge to the Asian cities will be increased through the fund raising activity.
Scaling-up of outreach
It has been confirmed that Moodle was an effective tool to follow up and maintain communication among
many participants. CITYNET expects to invite about 200 cities by fully utilizing Moodle as a platform for
further activities.
Duplication of program modality to other subjects
The know-how and experience realized during the program can be applied in some other subject areas
covered by CITYNET and TDLC. For example, “Non Revenue Water” is a good candidate area for such an
application. The development of a program on this topic targeted at Indonesia is under consideration.
TDLC’s contribution to the program content
CITYNET coordinator commented that TDLC contributed not only by providing the VC network to the
program but also by making the program into a more meaningful and comprehensive package. This is an
evidence that capability of TDLC’s program coordination has been growing up.
5. Quality of the program
Different participants took part at each stage. Anybody who was interested in CDRI could participate in
Stage-1 by registering in Moodle and studying. One representative from each of the participating cities was
selected to take part in Stage-2. Representatives and local government staff participate in Stage-3. The
evaluation by these participants was 4.3 on average (5 is maximum) for overall usefulness of Stage 1 and 3.5
on average (4 is maximum) for meeting the expectations of Stage 2.
SEEDS commented that compared with other similar programs in the past, this was the best one. The
blending of various learning modalities such as e-learning by Moodle, VC sessions and face-to-face session
contributed a lot towards increasing the effectiveness of learning because it meant that the program
appealed to various different learning styles.(Figure 2-1)
49

Figure 2-1: Structure of the program
Due to a lack of adequate time and necessary skills, Moodle was not fully utilized. The TDLC coordinator is
aware that there is a need to acquire more knowledge of Moodle, though it looks professional work and 58.8
% of respondents of Stage 1 questionnaire gave 4 and 11.8% gave 5 (1 is the lowest; 5 is the highest) for
“Level of Moodle usability (for self-learning part)”.(Figure 2-2)
Figure 2-2: Screen shot of Moodle
6. Operational Efficiency
By the end of stage 2, TDLC staff had spent 71 days on the program in addition to 10 days of external
consultantancy. This was because this work involved the development of a new program model which
required there to be a lot of time spent on communication with the 4 partners, partnership development as
well as content development. Such in-depth involvement in content development by TDLC requires
considerable commitment on the part of TDLC staff resources. It is worth repeating here that TDLC's
commitment and contribution to content development in this program was highly appreciated by the
partners.
Moodle was utilized as the platform for providing learning resources and supporting communication among
participants and resource people. (Figure 2-2) TDLC staff constructed the Moodle platform so as to minimize
cost.
50

7. Expectation to TDLC
CITYNET expects that TDLC can mobilize Japanese local governments such as Tokyo and involve them in the
program as a resource group. Japanese people are interested in contributing to Japan’s assistance to
developing countries however many just don’t know how to get involved in this. TDLC’s role is to provide an
opportunity to those people and to encourage them.
CITYNET is having problems communicating with cities away from capital cities because of weak
communication infrastructures. CITYNET expects that TDLC can connect cities other than capital cities.
Some of the events organized by CITYNET were recorded by TDLC and uploaded on the Website. CITYNET is
interested in how many viewers visited the site. Such information should be given to the client.
51

Attachment 2-1: Flyer of the Climate & Disaster Resilience Initiative for Asian Cities
52

CASE STUDY 3: MOTHER AND CHILD HEALTH CARE SPECIALISTS
VOCATIONAL TRAINING IN MONGOLIA
1. Case Study Summary
This program was organized by a partnership made up of Kitasato University - Center for Nursing Career
Development and Research, the Mongolian Nursing Association, and the World Health Organization (WHO)
and was conducted 3 times. The 1st and 2nd courses included 2 days of videoconferencing sessions and the
3rd course included 1 day of a videoconferencing session connecting 6 sites in 4 cities in Mongolia. These
events were also webcasted.
The objectives of the program are 1) to ensure a broader and more in depth understanding of current
maternal and child health nursing issues, 2) to strengthen observation and risk assessment skills and
management, 3) to introduce health education methods and tools for risk prevention and self care.
This program was certified as part of a credit requirement for the national nurse license renewal by the
Mongolian Nursing Association and attracted many participants. The total number of participants was 2,243,
which is equivalent to about 28% of the population of nurses in Mongolia. Connecting 3 remote cities in
addition to the capital Ulaanbaatar has greatly contributed towards expanding outreach because local
transportation is difficult in Mongolia given its size.
The take-up in the workplace of the knowledge created and shared during this program is significant in
Mongolia. The direct impacts observed include the development of local learning materials, the
establishment of a mother’s training room in a university, the raising of awareness of international
cooperation amongst the younger generation, and so forth. The resource group is confident that this
program would contribute toward improving several indicators such as the fatal infant distress, maternal
mortality, injury at the time of delivery, etc., as well as achieving the MDGs prime target to “Reduce Child
Morality by two-thirds”.
A simulation of the costs associated with organizing this program in face to face mode clearly shows that the
distance learning mode adopted costs 1/6 of what it would cost to deliver the same program in a face-to-face
mode and can save a total of 33,300USD. Furthermore, it can save 60 days of experts’ time. This shows that
delivering this program in distance learning mode is far more cost-effective particularly as it can save that
most precious knowledge resource, expert’s time as well as direct costs.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Subjects
Mother and Child Health Care Specialists Vocational Training in Mongolia
Mother and Child Health Care Specialists Vocational Training in Mongolia
Seminar
1. To increase teaching capacity building opportunities for the potential mentors and
trainers and young Mongolian nurse leaders through a participatory e-learning
program in the area of maternal and child health care.
2. To empower and nurture nursing competency by providing accurate knowledge and
skills to promote health of mother and newborns, and prevent risks.
Certificate of Participation (Credit for the national nurse license renewal)
1. To enhance broader and more in depth understanding of current maternal and child
health nursing issues.
2. To strengthen observation and risk assessment skills and management.
3. To introduce health education methods and tool for risk prevention and self care.
Subjects are varied depending on the course
53

• Midwifery Diagnosis in Pregnancy
• Maternal, Newborn and Child Health Global Trends and Role of Nurses
Program Organization
Initiator
Partner(s)
Roles
Finance
Cost Model
Total Budget
(Total of 3 courses)
TDLC Budget/input/cost
(Total of 3 courses)
Source of Funding
Program
Learning Method
Duration
Structure
Frequency
Achievement
Target Audience
Size of Audience
TDLC
Kitasato University - Center for Nursing Career Development and Research
Mongolian Nursing Association
World Health Organization (WHO)
TDLC: Design program, provide technical service, and implement program
Kitasato University: Overall quality control and provide resource speakers
Mongolian Nursing Association: Recruit participants and certify the course as part of a
credit requirement for the national nurse license renewal
WHO: Provide resource speakers
Partner sharing and participation fee recovery
* Fee was applied from 2 nd course onwards
30,200 USD
Staff Time: 50 days
Expense: 8,800 USD
TDLC, Kitasato University, WB Youth Innovation (YI) Fund
Videoconferencing lecture
1 st course: 2 days
2 nd course: 2 days
3 rd course: 1 day
Videoconferencing lecture and Q&A
2008: 1 st course (April 30 & May 22, 2008)
2009: 2 nd course(March 5 & 6, 2009)
2010: 3 rd course (April 15, 2010)
Primary target: Junior level health professionals
-Faculty of Nursing from National College on Health Science,
-Faculty of Nursing from National Dolnogobi Medical College,
-Mongolian Nurse Association
-Graduate nursing students
-Other vocational groups
Secondary target:
-Instructors/mentors at selected National Collages on nursing, and hospitals
1 st course: 880, 2 nd course: 820, 3 rd course: 543
Total: 2,243
54

Evaluation
Intermediaries
Number of Participation
Coverage
Beneficiary
Achievement of Program Output
Participants Feedback
Mongolia Nursing Association, Hospitals in Mongolia, etc
Mongolia (Ulaanbaatar, Govi-Altai, Darkhan-Uul, Dornogobi)
Primary: Participants, Hospitals and organizations for which participants are working
for, etc.
Secondary: Mongolia Nursing Association, Pregnant women, Parents of new born
babies, Babies, etc.
This program has trained 2,243 people in total.
Questionnaire survey of the 3 rd course in 2010 indicated as follows:
1.The distance learning course as a whole was: 3.9
2.Relevance of the activity to your future work: 4.1
3.Relevance of the activity to your (organization)'s needs: 4.0
4.Relevance of the activity to your country's needs: 4.1
(1 – Poor, 2 – Fair, 3 – Good, 4 - Very good, 5 – Excellent)
3. Partnership
The program was organized by a partnership of four institutions, namely TDLC, Kitasato University - Center
for Nursing Career Development and Research, Mongolian Nursing Association, and the World Health
Organization (WHO). This partnership was set up in a very efficient way so as to ensure that each
organization was able to contribute its particular expertise, with each having very well defined roles. Kitasato
University contributed to the course content and provided resource speakers. The Mongolian Nursing
Association contributed by supporting the arrangements in Mongolia, which included the creation of an
effective environment which contributed a great deal towards maximizing the effectiveness of this course.
One of the biggest contributions by the association was that it certified the course as part of a credit
requirement for the national nurse license renewal. This was possible because the association is the
accrediting training body with responsibility for license renewal. This arrangement made the course more
attractive for nurses to participate. The World Health Organization (WHO) contributed by providing resource
speakers for the 3rd course. All the names of partners were printed on the certificate(Figure 3-1).
Creating a textbook based on the course materials was built into the program. The Mongolian Nursing
Association is playing an important role of following up and encouraging the participants to be involved in
the activities of creating a textbook.
Figure 3-1: Certificate
55

Ms. Yoshino, resource person from Kitasato University evaluated TDLC’s role very positively, particularly in
relation to project management. Collaborating with TDLC provided her with an excellent platform for project
cycle management, including planning, course preparation, course delivery, and follow up. She was totally
satisfied with the current performance of TDLC. She particularly appreciated TDLC’s unambiguous
communication style. The resource group appreciated the fact that TDLC provided manuals and tutorial video
resources in the beginning. It was useful for them because it was first time they were involved in a distance
learning program. The Mongolian interpreter commented that the coordination and administration of TDLC
was excellent allowing her to contribute her translation expertise without any hindrance. TDLC coordinated
the process of collaboration of all institutions in a harmonious manner and steered the program towards its
successful completion. .
One thing TDLC could improve was the establishment of a clear agreement or collaboration framework at the
outset. Ms. Yoshino pointed out that TDLC was not able to provide full budgetary details for the program at
the beginning stage.
4. Achievement and Impact
Dissemination of Japan’s knowledge
Ms. Yoshino, one of the resource people engaged in the program emphasized the value the program brought
by making available Japan’s internationally recognized knowledge and experience in the field of mother and
child health care, directly to the majority of working nurses and related staff in Mongolia. The total number
of participants in this program is 2,243, which is equivalent to about 28% of the population of nurses in
Mongolia.(Table 3-1) In this way, TDLC successfully matched Japan’s knowledge and experience to a
particular situation in a developing country where it was needed. Since the program encouraged participants
to teach at least 10 colleagues in their workplaces, the total number of beneficiaries of this program is
extremely high.
1st course
(2-day seminar)
Table 3-1: Number of participants
2nd course
(2-day)
3rd course
(1-day)
Total
880* 820* 543 2,243
* The number of participants is accumulative number of 1 st day and 2 nd day since participants were not same in each day.
Participant feedback questionnaire conducted after the 3rd course indicated that 41.6 % of the respondents
that objective of participation was to learn about nursing and midwifery practice in Japan.(Attachment 3-
1:Question 5)
Up-scaling of outreach within a country
Kitasato university had been providing training courses on Mother and Child Health Care to Mongolia from
2006 onwards before the collaboration with TDLC began. During this period, the experts from Kitasato
University visited Mongolia and conducted a 3-day seminar in the capital Ulaanbaatar in face-to-face training
mode. The maximum number of participants able to attend was 300 at any one time, and there were always
about 600 applicants for these places. In addition, there were applicants living in the countryside, for whom
this training opportunity could not be provided. The nurses can’t afford to leave their working places for a
few days to attend a seminar at Ulaanbaatar due to their heavy workload and the responsibility they have as
well as the financial burden of travel costs. However, using the GDLN distance learning mode meant that this
training could be provided to the nurses in 4 major cities including Ulaanbaatar, where a videoconferencing
facility was available. This meant that a higher number of participants in various areas could be
accommodated.
One of the most significant contributions of the GDLN approach was the design of the program to connect 6
sites within Mongolia. People in remote areas are isolated and if they had been required to have traveled to
Ulaanbaatar it would have taken a lot of time and financial burden. In addition, hospitals in remote areas
can’t simply dispatch nurses for a 1-3 day training course simply because they are needed in the hospital.
56

However, establishing 3 learning sites in remote areas enabled hospitals in these areas dispatch more nurses
to participate in the program. The ratio of participants was 13% for Dornogobi city, 20% for Darkhan-Uul city,
and 12% for Govi-Altai city in the 3rd course. (Table 3-2 & Figure 3-2) This meant that 45% of the participants
were from remote cities. This greatly contributed towards expanding the number of participants at one time
and increased the impact of the program by reaching out to the remote areas.
Table 3-2: No. of participants in each venue in the 3rd course
City
Venue
No. of
participants
No. of participants by
city (Ratio)
A. Ulaanbaatar Mongolia WB GDLN center 35
A. Ulaanbaatar Mongolia-Japan center 220
A. Ulaanbaatar
Health Science University of
Mongolia
43
298 (55%)
B. Dornogobi Dornogobi Medical Collage 70 70 (13%)
C. Darkhan-Uul Darkhan-Uul Medical College 110 110 (20%)
D. Govi-Altai Govi-Altai Medical College 65 65 (12%)
TOTAL 543
Ulaanbaatar
Govi-Altai
Darkhan-Uul
Dornogobi
Figure 3-2: Ratio of participants by city
57

Darkhan-Uul
GDLN DLC, Ulaanbaatar
Mongolia Japan Center,
Ulaanbaatar
Health Science Univ. of
Mongolia, Ulaanbaatar
Figure 3-3: Screenshots of classrooms in Mongolia
Figure 3-4: Map of Mongolia
Despite this effort, there were still comments in the feedback received form participants to try to increase
the number of participants in remote cities. It should be noted that domestic transportation in Mongolia is
extremely difficult. According to the result of participant feedback questionnaire for the 3 rd course, 32.7% of
the respondents in Ulaanbaatar took 2 to 4 hours to come to the venue and 44.2% took 4 to 8
hours.(Attachment 3-1: Question 6) The average commuting hours of Ulaanbaatar participants was 4.7
hours. And 55.8% of the respondents answered that they paid cost for attendance by
themselves.(Attachment 3-1: Question 7) It is obvious that the program was so attractive for the participants.
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Cost-effectiveness way of knowledge dissemination
According to the simulation described in “5. Contribution of TDLC towards increasing cost-effectiveness” of
this case study, the per head cost is 73 USD for a face-to-face seminar while the cost per head is 12 USD for a
distance learning seminar. This means that the cost for distance learning mode is about 1/6 of the cost of
face-to-face per participant, and it can save 33,300USD in total. (Table 3-3) Furthermore, it can save 14 days
(30 days-16 days) of staff time and 60 days (66 days-6 days) of experts’ time. This shows that delivering this
program in distance learning mode is far more cost-effective particularly as it can save that most precious
knowledge resource, expert’s time as well as direct costs.
In order to accelerate the efficiency of knowledge dissemination, a ‘training of trainers’ concept was
introduced. In the 3rd course, a video clip to explain how to train nurses was produced based on the
Japanese experience and used as a learning resource during the session. This contributed towards an
improvement in cost-effectiveness.
Course was accredited by Mongolian Nursing Association
As this program was acknowledged by the Mongolian Nursing Association as being an effective activity for
nurses’ training, the program was certified as part of the credit requirement for the national renewal process
of nurse’s licenses. This also contributed towards attracting many participants to the program. 22.1% of the
respondents in the feedback questionnaire of the 3rd course answered that objective of participation was to
obtain continuing education credits for renewal of my license. (Attachment 3-1: Question 5) Participant
feedback questionnaire for the 3 rd course indicates that 94 participants had concrete effect on their personal
professional development or career after the participation in the previous course.(Attachment 3-1: Question
9)
Utilization of obtained knowledge in workplaces
The course encourages participants to teach what they learnt to at least 10 of their colleagues in the
workplace. According to the result of participant feedback questionnaire for the 3 rd course, 45 participants
taught to about 5 people, 41 participants taught to about 10, and 49 participants taught to more than 10
people. (Attachment 3-1: Question 7) Participant feedback questionnaire for the 3 rd course also indicates
that 83 participants already applied in their works what they had learned. (Attachment 3-1: Question 8) Ms.
Yoshino visited Mongolia in order to identify needs and to carry out an impact survey for the program. She
found that nurses were localizing and adopting the knowledge and skills they had obtained from the course
to their country. She also identified the following impacts:
• Many of the nurses who attended the course were teaching to their colleagues at hospitals with
resource materials used in the course,
• Some of the hospitals have introduced a training framework for newly recruited nurses using the
same course content,
• The Tokochan Belt (Japanese Maternity Belt), which was used in the course has been used in many
hospitals,
• Many of the nurses told her that they had found learning to be an enjoyable experience, and
recognized that life-long learning was important.
• Many of nurses said that they could take pride in their jobs by learning and obtaining professional
skills.
Participants in the 3rd course gave the following comments in their questionnaires.
• Reduce the number of patients for a nurse to 10-12.
• Improve the working shift.
• I am thankful because the knowledge obtained in the seminar was useful in my workplace.
• I have shared the knowledge obtained from the seminar with my 8 colleagues.
41.6% of the respondents in the feedback questionnaire of the 3rd course answered that their bosses or
work places told them to participate. This means that reputation of the program was well spread in every
working places in Mongolia.(Attachment 3-1: Question 4)
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Development of local learning materials
The Mongolia Nursing Association and ex-participants of the course collaborated to create new manuals,
leaflets, and a training video compatible with local conditions based on the course materials. In this project,
they worked in an enthusiastic way and obtain sponsorship from the private sector. The materials have been
completed and appreciated by parents of new born babies.(Figure 3-3)
Figure 3-3: Photos of the learning materials developed in Mongolia
Establishment of mother’s training room in a University
The ex-participants established a training room in the Skill’s Labo of the Health Science University of
Mongolia in Ulaanbaatar to educate mothers with new born babies. In this project, they were successful in
obtaining funding from the NGO “Samaritan’s Purse”. This room is well equipped and about 300 mothers are
learning now.(Figure 3-4)
Figure 3-4: Photo of the training room established in a Ulaanbaatar hospital
Ms. Yoshino felt sure that thanks to this activity, health care for mothers and children in Mongolia would be
improved and several indicators fatal infant distress, maternal mortality, injury at the time of delivery, etc.
would be improved. Ms. Yoshino further added that 70-80% of the accidents related to childbirth can be
avoided merely with proper knowledge, without any special equipment or facilities.
Contribution towards achieving MDGs
This program also greatly contributed towards achieving MDGs prime target to “Reduce Child Morality by
two-thirds, between 1990 and 2015”. The target is measured by three indicators, such as 4.1 Under-five
mortality rate, 4.2 Infant mortality rate, 4.3 Proportion of 1 year-old children immunised against measles.
Exposure to the media
The achievements of the program were reported on the Asahi Shimbun Newspaper in Japan. In Mongolia,
they were reported on TV news such as MNTV (Nationwide network) and Eagle TV as well as in newspapers
60

such as Zoonie Newspaper and Mainichi Shimbun Newspaper. The Japanese Nursing Association (JNA) also
appreciated the success of this program because nursing education in Mongolia was originally initiated by
JNA. (Figure 3-5)
Figure 3-5: Articles in newspapers
Learning opportunity for Japanese experts
When this program started in 2008, Ms. Yoshino expected that the training course to be a one way
information transfer from Japan to Mongolia. However it has turned out to have provided a mutually
beneficial, two-way communication platform. This has allowed her to deliberately prepare the sessions in
such a way so as to ensure that experts and students from Kitasato University could also learn much from
Mongolia. This has meant that experts from Kitasato have also gained new knowledge from the course.
Awareness of international cooperation to young generation
Young Japanese students from Kitasato University were always invited to the sessions at TDLC. Students
were impressed with this activity to help a developing country which has meant that this program has also
significantly contributed towards increasing awareness of the Japanese aid effort amongst young Japanese
students. Ms. Yoshino commented that some of these students would surely go on to work in developing
countries and to help them after several years of experience in Japan.
Development of new programs in the same field
The success of this program has contributed to the development of new courses such as the “Disaster
Nursing Training Course” targeting nurses in Indonesia and Timor Leste implemented in February 17-18,
2009. This course was organized by combining two networks - GDLN and INHERENT (Indonesia Higher
Education Network), Indonesia’s inter-university educational network. This course attracted more than 700
participants from all over Indonesia and Timor Leste. This course used the same approach of utilizing the
course as part of the credit requirement for the national renewal scheme for nursing licenses.
5. Contribution of TDLC towards increasing cost-effectiveness
This section aims to include a cost simulation in order to compare conventional face-to-face seminars and
distance learning seminars supported by videoconferencing. We have tried to simulate the cost of organizing
face-to-face seminars in the same conditions as the 3rd “Mother and Child Health Care Specialists Vocational
Training in Mongolia” course with the following conditions:
• Resource team consists of 2 experts from Japan, 1 expert from USA, and 1 coordinator from Japan.
• The team delivers a 1 day seminar in 4 cities namely, Ulaanbaatar, Dornogobi, Darkhan-Uul, and
Govi-Altai.
• The team delivers a seminar at 3 venues in Ulaanbaatar and 1 venue in other 3 cities.
61

• The total number of participants is 550
However, it appeared that organizing such a face-to-face seminar according to these conditions raised a
number of difficulties and was not feasible for the following reasons:
• Domestic transportation in Mongolia usually takes a lot of time because the airline network is not
well established. This means that visiting 4 cities and conducting 6 seminars seems to require more
than 2 weeks. For example, the normal mode of transportation from Ulaanbaatar to Dornogobi is a
train and from Ulaanbaatar to Darkhan-Uul (there is no airport) is a car. There is a direct flight from
Ulaanbaatar to Govi-Altai once a week.
• The organization of 2 experts and a staff member from Japan and an expert from USA for such a
lengthy overseas trip is usually difficult due to their lack of availability. This may lead to compromises
in relation to the selection of experts, which can decrease the quality of the seminars.
This led to an adjustment of the proposed simulation in order to base it on two face-to-face realizations of
the program, with the first to include 2 seminars in Ulaanbaatar and 1 seminar in Govi-Altai, and the second
to include a seminar in Ulaanbaatar, Dornogobi and Darkhan-Uul. This simulation does not include
miscellaneous costs such as administration, communication, printing of material, refreshments for
participants, etc. This simulation shows that the per head cost is 73 USD for a face-to-face seminar while the
cost per head is 12 USD for a distance learning seminar. This means that the cost for distance learning mode
is about 1/6 of the cost of face-to-face per participant, and it can save 33,300USD in total. (Table 3-3)
Furthermore, it can save 14 days (30 days-16 days) of staff time and 60 days (66 days-6 days) of experts’ time.
This shows that delivering this program in distance learning mode is far more cost-effective particularly as it
can save that most precious knowledge resource, expert’s time as well as direct costs.
Table 3-3: Cost simulation
Cost Item Face-to-Face Videoconferencing
2 experts and a staff coordinator from
Japan and an expert from USA visit 2
cities in Mongolia and deliver the 1 day
seminar at each city. This will repeat 2
times and cover 6 sites in 4 cities.
(Ulaanbaatar, Dornogobi, Darkhan-Uul,
Govi-Altai)
Experts organizes 1 day seminar at each
city.
Total no. of participants is 550
Same conditions as the 3 rd course:
2 experts from Japan and an expert from USA
delivers 1 day VC seminar to 6 sites in 4 cities.
(Ulaanbaatar, Dornogobi, Darkhan-Uul, Govi-
Altai)
Total no. of participants is 550
Cost Item Subtotal Details Subtotal Details
International air travel $19,000
(2,000x3 persons(Japan))+
3,500(USA)) x 2 times
Domestic air travel $3,200 400x4 persons x 2 times $0
Per diem allowance $9,600
120x10 days x4 persons x 2
times
Interpreter(Japan) $0 $1,000 1,000x1day
Interpreter(Mongolia) $3,600 600x3 days x 2 times $600 600 x 1day
Material development and
translation
$3,500 $3,500 (From actual data of TDLC)
organizer staff time 30 days Preparation and attend 16 days (From actual data of TDLC)
Resource persons' time
66days
Venue rental cost (VC) $1,000
(Preparation 1day & trip
10 days) x 2 times x 3
persons
500 x 2 sites *4 sites are
free
$0
$0
6 days
TOTAL $39,900 $6,600
(preparation 1days & delivery
1day) x 3 persons
$1,500 750 x 2 sites *4 sites are free
62

No. of participants 550 550
Per head cost $73 $12
Advantage • Q&A can be efficient
• Dynamic discussion can be possible
• Resource persons can observe
situation of Mongolia
Lost Opportunity • Resource persons can be limited
due to their availability
• Chance of information exchange
among Mongolian cities is lost
• Chance to make this event for
awareness of Japan’s ODA
activities is lost
• Arrangement of resource persons is
more flexible for 1 day
• There is less CO2 emission from
international travel of resource persons.
• Stake holders in Tokyo can be invited to
observe the session.
• Resource persons can’t understand
actual situation of Mongolia well
However, it is not realistic to plan two 10 days trips from Japan and USA for 6 seminar events. Who would be
eager to participate as a resource person? In addition, information exchange amongst nurses in different
cities is not possible in the face-to-face mode, while the distance learning program included presentations
from nurses from each city.
6. Quality of the Program
Based on participant’s feedback in the 3 rd course in 2010, overall satisfaction on the seminar by the
participants was 3.9 point in the average. The feedback on the question “Relevance of the activity to your
future work” was 4.1 point, “Relevance of the activity to your (institution/organization/enterprise)'s needs”
was 4.0 point, and “Relevance of the activity to your country's needs” was 4.0 point. (Attachment 3-1:
Question 10-13)
Many participants appreciated that this program was effective and useful. Participants in remote area
appreciated the program as an opportunity to learn because there were plenty of opportunities to access
new information. On the other hand, many participants pointed out that the time for Q&A was not enough,
the quality of the videoconference was not good enough, the fact that they found a 1 day seminar to be too
long, there were not enough breaks and so forth. Lots of aspects that can be improved in future programs.
7. Quality Assurance of the Program
The quality of the program is assured in two different ways. One is a needs and impact survey in Mongolia
by a resource person and the other is through an analysis of participants’ feedback right after the course.
During the planning stage, the TDLC program coordinator visited Mongolia and conducted focus group
interviews. Several topics were discussed, one of which was “What do you want to learn from Japan”. This
question provided the means for identifying and confirming the knowledge that needed to be delivered from
Japan.
The resource person, Ms. Yoshino, visited Mongolia once a year and carried out a needs survey every time.
In addition, she collected feedback on the previous course from the people involved. The results of these
activities were reflected in the program content.
Participant’s feedback was gathered in a 1-2 page questionnaire. This questionnaire asked about the
relevancy of the program, its design and delivery, comments, etc. After the 2nd course the questionnaire also
asked about the impact of the program on those who had attended the course before.
8. TDLC Operational Cost Efficiency
TDLC was privileged to receive funding from the WB Youth Innovation (YI) Fund for the 1st course, and
Kitasato University also bore the cost of 4,000USD mainly for material translation. The direct cost of
63

10,000USD was borne by the fund so that TDLC did not have to bear any cost except a total of 24 staff days.
As the 1st course was successful, TDLC decided to invest itself in the program as a public good for the 2nd
course. TDLC spent USD 1,500 as a direct cost in addition to 10 days of staff time in the 2nd course and 7,300
USD and 16 days of staff time in the 3rd course. Kitasato University also bore the cost of USD 6,500 in the
2nd course. A participation fee of 400 USD for the 2nd course and 500 USD for the 3rd course contributed
towards supporting the costs. The average per participant cost for the 3 iterations of the program is 13 USD.
Table 3-4: Change over time of financial Data
1st course
(2-day seminar)
2nd course
(2-day)
3rd course
(1-day)
Total
A No. of participants 880 820 543 2,243
B TDLC staff time 24 days 10 days 16 days 50 days
C TDLC $0 $1,500 $7,300 $8,800
D Kitasato Univ. $4,000 $6,500 $0 $10,500
E WBHQ EAP YI Fund $10,000 $0 $0 $10,000
F Participation fee $0 $400 $500 $900
G Total $14,000 $8,400 $7,800 $30,200
H Per head cost (G/A) $16 $10 $14 $13
9. TDLC Service Quality
Ms. Yoshino, as program partner to TDLC, evaluated TDLC’s service to jointly deliver the programs very
positively, particularly in relation to project management. Collaborating with TDLC provided her with an
excellent platform for project cycle management, including planning, course preparation, course delivery,
and follow up. She was totally satisfied with the current performance of TDLC. She particularly appreciated
TDLC’s unambiguous communication style.
The resource group appreciated the fact that TDLC provided manuals and tutorial video resources in the
beginning. It was useful for them because it was first time they were involved in a distance learning program.
The Mongolian interpreter commented that the coordination and administration of TDLC was excellent
allowing her to contribute her translation expertise without any hindrance.
One thing TDLC could improve was the establishment of a clear agreement or collaboration framework at the
outset. Ms. Yoshino pointed out that TDLC was not able to provide full budgetary details for the program at
the beginning stage.
10. Expectations from TDLC
Ms. Yoshino suggested that in order to maintain the motivation and momentum of this program, it should be
conducted 1-2 times a year. In addition, certain selected participants should come to Japan for face-to-face
training, which would enable them to observe the actual situation in Japan. Many ex-participants stated that
they would like to see the actual situation in Japan after gathering basic knowledge through the program. It
would be effective and important that such training is done in a practical environment because Nursing is a
hands-on job. Ms. Yoshino suggested a combination of face-to-face training for a limited number of
participants, and a distance learning program for the large target group who can’t come to Japan.
64

Attachment 3-1: Summary data of participant feedback questionnaire for the 3 rd course
(339 responses)
No. of
participants
%
a. Nurse 157 46.3%
b. Midwife 83 24.5%
Question1:
Job categories
c. Feldsher 15 4.4%
d. Medical doctor 3 0.9%
e. Faculty member 16 4.7%
f. students 46 13.6%
g. Other 19 5.6%
a. Nurse
b. Midwife
c. Feldsher
d. Medical
doctor
Question 2:
Years of clinical experiences
Average: 17.3
No. of
participants
%
Question 3:
Participation experience
first time 204 60.2%
attended this course before 112 33.0%
No answer 23 6.8%
first time
attended this
course before
No answer
65

No. of
participants
%
a. Mongolia Nursing Association 58 17.1%
b. friend or colleague 33 9.7%
Question 4:
Information source
c. Nursing school 38 11.2%
d. Work place 141 41.6%
e. News paper 13 3.8%
f. Others 61 18.0%
No answer 56 16.5%
a. Mongolia
Nursing
Association
b. friend or
colleague
c. Nursing
school
No. of
participants
%
a. To obtain continuing education credits for renewal of my
license.
75 22.1%
Question 5:
Reason of participation
b. To broaden my knowledge of nursing/midwifery practice. 172 50.7%
c. To learn about nursing and midwifery practice in Japan. 141 41.6%
d. To learn about global standard care on Maternal and Child
Health
144 42.5%
e. To develop training programs and/or materials. 69 20.4%
e. To develop training programs
and/or materials.
d. global standard care
c.practice in Japan.
b. knowledge
a. credits for renewal of my license.
0% 10% 20% 30% 40% 50% 60%
66

No. of
participants
%
a. 1 hour or less. 13 3.8%
b. 1 and 2 hours. 20 5.9%
Question 6:
Hours of travelling
c. 2 and 4 hours. 111 32.7%
d. 4 and 8 hours. 150 44.2%
e. 8 hours or more. 34 10.0%
No answer 11 3.2%
a. 1 hour or
less.
b. 1 and 2
hours.
c. 2 and 4
hours.
d. 4 and 8
hours.
No. of
participants
%
a. Paid by myself 189 55.8%
b. Paid by employer only travel 7 2.1%
Question 7:
Cost for attendance
c. Paid by employer travel & accommodation 5 1.5%
d. Paid by employer both cost and accommodation, and also
allowances
6 1.8%
e. Other 51 15.0%
No answer 81 23.9%
a. Paid by
myself
b. Paid by
employer only
travel
67

*This question was asked only to the participants who had attended the course before
No. of
respondents
Question 7:
How many colleagues have you shared your
knowledge that you have learned in previous
course?
0 4
About 5 45
About 10 41
More than 10 49
*This question was asked only to the participants who had attended the course before
No. of
respondents
Question 8:
Have you already applied what you have
learned so far in your work?
Yes 83
No 47
*This question was asked only to the participants who had attended the course before
No. of
respondents
Question 9:
Did this course already have concrete effect(s)
on your personal professional development or
career?
Yes 94
No 23
Scale
Question
1:Poor
No. of participants
Average
5: Excellent
Question 10:
The distance learning course as a whole
was
Question 11:
Relevance of the activity to your future
work
Question 12:
Relevance of the activity to your
(institution/organization/enterprise)'s
1 1
2 7
3 102
4 94
5 87
No answer 12
1 2
2 14
3 60
4 99
5 111
No answer 21
1 1
2 11
3 65
3.9
4.1
4.0
68

needs 4 95
5 101
No answer 17
1 1
Question 13:
Relevance of the activity to your country's
needs
2 12
3 62
4 75
5 115
No answer 15
4.1
69

CASE STUDY 4: RAPID DESIGN OF E-LEARNING PROGRAMS
1. Case Study Summary
This program presented a new challenge to TDLC to develop a different course model, one which is almost
completely online and which does not involve any videoconferencing sessions other than an orientation VC
session.
After course development was completed, TDLC marketed it to the DLCs and planned to start in June, 2009.
However, the number of participants did not reach the minimum number required and the level of
prerequisite knowledge and experience did not match the level required for the course. This meant that the
course had to be canceled. The reasons for this were that 1) the fee was too high (420 USD), 2) the duration
was too long (10 weeks), 3) the DLCs did not seem to clearly understand what the course was about, and so
forth. Some of DLCs were reluctant to participate in this course which was fully online and which did not
have any videoconferencing sessions.
After restructuring the course design following intensive communication with the DLCs to understand their
demands and further marketing effort, the course eventually began in March 2010 with 132 registered
participants from 9 countries.
This challenge was of benefit to TDLC in several different ways:
• A new online learning program model was created and widened TDLC’s offer in terms of learning
methodologies.
• Online facilitators were trained in the DLCs during their implementation of the program which helped
them acquire new facilitation capacity.
• Participation in this program has had an impact on the DLC’s business model by providing them with
a new way of doing business by allowing them to establish a new revenue stream from services other
than videoconferencing services.
• Provision of valuable lessons learned in terms of new program development and the marketing
process in the GDLN context
The program is still running as of the end of April 2010, though it was planned to end on April 19, 2010. This
extension is in order to facilitate further discussion amongst participants.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Rapid Design of e-Learning Programs
Rapid Design of e-Learning Programs
Structured Training Course
To enable educators and trainers in the East Asia Pacific and South Asia region who
want to integrate e-learning in their program and instructional design for increased
learning effectiveness in development training to update their knowledge of and
enhance their skills in designing e-learning programs in a short time frame.
• Lesson learned and know-how of efficient management of the course
• Course completion certificate
(Completion of the full course, including submission of course assignments)
• Number of sites
• Affiliates profile
1. Be aware of development status and trends of e-Learning in the world and to
make connection to own context;
2. Explain major learning theories and principles and their applications in adult
learning;
70

Subjects
Program Organization
Finance
Program
Initiator
Partner(s)
Roles
Achievement
Evaluation
Cost Model
Total Budget
TDLC Budget/input/cost
(Only for development process)
Source of Funding
Learning Method
Duration
Structure
Frequency
Target Audience
3. Improve skills of learning design in real world project, including target audience
analysis, writing learning objectives/outcomes, and selecting learning methods
and delivery mode;
4. Understand and experience blended learning with various delivery modes,
especially videoconferencing, online learning and
1. Course Preparation and Introduction
2. Introduction of e-Learning and Learning Design
3. Learning Theories and Instructional Design Principles
4. Learning design process and rapid design of your project
TDLC
University of Southern Queensland (USQ)
TDLC: Design program, provide technical service and implement.
USQ: Develop program content, and provide tutors
TDLC cost recovery (Fee based)
*The program is still undergoing.
Staff Time: 130 days (including external consultant)
Cost: 25,000 USD
TDLC
Number of Audience 132
Intermediaries
Number of Participation
Coverage
Beneficiary
Achievement of Program Output
Online Learning (with one-day workshop via videoconference and local face-to-face
activities)
5 weeks (17 March- 19 April, 2010)
*approximately 10 hours of self-study per week
The course consists of a one-day workshop via videoconference and local face-toface
activities, followed by four weeks online learning by using the Moodle.
*This is the first implementation
Educators and trainers in the East Asia Pacific and South Asia region who want to
include e-Learning in their program and instruction design.
•Faculty members of universities
•Educators/trainers for adult learners who are interested in e-Learning
TDLC, DLCs
9 countries (Bangladesh, India, Indonesia, Japan, Mongolia, Philippines, Sri Lanka,
Thailand, Vietnam)
Primary: Participants, Institutions for which participants are working
Secondary: Potential participants
• Certified participants
• Number of sites: 9 sites (countries)
• Affiliates profile: Faculty members of universities, Educators/trainers of adult
learners, Development learning centers (DLCs), Education Ministry staff,
71

private education institutes
(The program is still ongoing.)
Participants Feedback
*The program is still undergoing.
3. Partnership
The University of Southern Queensland (USQ) and the GDLN-AP signed a partnership agreement through the
TDLC in 2007 to undertake a range of collaborative programs. This program was initiated by TDLC and
developed by collaborating with the USQ under the framework of a partnership agreement. The course was
developed based on learning content provided by USQ. USQ developed learning content on Moodle22,
which is a widely used Open Source Course Management System (CMS). In the implementation stage, a
professor from USQ was assigned as lead tutor and the first pilot delivery started on March 17th 2010.
4. Achievement and Impact
New program model of online learning
This is the first trial by TDLC to develop and implement an online learning program utilizing Moodle, which
does not rely on videoconference sessions other than an orientation VC session. The experience of using
Moodle in the MFTOT program contributed towards making this happen. This program provides evidence as
to how TDLC has been progressing as a learning program provider building on past experience while
embracing new opportunities, technologies and approaches.
Taking this new program model into account, TDLC now has a wider variety of learning methodology options.
TDLC is able to play a leading role in distance learning program development and delivery.
Figure 4-1: Moodle top page (left), Moodle discussion forum (right)
Online facilitator at DLCs
A Local Facilitator for this program was appointed in each participating DLC. They were mostly selected from
amongst those DLC training coordinators who registered in the course as participants. Local facilitators
received “Training of Trainer” component materials from USQ and were given the opportunity to join as
moderators of online discussions and could in this way receive an online facilitation certificate if they met all
requirements. This shows how this program has contributed towards capacity development in the DLCs by
training online facilitators. The TDLC course team has already identified that several good online facilitators
have been trained in this program. This will help DLCs to implement online programs efficiently in the future
and strengthens their implementation framework by helping DLCs to acquire new facilitation capacity.
22 http://moodle.org/
72

Impact on the DLC’s business model
This program has also had an impact on DLC’s business model. DLC has been relying on videoconferencing
events for generating revenue. However, this program provided DLCs with a new way of doing business that
allows them to obtain revenue from participants registered in their country and by organizing activities
online and face-to-face to support them. It has been challenging for DLCs to change their business model.
One of the participating DLCs demonstrated a difficulty in accepting the concept of online learning by
expressing the worry that online activity was not enough for effective learning and that more
videoconferencing sessions should be conducted. However in general terms, TDLC’s contribution to
providing new viewpoints for the DLCs is appreciated.
Lessons learned for a new program development and marketing process in GDLN context
Marketing this program has provided valuable lessons for TDLC related to how to make such a course more
marketable, how to communicate with DLCs, how to determine an acceptable cost sharing model, etc. This
experience will help TDLC develop and implement new courses in the future.
5. Program Development and Marketing Process --Lesson learned
This program is an interesting case in terms of marketing and the creation of an acceptable cost sharing
model for a new course which provides TDLC with lessons on how to develop a new program and market.
After completion of the course development of “Designing and Delivering Blended Learning Programs”, TDLC
marketed the course to the DLCs in GDLN-AP and the South Asia region with the aim of starting in June 2009.
Marketing appeared to have failed because the number of registered participants was not enough and the
required level of participants’ knowledge and experience was not relevant for the course. This led to the
course being canceled.
The reasons for this failure as analyzed by the course team are listed below:
• The level of course fee is too high for potential participants in developing countries;
• The length of study (10 weeks) is long and the study workload (about 15 hours per week) is heavy for
full-time working adults;
• Many people are not familiar with the term “blended learning”;
• The DLCs in GDLN AP are unclear about the benefits they will have through their participation in such
an e-Learning course. As a result they are not motivated;
* Source: Program Concept and Design/TDLC
Initially, the course was designed in such a way that every learning activity was carried out 100% online
without any face-to-face or videoconferencing activities. But this aspect was not clearly understood by some
DLCs. In addition, DLCs did not understand how they could get benefit in terms of revenue because DLC
generates revenue by organizing videoconferencing sessions, but the course did not include any
videoconferencing session.
TDLC postponed the launch of the course and communicated intensively with DLCs to understand their
demands in relation to the course and to make the program more attractive. The course was restructured
into a new format as follows:
• Title was changed from “Designing and Delivering Blended Learning Programs” to “Rapid Design of e-
Learning Programs”
• Shortened the duration from 10 weeks to 5 weeks.
• Course objectives were revised accordingly
• Broadened the target participants from DLC related faculty members and staff to general educators
• Included a one-day workshop via videoconferencing and local face-to-face activities.
• Lowered participation fee from 420 USD to 100 USD
• Introduced cost sharing model to provide incentive to DLCs. (50% goes to DLC, in return the TDLC
does not bear any of the DLCs costs)
73

With this new structure, TDLC prepared a one page “Business Model Sheet” to make it clear. TDLC revised
the course flyer and started marketing to DLCs again by conducting the following activities:
• Distributed general information about the course at the GDLN Regional Meeting in Mongolia (June
2009)
• Follow up with individuals who were interested in the course
• 2 information sessions via VC targeting two different time zones (January 2010)
• Use of a webpage for publicizing the course
• Registration (February - March 2010)
• Briefing session to focus group (5 DLCs) at GDLN-AP Regional Meeting in Manila and unofficial
discussion with several DLCs on an individual basis.(March 2010)
TDLC spent energy to make it clear to the DLCs what the course was about and what the benefit was for the
DLC in the marketing process. As a result, more than 100 participants were registered and the course started
in March 2010.
The course is still running as of the end of April 2010, though it was planned to end on April 19, 2010, this is
because of the need to support more discussions among participants. This means that the evaluation of this
course is not yet complete, however feedback from the participants up to now has been good in general, and
participating DLCs have been positive about the course though some problems occurred and were resolved
during the early stage of the implementation because this was a pilot.
In addition to the high quality of the course content, other elements, which need to be considered in the
GDLN context are as follows:
1. Design the course in a marketable format in terms of course period, fee, target, etc.
2. Design cost sharing model by considering the benefit for the DLCs (DLCs are oriented towards
videoconferencing business models)
3. Communicate with the DLCs in a clear manner in the marketing process
6. Program implementation Process - Lessons learned
The program began with a one-day videoconferencing orientation session on March 17th 2010. Participants
were requested to engage in some pre-course exercises and assignments prior to the session such as posting
self-introduction to the discussion board, etc.
The first 1-2 weeks was very busy and it was necessary to cope with logistical problems which occurred. For
example, how to post messages to a discussion board in Moodle was not clear to some of the participants,
the role of the onsite facilitator at each participating country was changed in order to cope with the large
numbers in the course, some participants dropped-out, there were requests from participants at one
location to change the learning subject, and so forth. But all these issues provided important lessons for the
course management team such as the following:
• Orientation on how to use Moodle should be done in detail at the beginning during the orientation
VC
• There is a need to make participants clearly understand that they have to be proactive to learn in an
online course. Some people need more time than others to adapt to the online learning
environment.
• Drop out does not mean the course quality is poor. Participants need longer periods to learn when
they are working and it is natural that their situation may change. Conventional learning indicators
do not always work to evaluate the quality of program.
• It is important to manage participants’ expectations for the course by matching the level of
prerequisite knowledge and experience. A too low level of participants may struggle with contents
and completing assignments, while a too high level may cause some participants to find the course
contents lacking.
74

7. TDLC Operational Cost Efficiency
130 days23 of staff time and 25,000 USD24 was paid in outsourcing during the development period of more
than a year which led to the development and marketing of the program.
The first pilot delivery of the program generated 5,900 USD (50 USD X 118 participants) 25 of TDLC gross
revenue. The same amount went to the participating DLCs. These DLCs collected 100 USD per participant
and paid 50 USD to TDLC and the remaining 50 USD was spent on recovering the DLC’s program costs. The
level of staff time required and the total cost for delivery at TDLC is not yet known as the program is still in
process, however it is clear that taking care of participants by online tutoring is a enormous workload
requiring many working days for external tutors based on the experience of MFTOT.
The program accommodated 118 paid participants in the pilot delivery, however this exceeds the capacity of
the program as it was originally designed. It is necessary to increase the number of tutors to accommodate
the higher number of participants in the delivery of such a program. Further financial analysis is required to
identify how to make such a program sustainable.
8. Future direction
This course can be marketed in Japan, however it is not clear whether TDLC can reach the relevant target
group if the course is provided only in English. There are some similar courses available in Japan. Such a
decision requires a carefully determination of the target group, pricing, as well as the necessary high level of
quality control.
The “eLP Basic e-Learning Course” organized by the e-Learning Consortium Japan is a useful example of an e-
learning course in Japan. The e-Learning Consortium Japan has established a certificate framework of e-
learning skills called the “e-Learning Professional (eLP)”. There are four levels of certificates namely eLP
Meister, eLP Senior, and 7 areas of expertise, and eLP Basic.(Figure 4-2) Each level of certificate can be
obtained by participating in the seminar programs and by passing the examination. Only the basic level of
certificate “eLP Basic” can be obtained by an online e-learning course.
Figure 4-2: “eLP” Framework
The eLP Basic e-learning course started in 2008 and has been implemented 5 times. 5th course was
implemented from January 13th 2010. The participation fee is 55,000 J-Yen for a non-member. The course is
made up of videotaped lecture and lecture notes. At the end of the course, an examination is given online.
(Table 4-1) The number of participants is not known.
23 130 days includes about 20 days of external consultant’s working days.
24 Total cost does not include external consultant working days
25 Courses fees were waived for country participants who acted as local facilitators
75

Table4-1: eLP Basic e-learning information
Learning Goals • To enable participants to explain what knowledge and skills are
necessary for planning, development and delivery of e-learning
Application January 6 th – January 26 th 2010
• To enable participants to explain difference of benefit and
effect between e-learning and conventional learning
• To enable participants to explain why it is necessary to know
latest technological trend and information morality in order to
materialize high quality e-learning.
Period
2 months at maximum
(Starting anytime between January 13 th and March 26 th 2010)
Fee
55,000 J-Yen for a non member of e-Learning Consortium Japan
40,000 J-Yen for a member
Format
Learning hours
Examination
Main content of the course is videotaped face-to-face seminar “eLP Basic Intensive
Seminar” conducted Nov., 16 th 2007
About 13 hours
End of the course online examination
(10 questions from 7 areas / 90 minutes)
*Participants are allowed to take many times until pass during the course period
Certificate
Certificate of “eLP Basic” is awarded for those who obtained 80% of examination.
*After application procedures with 5,000 J-Yen
Learning Resources
Lecture not of videotaped lectures (PDF)
* Source: http://www.elc.or.jp/tabid/228/Default.aspx (e-Learning Consortium Japan, “eLP Basic e-learning Course”
5 th Course Information (translated by assessment team)
If the program is linked to a recognized certification framework, it will provide an opportunity to enter the
Japanese market. However, if the language is English, the target group will be limited.
76

Attachment 4-1: Flyer of the Rapid Design of e-Learning Programs
77

CASE STUDY 5: OIL PRICE VOLATILITY, ECONOMIC IMPACTS, AND
RISK MANAGEMENT IN ASIA
1. Case Study Summary
This program was organized by replicating a face-to-face seminar on oil price volatility (fee based), held by
WBI three months prior to this program to utilize the content and try out the model of organizing fee based
distance learning seminars. The program was organized through a partnership with WBI, the George
Washington University (GWU), and the Institute of Energy Economics Japan (IEEJ). TDLC identified the
partner in Japan and played the main coordinator role.
The oil price was at its peak then and the topic was a hot issue and in demand in East Asia at the time of
delivery. The program involved 6 hours of videoconferencing lectures, panel discussions, and question and
answer sessions on the topic of Oil Price Volatility by inviting three eminent resource speakers. Participants in
Japan, Thailand, Philippines took part. The participation fee in Japan was 30,000 Japanese yen and 22 paid
participants were registered. The pilot was worthwhile even though it ended up with an income deficit
because of the lessons learnt and the amount of simulation data it generated.
Program achievements were:
• Showed presence of Japan in the issue
• Examined fee based distance learning event business model and provided a simulation model for
future use
• Responded spontaneously to an urgent demand
• Created a cost-effective content replication model
The pilot made it clear that a high level of content with the latest information as well as eminent speakers,
materials translated into Japanese, and interpretation is necessary in order to create a proposition that is
marketable in Japan and likely to attract an adequate number of paying participants in Japan. When this is
the case, the program can be an efficient income generator.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Subjects
Oil Price Volatility, Economic Impacts, and Risk Management in Asia
Oil Price Volatility, Economic Impacts, and Risk Management in Asia
Seminar
Provide effective platform to discuss issues of Oil Price Volatility, Economic Impacts,
and Risk Management for sharing experiences, analysis and forecast of the impacts on
the Asia and Japanese economies among experts in Asia
• To increase the awareness of policy options to mitigate the risks.
• To obtain lesson learned and feasibility of fee based seminar program.
• To bring in Japanese experts to share their knowledge and research outcomes
with participants
• To provide knowledge sharing seminars to research institutions and corporate
sector in Japan and Asia
1. To better understand the driving forces of oil-price volatility, their impact on the
global economy, and price outlook in the next 15-20 years;
2. To raise awareness on policy options to mitigate the risks using financial market
instruments.
1. Implications of high and volatile oil prices for capital flows and the global economy
2. Oil Price Dynamics: past, present and future: Are High and Volatile Oil Prices Here to
78

Program Organization
Finance
Program
Initiator
Partner(s)
Roles
Achievement
Evaluation
Cost Model
Total Budget
TDLC Budget/input/cost
Source of Funding
Learning Method
Duration
Structure
Frequency
Target Audience
Stay?
3. Policy Options for Coping with Price Volatility
TDLC, World Bank Institute (WBI)
World Bank Institute (WBI)
George Washington University (GWU)
Energy Economics, Japan (IEEJ)
TDLC: Design program, provide technical service, and implement
WBI: Provide content and resource speakers
GWU: Provide resource speakers
IEEJ: Provide resource speakers
TDLC cost recovery (Fee based)
10,957 USD
Staff Time: 36 days
Expense: 10,957 USD
TDLC
Videoconferencing Seminar
1 day
Number of Audience 185
Intermediaries
Number of Participation
Coverage
Beneficiary
Achievement of Program Output
Participants Feedback
Videoconferencing lecture and pre-taped interview followed by questions and
answers.
Implemented one time
• Government officials from Emerging Market economies in East Asia
• Executives from energy-intensive sectors and financial institutions in East Asia
• Sector analysts, researchers, and practitioners from the development
community and private sector
TDLC, IEEJ, DLCs
3 countries (Japan, Philippines, and Thailand)
Primary: Participants
Secondary: energy related institutions and industries, etc.
A good example of collaboration with WBI by use of their materials (especially hot
topics)
Affiliates profile: Private sector, Research institute, JBIC, DBJ, JETRO
Participant’s satisfaction on “Overall usefulness” was 3.9 (1 is the minimum and 5 is
the maximum)
(Feedback from Japan, Thailand and Philippines only.)
79

3. Partnership
A face-to-face seminar on oil price volatility (fee based), held by WBI three months prior to this program, was
successful. This seminar was initiated by TDLC and World Bank Institute (WBI) to utilize the contents of this
seminar and to convert the seminar into a GDLN distance learning seminar in collaboration with the WBI,
George Washington University (GWU), and the Institute of Energy Economics Japan (IEEJ). The oil price was
at its peak then and the topic was a hot issue and in demand in East Asia at the time of delivery. TDLC staff
members were involved as Co-Director and Program Assistant and they played an important role in
coordinating all participating DLCs and administering participants’ registration, fee collection, technical
assurance of the videoconferencing connection as well as finding relevant partners in Japan. The WBI
contributed as Course Director and provided content and a resource speaker. GWU and IEEJ contributed by
providing resource speakers.
The role played by TDLC was effective and the commitment from the management staff of GDLN and TDLC
was appreciated by the WBI coordinator.
4. Achievement and Impact
Presence of Japan in the issue
The total number of registered participants was 185, made up of 47 from Japan, 99 from the Philippines, and
39 from Thailand.
The WBI coordinator commented that Japan’s participation enriched the quality of discussion. TDLC
identified the Institute of Energy Economics (IEEJ) as the local partner. The resource speaker from IEEJ was
highly appreciated as well as the other speakers from participating countries. The presentation from Japan
contributed an effective input to the resource group in Washington D.C. by providing a different perspective,
and contributed towards the enrichment of the seminar. Since Japan was the leader of East Asia’s miracle,
this program could not be conducted without Japan, according to the WBI coordinator. If TDLC had not been
in Japan, there would not have been such an opportunity to provide input from Japan into this agenda.
The speakers invited were as follows:
• Dr. Ken Koyama, Director and Board Member, Strategy and Industry Research Unit, The Institute of
Energy Economics, Japan (IEEJ)
• Prof. Robert Weiner, Professor, George Washington University, USA
• Wolfgang Fengler, Senior Economist, World Bank Jakarta Office, Indonesia
Pilot of fee-based distance learning seminar business model
TDLC intended to try out a fee-based seminar business model for the Japanese market through this program.
TDLC charged 30,000 J-Yen (about 300 USD) per participant. In the end, 22 persons registered though the
TDLC registration system as paid participants, 10 participants were invited from the Japan Bank for
International Cooperation (JBIC) and the Development Bank of Japan (DBJ), and another 10 from IEEJ, which
gave a total of 42 participants. 21 of the 22 paid participants came from the private sector. Thus gave a total
revenue of 660,000 J-Yen (about 6,600USD). DLCs in Thailand and Philippines applied their own pricing
policy. There were 99 participants in the Philippines and fees were charged however the amount received is
unknown. There were 39 in Thailand and no fee was charged to the participants.
The results showed that it was feasible to organize the seminar with a 300 USD participation fee in the
premises of good quality and relevant marketing because 36% of the Japanese participants answered that
30,000 yen for the program was reasonable in the questionnaire.(Table 5-1) This program was run at a
financial loss, however the simulation showed that having 37 paying participants would be the breakeven
point.(Refer to the 4. TDLC Operational Cost Efficiency)
80

Table 5-1: Feedback on the participation fee
a: 30,000 yen for today's program is reasonable 36%
b: 30,000 yen for today's program is too expensive 30%
c: The relevance and contents of program is more important
than fee for my decision
9%
d: If it is cheaper, more people will participate 24%
It was worthwhile to test this new business model. It allowed TDLC to ask questions of participants regarding
what constituted the most convenient length of such a program as well as the most convenient timing in the
day for such a program. This information can and will be used to establish the most appropriate model for
future seminars of this type. This pilot provided TDLC with useful lessons learned and data, which will be
utilized for planning future events.
Spontaneous response to the demands
The face-to-face seminar in Washington D.C. which took place March 10-11, 2008 when oil prices in the
market had been increasing was successful. The achievements and contents of this seminar were utilized to
create another opportunity targeting the Asia and Pacific region. Timing was important here, as if the
seminar did not take place while the issue was still relevant, there would not obviously be any need to
organize further seminars. The oil price was at its peak in July 2008.( Table5-2 & Figure 5-1) If the timing of
this program was delayed by more than a month, it would have been difficult to attract participants and was
in danger of being cancelled. The relatively short time needed to organize distance learning seminars is quite
useful for these kinds of urgent issues. Compared with face-to-face events, distance learning events require
less lead-in time because travel arrangements are not necessary. This program provides concrete evidence
that a distance learning mode is suitable for the dissemination of information related to urgent agendas in an
efficient manner.
TDLC’s program “An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza” can be
considered in a similar manner to this program.
Table5-2: History of oil price in 2008
Oil Price
Date
(USD)
2008/1/1 92.95
2008/2/1 95.35
2008/3/1 105.56
2008/4/1 112.57
2008/5/1 125.39
2008/6/1 133.93
2008/7/1 133.44
2008/8/1 116.61
2008/9/1 103.9
2008/10/1 76.65
2008/11/1 57.44
2008/12/1 41.02
Source: Dow Jones & Company
Release: Wall Street Journal
150
100
50
0
Spot Oil Price:
West Texas Intermediate
Figure 5-1: History of oil price in 2008
81

Cost-effectiveness by replicating the contents
As already mentioned, this program was developed using the same content as the content used in the faceto-face
seminar already organized by the WBI. This business model of converting a face-to-face program into
a distance learning program saved development costs. Furthermore, the achievements and results of a
discussion can be shared among larger target groups at a lower cost. This means that this model can
contribute generally towards increasing the cost-effectiveness of knowledge sharing and dissemination.
5. Quality of the Program
The result of the feedback questionnaires received from the participants on a country by country basis shows
that evaluation from the Japanese participants was somewhat more negative than the other two countries in
all questions. This is particularly true in relation to Q3 “Usefulness for you of the information that you have
obtained” and Q7 “I would like to take the technical workshop” show a large gap.(Table 5-2 & Figure 5-2 &
Figure 5-3) The WBI coordinator accounted for this gap by saying that Japanese participants were already
knowledgeable about these issues and information provided in the seminar might not be new to them.
Table 53: Comparison of evaluation feedback
Japan Philippines Thailand
Q1 The relevance of the program to your current work or functions 4.1 4.2 4.1
Q2 Extent to which you have acquired information that is new to you 3.5 3.6 3.8
Q3 Usefulness for you of the information that you have obtained 3.3 4.1 3.8
Q4 Focus of this activity on what you specifically needed to learn 3.6 3.8 3.9
Q5
Extent to which the content of this activity matched the announced
objectives
3.8 4.1 4.1
Q6 Overall usefulness of this activity 3.5 4.1 4.0
Q7 I would like to take the technical workshop (% of Yes) 36% 77% 77%
* Progressive scale of 1 to 5, where 1 is the minimum and 5 is the maximum.
4.4
4.2
4.0
3.8
3.6
3.4
3.2
3.0
Q1 Q2 Q3 Q4 Q5 Q6
Japan
Philippines
Thailand
100
50
0
I would like to take the technical
workshop
Japan Philippines Thailand
Figure5-2: Comparison of evaluation feedback
Figure5-3: Comparison of evaluation feedback
There is also an assumption that Japanese participants were more severe in their feedback because of the
participation fee. 30% of Japanese participants expressed their opinion that the fee was too expensive.
(Table 5-4)
82

Table 5-4: Feedback from the participants on participation fee
Feedback from the participants %
a: 30,000 yen for today's program is reasonable 36%
b: 30,000 yen for today's program is too expensive 30%
c: The relevance and contents of program is more
important than fee for my decision
9%
d: If it is cheaper, more people will participate 24%
The conclusion reached is that making sure to have the latest high level of content as well as eminent
speakers, materials translated into Japanese, and interpretation are necessary if the seminar is to attract a
sufficient number of paying participants in the Japanese market. If the content was designed for developing
countries, it should be revised to suit the Japanese audience.
6. TDLC Operational Cost Efficiency
TDLC developed an online registration and fee collection system utilizing Moodle. This helped to reduce the
work load of TDLC’s administration staff, however it required some additional processes for payment by cash
and bank transfer. Moodle was efficient for credit card payment but those who were sent from organizations
paid by bank transfer.
As the result, the total balance (revenue-expenses) showed a deficit of 4,421 USD. (Table 5-5) The expenses
in the Philippines were recovered by the participation fee collected by the Philippine DLC but the actual
amount is unknown. This meant that TDLC did not cover the costs of running the seminar in the Philippines,
while TDLC bore all the costs of running the seminar in Thailand because Thailand did not collect a fee.
However, even if TDLC did not have to cover the costs of Thailand, it would still have faced a deficit of 2,960
USD. (6,536-9,497)
Table 5-5: Financial Data
Expenses in Japan $9,497
Expenses Thailand $1,460
Expenses Philippines $0
Revenue
(Fee from Japanese participants)
$6,536
Total Balance -$4,421
Looking at the list of expenses, translation (46.5%) and interpretation (31.6%) were the highest category of
costs.(Table 5-6) This is typical of the dilemma faced when targeting Japanese people with English course
content, translation is necessary otherwise it will have a negative impact on the number of participants that
can be recruited in Japan.
83

Expenses in Japan
Table 5-6: Details of expenses
Unit
Unit Price
(J-Yen
Total
(J-Yen)
Cost
share
Coffee/Tea 6 2,100 12,600 1.3%
Sandwiches 52 63,160 6.7%
Water and other drinks 9,000 0.9%
Photocopies (B&W) 57 pages x 50 sets 4 11,400 1.2%
Photocopies (Colour) 60 pages x 50 sets 30 90,000 9.5%
DHL 3 22,000 2.3%
Translation 441,525 46.5%
Simultaneous
Interpretation
3 100,000 300,000 31.6%
USD
Sub total
$9,497
Expenses in Thailand $1,460
Expenses in Philippines $0
Total $10,957
The breakeven point is calculated as “10,957 USD/300 USD < 37”. It shows that 37 participants is the
minimum number of participants needed to fully recover the cost in the same cost structure.
36 days of staff time were spent on this program. In comparison with other net revenue generating types of
program, staff time per 1,000 USD of gross revenue is highest. (Table 5-6 & Figure 5-4) This will be improved
by increasing the number of paying participants.
Table 5-6: Comparison of staff time efficiency
Oil Price APO(2009) FASID(2009)
Staff Time 36 days 116 days 19 days
No. of VC sessions 1 45 9
TDLC Gross revenue $6,536 $290,393 $11,273
Staff time/Session 36.0 days 2.6 days 2.1 days
Staff time/Gross revenue
(hours/1,000USD)
44.1 hours 3.2 hours 13.5 hours
84

50.0
40.0
30.0
20.0
10.0
0.0
Staff time/Session
Staff time/Gross
revenue
(hours/1,000USD)
Oil Price
APO(2009)
FASID(2009)
Figure 5-4: Comparison of staff time efficiency
The following simulation shows how many paid participants would be required to generate net revenue in
the same order as for the APO courses. In order to generate the same level of annual net revenue as APO
courses, 5 repetitions of the same size of seminar each with 80 paid participants is necessary. (Table 5-7
64,880/13,043 nearly=5)
Table 5-7: Simulation of net revenue-1
No. of Participants 80 84 100
Expenses $10,957
Gross Revenue $24,000 $25,200 $30,000
Net Revenue $13,043 $14,243 $19,043
Net revenue of APO courses
(2009)
$64,880
7. TDLC Service Quality
The WBI coordinator described TDLC’s service quality as excellent. TDLC contributed in finding a good
partner in Japan. Since Japan is the leading country in East Asia, this seminar could not be successful without
Japan’s participation. TDLC successfully converted original contents into distance learning events. The
administration related to recruiting participants and collecting fees operated efficiently. Communication
amongst all the parties involved was effective and smooth. In terms of technical service, TDLC managed the
session well and there were no technical problems at all which contributed a lot to the smooth operation of
the seminar.
85

Attachment 5-1: Running Order of the Oil Price Volatility, Economic Impacts,
and Risk Management in Asia Session
Running Order of VC
Oil Price Volatility, Economic Impacts, and Risk Management in Asia
Sites: Japan (Tokyo), Philippines (Manila), Thailand (Bangkok), Indonesia (Jakarta) GDLN Centers, Indonesia
(Jakarta) the World Bank office and Washington (MCC2-123, Studio 2).
Date:
June 04, 2008, Wednesday (Asia time)
Time*:
Locations
Time
Washington DC 21:00 – 24:00, June 03
Indonesia/Thailand 8:00 – 15:00
Philippines 9:00 – 16:00
Japan 10:00 – 17:00
* Technician will conduct pre-connection half hour before the session.
Moderators:
Ryu Fukui, TDLC Manager
Yan Wang, Senior Economist, WBI
Opening Remarks:
Ryu Fukui
Arvind Gupta, Program Leader, WBI
Speakers:
Dr. Ken Koyama, Director and Board Member, Strategy and Industry Research Unit, The
Institute of Energy Economics, Japan (IEEJ)
Prof. Robert Weiner, Professor, George Washington University, USA
Wolfgang Fengler, Senior Economist, World Bank Jakarta Office, Indonesia
Discussants:
Yan Wang and Arvind Gupta
Agenda:
Topics
1 Opening and Introduction of the program 25
2 Session 1: Implications of high and volatile oil prices for capital
flows and the global economy
3 Lunch break 60
4 Session 2: Oil Prices Dynamics: past, present and future: Are High
and Volatile Oil Prices Here to Stay?
5 Session 3: Policy Options for Coping with Price Volatility 70
Time (minutes)
155 including 15 for break
95 including 15 for break
86

6 Conclusion 10
7 Evaluation 5
Language:
Program will be conducted in English. Simultaneous translation to Japanese will be provided
in TDLC.
Running Order:
Time
(Tokyo)
Length Speaker Action/Event/Topics Visual Aids and Notes
9:30 30 min. Test of connection
VC Session Begins at 10:00 (Tokyo Time)
10:00 9 min. Wang @Tokyo Welcome and program
objectives; introduce
participating sites, and go around
all four remote sits
10:09 8 min. Fukui@Tokyo Opening remarks from TDLC
10:17 8 min. Gupta@DC Opening remarks from WBI
10:25 30 min. Koyama@Tokyo Session 1 presentation: Slides
10:55 30 min. Weiner@DC Session 1 presentation: Slides
Tokyo, Bangkok (Thitisak
Boonpramote, Ph.D.,
Department of Mining and
Petroleum Engineering,
Faculty of Engineering,
Chulalongkorn University),
Manila (Robbie Macalde,
GDLN Program Manager,
Asian Institute of
Management and the World
Bank Development Resource
Center), Jakarta
Ryu introduces Dr. Koyama
Arvind introduces Prof.
Weiner
11:25 35 min. Q&A, discussion Give questions first to
Weiner as he may leave
earlier
Break of 15 Minutes (please prepare questions)
12:15 45 min. Koyama, Wang,
Gupta
Q&A, discussion (continue)
Lunch break at 13:00 for 60 minutes (Tokyo Time), DC will be disconnected
Yan may make short
presentation if time allows
87

14:00 80 min. Wang@Tokyo Session 2
Break of 15 Minutes (please prepare questions)
1. Guy Caruso, head of the US
Energy Information
Administration (EIA),
2. Jim Burkhard, Managing
Director, Cambridge Energy
Research Associates, and
3. Yasser Mufti, Head of the
Energy Outlook Group, Saudi
Aramco and
4. Dr. Atchana W. Waiquamdee,
Deputy Governor, Bank of
Thailand.
Q&A, discussion
15:35 30 min. Fengler@Jakarta Session 3 presentation: Slides
16:05 40 min. Fengler@Jakarta Q&A, discussion
16:45 10 min. Wang@Tokyo Conclusion and closing
16:55 5 min. Evaluation and Survey
VC Session Will be Closed at 17 : 00 (Tokyo Time)
Pre-taped interviews
1) Contact at TDLC: Ms. Naomi Koike (oilpricevolatility@jointokyo.org), Tel: +81 3 3597 1333
2) Washington NOC number: +1 202 473 7000
88

CASE STUDY 6: FASID ODA TASK FORCE SEMINAR SERIES
1. Case Study Summary
Foundation for Advanced Studies on International Development (FASID) Task Force Seminar aimed at
strengthening and building the capacity of the country-based ODA task force members in developing regions
through practical, higher-level interactive training. Ministry of Foreign Affairs of Japan (MOFA) organized a
series of seminars in line with “Japan’s Medium-Term Policy on Official Development Assistance”. FASID
implemented these under the instructions from MOFA. The seminars were implemented 8-9 times in a year.
Each seminar was a two to three-hour long session, accommodated different agendas and target countries,
to match the various task force objectives.
TDLC contributed to providing a cost-effective platform for the dialogue among ODA task force members in
the developing regions and Japan. This was not possible by the conventional seminar method, where
lecturers and participants physically travel abroad, but was possible only by the simultaneous multi-site
videoconferencing connection.
The average number of participating countries in a seminar was 16.3 in 2009. 39 seminars and a total of 335
countries were connected from 2005 to 2009. The observed impacts are the establishment of a platform for
the dialogue to support “Japan’s Medium-Term Policy on Official Development Assistance”, the gap between
developing regions and Tokyo filling up, promoting awareness of Japan’s international cooperation activities
to the private sector, and promoting awareness of videoconferencing as tool for international development
activities among FASID.
TDLC’s service effectively supported Japan’s ODA activities in a cost-effective manner.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Subjects
Program Organization
Initiator/Ownership
FASID ODA Task Force Seminar Series
FASID ODA Task Force Seminar
Partner’s content delivery type
Support FASID on its implementation of ODA Task Force Seminars to strengthen and
build the capacity of country-based ODA task force members in developing regions
through practical, higher-level interactive training by providing cost-effective
videoconferencing network and technical services. This program contributes towards
supporting “Japan’s Medium-Term Policy on Official Development Assistance” as well.
Provide FASID with cost-effective platform and VC technical assistance to organize
ODA Task Force Seminars with overseas task force members in as many as possible
overseas countries.
To meet needs for agenda preparation which match the various task force objectives,
these seminars have covered a wide array of themes.
Water, health, and industrial development are also covered, as well as development
assistance operations such as project formation and new demand survey systems.
Topic is varied depending on the seminar. They range from aid harmonization,
assistance coordination, emerging donors in international development assistance,
donor assistance and support for emerging countries, multi- and bilateral donor
coordination and other areas of policy to key themes of development assistance in
climate change, human security, governance, gender and Millennium Development
Goals (MDGs).
FASID
89

Finance
Program
Partner(s)
Roles
Achievement
Evaluation
Cost Model
Total Budget
TDLC Budget/input/cost
(2005-2009 total)
Source of Funding
Learning Method
Duration
Structure
Frequency
Target Audience
Number of Audience
Intermediaries
Number of Participation
Coverage
(2005-2009 total)
Beneficiary
Achievement of Program Output
Participants Feedback
FASID
TDLC: Provide technical service and sites coordination
FASID: Organize seminars (Contents and target countries are decided by MOFA)
Partner paid
(N/A)
Staff Time: 93.5 days
FASID
Videoconferencing Lecture
Most of the seminars are 2 hours session
Videoconference meeting
Year No. of seminar
2005 5
2006 8
2007 9
2008 8
2009 9
Overseas: Japanese Embassy, JICA, JBIC, International organization
Japan: MOF, FASID, JICA, JBIC,
It is varied from about 10 to more than 50 depending on the seminar
MOFA, JICA, Japanese Embassies
58 countries
Primary: FASID, MOFA
Secondary: Japanese ODA Task Force Members
FASID, MOFA are satisfied with the TDLC’s contribution.
Implementation of continuous seminar series since 2005
80-90% satisfaction in general
3. Partnership
Partnership was established for implementing FASID task force seminars, targeting Japanese ODA staff in
developing countries in 2005. Since then FASID has been using TDLC’s service. TDLC supported FASID as onestop
shopping service window to implement seminars. FASID is fully satisfied with the service quality of
TDLC.
90

4. Achievement and Impact
Establishment of a platform of dialogue to support “Japan’s Medium-Term Policy on Official Development
Assistance”
The ODA Task Force Seminar series effectively contributed to strengthening the functions of the field
missions (primarily the overseas diplomatic missions and offices of implementing agencies), which is stated
in “Japan's Official Development Assistance Charter”. This activities follows “Japan’s Medium-Term Policy on
Official Development Assistance”, which suggested “Promoting the sharing of information and knowledge
including through the use of information technology”.
The number of seminars implemented between 2005 and 2009 was 39. The total cumulative number of
connected countries is 335. In 2009, seminar was implemented nine times and the average number of
connected countries was 16.3.(Table 6-1) FASID commented that this series of seminars cannot be
implemented without TDLC’s videoconferencing network.
Filling up the gap between developing regions and Tokyo
FASID evaluated the power of the real time videoconferencing event as an effective communication tool. The
unexpected impact on FASID was that participants in Tokyo such as people from JICA HQs, MOFA could
understand the reality of targeting countries. This seminar was planned to deliver the knowledge to the ODA
Task Force members in developing countries. However it turned out to be a good opportunity for Tokyo to
learn about each of the country’s situation.
Through the implementation of seminars, the MOFA officer gave commented on FASID ODA Task Force
Seminar Series as follows:
• The seminars contributed to filling up the gap in recognizing issues between Tokyo and the target
countries.
• It became clear that the policy made in Japan does not sometimes match with the real situation in
the countries.
• It became clear that the viewpoints and perceptions on the same issue were different, depending on
the region.
Awareness of Japan’s international cooperation activities
The private sector was invited in the seminar to discuses alliances between the government and the private
sector. Participants from the private sector were impressed with the Japan’s activities for assisting
developing countries. This is a good example of this seminar’s contribution to the increase of awareness
regarding Japan’s international cooperation.
Awareness of videoconferencing as tool for international development activities
Among FASID staff, videoconferencing is recognized as a convenient and effective tool to increase the costeffectiveness
of events such as seminar programs.
Cost-effectiveness by multi-site connection
FASID stated that there wasn’t a particular formula to calculate how the cost-effectiveness has increased
because there was no comparison set. But the discussion among the participants at scores of venues abroad
was previously impossible. TDLC made it possible.
In the beginning, average number of connecting countries in a seminar was 1.4. This increased to 16.3 in
2009. (Table 6-1 & Figure 6-1) This is because the quality of the seminar was guaranteed, even if number of
connecting countries increased. The more number of countries participating, the more the cost-effective it is.
91

Table 6-1: Change over time in the number of seminars and connected countries
2005 2006 2007 2008 2009
Number of seminars 5 8 9 8 9
Average number of
connected countries
1.4 3.8 5 14.3 16.3
20
15
10
5
0
2005 2006 2007 2008 2009
Seminars
Connected
countries
Figure 6-1: Change over time in the number of seminars and connected countries
FASID conducted a feedback survey among the participants every time. The results showed 80-90%
satisfaction in general, according to FASID. The agenda for the meeting was usually completed. Participants
pointed out in the feedback survey that when number of countries connected and the number participants
was more than a certain number, the efficiency of discussion became worse. However, FASID recognizes
more value derived from the opportunity of discussing the issue, with so many different countries, in a
synchronized manner, even though communication levels are lesser than compared to a face-to–face
discussion. FASID noted that on comparing cost and effect with conventional seminars where lecturers were
physically sent abroad, this was a highly efficient system, looking at the significant cut in transportation,
lodging and other costs gained through a simultaneous multi-site connection.
Improvement of implementation efficiency
The workload for this series of sessions is becoming lesser as it falls into a routine operation. The staff time
required has been stable 2.3 days in 2007, 2.4 days in 2008, and 2.1 days in 2009, despite the increasing
number of connecting sites (refer to the4. TDLC Operational Cost Efficiency). This means that program
implementation efficiency was improved by the TDLC’s effort.
5. TDLC Operational Cost Efficiency
TDLC’s role is to provide a venue in Tokyo and monitor the smooth operation of the sessions. When
necessary to connect countries, that did not have JICA-Net site, TDLC arranged for GDLN centers. However, in
comparing with the earlier years, the number of GDLN sites had drastically reduced from 28.6% down to
2.7% in 2009 due to the availability of JICA-Net sites. (Table 6-2 & Figure 6-2)
92

Table 6-2: Change over time in the ratio of JICA-Net and GDLN sites
2005 2006 2007 2008 2009
No. of JICA-Net site 5 21 37 113 143
No. of GDLN site 2 9 8 1 4
Total no. of site 7 30 45 114 147
Ratio of GDLN 28.6% 30.0% 17.8% 0.9% 2.7%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009
GDLN
JICA-Net
Table 6-2: Change over time in the ratio of JICA-Net and GDLN sites
Compared to the earlier years, the workload for this series of sessions is becoming lesser as it falls into a
routine operation. The staff time required has been stable 2.3 days in 2007, 2.4 days in 2008, and 2.1 days in
2009, despite the increasing number of connecting sites, which were mostly JICA-Net sites. (Table 6-3 &
Figure 6-3)
Table 6-3: Change over time of staff time put in
2005 2006 2007 2008 2009
Staff time (days) 11.5 23 21 19 19
Number of sessions 5 8 9 8 9
Average number of
connected sites
1.4 3.8 5 14.3 16.3
Staff time/session (days) 2.3 days 2.9 days 2.3 days 2.4 days 2.1 days
93

20
15
10
5
0
2005 2006 2007 2008 2009
Seminars
Connected sites
Staff
time/seminar
Table 6-3: Change over time in the staff time put in
After four years of collaboration, both FASID and TDLC have learnt from experience. The roles are well
defined and the operation is becoming very smooth and efficient. Both the FASID and TDLC coordinators
enjoy smooth and efficient operations.
Since the GDLN-DLCs were not used much, the ratio of the net revenue against gross revenues was as high as
72.1% in 2009. (Table 6-4 & Figure 6-4) Thus, the FASID Task Force Seminar contributed to the efficient
revenue generation sustainability of TDLC in the financial aspect.
TDLC’s revenue is generated from two categories namely (1) TDLC ownership program operation, and (2)
videoconferencing service operation (or partner’s content delivery programs). The programs categorized into
(1) are such as Microfinance Training of Trainers (MFTOT), Climate & Disaster Resilience Initiative (CDRI)
Capacity-building Program, etc. Programs such as FASID ODA Task Force Seminars, APO: GDLN-based
Distance Learning Course Series, etc are categorized into (2). To identify the proportion of FASID contribution
to the TDLC revenue, calculated the proportion of the net revenue generated from FASID ODA Task Force
Seminar Series to total annual net revenue generated from VC service operation of TDLC. Financial data also
shows that TDLC’s net revenue from FASID made up for 5.2% of total annual net revenue generated from VC
service operation of TDLC in 2008.(Table 6-4)
Table 6-4: Change over time of financial data
2006 2007 2008 2009
A Gross revenue from FASID (USD) $6,048 $12,275 $8,720 $11,273
B Net revenue from FASID (USD) $3,780 $5,640 $5,240 $8,125
C Ratio of TDLC’s revenue (B/A) 62.5% 45.9% 60.1% 72.1%
D
E
Net revenue from FASID/Annual net
revenue from VC (B/E)
TDLC total annual net revenue from
VC service(USD)
--- 5.1% 5.2% ---
--- 110,387 100,115 ---
94

$14,000
$12,000
$10,000
$8,000
$6,000
$4,000
$2,000
$0
2006 2007 2008 2009
Cash out
Net revenue
from FASID
Figure 6-4: Change over time of revenue from FASID
6. TDLC Service Quality
TDLC arranged for DLCs or supported FASID in identifying the facilities. TDLC assured booking of all sites by
communicating with JICA-Net Core Center and GDLN-DLCs. This assurance was very helpful when number of
connecting sites became bigger and was appreciated by FASID.
In the early years of collaboration, since JICA-Net did not cover many countries, more DLCs were involved this
reduced in the recent years. TDLC’s role has shifted to renting the facility of the TDLC studio, communicating
with the JICA-Net core center, and administration work such as billing. All these services are excellent and
FASID appreciated the flexible and efficient working modality of TDLC.
As the main coordinating site of the event, TDLC always allocated staff to monitor the session and take
necessary action immediately, in case of deficient connections, by communicating with moderator of FASID.
FASID appreciated this effective support. FASID did not take advantage of TDLC's learning design expertise
for the improvement of the pedagogical effectiveness of the VC sessions such as the facilitation and the
running order or scenario.
The location of TDLC in Kasumigaseki area, where many of governmental organizations are located is very
well appreciated by FASID, because it is at walking distance from Ministry of Foreign Affairs.
7. Expectations from TDLC
FASID recently has started using the JICA-Net studio in Tokyo. The operational support was not better than
TDLC, however FASID may use JICA-Net more frequently because JICA-Net is free of charge. MOFA would like
to increase the number of seminars in a limited budget by reducing the cost of each seminar.
The international symposium organized by FASID usually invites more than 150 in Tokyo. Thus FASID can’t
use TDLC as a venue due to the limitation in capacity. Rather FASID expects that it will be helpful, if TDLC can
support FASID in connecting several cities within Japan by videoconferencing. This will increase the Japanese
audience in the FASID seminar programs.
FASID has been collaborating with the WB in some respect for many years. However, FASID just considers
TDLC to be a videoconferencing network provider, not exploiting TDLC’s connection to the WB in such a
collaboration.
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CASE STUDY 7: APO: GDLN-BASED DISTANCE LEARNING COURSE
SERIES
1. Case Study Summary
Collaboration with the Asian Productivity Organization (APO) began in 2004 right after the launch of TDLC.
APO had the ownership of program contents and implementation and TDLC supported APO by providing
pedagogical support and the entire physical videoconferencing network in Tokyo and participating countries.
TDLC supported APO in their introduction of distance learning to their training programs during the pilot
period, from 2004 to 2005.
As a result, TDLC had such an impact on APO’s business model that about 40% of their training courses are
distance learning programs today. And APO has increased their annual number of participants by about 50%
without increasing the budget allocated. This is because APO were able to identify a 90% improvement in
cost-effectiveness (cost per participant dropped to 1/10) in terms of per head training cost while still
maintaining the same level of training quality through the effective combination of distance learning and
conventional face-to-face training.
TDLC recognize that APO’s learning and training materials have very high value and it is worth disseminating
to people and countries in need that directly contribute to socio-economic development in developing
countries. This is one of the reasons why TDLC has been willing to work with APO and able to share the same
institutional goals and objectives with strong partnership.
Most APO courses are made up of 3 days of videoconferencing sessions and a 1 day local session taking place
over 4 consecutive days. Subject areas include Total Quality Management, Green Productivity and
Environmental Management System, Food Safety Management System and Exporting Agrifood Products to
Emerging Global Market. (The subjects are reviewed and changed every year.)
TDLC has brought a new approach to the international development community by changing APO’s training
scheme. This impact is one of the typical achievements of TDLC.
The partnership with APO has contributed to the increase in cost recovery of TDLC as well as other DLCs,
58.8% of the annual net revenue generated from VC service operation of TDLC in 2009.
2. Basic Data Table
Program Title
Course/event Title
APO: GDLN-based Distance Learning Course Series
• Total Quality Management
• Multi-country Study on Media and Productivity
• Seminar on Participatory Mirocredit Community Development
• Enhancing NPO’s core competence
• Strengthening IT Capabilities of NPOs
• Workshop on IT for Productivity Specialist
• Green Productivity and Environment Management System (ISO14001)
• Toyota Production System
• Multimedia & Productivity & IT for Productivity Specialist
• One Village One Product
• Green Productivity & Integration of Management System
• Food Safety Management System (ISO22000)
• Energy Efficiency
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• Social Accountability Management System (SA8000)
• Exporting Agri-products in Major Global Market
• Six Sigma Green Belt
• Energy Auditing
Type
Objectives
Development Objective
Program Output
Learning Objective
Subjects
Program Organization
Initiator/Ownership
Partner(s)
Roles
Finance
Cost Model
Total Budget/Gross Revenue
(2006-2009)
TDLC Budget/input/cost
(2004-2009)
Source of Funding
Program
Program Type
Duration
Structure
Frequency
Partner’s content delivery type
• Support APO with providing videoconferencing network and increasing costeffectiveness
of APO training programs.
• Create highly value at APO’s seminar and training contents for developing
countries.
• Create a sizeable number of VC sessions to GDLN AP that enhance the
quality of services in the network
• Provide APO with cost-effective platform and administration service to
organize APO’s training programs.
• Contribution to a basic 4 days GDLN-based seminar series modality
(Depends on the course)
(Depends on the course)
Asian Productivity Organization (APO)
APO
TDLC: Provide technical service and site coordination
APO: Organizing the course
Partner paid
290,393 USD
Staff Time:563 days
2 years of Pilot Period
APO
Structured Training Course
Most of the courses take place over 4 consecutive days.
Most APO courses are made up of 3 days of videoconferencing sessions and a 1 day
local session taking place over 4 consecutive days.
Year
2004(Pilot)
2005(Pilot)
No. of courses
3 x 1 repeat
4 x 1 repeat
2006 1 x 2 repeats, 1 x 3 repeats, 2 x 1 repeat
2007 3 x 3 repeats
2008 5 x 3 repeats
2009 5 x 3 repeats
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Achievement
Evaluation
Target Audience
Number of Audience
Intermediaries
Number of Participation
Coverage
Beneficiary
Achievement of Program Output
Participants Feedback
(Depends on the course)
(Depends on the course)
National Productivity Organization (NPO) in member countries
APO member countries namely, Bangladesh, Cambodia, Republic of China, Fiji, Hong
Kong, India, Indonesia, Islamic Republic of Iran, Japan, Republic of Korea, Lao PDR,
Malaysia, Mongolia, Nepal, Pakistan, Philippines, Singapore, Sri Lanka, Thailand, and
Vietnam. Target participants are depending on the course.
Primary: APO, NPOs
Secondary: Course participants, Private sectors, industry associations
APO was fully satisfied with TDLC’s contribution and quality of services.
About 98 % of the participants evaluated as “more than expected” or “as expected”
3. Partnership
In 2003, APO implemented a training course in distance learning mode using JICA-Net videoconferencing as a
first pilot trial. However JICA did not have an incentive to collaborate with APO because JICA-Net is not
involved in providing training programs for other institutions. APO then approached TDLC and collaboration
began with a Pilot Phase to investigate the feasibility of collaborating with APO in a sustainable manner in
2004. This pilot phase ended in 2005.
TDLC shouldered all the costs during the pilot phase and provided extra support to APO. For the first trial to
implement a “Total Quality Management” course, a short term consultant as well as TDLC’s instructional
designer were assigned to assist APO to convert this course into distance learning mode and to conduct the
videoconferencing sessions. A series of workshops were also provided to APO’s Programme Officer. The
biggest contribution made by TDLC was that a standard pedagogical model was provided to APO at the initial
stage, which blended face-to-face local sessions including field visits and videoconferencing learning
sessions. This mode remains the basic format of APO distance learning courses to this day which is clear
evidence of the effective support given to APO by TDLC.
The results of the pilot course were judged to be satisfactory by APO. This triggered APO into shifting some
of their training programs to a distance learning mode. After two years of the pilot phase, APO began to use
TDLC services and increased the number of courses year on year. In 2009, APO implemented 5 separate
courses 3 times making a total of 15 courses.
TDLC continues to manage and support APO’s courses in a most diligent manner and both APO and TDLC
describe themselves as being quite satisfied with the way in which their partnership is operating.
4. Achievement and Impact
Improvement of the cost-effectiveness of APO training courses
TDLC has enabled APO to greatly increase their cost-effectiveness. In order to share knowledge and best
practice in a cost-effective manner, the number of participants per course is a critical indicator for APO. The
use of a distance learning approach has greatly improved this indicator. 20 participants per course was an
average ratio in APO’s conventional face-to-face programs. Using distance education has meant that this ratio
can be increased to about 100 per course. In the conventional face-to-face program, the cost per participant
was on average about 2,000 USD, however using distance education, this has decreased to about 200 USD
per participant, APO Program Officer commented. In general terms, this means that APO’s cost per
participant is now about one tenth of what it was by using distance learning mode. As a result, APO has
increased their number of participants by 50% (from 2,000 to 3,000) without increasing the budget allocated.
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They clearly distinguish the role of distance learning from that of face-to-face training. Distance learning is
used for the acquisition of basic information and for sharing, while the face-to-face program is for the
acquisition of advanced skills and knowledge. Having said this, both modes are considered to be equally
satisfactory for APO. This has been proven by evaluation results which show that 98% of participants were
satisfied in both distance learning and face-to-face mode. APO is now able to provide good quality courses at
about 1/10 of the cost per head.
Drastic change in training scheme of APO
TDLC has had a significant impact on APO’s business model in that about 40% of their training courses are
distance learning programs today. All the distance learning courses have links with face-to-face programs.
Participants who have performed excellently in their examination in a distance learning course are sent to
the advanced face-to-face program on the same subject. This helps to motivate participants. APO has
introduced a new format where the distance learning programs provide basic training and screen
participants followed by an advanced level of face-to-face training, which has also contributed to improving
the quality of the face-to-face training courses by making sure the level of participants in these face-to-face
training courses are equivalent and of a high level.
APO Program Officers have also concluded that distance learning enables them to respond quickly to
subjects that are in high demand. For example, programs to be implemented in 2011 and 2012 have been
confirmed in the general meeting in 2009. The schedule of face-to-face training programs is usually
confirmed 2 years in advance because of the level of complexity associated with arranging flights,
accommodation, passports, VISAs, medical checks, etc., while distance learning does not require such
arrangements.
Improvement of Sustainability of TDLC and DLCs in the regions
To identify the proportion of APO contribution to the TDLC revenue, we calculated the proportion of the net
revenue generated from APO courses to total annual net revenue generated from VC service operation of
TDLC. Financial data also shows that APO provides the largest source of revenue for TDLC representing 42.5%
of total annual net revenue generate by TDLC’s VC services in 2008, and 58.8% in 2009. (Table 7-1) This
contribution improves the increase in cost recovery sustainability of TDLC.
However, despite being the largest single source of revenue for TDLC, APO contributed only 0.49% of TDLC’s
recovery rate against its total expenditure in 2006, 0.75% in 2007, 1.26% in 2008, and 1.76% in 2010. (Table
7-1)
It is worth pointing out that a large portion of this revenue goes to DLCs as facility rental expenses. This
represents a good income to each of the DLCs and provides a significant percentage of the annual income of
the DLCs. TDLC itself received 22.3% of the gross income from APO in 2009. The remaining 77.7 % went to
the DLCs and other videoconferencing facilities in target countries.(Table 7-1 & Figure 7-1) This contributed a
lot towards improving the sustainability of DLCs generally. Since the program coordination at each site was
carried out by APO and NPO, the role of the DLC was logistical arrangement to support successful
implementation.
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Table 7-1: Financial Data
2006 2007 2008 2009
A Gross revenue from APO (USD) $68,925 $173,653 $290,065 $290,393
B Net revenue from APO (USD) $16,940 $29,400 $42,510 $64,880
C Ratio of TDLC’s revenue (B/A) 24.6% 16.9% 14.7% 22.3%
D APO net revenue/Annual revenue from VC (B/F) --- --- 42.5% 58.8%
E APO net revenue/Annual expenditures (B/G) 0.49% 0.75% 1.26% 1.76%
F
TDLC total Annual Revenue from VC services
(USD)
--- --- $100,115 $110,387
G TDLC total expenditures (incl. Staff cost) (USD) $3,442,000 $3,932,000 $3,366,000 $3,693,000
* Financial data is referred to the attached “Reference Financial Data of TDLC”.
$350,000
$300,000
$250,000
$200,000
$150,000
$100,000
$50,000
Cash out
Net Revenue from
APO (USD)
$0
2006 2007 2008 2009
Figure 7-1: Change over time of revenue from APO
In addition to its contribution towards the financial stability of the DLCs, the APO course has also had an
impact on DLCs by enhancing their visibility in the wider community. One of the DLCs mentioned how they
appreciated the fact that through their cooperation with NPO in the implementation of the APO courses,
they enhanced their visibility which would lead towards an expansion of the DLC's marketing impacts.
Improvement of implementation efficiency
The parameter of “Accumulated total session hours”, which is calculated by multiplying the number of
session hours by the number of target sites can be considered an appropriate indicator of the operational
amount of work. The indicator, amount of staff time per session delivery hour, clearly shows that this is on
the trend of decrease (refer to the 7. TDLC Operational Cost Efficiency). This means that program
implementation efficiency was improved by the TDLC’s effort.
5. Scaling-up of Outreach
The number of APO courses has increased from 4 courses in 2006 to 5 in 2009. The number of repetitions of
APO courses in any one year has increased 214% from 7 courses in 2006 to 15 in 2009. The number of
participants has increased 431 % from 336 participants in 2006 to 1,447 in 2009. The number of countries
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covered has increased 167% from 12 countries in 2006 to 20 in 2009 currently covering all APO member
countries. (Table 7-2 & Figure 7-2a&b)
Year
2004
(Pilot)
2005
(Pilot)
2006
No. of courses
Table 7-2: Change over time of outreach
Total no. of session
hours
Total no. of
participants
No. of countries
3 courses x 1 repeats 171 113 6
4 courses x 1 repeats 93 112 6
1 course x 2 repeats
1 course x 3 repeats
2 courses x 1 repeats
478 336 12
2007 3 courses x 3 repeats 1,069 900 15
2008 5 courses x 3 repeats 1,500 1,416 19
2009 5 courses x 3 repeats 1,600 1,447 20
TOTAL (2004-2009) 4,911 4,324
20
15
10
5
0
Batches
2000
1500
1000
500
0
70
60
50
40
30
20
10
0
2004 2005 2006 2007 2008 2009
Figure 7-2a&b: Change over time of outreach
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The courses that have been implemented are listed in the following table. (Table 7-3)
Table 7-3: List of APO courses delivered
No. of
repeats
No. of
country
No. of
Partici
-pants
Total Quality Management 1 5 81
2004
(Pilot)
Multi-country Study Mission on Media and Productivity 1 2 18
Seminar on Participatory Mirocredit for Integrated Community Development 1 3 14
Total Quality Management 1 4 63
113
2005
(Pilot)
Enhancing NPO’s core competence 1 5 13
Strengthening IT Capabilities of NPOs 1 5 21
Workshop on IT for Productivity Specialist 1 6 15
Green Productivity and Environment Management System (ISO14001) 2 8 150
Toyota Production System 3 10 147
112
2006
Multimedia & Productivity & IT for Productivity Speicalist 1 4 21
One Village One Product 1 6 18
336
Green Productivity and Integrated Management System (ISO9001, ISO14001,
OHSAS18001)
3 14 350
2007
Toyota Production System 3 12 270
ISO22000: Food Safety Management System 3 12 280
Green Productivity and Energy Efficiency 3 15 331
Toyota Production System 3 16 312
900
2008
ISO22000: Food Safety Management System 3 15 278
Social Accountability Management System: SA8000 3 15 212
Exporting Agri-food products in Major Global Markets 3 14 283
Six Sigma Green Belt 3 18 348
1,416
2009
Green Productivity and Environmental Management System 3 17 225
ISO22000: Food Safety Management System 3 17 285
Energy Auditing 3 17 335
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Exporting Agrifood Products to Emerging Global Market 3 16 254
1,447
TOTAL 4,324
Outreach in terms of the number of participants is one of the most important indicators for APO because
APO’s mission is to share knowledge and best practices among member countries and actively promote the
multiplication of the effect of their training. The more people that participate, the greater the level of
sharing. Thus, increasing the number of participants per program is a very important issue for APO. Using a
distance learning mode, which makes it possible to accommodate about 100 participants in a program
contributes a lot to this.
Up to now 4,324 participants have participated in these programs. The annual number of participants in
2009 was 1,447, which represent more than a half of the total annual number of participants trained by
APO’s training programs. And it is expected to occupy about 3/4 in 2010.
APO would like to increase private sector participants as the ratio of private sector participants has been
about 20-30% in conventional face-to-face programs. However, the ratio of private sector participants in the
distance learning programs has been higher, about 50-60%. APO is happy with this aspect which results from
the fact that distance learning programs are more efficient in making them attractive to the private sector.
6. Quality of the Course
According to the evaluation conducted in 2009, about 98 % of the participants evaluated the APO’s GDLNbased
distance learning courses series as being “more than expected” or “as expected”, which is equivalent
to the results from APO’s face-to-face training programs. Face-to-face programs carry with them incentives
such as traveling to other country which can have a positive influence on evaluation. APO commented that it
is particularly encouraging that the distance learning courses are evaluated so positively as they lack these
additional incentives. APO Program Officers pointed out that country presentation at the end of the program
was excellent and sometimes better than that of the face-to-face training because a competitive element
was introduced in the distance learning programs. This proves that distance learning is not less effective
than face-to-face learning once it is well managed.
APO issued certificates only for participants who attended more than 70% of sessions and who passed the
final examination. This contributes to maintaining the quality of the course and the motivation of
participants.
7. Quality Assurance of the Service to APO
During the session, daily feedback from on site facilitators in every country is shared with TDLC and where
necessary, TDLC takes remedial action. APO Program Officers have to provide an evaluation report by
summarizing feedback from participants for every program. When officers identify significant issues or
problems, they communicate with TDLC in order to solve these problems on a case by case basis. The
evaluation report was not shared with TDLC, nor were there any periodical review meetings between APO
and TDLC. Such periodical meetings would contribute to the improvement of the collaboration process, APO
commented.
8. TDLC Operational Cost Efficiency
The operational burden on TDLC staff for these courses is heavy. After the pilot phase, the staff time spent
on APO courses was 59 days in 2006, 130 in 2007, 121 in 2008, and 116 in 2009.(Table 7-4) This means that
the APO operation as a whole occupied about 0.5 man/year of TDLC personnel in recent years.
However, operational efficiency appears to have been improved. The staff time per course delivery
represented 8.4 days in 2006, 14.4 in 2007, 8.1 in 2008, and 7.7 in 2009. The staff time per session was 2.7
days in 2006, 4.8 in 2007, 2.7 in 2008 and 2.6 in 2009. (Table 7-4 & Figure 7-3) The course operation is
increasing in complexity because the number of courses and target countries is increasing. Therefore the
parameter of “Accumulated total session hours”, which is calculated by multiplying the number of session
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hours by the number of target sites, can be considered an appropriate indicator of the operational amount of
work. Looking at the amount of staff time per session delivery hour, this was 0.99 hour in 2006, 0.97 in 2007,
0.65 in 2008 and 0.58 in 2009.(Table 7-4 & Figure 7-3) This clearly shows that this indicator is on the
decrease. At the same time, both staff time per 1,000USD gross revenue and staff time per 1,000USD net
revenue has been decreasing every year.(Table 7-4 & Figure 7-3, 7-4)
Table 7-4: Change over time of financial data
Year 2006 2007 2008 2009
A Staff time (days) 59 days 130 days 121 days 116 days
B No. of repeats of courses (repeats) 7 repeats 9 repeats 15 repeats 15 repeats
C No. of VC sessions (sessions) 22 sessions 27 sessions 45 sessions 45 sessions
D Accumulated total session hours* (hours) 478 hours 1,069 hours 1,500 hours 1,600 hours
E Gross revenue from APO (USD) $68,925 $173,653 $290,065 $290,393
F Net revenue from APO (USD) $16,940 $29,400 $42,510 $64,880
G Staff time/Repeat (A/B) (days) 8.4 days 14.4 days 8.1 days 7.7 days
H Staff time/Session (A/C) (days) 2.7 days 4.8 days 2.7 days 2.6 days
I Staff time/Session hour (A/D) (hours) 0.99 hours 0.97 hours 0.65 hours 0.58 hours
J Staff Time/Gross revenue (A/E) (hours/1,000USD) 6.85 hours 5.99 hours 3.34 hours 3.20 hours
K Staff Time/Net revenue (A/F) (hours/1,000USD) 27.86 hours 35.37 hours 22.77 hours 14.30 hours
* Accumulated total session hours* : total session hours x target sites
16.0
14.0
12.0
10.0
8.0
6.0
4.0
2.0
0.0
2006 2007 2008 2009
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Staff time/Session
hour (A/D) (hours)
Staff time/Repeats
(A/B) (days)
Staff time/Session
(A/C) (days)
Figure 7-3: Change over time of staff time (1)
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40.00
35.00
30.00
25.00
20.00
15.00
10.00
5.00
0.00
2006 2007 2008 2009
Staff Time/Gross
revenue (A/E)
(hours/1,000USD)
Staff Time/Net
revenue (A/F)
(hours/1,000USD)
Figure 7-4: Change over time of staff time (2)
The most demanding aspect of the work for the APO courses was acting as a “One-Stop Shopping” by 1)
booking and coordinating the DLCs, 2) arranging of VC facilities in countries where DLCs are not available, 3)
connectivity assurance with external sites, 4) flexibly accommodate requests from APO in a wider range of
course implementation, 5) coordinating of invoicing from all DLCs.etc. The logistical management of the DLCs
and monitoring the network connection during courses is no longer a burden because TDLC’s accumulated
experience has made it easy.
TDLC has been extending effort to reduce the workload. The following activities have contributed to this
reduction.
(1) Introduction of a standard form for billing from DLCs to TDLC.
(2) Introduction of a standard discount rate for facility rental of TDLC and DLCs. (in the past, TDLC
negotiated separately with each DLC for their discount rate.)
(3) Improvement in the practices used for assigning staff
(4) Introduction of a collective annual DLC booking schedule. (in the past, bookings were made on a
course by course basis). –This has also contributed towards decreasing the workloads of the
DLCs.
This series of actions has had a positive impact and resulted in a reduction of staff time per revenue.
However, despite this great effort, the coordination work is becoming increasingly complex and time
consuming because the total number of courses/repeats has been increasing and there will be 24 separate
deliveries of APO courses in 2010. Even if the work flow is designed in the most efficient way, there is still an
issue related to how best to manage changes and other sudden occurrences. For example, when the APO
changed the scheduling of a course after it had been booked as part of the overall annual booking, this
caused a lot of additional coordination work. When the number of courses is increased, it makes the whole
process more complicated and time consuming.
9. TDLC Service Quality
TDLC’s effort is focused on the provision of a ‘one stop service’ to APO. All the communication between the
DLCs and APO go through TDLC. This effort is much appreciated by APO. The APO Program Officer
commented that TDLC’s one-stop shopping service was excellent and very much appreciated. In this way,
APO is able to save a lot of time by using TDLC instead of communicating with every country.
Here are some of the comments made by APO Program Officers :
• All TDLC staff were friendly and the TDLC atmosphere was comfortable for all APO Program Officers .
• Administration work such as facility booking, invoicing, etc., was excellent. It was judged to be 100%
satisfactory for APO.
• This kind of service could not be provided by the private sector. TDLC’s spirit and vision as a
development organization encouraged APO to work together.
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Given the effective coordination of TDLC, APO had not realized up to this interview that the DLCs with which
it is dealing belong to two different regions, Asia Pacific and South Asia.
APO is under serious pressure to reduce its budget generally. This means that even though APO is 100%
satisfied with the service provided by TDLC, it still expects TDLC to reduce its costs.
10. APO’s expectation to TDLC
APO’s need is to identify several videoconferencing facilities within a country so that it can enhance outreach
within a country. TDLC needs to utilize network other than GDLN-DLCs and APO would like TDLC to expand
its network beyond the GDLN.
Since APO’s mission is to share knowledge and best practices, follow up activities linked with its alumni are
greatly appreciated. APO provided the assessment team with an example whereby one of the graduates
from distance learning has established a yahoo group for an Energy Management Forum and this was
expanding by attracting many people from outside the APO community. APO expects TDLC to support them
by providing an effective platform for this area of activity
TDLC has provided effective support to establish the basic format for distance learning, however APO has
made a great effort to focus on a continued improvement in respect to TDLC’s commitment since then. APO
would like TDLC to share more effective pedagogical advice and support by professional experts so that TDLC
can be a platform for clients like APO to enhance the effectiveness of their distance learning activities.
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Attachment 7-1: Example of Project Notification of APO e-Learning Course
PROJECT NOTIFICATION
30 January 2009
1. Project Code: 09-IN-58-GE-TRC-B
2. Project Title: e-Learning Course on Energy Auditing
(based on the Global Development Learning Network of the World Bank platform)
3. Duration: Phase 1: 25–28 May 2009
Phase 2: 15–18 June 2009
Phase 3: 7–10 July 2009
4. Venues: Phase 1: Bangladesh, Lao PDR, Thailand, Vietnam, and Mongolia
Phase 2:
Phase 3:
India, IR Iran, Nepal, Sri Lanka, and Pakistan
Cambodia, Fiji, Malaysia, Philippines, and Indonesia
5. Implementing
Organizations:
APO Secretariat and the following NPOs:
Phase 1
1) Bangladesh: National Productivity Organization of Bangladesh, Dhaka
2) Lao PDR: Small and Medium Enterprise Promotion and Development Office,
Vientiane Municipality
3) Thailand: Thailand Productivity Institute, Bangkok
4) Vietnam: Vietnam Productivity Centre, Hanoi
5) Mongolia National Productivity and Development Center, Ulaanbaatar
Phase 2
6) India: National Productivity Council, New Delhi
7) IR Iran: National Iranian Productivity Center, Tehran
8) Nepal: National Productivity and Economic Development Centre, Kathmandu
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9) Sri Lanka: National Productivity Secretariat, Colombo
10) Pakistan: National Productivity Organization, Islamabad
Phase 3
11) Cambodia: National Productivity Center of Cambodia, Phnom Penh
12) Fiji: Training & Productivity Authority of Fiji, Suva
13) Malaysia: Malaysian Productivity Corporation, Petaling Jaya, Selangor
14) Philippines: Productivity and Development Center,
Development Academy of the Philippines, Metro Manila
15) Indonesia: Directorate of Productivity Development, Directorate General of Training
and Productivity Development, Ministry of Manpower and Transmigration
R.I.,
Jakarta Selatan
6. Number of
Participants:
Up to 20 from each participating country (a total of up to 300 participants)
7. Closing Date for Phase 1: 15 May 2009
Nominations: Phase 2: 1 June 2009
Phase 3: 26 June 2009
8. Objective:
To train the participants in the concept, principles, and fundamental elements of energy auditing including how to carry out energy
audits in industries and buildings. This course will enable participants to develop energy auditing skills with inputs on energy
management and will prepare them for receiving in-depth advanced training on energy auditing.
9. Background:
Energy is a major cost component for organizations in all sectors of the economy. Organizations like manufacturing plants,
commercial establishments, large building complexes, and public utilities can accrue substantial savings in energy bills by adopting
energy efficiency techniques, systems, and technologies in their plants, processes, and facilities. Moreover, due to rapid
industrialization and urbanization, the energy supply-and-demand gap is widening in member countries, leading to increased costs of
production and imports of energy. The major sources of energy are still fossil fuels, mainly coal and oil, which cause emissions of
greenhouse gases and result in long-term environmental problems like global warming and climate change, which are against the
principles of sustainable development. In view of this, adopting energy efficiency practices and procedures is essential for improving
energy management in enterprises.
An important component in achieving energy efficiency is its measurement. It has been said that if you cannot measure it, you
cannot improve it. Energy audits solve the measurement problem. Energy audits attempt to balance total energy inputs with their
use, identify all energy streams in a facility, and quantify energy usage according to discreet functions. Thus it can serve as an
effective tool to define a comprehensive energy management program within a business. For this purpose, energy audits must be
conducted at regular intervals in all industries and buildings. However, one of the main bottlenecks in conducting such studies is the
lack of technical information. Given the fact that all industries including SMEs and commercial buildings in the Asia-Pacific region
require audit studies at least once a year for continuous improvement on the energy management front, thousands of trained
energy auditors are required. Apparently there is a major gap between the demand for and supply of professionally trained auditors.
Recognizing the need for energy management and energy auditing, the APO has been organizing energy management-related
projects including training courses for past few years. A working manual on energy auditing has been developed as a result of this
engagement. The present e-learning course on energy auditing will target emerging energy professionals from industries and
governmental agencies and engineers who desire to become energy auditors. This four-day course will introduce the fundamentals
of energy auditing and its methodology including preaudit planning, how to carry out audits, and postaudit follow-up activities. All
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participants will be provided with a free copy of the APO manual on energy auditing.
Encouraged by positive feedback received in the past, this videoconferencing based e-learning course is offered using the World
Bank’s Global Development Learning Network (GDLN) platform in three phases with the objective of training about 300 participants
from 15 member countries. Participants who perform well will be given priority for further training in face-to-face overseas training
courses including practical training in energy auditing.
10. Modality of Implementation:
The project will be implemented at GDLN/videoconference centers in the participating countries. The main faculty comprising
two/three resource speakers will deliver presentations from India and Japan. In each phase of the course, there will be four or five
country groups of 20 participants each. Each of the country groups will be moderated by a country project coordinator in each
GDLN/videoconference center. The presentations of resource speakers will be interactive, involving exercises and case studies while
allowing participants to raise questions. Each group of participants will make presentations to share their experience in energy
auditing. An examination will be held at the end of course to assess performance of participants.
11. Scope and Methodology:
Scope
a) What is an energy audit and why is it needed?
b) Energy audits and management
c) Energy audit reporting
d) Instruments used in energy audits
e) Preparation of audit worksheets for various types of industrial equipment
f) Energy audit case studies
g) Examination
Methodology
Online lectures, online discussions, online presentations of case studies, group discussions, site visit, question and answer sessions,
local case studies, etc.
12. Participants:
a) Age: Preferably between 30 and 45 years.
b) Education: University degree or equivalent qualification from a recognized institution.
c) Present Position: Energy professional, industry manager especially from SMEs, building engineer/architect, energy
manager/consultant, energy auditor.
d) Experience: At least five years of experience in a related field.
e) Language
Proficiency:
Proficiency in written and spoken English is essential.
Note:
Participants who perform well will be given preference for attendance at subsequent multicountry energy managementrelated
APO projects.
13. Financial Arrangements:
a) To be borne by the APO
i) All deputation costs for resource speakers to prepare presentation materials and deliver presentations from India and Japan.
ii) Rental and other charges of the GDLN centers in Tokyo and other participating countries.
iii) Honorarium for a local project coordinator in each of the participating countries, and transportation costs for field visits, if
necessary.
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) To be borne by participating countries
i) All other local implementation costs.
14. Actions by participating member countries:
Each participating country is requested to nominate up to 20 participants and submit their biodata (the first page of the APO biodata
form only). Please ensure that candidates nominated meet the qualifications specified above.
Participating countries will each identify a project coordinator from within the NPO or any other relevant organization with basic
knowledge of energy management and energy auditing to coordinate and facilitate course activities at the local level. The
coordinators will arrange field visits and moderate group discussions among the participants during the training course in
consultation with the NPO and chief resource persons identified by the APO. The group discussions will include experience sharing,
methodology of energy auditing, and review of e-learning sessions. Field visits will be arranged to enterprises where there is scope
for conducting preliminary energy audits by the participants. Local project coordinators will also make all necessary arrangements
with the local GDLN center.
(signed)
Shigeo Takenaka
Secretary-General
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CASE STUDY 8: ISSUES IN ASIA AND THE INTERNATIONAL
LABOUR ORGANIZATION
1. Case Study Summary
The ILO Public Seminar Series titled “Issues in Asia and the International Labour Organization” was organized
to target the Japanese audience at TDLC. It was conducted using six lecture sessions, each of two hours
duration, in collaboration with ILO Tokyo and Aoyama Gakuin University. The topics were different during
every session. The session comprised of an introduction of the agenda by ILO Tokyo and a lecture from an ILO
overseas expert, followed by a question and answer session via videoconferencing. GDLN was utilized to
invite overseas resource speakers to participate in the event.
This program registered 73 participants from a wide range of target groups such as Japanese universities,
private companies, government institutions, research institutions, international organizations, and so forth.
The TDLC channels contributed to enhancing the target group.
The observed impacts were: awareness of ILO’s activities among Japanese students, awareness of ILO’s
international development cooperation activities among the Japanese society, dialogue between the
Japanese young generation and citizens, awareness of Japan’s labour issues among ILO non-Japanese
experts, cost-effectiveness of the event and frequency, and encouragement for ILO Japanese experts
overseas. There were some students who expressed their wish to be involved in ILO’s future activities. Thus
this program effectively contributed to ILO’s PR activity.
ILO Tokyo was satisfied with the result and continued to collaborate with TDLC to organize seminars in the
same line.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Subjects
ILO Public Seminar Series
Issues in Asia and the International Labour Organization
Partner’s content delivery type
• Support ILO Tokyo on its activities and maximize the efficiency
• Provide discussion opportunity on development agendas and hot topics to
Japanese participants by use of a GDLN platform
Provide ILO Tokyo with cost-effective platform to invite ILO experts in overseas and
Japanese participants in Tokyo
Enable participants to explain the world trend on the selected agendas
Enable participants to ILO’s role in the issues of selected agenda
• International Labour Standards and their Supervisory Machinery
• ILO’s Challenges in Asia
• Child Labour
• ILO’s Technical Cooperation Activity focused on Occupational Safety and
Health
• Gender Equality
• ILO’s Crisis Response and Restoration / Reconstruction Activity including
Experiences in Aceh, etc.
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Program Organization
Finance
Program
Initiator/Ownership
Partner(s)
Roles
Achievement
Evaluation
Cost Model
Total Budget
TDLC Budget/input/cost
Learning Method
Duration
Structure
Frequency
Target Audience
Number of Audience
Intermediaries
Number of Participation
Coverage
Beneficiary
Achievement of Program Output
Participants Feedback
ILO Tokyo
ILO Tokyo, Aoyama Gakuin University
TDLC: Provide technical service, TDLC studio as main venue, and recruited participants
other than Aoyamagakuin University students.
ILO Tokyo: Organize the course and provide resource speakers
Aoyama Gakuin University: Send students
Partner paid
(N/A)
Staff Time: 8 days
Videoconferencing Lecture
Each seminar is 2 hours long
Each seminar comprised of (1) introduction of the agenda by ILO Tokyo, (2)Lecture
from ILO Experts, and (3) Q&A.
Session 1: October 29, 2009
Session 2: November 5, 2009
Session 3: November 12, 2009
Session 4: November 19, 2009
Session 5: December 3, 2009
Session 6: January 7, 2010
Aoyama Gakuin University students
Japanese citizens
73 (Registered no.)
ILO Tokyo, Aoyama Gakuin University, TDLC
Japan (main site) and ILO HQs at Geneva and Thailand
Primary: ILO Tokyo
Secondary: Participants, Aoyama Gakuin University, ILO experts (Japanese and non-
Japanese), etc.
ILO Tokyo was satisfied with the result.
No quantitative feedback data was collected
3. Partnership
The ILO Japan Office has been conducting some lectures at Aoyama Gakuin University, targeting students for
promoting awareness among Japanese students about ILO’s activities. In order to extend this activity, TDLC
was involved as a co-organizer to help increase the effectiveness by providing the venue and the
videoconferencing network to connect Tokyo and ILO overseas experts. Mr. Hasegawa, a representative of
ILO Tokyo commented that there were only two cases of a collaboration seminar series targeting university
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students in ILO. The other one is ILO and Cornell University, USA. Thus this seminar series is a very
important event for ILO.
TDLC approached the ILO Office in Tokyo to collaborate on similar lines and organized several events with and
without the videoconferencing connection, as a Public Seminar Series namely “Green Jobs and Global
Economic Crisis”, “The Social Economy and the Decent Work Agenda for Africa”, “New Challenges and
Responses in Global Labor Safety and Health“ and so forth. As such, TDLC contributed to awareness of
activities of ILO among Japanese citizens.
4. Achievement and Impact
Awareness of ILO’s activities among Japanese students
This program consisted of six sessions from October 2009 to January 2010 and introduced the various
activities done by ILO. ILO has a rich stock of information of labour issues collected from all over the world. It
is an important role for ILO Tokyo to give feedback regarding the result of its activities to the Japanese
society. The agendas of the seminars are listed as follows:
• 1 st session: International Labour Standards and their Supervisory Machinery
• 2 nd session: ILO’s Challenges in Asia
• 3 rd session: Child Labour
• 4 th session: ILO’s Technical Cooperation Activity focused on Occupational Safety and Health
• 5 th session: Gender Equality
• 6 th session: ILO’s Crisis Response and Restoration/Reconstruction Activity including experiences in
Aceh, etc.
The videoconferencing seminar helped to expand the ILO Tokyo selection of resource speakers even abroad.
This contributed immensely to raising to quality of the seminar because the best speakers could be arranged.
A feedback questionnaire was administered among the participants from Aoyama Gakuin University and
feedback was obtained from 22 students. Two of these students expressed, that they would like to be
involved in ILO’s activities in future. There were many other positive comments, one of which was that the
intellectual horizon was being broadened by learning about ILO’s activities all over the world, etc. This is a
clear evidence of the impact upon the students. Thus TDLC provided an effective platform.
Awareness of ILO’s international development cooperation activities among the Japanese society
Japanese citizens are not interested in world labour issues but only in the domestic issues. ILO HQs have
been putting pressure on ILO Tokyo to enhance the awareness of Japanese citizens with ILO’s activities in the
area of supporting developing countries. This program was organized in line with that policy too and
contributed.
Platform of dialogue between Japanese young generation and citizens
As an unexpected impact on ILO, it was found that students appreciated the opportunity given to them to
listen to the views and opinions of other adults, experts and non students in the audience, on the
development issues in the seminar. Almost all the students who responded to the questionnaire pointed out
that it was useful to listen to other participants from outside. Mr. Hasegawa analyzed that the students were
stimulated and learnt from the question and answer session between the ILO experts and Japanese
participants, who had been involved in the international development cooperation activities and knew the
issue well.
Awareness of Japan’s labour issues to ILO non-Japanese experts
ILO Tokyo has been making effort to make ILO non-Japanese experts take interests in Japan. This program
was also utilized by those experts, to increase their awareness about Japan’s situation, by direct
communication with Japanese citizens. One of the non-Japanese experts, who was invited as a speaker,
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commented that it was a precious opportunity to speak to the Japanese audience because Japan is one of
the important countries when it comes to labour issues.
Improvement with Cost-effectiveness and frequency of events
Before ILO Tokyo worked with the TDLC, they physically invited ILO experts from abroad and organized
seminars. Mr. Hasegawa commented, it was far more cost-effective and the frequency of the seminars could
be increased to use the distance learning modality. TDLC helped ILO Tokyo in organizing more activities
within the same budget, by introducing a cost-effective way of organizing events.
Encouragement for ILO Japanese experts abroad
ILO Tokyo intentionally selected Japanese experts as resource speakers in the area where good Japanese
experts were available. Three Japanese experts were invited as speakers in the program. (Table 8-1) This is to
encourage and motivate Japanese experts, by letting them introduce their activities to Japanese citizens and
getting feedback. One of the experts who made a presentation, appreciated the opportunity to speak to the
Japanese audience.
Table8-1: List Japanese speakers
Session Name Title Presentation from
1 st Session Mr. Shingo Miyake
3rd Session Ms. Yoshie Noguchi
4th Session Mr. Tsuyoshi Kawakami
Legal Officer on International Labour Standards,
NORMES
Senior Legal Officer, IPEC: International
Programme on the Elimination of Child Labour
Specialist on Occupational Safety and Health, ILO
Regional Office for Asia and the Pacific
Geneva, Switzerland
Geneva, Switzerland
Bangkok, Thailand
5. Reaching out to Japanese Citizens
The main contribution of this program was publicizing the activities of ILO among Japanese citizens as well as
students of Aoyama Gakuin Univ. The number of participants registered in Japan was 73 including 22
students from Aoyama Gakuin Univ. They were from various groups such as Japanese university, private
companies, governmental offices, international organizations, research institutions, etc.
The actual number of attendees fluctuated between 20 and 50 depending on the session. Since Aoyama
Gakuin Univ. did not certify this program a credit, students seemed not to be motivated to attend every
session.
Another program of the Public Seminar Series titled “Green Job” in February 2010 had 73 Japanese
audiences, and “Social Economy in Africa” in November 2009 had 66 Japanese audiences. Mr. Hasegawa
appreciated that they could invite audiences from new groups through TDLC’s channel that ILO could not
communicate to before. This happened especially in finance related seminars. This contributed in enhancing
ILO’s outreach within Japan.
On the other hands, many of the students expressed in the feedback questionnaire that they faced the
difficulty of a lecture in English without interpretation. In other seminars of ILO, one of the lecturer
commented that he was not sure if the Japanese audience understood his presentation because no
questions were raised. TDLC provids interpretation service when users so request. However, TDLC still can
provide recommendation to users to consider interpretation service if they target Japanese audience.
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6. TDLC Operational Cost Efficiency
TDLC did not charge any videoconference service fees for the first four sessions as a pilot delivery. TDLC was
not planning to use an interpreter for the English presentations, however many of students faced difficulty in
understanding English presentations especially the questions and answers. Thus TDLC arranged an
interpreter from the third session onwards when necessary and bore the cost.
The total staff time spent on the program (session 1 to 6) was 8 days. Since there was very little coordination
work with overseas sites, staff time required was less compared to other events in the partner’s content
delivery type of program. The comparison simulation shows that this program required 1.3 days per session
as compared to 2.6 days for the APO courses and 2.1 days for the FASID seminar. (Table 8-2 & Figure 8-1))
Table 8-2: Comparison of staff time per session
Issues in Asia
and the ILO
APO courses
(2009)
FASID Task Force
Seminar
(2009)
Staff Time (days) 8 days 116 days 19 days
No. of Sessions 6 45 9
Staff Time/Session # 1.3 2.6 2.1
3.0
Staff Time/Session no.
2.0
1.0
0.0
ILO APO FASID
Figure 8-1: Comparison of staff time per session
7. TDLC Service Quality
Mr. Hasegawa appreciated TDLC’s technical operational level saying that seminar was very smooth and with
very few technical problems during the session. ILO had some experience in using other videoconferencing
facilities in the past which were disturbed by technical failures. Further he commented that the
communication with TDLC was efficient and there was no problem at all.
ILO Tokyo has videoconferencing system too. However its room is small and used for only internal meetings.
TDLC’s room was big enough and provided a good atmosphere to organize an open seminar, accommodating
many people. This is one of the advantages in using TDLC for ILO Tokyo.
8. Expectation to TDLC
ILO Tokyo is going to continue the partnership with TDLC and will implement more seminars in the same line.
In order to increase the cost-effectiveness further, they would like to expand the number of participating
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sites such as universities within Japan. They expected TDLC to connect more domestic sites in the case of
future events.
ILO Tokyo also expected that TDLC could coordinate ILO and WB to collaborate in some cases like, arranging
for speakers, etc. in order to enrich the future seminar content
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CASE STUDY 9: STRENGTHENING DISASTER RISK MANAGEMENT
IN EAST ASIA AND THE PACIFIC (DRM)
1. Case Study Summary
This program was implemented in collaboration with EAP Urban Development Sector Unit, EAP Disaster Risk
management (DRM) Team, The World Bank, as one of the EAP Sector Management Unit Initiative Programs.
The program aimed to support learning and knowledge sharing and it targeted participants in countries in
the Asia and Pacific region, as well as staff working in country offices of the World Bank in the following three
areas:
• Post-disaster recovery planning and lessons learned
• Risk financing and the World Bank’s new financial products
• Local approaches to disaster risk management
The program was made up of five videoconferencing sessions, each lasting three hours and accommodating
five different agendas in the three areas mentioned in the above. A total of 407 participants from 11
countries have successfully completed the program. TDLC effectively supported the DRM team by
coordinating with all World Bank country offices and DLCs in the target countries, identifying resource
speakers in Japan, technical assurance of the videoconferencing network connection, preparation and
maintenance of the “Session post production package”, and so forth.
The DRM team was satisfied with the result and appreciated TDLC’s high quality of coordination work. This
program is an example of the contribution that is made by TDLC to the World Bank’s operation in
disseminating the knowledge accumulated by the DRM team and its counterparts to target audiences in the
Asia Pacific region in a cost-effective manner. Based on its reputation of successful achievement, TDLC has
been built into the World Bank’s operation to provide a cost-effective platform for knowledge sharing and
TDLC will take care of 3 EAP Sector Management Unit Initiative Programs in 2010.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Strengthening Disaster Risk Management in East Asia and the Pacific (DRM)
Strengthening Disaster Risk Management in East Asia and the Pacific (DRM)
Structured Training Course
• Support DRM Team to disseminate the knowledge of disaster risk management
related issues.
• Enhance integration of GDLN into Bank’s operation
• Exposing/dissemination of Japanese experiences and expertise
• Provide DRM Team with cost-effective platform for knowledge sharing and
support maximize the impact of the program.
• Utilize of DLC network for contributing to formulation of seminar
contents/participants
To understand (1) Post-disaster recovery planning and lessons learned, (2) Risk
financing and the World Bank’s new financial products, and (3) Local approaches to
disaster risk management.
Session 1: To understand post-disaster recovery planning, aiming to share country
experiences of past recovery programs from severe natural disasters and draw lessons
to improve future recovery planning.
Session 2: To understand an overview of Disaster Risk financing, aiming to promote
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new product lines in risk mitigation and risk finance and transfer and share the
experiences of the WB financed risk reduction and risk finance project
Session 3: To understand the Climate Resilient Cities Primer.
Session 4: To understand the most critical decisions in post-disaster housing and
community reconstruction and emerging best practices and related policy and
institutional reforms.
Session 5: Have a general understanding of CBDRM concepts, be aware of new
initiatives on CBDRM by East Asian Governments and NGOs, and draw lessons of how
to advocate for and apply principles of CBDRM across different contexts and levels of
society.
Session 1: Lessons learned and knowledge sharing seminar on Post-disaster Recovery
Planning
Session 2: Introduction to Catastrophe Risk Financing Frameworks
Subjects
Program Organization
Initiator
Partner(s)
Roles
Finance
Cost Model
Total Budget
TDLC Budget/input/cost
Source of Funding
Program
Learning Method
Duration
Structure
Frequency
Achievement
Target Audience
Session 3: Local Government Approaches to Disaster Risk Management: Climate
Resilient Cities
Session 4: Housing and Community Reconstruction after Natural Disasters
Session 5: Community-based Disaster Risk Management
WB the East Asia and Pacific Disaster Risk Management (DRM) Team
EAP Urban Development Sector Unit, EAP Disaster Risk management Team, The World
Bank
TDLC: Design program, provide technical service and site coordination,
DRM Team:
Partner paid
26,079 USD
Staff Time: 60 days
Cost:
WB
Videoconferencing Lecture (With session post production package)
7 months (December 2008 – June 2009)
Each session was 3 hours long.
Presentation, Q&A and discussion
*This program was implemented once.
Central Government officials and professionals from various ministries & agencies
National / sub-national and community level officials and planning agencies
University faculty and students
Private sector practitioners
Civil society groups
Donors and NGOs
World Bank Staff in country offices
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Evaluation
Number of Audience
Intermediaries
Number of Participation
Coverage
Beneficiary
Achievement of Program Output
Participants Feedback
407 (accumulative no. of all sessions)
WB country offices, DLCs
11 countries (Australia, China, Indonesia, Japan, Lao, Philippines, Thailand, Vietnam,
India, Switzerland and Turkey)
Primary: Participants, WB DRM Team, DRM forcal points in each WB Country Offices,
Partner organizations
Secondary: Participants, local communities, local government, etc.
WB DRM Team was satisfied with the result.
Contribution of Japanese resources i.e. Hyogo Prefecture, Kobe city, UN and regional
based organizations in Japan
Number of resource institutions to be used throughout the seminar series: 16
About 80% of participants answered that;
-this seminar series was relevant to organization and/or country’s need
-overall usefulness of this activity is very positive.
3. Partnership
Since 2007, the World Bank has been collaborating with GDLN-AP in several learning programs in a
systematic manner under the title of “EAP Sector Management Unit Initiative Programs”. The way this works
is that the World Bank EAP group makes a list of selected programs to be implemented by collaborating with
GDLN once a year by collecting proposals from sector units. After the selection at EAP, this list is then given
to the GDLN-AP Governing Committee via GDLN AP secretariat. The secretariat coordinates DLCs in the
region in order to decide these programs to appropriate DLCs as a leading DLC for each listed program
through a selection process and then preparation begins by communicating between the sector
management unit and the leading DLC. The DRM program was implemented in 2008 as one of these EAP
Sector Management Unit Initiative Programs.
TDLC took care of 3 such EAP Sector Management Unit Initiative programs in 2007, 1 program in 2008, 1
program in 2009 and all were successfully completed. Based on this experience and the reputation of TDLC,
TDLC will implement 3 programs collaborating with EAP sector management units in 2010. This means that
TDLC has now been built into the World Bank’s operation in order to support the provision of a cost-effective
platform for knowledge sharing.
4. Achievement and Impact
Cost-effective platform to support World Bank’s operation
The task team leader of the program in the DRM team commented that it was cost-effective to use the TDLC
service to deliver the course in distance learning mode because the logistics work is particularly timeintensive
in distance learning mode. In order to maximize the power of a small number of experts and staff
in the team to contribute to society, it was necessary to make the most of the expertise of the team. If the
team had to do everything, it would be a time consuming and have a negative impact on the team’s other
activities.
Reputation of TDLC among the World Bank DRM Team
The team appreciated the contribution from TDLC to the success of the program. The task team leader of
the program in the team commented that they were satisfied with the evaluation feedback from participants
and what had been achieved in the program. TDLC supported the team by providing a one-stop shopping
service to coordinate all the participating DLCs in the region and they dealt with various requests from the
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team in an efficient manner. Since the World bank DRM team used GDLN for the first time to deliver the
distance learning program and did not know about GDLN, TDLC made its role clear so that the team could
concentrate on what they had to do as organizers. TDLC made a significant effort to really understand what
the team wanted to achieve and make sure to do everything they could help realize the team’s objectives.
In the end, the program was successfully completed and the team was happy with the result. The team has
decided to collaborate with TDLC for the same line of programs again in 2010. TDLC has as a result
encouraged the World Bank team to shift some of their programs to a more cost-effective distance learning
mode.
Expansion of the reach
A total of 407 participants from 11 countries took part in this program.(Table 9-1) they were located in 8
countries in the EAP region, 1 country in the SAR region, and 2 countries in ECA regions. The specific
countries covered were:
• EAP region: Australia, China (Beijing, Ningbo, Sichuan), Indonesia, Japan (TKY, Hyogo), Lao,
Philippines, Thailand and Vietnam (Hanoi, HCMC) ,
• SAR region: India,
• ECA region: Switzerland and Turkey
The disaster agenda covers issues that cross sectors and so it was very useful that the program could involve
participants from several different sectors. The task team leader of the program in the team commented
that the session was effective because it enabled a variety of experts to share their experiences of many
different countries in a cost-effective manner by allowing them to get together using a videoconferencing
network. In this way, it extended the community of practice to include participants form a variety of
different sectors including urban, finance, rural, environment, social development, etc.
Table 9-1: Number of participants
No. of
Participants
Site
1st Session 88 9 sites in 6 countries
2 nd Session 76 7 sites in 6 countries
3 rd Session 101 6 sites in 6 countries
4 th Session 75 9 sites in 7 countries
5 th Session 67 5 sites in 5 countries
TOTAL 407
Presentation materials as well as a video recording of the sessions, and a session summary were uploaded on
the TDLC website as a “Session post production package” thus extending the reach of the program that can
contribute to lasting the impacts of such knowledge sharing type of session.
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Figure 9-1: Session post production package
Establishment of Community of Practice
The task team leader of the program in the team provided some additional evidence as to the impact of the
program by describing how some of the participants and a governmental agency involved continued their
dialogue after completion of the program in the Philippines. The Indonesian coordinator also confirmed that
a community of practice has emerged in Indonesia led by program participants and involving participants in a
variety of different sectors like the urban, rural, environment, development sectors, and macroeconomic. He
further commented that the advantage of having such worldwide/regional exchange via GDLN was that the
network of practice could use the events to invite new participants and benchmark the level of their
practices vis-a-vis other countries.
5. TDLC Operational Cost Efficiency
TDLC received 7,748 USD through the implementation of this program from a total of 26,079 USD which was
the gross revenue generated by this program. This program also contributed 2,607 USD to GDLN-AP. (Table
9-2)
Table 9-2: Revenue from the program
TOTAL
Gross revenue (USD) $26,079
Expenses in overseas sites (USD) and
other service providers
$ 15,724
Commission to GDLN-AP (USD) $2,607
TDLC net revenue (USD) $ 7,748
The ratio of the net revenue against gross revenues was as high as 29.7% 26 . This program contributed 7.7%
of the annual net revenue from VC service, while APO contributed 42.5% and FASID contributed 5.2% in
2008. (Table 9-3)
26 Net revenues which leading DLCs generate in a typical program to serve to EAP Sector Management Units are
estimated to be 15-20% of the gross revenues. In the discussed DRM program of TDLC, TDLC supplied additional
services, such as MCU hub services and webstreaming, which increased the value of a package product, hence the net
revenues were increased.
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Table 9-3: Comparison of Revenues
DRM
APO FASID
(2008) (2008)
A Gross revenue (USD) $26,079 $290,065 $8,720
B Net revenue (USD) $7,748 $42,510 $5,240
C Ratio of TDLC’s revenue (B/A) 29.7% 14.7% 60.1%
D
E
Ration against annual net revenue from VC
service (B/E)
TDLC Total annual net revenue from VC
service in 2008 (USD)
7.7% 42.5% 5.2%
$100,115
Ratio against annual net revenue (2008)
7.7%
5.2%
44.6%
42.5%
DRM
FASID
APO
Others
Figure 9-2: Programs’s contribution to the annual gross and net revenue
A comparison of staff time efficiencies with the other two cases of APO and FASID shows that staff time per
session for DRM was 12.0 days, while for APO it was 2.6 days in 2009 and for FASID it was 2.1 days in 2009.
Looking at staff time per gross revenue, it required 18.4 hours input to generate 1,000USD of gross revenue
for DRM, while it only required 3.2 hours for APO and 13.5 hours for FASID in 2009. Applying the same
calculation to staff time per net revenue, 62.0 hours of staff time input was required to generate 1,000 USD
net revenue for DRM, while 14.3 hours was required for APO and 18.7 hours for FASID. From this analysis of
staff time efficiency, it is obvious that the DRM program required much more staff time to generate a specific
income compared with the APO and FASID courses.
122

Table 9-4: Comparison of staff time efficiency
DRM(2008) APO(2009) FASID(2009)
A Staff Time 60 days 116 days 19 days
B No. of VC sessions 5 45 9
C TDLC Gross revenue (USD) $26,079 $290,393 $11,273
D TDLC Net revenue (USD) $7,748 $64,880 $8,125
E
Staff time/Session (A/B)
12.0 days
/session
2.6 days
/session
2.1 days
/session
F
Staff time/Gross revenue
(Ax8/Cx1,000)
18.4 hours
/$1,000
3.2 hours
/$1,000
13.5 hours
/$1,000
G
Staff time/Net revenue
(hours/1,000USD)
62.0 hours
/$1,000
14.3 hours
/$1,000
18.7 hours
/$1,000
* E: Staff time (days) required for conducting a session
* F: Staff time (hours) required to receive 1,000USD gross revenue
* G: Staff time (hours) required to receive 1,000USD net revenue
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
18.4
12.0
13.5
2.6 2.1 3.2
62.0
18.7
14.3
DRM
APO(2009)
FASID(2009)
Figure 9-3: Comparison of staff time efficiency
6. TDLC Service Quality
The task team leader of the program in DRM team was fully satisfied with the quality of service provided by
TDLC which has led to a further booking of two more DRM programs to be given in collaboration with TDLC in
2010.
Tasks carried out by TDLC include the following:
• All the coordination work with participating DLCs through a point of contact in each of the
participating countries on the necessary preparation work such as booking the facility, preparation of
the materials to be distributed, recruiting participants and identification of resource speakers,
preparation of venues, etc.
• Pedagogical advice including the basic instructional design of the program, course structure design,
preparation of the session running order, etc.,
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• Documentation such as preparation of course flyer, etc.,
• Identification and arrangement of resource speakers in Japan,
• Provision of technical support in preparing appropriate room environment, making effective
presentation materials, conducting effective on-site facilitation to Indonesia site (WB Country Office)
• Technical assurance of videoconferencing network including monitoring of connection during the
session
• Support of non English speaking participants by using “Dual Language Videoconferencing Unit 27 ”
videoconferencing system,
• Preparation and maintenance of the “Session post production package” including resource materials,
session summary, reference links, and video recording of the session,
• Preparation of the evaluation report collating the feedback questionnaires received from the
participants after the program.
• Payment arrangement (invoicing and financial transactions) with far sties.
The DRM team appreciated that all the communications with TDLC were clear and that TDLC staff were very
responsible. Documentation work such as the flyer made by TDLC was also appreciated. TDLC functioned as
a one- stop shopping service window so that the DRM team didn’t need to communicate with each DLC.
Since the number of DRM team members is small, this was really of help to them. For example, a video
recording of each session was uploaded on the Web after the session. The DRM Team found that this video
was too long and so were worried that not many people would watch it. So they asked TDLC to prepare a
summary note of each session of the program on the Web to quickly show the outline of the session, TDLC
responded immediately to this request. The DRM Team was fully satisfied with TDLC’s contribution to this
program.
The technical support given to Indonesia WB country office was particularly appreciated by them. The
comments received from the program coordinator in Indonesia included:
• TDLC supported the WB Country Office by conducting a test connection during the preparation
process. TDLC even spent time on a rehearsal for the Indonesia site and improved the layout,
lighting, sound quality, etc. so that potential problems were minimized.
• The running order created by TDLC was clear and useful in its identification of the roles and timing
for the WB Country Office.
• TDLC supported local speakers from Indonesia by providing a participants list and resource materials
well in advance. This was appreciated by speakers because it was useful in helping them to fine tune
their presentations.
• The quality of TDLC’s work as the main coordinator of the event was excellent. TDLC played an
important role in managing the session in an effective way.
TDLC identified and arranged Japanese recourse persons to present the recovery procedures in the aftermath
of the Kobe earthquake and the Asian tsunami in the 1st session and contributed to the quality of session.
The Officer of the country Office appreciated this contribution by TDLC because the identification of speakers
was always a difficult task for the team. The officer in Indonesia also commented that the resource speakers
from Japan were good, appropriate for the topic and that they contributed to the enrichment of the event.
7. Expectation to TDLC
Most participants were recruited by the country office using existing WB channels and the DLC did not
contribute to enhancing the variety of participants. The DRM team was not fully satisfied in this aspect .
The DRM Team expected a more active role on the part of TDLC to mobilize Japan’s knowledge and
experience to enrich the program and enhance the human network within Japan in this field.
The officer in Indonesia commented that the level of discussion might have been deeper if more background
information about the participants and the resource speakers had been provided.
27 Dual Language Videoconferencing Unit: A function to accommodate two languages to run simultaneously in one
conference.
124

Attachment 9-1: Flayer of the Strengthening Disaster Risk Management in East Asia and the Pacific (DRM) 5 th
Session
125

CASE STUDY 10: AN INTER-REGIONAL KNOWLEDGE SHARING
SERIES ON AVIAN AND HUMAN INFLUENZA (AHI)
1. Case Study Summary
This program was the first program based on collaboration with the World Bank team. TDLC’s role was to act
as main coordinator of the event providing as one stop window to the World Bank program coordinator by
taking responsibility for coordinating all participating sites in the preparation process, identifying resource
speakers in Japan and taking care of the network connection. TDLC provided efficient event management
showing a high level of technical and coordination skill and contributing to the success of the program. This
success resulted in the establishment of an official collaboration framework between GDLN and World Bank
EAP sector management units.
The program was made up of five videoconferencing sessions that took place from July 2006 to March 2008,
each lasting three hours and accommodating different agendas to address AHI issues. About 500 participants
from 19 countries joined the program and shared knowledge on the topic of AHI. GDLN provided a platform
for continuous dialogue in a difficult situation and proved that GDLN could provide a solution to cope with
such difficult global issues.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Subjects
Program Organization
Initiator
Partner(s)
Roles
An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza (AHI)
An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza xth session
Partner’s content delivery type
• Support WB Sector Team to disseminate the knowledge of Avian and Human
Influenza related issues.
• Enhance integration of GDLN into Bank’s operation
• Take up hot topics/just-in-time topic to share experiences and good practices
and lessons that have been learned among concerned parties about
emergency responses, prevention measures, etc. to deal with the epidemic.
Provide WB Sector Team with cost-effective platform for knowledge sharing and
support maximize the impact of the program.
The seminars will provide for an exchange of knowledge, a review of progress in
specific countries, and the sharing of experiences and good practices and lessons that
have been learned.
Session 1: The importance of Integrated Country Programs in the Fight Against Avian
and Human Influenza
Session 2: Communications Planning
Session 3: Compensation Policies: Issues and Good Practice
Session 4: Vaccination of Poultry Policies: Issues and Good Practice
Session 5: Vaccination Against Avian Influenza: Issues and Strategies Within the
Context of an Overall Control Program
WB EAP sector group
WB EAP sector group
TDLC: Design program, provide technical service and site coordination
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EAP:
Finance
Program
Achievement
Evaluation
Cost Model
Total Budget
TDLC Budget/input/cost
Source of Funding
Learning Method
Duration
Structure
Frequency
Target Audience
Number of Audience
Intermediaries
Number of Participation
Coverage
Beneficiary
Achievement of Program Output
Participants Feedback
Partner paid
Not known
Staff Time: 67 days
WB
Videoconferencing Lecture
9 months (July 2006 – March 2008)
Each session was 3 hours long.
Presentation, Q&A, and discussion
*This program was implemented once.
Government officials, development officials form assistance organizations, donors,
NGOs and research institutions, etc.
About 500 (accumulative no. of all sessions)
WB country offices, DLCs
19 Countries (Bangladesh, Cambodia, China, Egypt, Ethiopia, France, Indonesia, Italy,
Japan, Kenya, Lao PDR, Nigeria, Nigeria, Romania, Switzerland, Thailand, Turkey, USA,
and Vietnam
Primary: WB Sector Team
Secondary: Participants, etc.
WB Sector Team was satisfied with the result.
Participants appreciated its timely and important agendas
3. Partnership
This Program was the first program where TDLC and the World Bank EAP sector group worked together in
2006 and it opened up a new partnership. As TDLC’s contribution proved to be satisfactory to the client, it
led to an increase in subsequent collaboration and since then, TDLC has been collaborating with the EAP
sector groups in the framework of “EAP Sector Management Unit Initiative Programs”.
4. Achievement and Impact
Unique platform provided by GDLN
GDLN provided an effective learning and discussion platform which allowed institutions, governments,
donors, NGOs, and others to hold regular discussions on high priority topics related to AHI preparedness.
This series of sessions involved a total of about 500 participants and contributed towards the way in which
society coped with a difficult global issues facing humankind.(Table 10-1)
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Table 10-1: List of sessions
Date
1st Session
(Jul. 12, 2006)
2 nd
(Sep. 26, 2006)
3 rd
(Feb. 13, 2007)
4 th
(Oct. 17, 2007)
5 th
(Mar. 19, 2008)
Topic
The importance of Integrated Country Programs in the Fight
Against Avian and Human Influenza
No. of
Participants
No. of participating
countries
(observing countries)
81 6 (+1)
Communications Planning 250 11 (+8)
Compensation Policies: Issues and Good Practice unknown 9 (+4)
Vaccination of Poultry Policies: Issues and Good Practice 30 6 (+1)
Vaccination Against Avian Influenza: Issues and Strategies Within
the Context of an Overall Control Program
TOTAL 469
108 8 (+1)
GDLN was in a unique position with its global videoconferencing network to support this important work. In
such an environment where international travel was difficult due to avian flu, this program contributed in
several ways (1) it was able to provide support to an urgent agenda in fast and efficient manner, (2) it allowed
experts from different parts of the world to meet without traveling, (3) it facilitated continuous discussion
over a period of almost two years.
This program involved great many experts from concerned organizations as the resource group.(Table 10-2)
In addition, many AHI specialists and senior officials from participating countries joined the discussion. They
shared knowledge through the discussion contributed to addressing problems in participating countries.
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Table 10-2: List of resource groups
International Organizations:
United Nations
World Health Organization
UNICEF
ASEAN Secretariat
World Fund for Animal Health and Welfare
International Food Policy Research Institute
Food and Agriculture Organization
World organisation for animal health
World Bank
USA:
China:
Indonesia:
Lao PDR:
Thailand:
Vietnam:
Turkey:
Centers for Disease Control and Prevention
Center for Disease Control and Prevention
Komnas FBPI
Ministry of Health
Center for Information and Education on Health
Ministry of Public Health
Ministry of Agriculture and Rural Development
Ministry of Health
Ministry of Agriculture and Rural Affairs
Ministry of Health
Etc.
Serious problems like AHI are unpredictable and often occur without warning. GDLN is in a particularly good
position to cope with such serious global issues not only because of the effective service it offers – but also
because it is in a constant state of readiness, available and willing to provide a global platform for the
exchange of know-how and skills. Japan should keep this effective tool by maintaining TDLC as a node in this
global dialogue network.
Cost-effective platform to support World Bank’s operation
It is obvious that this program saved enormous costs for traveling and accommodation for many experts from
various different countries. The WB program coordinator also commented that these distance learning
sessions were cost-effective when compared with face-to-face programs especially as travel costs were
minimized. Even if such a program is carried out in face-to-face, certain disadvantages are worth noting:
• It can take longer to prepare and arrange trips and accommodation which makes it difficult to cope
with urgent issues.
• The selection of the best resource speakers can be challenging due to the difficulties often faced
when trying to find a common time for such international trips amongst busy experts.
• It can be difficult to share real time information.
• It can take time to transfer information to the countries where participants come from.
• Such face-to-face events are often once-off events allowing little opportunity for follow-up.
This means that using GDLN is not only cost-effective but it also has certain advantages when compared to
face-to-face mode for the afore-mentioned reasons.
Reputation of GDLN among the World Bank Team
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As this was the first trial in collaboration with the World Bank, TDLC worked particularly hard to function as a
One Stop Service Center for the client. The WB program coordinator appreciated the fact that the event was
successful with many experts from various countries communicating and sharing the rich experience of Asian
countries with African and Latin American counties. It was also judged to be timely. Logistical coordination
by TDLC was considered to have been perfect and very professional and all support was provided in a timely
and efficient manner, according to the coordinator
The WB program coordinator further added that the success of this program contributed to the promotion of
GDLN in the Bank. Such a good reputation was established amongst the team members and TDLC that it
contributed toward establishing a collaboration framework between GDLN and WB EAP sector groups later.
Technical capacity development of TDLC
Since this program was the first program with the World Bank, TDLC requested that a technical coordinator
from the World Bank be assigned to assist TDLC. Initially, event design such as creating the running order,
the creation of materials on how to make an effective presentation via videoconferencing, etc., was the
responsibility of TDLC. TDLC coped with any technical problems in an efficient way and learned how to
manage the event effectively, which included making a running order, scheduling the event, moderating the
session, monitoring the network connection, and so forth. The technical coordinator evaluated TDLC staff as
being open to suggestions, able to learn very quickly, and eventually managed the session quite well.
5. TDLC Service Quality
TDLC intended to learn from this pilot program, however from the beginning, TDLC showed its high level of
technical and coordination capability. The World Bank technical coordinator evaluated TDLC’s technical
capability as being superb. It was further added that the program was successful due to TDLC’s work and
everyone was happy with TDLC’s quality of service.
6. Expectations to TDLC
The WB program coordinator expressed a number of recommendations to TDLC based on the experience of
working with TDLC for this program.
• It was appreciated that TDLC identified good resource speakers. However TDLC could be further
involved in content development and fine tuning by better understanding countries’ needs and
demands.
• GDLN was not yet fully utilized for the World Bank’s operation at that time. GDLN was advised to
advertize its activities to World Bank people utilizing opportunities like the Brown Bag Lunch
sessions, etc.
• World Bank has its own videoconferencing network and can use it free of charge. GDLN is rather
expensive in comparison. This means that high quality coordination work is expected of GDLN.
130

Attachment 10-1: Flyer of the An Inter-Regional Knowledge Sharing Series
on Avian and Human Influenza (AHI) 5 th Session
131

CASE STUDY 11: SHANGHAI DLC DISTANCE LEARNING SEMINAR
SERIES
1. Case Study Summary
This program is one of the cases where TDLC was invited to take part in a program, which was organized by
GDLN DLC. About 90% of TDLC programs have been initiated by TDLC or one of TDLC’s partners where TDLC
has recruited participating DLCs. In these cases, TDLC has been creating business for DLCs. At the same time,
other DLCs have also been creating business for DLCs. About 10% of TDLC programs have been generated in
this way.
This program was initiated and organized by the Shanghai DLC (Shanghai National Accounting Institute
(SNAI), Asia-Pacific Finance Development Center). Shanghai DLC is one of the DLCs, which collaborates a
great deal with TDLC. TDLC was invited to join the program as well as being requested to provide a hub
service to connect participating DLCs in the region by videoconferencing. The series of events were
successfully completed and feedback from participants was generally good. TDLC’s contribution was much
appreciated by the organizer, Shanghai DLC. TDLC, as a member of GDLN, contributed to the success of the
program and supported it by providing an effective input to the seminar and network hub service. TDLC
functioned as a window in Japan to the world and enabled Japanese citizens to participate in the
international discussion. If there had not been a TDLC in Japan, such an opportunity to input a Japanese
perspective would not have been possible.
2. Basic Data Table
Program Title
Course/event Title
Type
Objectives
Development Objective
Program Output
Learning Objective
Subjects
Shanghai DLC Distance Learning Seminar Series
Shanghai DLC Distance Learning Seminar Series Seminar x
Seminar
• Provide Japanese participants with open seminar series to learn about other
countries experiences and countermeasures and discuss about possible
solutions to improve Asian economies regulatory capacity and contribute to
strengthening financial systems in the region.
• Demonstrate Japanese experiences
• To come up with the possible solutions to improve Asian economies’
regulatory capacity and contribute to strengthening financial systems in the
region.
• To bring Japanese expert in as one of the speakers
• To assure vc technical assistance throughout the seminar series
To seek possible solutions to improve Asian economies’ regulatory capacity and
contribute to strengthening financial systems in the region.
1. Seminar I Wall Street Financial Crisis: Development Trends and Countermeasures of
the Asian Economies Unexpected impact
2. Seminar II How to Survive the Economic Crisis: Challenges toward Proactive Fiscal
Policy
3. Seminar III Regulation and Deregulation of the Financial System: What Role to Play
in the Crisis?
4. Seminar IV Subnational Debt Management
Workshop SMEs Financing in the Asia-Pacific Region: Crisis and Countermeasures”
5. Workshop on “SMEs Financing in the Asia-Pacific Region: Crisis and
Countermeasures”
132

Program Organization
Finance
Program
Target
Evaluation
Initiator
Partner(s)
Roles
Cost Model
Total Budget
TDLC Budget/input/cost
Source of Funding
Learning Method
Shanghai DLC
Shanghai DLC
TDLC: Recruiting participants, identifying resource speakers, and provide technical hub
service
Shanghai DLC: organize the program
TDLC cost recovery
N/A
Staff Time: 15 days
TDLC
Videoconferencing Seminar
Duration 8 months (November 2008 – June 200)
Structure
Frequency
Target Audience
Videoconferencing Seminar
Number of Audience More than 100
Intermediaries
Coverage
Beneficiary
Achievement of Program Output
Participants Feedback
*This program was implemented once
Officials, scholars and business executives
DLCs
5 countries (Australia, China, Indonesia, Japan, Thailand)
Primary: Participants at TDLC
Secondary: Participants at other sites, etc.
Shanghai DLC was satisfied with the result.
Number of seminars conducted with more than 100 outreach
Japanese experts contribution to the Workshop
Active feedback from a Japanese participant
Most of the participants were satisfied with the program.
3. Achievement and Impact
Input from Japan to the agenda
As a participating country, Japan provided significant input in the “Workshop on SMEs Financing in the Asia-
Pacific Region: Crisis and Countermeasures”. The workshop was made up of 11 sessions in 2 days
accommodating various case studies on the financing of SMEs in crisis in the Asia Pacific region from
countries such as China, Australia, Thailand, Indonesia as well as Japan.(Table 11-1) A resource speaker from
Japan provided a description of the situation in Japan with a presentation entitled “SMEs Financing amid the
Financial Crisis: The case of Japan”. If there had not been a TDLC in Japan, such an opportunity to input a
133

Japanese perspective in this agenda would not have been possible. In this way, TDLC facilitated the
participation of Japan as a member of the global community in this international discussion.
Table 11-1: List of topics and resources
Session Topics Resource
1
SMEs Financing in the Asia-Pacific Region amid the Financial Crisis:
Status, Challenges and Trends
2 Panel Discussion: Challenges facing SMEs Financing amid the Crisis
Pacific Economic Cooperation Council (PECC)
PECC
Asian Development Bank
Hong Kong SME Forum etc.
3 Government’s Role in SMEs Financing amid the Crisis Asian Development Bank
4 Equity Financing for SMEs in Face of the Financial Crisis PECC
5 Financial Products and Services Innovation in SMEs Financing National Australia Bank
6 Trade Financing for SMEs in Face of the Financial Crisis (1) China Minsheng Bank
7 Trade Financing for SMEs in Face of the Financial Crisis (2)
8
Latest Measures taken by Chinese Government to Promote SMEs
Financing
9 SMEs Financing amid the Financial Crisis
10 SMEs Financing amid the Financial Crisis: The Case of China
11
Group Discussion and Report--How to Promote SMEs Financing in
the Asia-Pacific Region amid the Financial Crisis
HSBC Bank (China) Company Limited
Hong Kong Export Credit Insurance
Corporation
China Banking Regulatory Commission
Kasikorn Bank, Thailand
Musashi University, Japan
Shanghai Municipal Office of Finance Service
China Zheshang Bank
Provided effective Hub Service to regional DLCs
Based on a request from Shanghai DLC, TDLC provided a hub service using the MCU at TDLC. It was more
efficient to use a network hub in the same time zone as the organizer because it made communication more
efficient. In addition, TDLC could provide a high quality service by responding in detail to the client’s
demands. Shanghai DLC’s coordinator appreciated that TDLC not only helped with the test connection
before the course started, but also tried to resolve technical problems in a timely manner. Since TDLC
manages smaller number of events requiring an MCU compared with the Network Operation Center in
Washington D.C., this high level of customer oriented service is possible.
4. TDLC’s Service Quality
The Shanghai DLC coordinator commented that as more than 100 people in 8 cities in 5 different countries
participated in the course through the distance learning network, TDLC played a critical role in connecting
the distance learning centers by serving as the regional hub. Without the TDLC’s technical service, the event
could have been of lesser quality or even deficient by relying on the remote Network Operation Center in
Washington, DC. The participating DLCs appreciated the professional service provided by TDLC.
The coordinator further added that considering its advantages over other DLCs in the region, the service
provided by TDLC would continue to be required by other DLCs and that they would continue to work with
TDLC for similar events in the future.
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5. Quality of the Program
The Shanghai DLC coordinator evaluated the course as being interesting and generally quite fruitful. It was
interesting in that it focused on a topical issue and combined presentations and interactions among
participants in different countries using the distance learning network. It was fruitful in that the course
provided knowledge sharing opportunities to government officials and experts allowing them to discuss the
latest topical issue and to exchange information about countermeasures being adopted in each country.
Further coordinator added that participants’ feedback indicated that they were grateful for their
participation in the course and for the opportunities it provided for sharing views with people from other
countries.
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PART III: Annexes
ANNEX 1: TDLC - TOR FOR ASSESSMENT
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TermsofReference
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AssessmentofTDLCProgramsandServices
BACKGROUND
Japan/WorldBankPartnership. TheGovernmentofJapan(GoJ)andtheWorld
Bank(theBank)areequalpartnersinthe‘TokyoDevelopmentLearningCenter(TDLC)Project’,
formallytitledas‘Japan/WorldBankDistanceLearningPartnershipProject’.InOctober2003the
twopartiesformallyagreedtolaunchTDLConapartnershipbasiswith,theGOJcommittingan
indicativetrustfundcontributionofUS$25millionforfiveyearsfromGOJ,andtheTDLCfacility
wasinauguratedinJune1,2004.Basedontheachievementssincethen,GoJandtheBankagreed
in2008toextendtheprojectcompletiondatetoJune30,2010.
MidtermReview. In 2006 the Bank conducted a midterm review of the TDLC
Projectbyapanelofexternalexpertstomarkthecompletionofthefirsthalfoftheoriginalfive
yearprojectscope.Initssummary,thereviewstatedthattheTDLCachievedagreatdealina
short timeframe. Notable achievements highlighted in the midterm review included the
following::(i)enhancedaccessbydevelopingcountriestotheresourcesandexpertiseofJapanese
institutions;(ii)enhancedopportunityforJapaneseinstitutionstoundertakeoutreachandforge
partnershipswithcountriesandinstitutionsofotherregions;and(iii)successfuladoptionofa
networkoriented, regional approach to knowledge sharing and capacity building. While the
review observed more specific, notable results in the TDLC project, it also provided
recommendationsforthefutureoftheproject.Thoseareoutlinedasfollows:(i)strengthen‘GDLN
AsiaPacific’,aregionalcommunityofGDLN,sothatastable,sustainable‘network’businesswould
grow; (ii) design and deliver value added services related to knowledge exchange, blended
learninganddialogues;(iii)buildoninterestwithintheWorldBankbydevelopinginnovative
services;(iv)securemorepayingclientsbyrespondingtodemand;(v)launchnewandinnovative
contentinitiativesthatincludebringingtogetherpartnersfromJapanandtheregion;and(vi)
adopt effective performance indicators addressing ‘communication impacts’ as well as the
operationoffacilityandprojectmanagement.
LongTermPlan. In the global GDLN community, which now spans over 120
countries,TDLChasbeenrecognizedasanimportantandsignificantprojectintermsofsize,
cuttingedgefacility,andstrategicmandateintheregion.Asitachievedinitialprojectobjectives
tobecomearobustlocalcenterinJapanaswellasvirtualregionalhubinashorttimeframe,it
soonfacedaneedtorevisitthebusinessmodelandlongtermplanalthoughtheoriginalproject
‘vision’remainedvalid.In2008,theTDLCrevisiteditsbusinessplan,withascopetopossibly
extendtheprojectbeyondtheoriginalscope,byredefiningthegoalsandstrategies.Asthe
originalprojectdocumentwassomewhatvagueabouttheoperationalstrategiesandfinancial
models,therevisedlongtermplanfocusesonthreestrategicpillars,namely:(i)developmentand
deliveryof‘publicgoodmodel’programs;(ii)focusonprogramsthataredesignedtoexpand
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accesstospecificknowledgeandskills;and(iii)technologyleadershipandnetworkdevelopment
intheregion.Notably,thecentralconcepttoachievetheultimategoalsofTDLCProjecthasbeen
shiftedfromfinancialselfsufficiency(whichtheoriginalscopeimpliedthoughinanabstract
manner)todevelopmentalimpactbyadistinctfocusonprograminitiativesbasedon‘publicgood’
model.
TowardPhase2Project. 2008wasmarkedasthefirstoperationalyeartoimplementthe
revised longterm plan.Based on the encouraging achievements by theend ofMarch 2009
(JFY2008),theBankfurtherconducteddialoguewithGoJtodiscussanextendedprojectscope
beyondJune2010,whichisframedas‘Phase2’.Thisdialoguewasalsoaprocesstoconduct
intensiveexercisesandprojectionsforthefuture,includingindepthfeasibilitychecks,substantial
elaboration,andnecessaryrevisionsandrefinementsoftheabovementionedlongtermplan,
whichwasyetsketchy.InJune2009,theBanksubmittedtoGoJa‘TDLCPhase2Project’proposal
(Jul2010–Mar2015)’,whichincludesafundingproposalofUS$15millionfromJapanforfive
yearsbeginningin2010(thetotalprojectsizeisUS$17.7million).Italsoshouldbenotedthatthe
realignedbusinessplanandstrategieswhichweredevelopedin‘Phase2Plan’wereembracedby
GoJandtheBankasimmediateguidetomanageTDLCProjectwithoutwaitingforthecompletion
dateof‘Phase1’.
OBJECTIVEOFASSESSMENT
Thisassessmentisaimedatdocumentingthemajorachievements,outcomesandimpactofthe
TDLCProjectasitapproachestheendofthecurrentphase,inordertoensuretheaccountability
oftheProjecttoitsstakeholdersandtoprovideabaselineforassessmentof‘Phase2’.The
assessment does not envisage a comprehensive evaluation of all dimensions of the project
throughoutmorethansixyears.ItwillinsteadfocusonkeyfeaturesandfunctionsofTDLCto
answercentralquestionsforassessingtowhatdegreeTDLCProjecthasachievedthecurrent
goals,operatedeffectivelyandefficiently,andwhatimpacthasbeengeneratedandislikelytobe
generatedinthefuture.Theresultsfromtheassessmentwillbemadepublicinatransparent
mannerbyconsideringtheformatstobeappropriateforthepublic.Assessorswillbeexternal
experts who are proficient in monitoring and evaluation and in capacity building, training,
knowledgesharing,anduseofdistancelearningandICTfordevelopmentpurposes.Inorderto
make the assessment results available to be shared in a timely manner with the TDLC’s
stakeholders,whoalsowouldpossiblybethesupportersorpartnersforthefuturephase,the
assessmentworkwillbecompletebytheendofApril2010,abouttwomonthsbeforetheendof
thecurrentphaseoftheTDLCProject,andmadepublicpromptly.
ASSESSMENTTEAM
Theassessmentteamwillconsistofthetwoindependentconsultants(hereinaftercalled‘the
Consultants’),namelyoneinternationalconsultantandoneJapaneselocalconsultant,whohave
demonstratedcapacitiesandachievementsintheprofessionalfieldsthataredirectlyrelevantto
thisassessmentwork.TheConsultantswillformatightteamforaboutsixweekstoperformthe
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3/12/2010
overallassessmentworkinclosecooperationwitheachother.Attheoutsetoftheassignment,
theConsultantswillestablishamutualagreementonthespecificroleandresponsibilityofeach,
basedonagoodunderstandingontheadvantagesineachother.Whileitisassumedthatthe
aggregateworkloadaswellascomplexityineachindividualwouldbesimilar,thespecificmodality
insharingordifferentiatingtherolesandresponsibilitieswillbesubjecttoamutualagreementin
theConsultants.Uponthedemandorperceivednecessity,TDLCManagerwilladviseorintervene
inthespecificationabouteachrole.FortheConsultantstomakeconclusiveremarksinthe
assessmentreport,theyshouldsharethesameorsimilarviews.Asregardsthedeliverables,the
Consultantswillclarifyinthedeliverableshowtheteamworkwasimplemented,includingthe
informationaboutspecifictasksthatarecarriedoutbyeachconsultant,torespectandensurethe
accountabilityineachindividual.
METHODSFORASSESSMENT
The Consultants will implement the assessment work in an intensive manner for about six
consecutiveweeksincludingproductionofthereport.ItisassumedthattheConsultantsphysically
workinTDLCOfficeforatleastthreeweeksasoverlappedperiodforthetwo,toensureefficient
andharmonizedteamworkbetweenthemandmaketheiraccesstotheinformationfullfledged
andcommon.
Themainmethodsfortheassessmentwillincludethefollowing:
(i)
(ii)
(iii)
(iv)
(v)
analyzekeydocumentsofTDLCProjectfromitsbeginning;
collectandorganizeoperationalandfinancialdataandtrackrecordsonprogramsand
services,includingfeedbacksfromparticipantsincourses/activities;
designandconductsurveysandinterviewstorelevantstakeholdersandusersin
Japan,theregion,andbeyond,tofindfacts,obtainobservations,orverify
assumptions;
collectandutilizerelevantexamplesanddataonotherorganizationsorendeavors,
whicharepublicorobtainedpurposely,tomakecomparisonorasreference;and
synthesizefacts,observations,interpretations,andviewsthatareobtainedthrough
theabovementionedprocessesandcompletetheassessment.
TDLCProjectanditsmanagementwillensurethattheConsultantshaveafullaccesstothe
documentsanddatathatareregardednecessarybythemtoconducttheassessmentwork.Atthe
outsetoftheassessmentwork,allkeydocumentsofTDLCProjectaswellastrackrecordsof
programsandserviceswillbeprovidedtotheConsultants,including(i)initialprojectdocumentin
2003;(ii)midtermreviewin2006;(iii)longtermbusinessplanin2008;(iv)operationalreportsby
JFY2008;(v)TDLCPhase2Proposal,andadditionaldatathatarerequiredfortheassessmentwill
beproducedbythedemandoftheConsultants.Moreover,TDLCwillprovidetheConsultants,
upontheneed,withlogisticalsupportandassistanceinpreparationandarrangementforsurveys
andinterviews,includingcreationofinternetbasedonlinesurveyplatformandarrangementfor
videoconferences.
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SCOPEOFWORK
3/12/2010
ToassessstrategicrelevanceoftheTDLCProject,theConsultantswillexamineprojectdocuments,
businessplans,operationalreports,reviewsandprogramevaluations,andconductinterviewsor
adhocsurveystothestakeholders.Astotheoperationalperformance,impact,andinstitutional
sustainability, the Consultants are suggested to select a certain quantity of TDLC programs,
services,andactivitiesthatweredeliveredtoclients,partners,orcollaboratorsasrepresentative
casestodoassessmentonTDLCProject.ItisalsosuggestedthattheConsultantsfocusonthe
viewsofandimpactonprogrampartnersoftheTDLCtomeasurehowtheTDLCoperations
leveragethecontentsandinitiativesownedbythem.Selectionofsuchprograms,activities,and
partnerswillbecarefullydonebyconsideringthenatureandimportanceofprogram/servicesin
relationtothebusinessplan(ormodel)ononehandand,ontheotherhand,therelevancetothe
centralquestionsthataresuggestedtoanswerfortheassessmentwork.Whiletherealselection
willbesubjecttothechoiceoftheConsultantsinconsiderationtotherequiredworkloadfor
surveysorinterviews,thefollowingarepossibleviewpointsforselectioncriteriaandindicative
examples:
toassessthemajorbusinesslineintheTDLCprograms,twoorthreestructuredcourses
wouldbeselected;
tocaptureavarietyofknowledgesharingactivitieswhichTDLChasundertaken,several
‘events’orseriesofactivitieswouldbeselectedbyconsideringactivitieswithdifferent
targetsegments,suchasJapaneseaudience,regionalparticipants,orAfricanparticipants;
tomeasuretheimpactovertheclientswhocollaboratewithTDLCoruseTDLCservicesto
undertaketheirowninitiatives,twoormoremajoruserswouldbeselectedforinterviews
andanalysis;
tomeasuretheimpactofTDLCsupportstootherDLCsintheregion,surveysand
interviewstootherDLCswouldbeconductedasregardsthekeyrolesandfunctionsof
TDLC,suchastechnology,pedagogicalinnovation,capacitydevelopment,business
generation,andpartnershipdevelopment.
Fromthestagetodesignthequestionnairesinsurveysandinterviewstothestagetoanalyzethe
outcomesofTDLCprogramsandservices,theConsultantsshouldbeabletorespondtothe
followingkeyquestions,andaretaskedtoprovideconclusivestatementsaswellastheirreasons
andsupportingevidence.
10KeyQuestions
StrategicRelevance(3)
WhatarethecurrentstrategicgoalsofTDLCProject?Howhavetheseevolvedoverthe
sixyears?Bothexplicitandimplicitgoalsshouldbestated.
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3/12/2010
ArethecurrentstrategicgoalsalignedwiththeobjectivesofJapanesedevelopment
cooperation?
Isthecurrentbusinessmodeladequatetoachievethestrategicgoals?Isthecurrent
strategicfocusonthemes/subjects 1 appropriate?
OperationalPerformance(3)
Whatarethecurrentoperationalobjectives?Bothquantitativeandqualitativetargets
shouldbestated.
TowhatdegreehavetheTDLCprogramsorservicesachievedthecurrentobjectives?If
thereisoverorunderperformancewithrespecttothesetargets,whataretheunderlying
reasons?
HastheTDLCProjectcontributedtoincreasingthecosteffectivenessinprovisionof
knowledgesharingactivitiesandtrainingondevelopment?
ImpactandInstitutionalSustainability(4)
IstheTDLCProjectlikelytoprovide‘valueformoney’asimplementerofknowledge
sharingactivitiestoJapanesedevelopmentrelatedcapacitydevelopment,andisitlikely
todosointhefuture?Inansweringtothisquestion,thevalueofTDLCprogramsand
servicesas‘publicgood’istobeconsideredtomeasuretowhatextent‘valueformoney’
isgenerated.Inthisregard,thefollowingpointsaresuggestedtobeincludedinthe
assessment:
o HaveTDLCprograms/servicesreachedoutoraretheylikelytoreachoutthe
populationthatareunreachedintraditionalmethods?Ifpositive,assessthe
benefitsinquantitativeand/orqualitativemanner.
o Aresimilarprograms/servicesofTDLCprovidedorlikelytobeprovidedbythe
privatesector?ComparetheTDLCprogramswithcomparableundertakingsin
theprivatesector.
o WhatvalueisgeneratedbyafactthatTDLCProjectisbeingexecutedbythe
WorldBank,notabilateralagency,inparticularfromtheperspectiveofthe
1 FromtheoutsetTDLChasdealtwithabroadrangeofthemesandsubjectsconcerningondevelopmentandpovertyalleviationinthe
deliveryoflearningprogramsorknowledgesharingactivities,almostas‘sectorfree’.Inaccordancewithashiftonthevaluecreationas
‘publicgoodmodel’programsbytakingadvantageofestablishedprogrampartners,networksofexperts,anddemonstrated
achievements,anewlyproposedstrategysince2009istoincreaseconcentrationonselectedsubjectgroups(see‘Phase2Project
proposal’.Currently,thefollowingfourthematicgroupsaredefined:(i)EnvironmentandDisasterRiskManagement(includingclimate
change);(ii)HealthcareandLabor;(iii)EducationandScience/Technology;and(iv)PrivateSector,Finance,andPPP(seeTDLCwebsite)
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GovernmentofJapan(aspartnertotheWorldBank)?
3/12/2010
TowhatdegreehastheTDLCProjectleverageddisseminationofJapaneseknowledge
andexperiencesfordevelopmentpurposes?
HowhastheTDLCProjectimpactedthebusinessesandmanagementintheGlobal
DevelopmentLearningNetworkintheAsiaandPacificregion?
WhatwouldbethelikelyconsequencesifTDLCwerenottoreceivethe‘Phase2’project
grants?
The Consultants are also requested to advise and assist TDLC develop the framework for
monitoringandevaluationofoperationsanddefinekeyperformanceindicatorsinthecontextof
realignedlongtermbusinessplantoward‘Phase2’stage.Thisprocesswillbecoordinatedand
harmonizedwiththediscussionsandexerciseswithinTDLCProjectwhichwilltakeplaceinthe
same period of this consultancy, thereby a synergy between the assessment work and the
preparationforPhase2wouldbeborninatimelyfashion.
Finally,theConsultantsareencouragedtoprovideadviceorrecommendationsforthefutureof
TDLCProject,ifany,evenbeyondthespecificquestionsortasksthataredescribedintheabove.
DURATION
TheassessmentworkwillbeconductedfromMarch23toApril30,2010.
DELIVERABLES
Anassessmentreport,togetherwiththeresultsinsurveysandinterviews(includingrawdata
collectedthroughsurveys)willbesubmittedattheendofassessmentwork.Assistancetothe
developmentofmonitoringandevaluationframeworkandKPIswillbeprovidedbasicallyby
‘handson’throughparticipationinmeetingsanddiscussionswithTDLCstafforsharesmallnotes,
relevant materials, or analysis on a demand basis. Upon the demand in TDLC Project, the
Consultantswillsharetheoutcomesfromsurveysandinterviewsortheiranalysisevenduringthe
assessmentwork.
MANAGEMENT
TheConsultantswillreporttoTDLCManager(RyuFukui),withoversightprovidedbytheGDLN
RegionalCoordinator(PhilKarp).ThemaximumdaysfortheConsultantstoclaimfor
remunerationwillbe30daysforaninternationalconsultantand30daysforalocalconsultant.
UponsatisfactoryreceiptofthedeliverablesbyTDLCManager,thepaymentwillbeprocessed.
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ANNEX 2: EVALUATION MATRIX
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Source
Questions
1. Operational indicators (also financial indicators) :
1.a. Increase of activity, increase of turn over? TDLC: Statistical mid term evaluation (Update!)
TDLC: Confim trends
TDLC Case studies (Extract Trends!)
Is the service growing in number of activities?
In number of people reached?
In number of partners reached?
Is the capacity growing?
1.b. Recovery percentage, cost share TDLC Case studies (Extract Trends!)
TDLC Confirm trends
1.c.
The "Public Good"
1.c.i. Outreach, dissemination of Japan's knowledge to the world (quality and variety of outreach) ?
TDLC&Partners Case studies
TDLC_Assessment_Project\Reference\2. Contents and Partners\TDLC Partnership Development_as
of JFY2009_Japan_society_partners_01mv.docx
1.c.ii. Awareness of Japan's development activities in Japan NGOs, IGOs, Japanese Development partner organisations: can this be drawn from
TDLC_Assessment_Project\Reference\2. Contents and Partners\TDLC Partnership Development_as
of JFY2009_Japan_society_partners_01mv.docx ?
1.c.iii. Awareness of Japan's development activities in the world
TDLC&Partners Case studies
NGOs, IGOs, Japanese Development partner organisations: can this be drawn from
TDLC_Assessment_Project\Reference\2. Contents and Partners\TDLC Partnership Development_as
of JFY2009_Japan_society_partners_01mv.docx ?
TDLC&Partners Case studies
1.c.iv. Contribution to increasing the cost-effectiveness in provision of knowledge sharing activities and training TDLC management
for development
Partners
TDLC&Partner Case studies
1.d. Cost effectiveness (overall cost analysis) (based on total accounts)
1.d.i. Operational costs (on a case by case basis and total revenues: evolution of return?) TDLC accounts
TEDL management
TDLC Case studies
Is resource growing?
Is the budget growing?
Is the turn over growing?
Is the return growing?
Ratio of share?
Return over budget?
Availability of cases where recovery and cost are quantified? Representative sample?
Trend: Is recovery rate increasing? Can it be quantified? What are the trends in different service
categories?
Is there evidence of opportunities generated by TDLC on behalf of Japanese society? For who?
Is TDLC perceived as creating opportunities for knowledge dissemination on behalf of Japanese society?
For who specifically, within Japan? In the world?
What is the value perceived and generated by TDLC for Japan? Express this value in concrete terms for
Japanese citizens, institutions?
Express this value in concrete terms for citizens, institutions abroad?
Is the TDLC Project likely to provide ‘value for money’ as implementer of knowledge sharing activities to
Japanese development‐related capacity development, and is it likely to do so in the future? To what
extent ‘value for money’ is generated by TDLC's programmes?
Do developing countries have enhanced access to the resources and expertise of Japanese
institutions?
Do Japanese institutions have an enhanced opportunity to undertake outreach and forge partnerships
with countries and institutions of other regions, thanks to TDLC?
Have TDLC programs/services reached out or are they likely to reach out the population that are
unreached in traditional methods?
What are the benefits in a quantitative manner?
What are the benefits in a qualitative manner?
To what degree has the TDLC Project leveraged dissemination of Japanese knowledge and experiences
Q1: Within Japanese civil society and public, is there a (growing) awareness of TDLC's role or
contribution in Japan's development activities?
What is the perception: reputation, diversity, reach, effectiveness?
Do Japanese institutions have an enhanced opportunity to undertake outreach and forge partnerships
with countries and institutions of other regions, thanks to TDLC?
To what degree has the TDLC Project leveraged dissemination of Japanese knowledge and experiences
for development purposes in Japan?
Within global development community, is there a (growing) awareness of TDLC's role or contribution in
Japan's development activities?
What is the perception: reputation, diversity, reach, effectiveness?
Do developing countries have enhanced access to the resources and expertise of Japanese
institutions?
To what degree has the TDLC Project leveraged dissemination of Japanese knowledge and experiences
for development purposes in the world?
How has the TDLC Project contributed to increasing the cost-effectiveness in provision of knowledge
sharing activities and training for development?
How is this perceived or measured?
Is TDLC considered economical and/or cost effective by its partners and clients?
Is there evidence of this?
Is the return growing? Ratio of share? Per case: over time? In general: over time?
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1.d.ii. Efficiency in program development TDLC&Partner Case studies
TDLC Programme developers
Can be benchmarked with open univ.
1.d.iii. Efficiency in program implementation
TDLC&Partner Case studies
Can be benchmarked with SA and Afr DLCs.
1.e. Cost of lost opportunities Funded
GDLN AP, DLCs
How is efficiency in programme development ensured?
is there an evolution in maximising expertise and experience in order to work cost effectively in the
development of progarmmes, courses, lessons, materials? (on a case by case basis)
How is efficiency in programme implementation ensured?
is there an evolution in maximising expertise and experience in order to implement courses and
programmes more cost effectively? (on a case by case basis)
Is value, efficiency and effectiveness of TDLC's services (contribution, involvement or other) evident?
Are there comparison studies?
What if TDLC had not been a partner in example x? Calculation of alternative approaches: cost/benefit?
("What if..." scenarios) Example: Asian flu, APO: can value of service be demonstrated? Compare two
different modes, e.g. APO?
2. Acquiring new clients and/or partners - the future, sustainability: generation of more or new
"business", more or new activities. (Refer to DLC strategic documents)
2.a. Growth rate TDLC number of events? TDLC How has the TDLC grown in number of events organised (if possible per category)?
2.b. Growth rate number of clients (organisations)? Tentative, per stream. TDLC Case studies How has the TDLC grown in number of partner organisations?
2.c. Quality of partnership increase TDLC Case studies Has the quality of partnerships changed over time? How? What drives this?
2.c. Expansion of services offered? Diversifying the offer? (Interview, expanding the offer: VC, blended, TDLC
Has there been an evolution of services and products offered by TDLC?
online, mobile...)
Can be benchmarked with Madlid and Paris DLCs.
2.d. Is TDLC analysing the "market" and looking for opportunities? How effectively? TDLC management
consultants PR exercise, Other?
Is TDLC analysing the "market" and looking for opportunities?
How effectively is TDLC looking for new opportunities to collaborate or provide services?
Can be benchmarked with Madrid and Paris DLCs.
3. Quality - how good is product and service? Is TDLC aware of and assuring its own quality? Does
TDLC reach the quality objectives it sets itself? Impact of services, target programmes and
courses.
3.a. Clients and partners's needs and expectations? TDLC mission and strategy documentation
How does TDLC stay aware of what the clients need and expect?
Partner organizations
3.b. Internal quality assessment TDLC Is an internal quality assessment in place?
Is it functioning well, what are the results in short term and in the longer term?
Are there quality parameters set, in the past, now, for the future?
In how far have they/are they being met?
3.c. External quality assessment TDLC
External evaluator? ->maybe commttee? Let's ask Fukui-san
Is there an external quality assessment in place that continuously evaluates performance and quality?
3.d. Quality assurance TDLC
TDLC Case studies
3.e. Competition and performance TDLC
External: alternative service providers and suppliers (JICA/JICA-NET)
Partner Organization ->Partner can provide good insights for this questions.
3.f. How do end-users evaluate TDLC's services? Satisfaction of participant/end user (Level: 1-3) level 1: learners: evaluation folder - statistical analysis? Ask Terumi - set parametres that are available
-> set evaluation outcomes
level 2: teachers, tutors, course designers, technicians, site managers, GDLN AP…
Partner: Case Study
3.g. Partner institutions, How do they evaluate TDLC's services?
3.g.i. Achievement of course objective (Level-2) all partners, content or course provider, course organizer, content developer, associated centre,
institutional partners such as WBI, GDLN AP...
TDLC&Partner Case Study
Is there a quality assurance system in place?
An ISO or equivalent standard QA system?
Link with a national or international accreditation system?
What is the "competition", if any?
Are similar programs/services of TDLC provided or likely to be provided by the private sector?
How does the TDLC as a whole compare?
How do the products/services compare?
How does the "competition" (or alternative service providers) perceive the (strengths and weaknesses of)
TDLC? Is TDLC aware of the "strengths and weakness" of the competition if any? (For stream 2 mainly,
compare with reference suppliers of similar services per functionality or service: for example VC with VC
provider, benchmarking?) How do users evaluate the various services separately and/or TDLC as a
whole: does TDLC provide the quality (in general as well as in the different components) the users expect
and desire (Refer to TDLC strategy.)
What value is generated by the fact that TDLC Project is being executed by the World Bank, not a
bilateral agency, in particular from the perspective of the Government of Japan (as partner to the World
Bank)?
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3.g.ii. Business model all partners, content or course provider, course organizer, content developer, associated centre,
institutional partners such as WBI, GDLN AP...
TDLC&Partner Case Study
3.g.iii. Hub services
all partners, content or course provider, course organizer, content developer, associated centre,
institutional partners such as WBI, GDLN AP...
TDLC&Partner Case Study
Rationale of investment in MCU?
Use of MCU as new service?
Impact of use of MCU?
3.g.iv. Pedagogical and methodological development
all partners, content or course provider, course organizer, content developer, associated centre,
institutional partners such as WBI, GDLN AP...
TDLC&Partner Case Study
3.h. Stakeholder evaluation by Japan MoF How does the Gov of Japan as the most important stakeholder evaluate TDLC's services?
3.i. Stakeholder evaluation by global society Via partners, ADB, ASEAN, WB... How are TDLC's services perceived in developing countries and OECD countries?
3.j. Development support to the DLCs and the GDLN AP.
3.j.i. Training and education opportunities and programmes GDLN AP, DLCs
Case studies (MFTOT, Nurses?)
Has TDLC had an impact on capacity building and the provision of learning, training and capacity bulding
in general?
3.j.ii. Business model Ffunded
GDLN AP, DLCs
Has TDLC had an impact on the management and the generation of new business and new business
models for TDLCs within the region?
On a regional level as well as on a DLC level?
3.j.iii. Hub services GDLN AP, DLCs How has TDLC's role as an active hub impacted on the GDLN in general ? And as a regional hub within
the AP in particular?
3.j.iv. Partnerships GDLN AP, DLCs Has the TDLC had an impact on partnership building and extension of partnerships within the GDLN in
general ? And within the AP in particular?
3.j.v. Technical support GDLN AP, DLCs How has the TDLC impacted the activity within the GDLN in general ? And within the AP in particular?
Has the TDLC had an impact on the development of technology within the region?
4. Product or service development: this looks inward to the development of new services within TDLC
(no matter whether they are initiated by internal or external factors)
4.a. operational objectives TDLC management
TDLC documentation
4.b. achievement of current objectives TDLC management
TDLC documentation
4.c. Development of new services and products TDLC management
TDLC documentation
4.d. Deployment of new services TDLC management
TDLC documentation
What are the initial operational objectives?
How have they evolved?
What are the current operational objectives?
Quantitative and qualitative targets?
To what degree have the TDLC programs or services achieved the current objectives? If
there is over‐ or underperformance with respect to these targets, what are the underlying
reasons?
Is there a line of past, present and future products and/or services?
Is there an evolution?
Is this evolution in line with the state of the art?
With expectations from stakeholders and clients?
What is new that will increase activity/business with existing clients and attract new ones?
Is cost efficiency a factor in development of services and products?
Describe the process of deployment of new services.
What are the drivers for the innovation?
How does cost and revenue evolve with the products and services?
5. Intellectual capital - increasing what TDLC knows that is successful. (Interviews)
5.a. Capacity and capacity development within TDLC TDLC management
TDLC documentation
Are opportunities exploited?
Where does TDLC invest now?
5.b. Development of business opportunities TDLC management
Is there a clear strategy for the development of opportunities?
TDLC documentation
5.c. Research basis for development and innovation TDLC management
TDLC documentation
Is TDLC doing research internally with regard to needs, opportunities, capacity, new services, products
and methodologies?
6. Strategic relationships. (interview with partners and management)
6.a. Strategic alliances and partnerships TDLC management
all partners, content or course provider, course organizer, content developer, associated centre,
Are there new opportunities for strategic alliances?
Are new potential partners and relationships identified? How are they approached?
institutional partners such as WBI, GDLN AP…
Potential organizations that have not used TDLC???
JANIC
6.b. Partnership assessment TDLC management If there are potential new partnerships and alliances, how are they assessed on an economic, technical,
pedagogical, strategic level?
What does it take to exploit the new opportunities?
Is it responsible to pursue?
Is it within the core business or within the line of development.
6.c. Alternatives TDLC management Are there alternative approaches if partners no longer work with TDLC?
146

7. Management (of Resources):
7.a. Scalability TDLC management Is scalability taken into account? Can TDLC respond to rapid or drastic changes? For example by having
the ability to extend its activities.
7.b. Resources TDLC management What is present capacity? How is this assessed: sufficient? Adequate?
Is there an assessment of the resource needs that takes into account the different possible developments
within TDLC?
Is there a coherent and relevant staff recruitment policy.
7.c. Staff involvement TDLC management
Is staff involved in this strategy? How does staff see its work, training, career building?
TDLC staff
8. Sustainability
8.a. Strategic goals TDLC management
TDLC documentation
What were the initial strategic goals of TDLC?
What are the current strategic goals of TDLC?
Explicit goals?
Implicit goals?
How have the goals evolved over the six years?
8.b. Objectives of Japanese development cooperation MoFA
MoF
JICA?
8.c. Service/business model TDLC management
JICA
What are the drivers for the change?
Are the current strategic goals aligned with the objectives of Japanese development cooperation?
Is this being assessed within TDLC and if so, how?
Is the current business model adequate to achieve the strategic goals?
Is the current strategic focus on themes/subjects appropriate?
From the outset TDLC has dealt with a broad range of themes and subjects concerning on development
and poverty alleviation in the delivery of learning programs or knowledge sharing activities, almost as
‘sector free’. In accordance with a shift on the value creation as ‘public good model’ programs by taking
advantage of established program partners, networks of experts, and demonstrated achievements, a
newly proposed strategy since 2009 is to increase concentration on selected subject groups (see ‘Phase
2 Project proposal’. Currently, the following four thematic groups are defined:
Environment and Disaster Risk Management (including climate)
Healthcare and Labor
Education and Science/Technology
Private Sector, Finance, and PPP
(see TDLC website http://www.jointokyo.org/)
8.d. Management vision and strategy TDLC management Is there a management vision on sustainability and development? Is this vision widely and strongly
supported by all relevant stakeholders?
What would be the likely consequences if TDLC were not to receive the ‘Phase 2’ project grants?
147

ANNEX 3: TDLC PARTNERSHIP (MARCH 2010)
Multilateral Development Agencies
Bilateral Development Agencies and supporting
agencies
UN Agencies and Regional Organizations
Regional Organizations
National Government and Government
Agencies
Local Governments
Universities
African Development Bank (AfDB)
Asian Development Bank (ADB)
Asian Development Bank Institute (ADBI)
International Finance Corporation (IFC)
International Monetary Fund (IMF)
World Bank (WB) / World Bank Institute (WBI)
Japan External Trade Organization (JETRO)
Japan International Cooperation Agency (JICA)
Japan International Cooperation Center (JICE)
International Recovery Platform (IRP)
UN Center for Regional Development Disaster Management
Planning, Hyogo Office
UNICEF Tokyo (Office for Japan& the Republic of Korea)
United Nations Capital Development Fund (UNCDF)
United Nations Centre for Regional Development (UNCRD)
United Nations Children’s Fund (UNICEF)
United Nations Institute for Training and Research (UNITAR)
United Nations International Labour Organization (ILO)
United Nations International Strategy for Disaster Reduction
(UNISDR)
World Tourism Organization (WTO)
Asian Productivity Organization (APO)
Asia-Pacific Economic Cooperation (APEC)
Association of Southeast Asian Nations (ASEAN)
Cabinet Office
Japan Ministry of Economy, Trade and Industry (METI)
Japan Ministry of Education, Culture, Sports, Science and
Technology (MEXT)
Japan Ministry of Finance (MOF)
Japan Ministry of Foreign Affairs (MOFA)
Japan Ministry of Health, Labor and Welfare (MHLW)
City of Yokohama
Hyogo Prefecture
Kitakyushu City
Kobe City
Tokyo Metropolitan Government
Yokohama Waterworks Bureau
Yokosuka City Office
Aoyama Gakuin University
Hiroshima University
Hitotsubashi University
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Research & Training Institutions, NPOs, and
Associations
Foundations
Civil Society
Hosei University
Kitasato University
Kobe University
Kyoto University, Graduate School of Global Environmental Studies
(GSGES)
Nagoya University
National Graduate Institute For Policy Studies (GRIPS)
Ritsumeikan Asia Pacific University
Seisa University
Tohoku University of Art & Design (TUAD)
Tokyo University
University of Southern Queensland (USQ)
Advanced Education and IT Institute (JAEI)
Asia Disaster Reduction Center (ADRC)
Building Research Institute (BRI)
Central Japan Industries Association (ChuSanRen)
CITYNET
Institute for Global Environmental Strategies (IGES)
Institute for International Studies and Training (IIST)
International Investment Group Vietnam (IIG Vietnam).
Japan e-Learning Association (JeLA)
Japan Water Forum (JWF)
Japan Water Works Association (JWWA)
J-EARN
Living in Peace
National Institute of Multimedia Education
Overseas Environmental Cooperation Center (OECC)
Pacific Resource Exchange Center (PREX)
Planet Finance
Research Institute for Urban and Environmental Development,
Japan (UED)
SEEDS ASIA
SEEDS INDIA
The Association for Overseas Technical Scholarship (AOTS)
The Energy and Resources Institute (TERI)
The Institute of Energy Economics, Japan (IEE Japan)
The Society For Testing English Proficiency (STEP)
Foundation for Advanced Studies on International Development
(FASID)
Nissan Science Foundation
The Asia Foundation
Asian Development Youth Forum (ADYF)
Association International des Etudiants en Sciences Economiques
et Commerciales (AIESEC)
149

ANNEX 4: DRAFT TABLE FOR MONITORING AND ASSESSMENT
FRAMEWORK
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150

M&E FRAMEWORK RECORDING TOOL – DRAFT 05
Phase 1: Pre-Programme
PROGRAM/EVENT TITLE
TITLE
Title
Subject(s)
PROGRAM, EVENT or ACTIVITY INTAKE
INFO
INTAKE
Date
Submitted by
Managed by
Unique Identifier (Case No/File No)
Initiator
Partner(s)
Cost model
service provision
cost shared
public good
contracted
other
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Source(s) of Funding
fees from beneficiaries
sponsorships from public or private sectors
donor funding
membership fees from public or private sectors
partner input
TDLC input
other
FORMAT
TARGETS and OBJECTIVES
Budget required (estimation)
Budget available (estimation)
TDLC
budget/input/cost/contribution
Time schedule
Type
Structure
Start date
Stop date
Frequency
Duration
Subject(s) detail
Development objectives (high level,
society at large)
Knowledge exchange objectives
(learning objectives)
Target audience
Numbers of participants expected
course
event
support activity
publication
other
152

Numbers of participants (potential)
Intermediaries
Coverage (geographical, in time)
Beneficiaries
Stakeholders
Expected impact
ROLES
MARKETING
OUTPUTS
TDLC
Partner(s)
Needs and requirements
identification
Marketing partners
Marketing resources
Marketing tools
Marketing potential
Program output
Teaching, training and learning
materials
Repeatable? Scalable? Transferable?
PROGRAM, EVENT or ACTIVITY DEVELOPMENT
METHOD
DEVELOPERS
Selection of method / mix
Activities description
Developers
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INPUT
QUALITY ASSURANCE
Resources
Resource institutions
Resource persons
Conditions for use
Conditions for adaptation
Usability, pilot, test
Phase 2: Deployment
PROGRAM, EVENT or ACTIVITY DEPLOYMENT
COURSE MANAGEMENT
DEPLOYMENT SCHEDULE
TDLC
Partner(s)
Resource persons
Activities
Responsible manager
Calendar
Quality assurance (evaluation
activities)
Phase 3: Post-Programme
POST PROGRAM
STATS/EVALUATION
Participation (numbers)
Learning outcomes (assessment
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overall results)
Acceptance (by learners,
stakeholders, beneficiaries), includes
participant feedback
Total Cost (analytic)
Total Revenue (analytic)
Post Evaluation: Performance all
parties involved
From the PoV of the learner:
a. Acceptance of the course in general:
i. Content meets objectives.
ii. Method accepted? Teaching and instruction, learning and
knowledge sharing, follow up, learning community…
iii. Technology/ies accepted (reliability, quality of transmission, media
use)
iv. Was the learning effective?
v. Special issues (International aspect?)
b. Quality aspects (elements such as responsiveness, clarity, efficiency)
i. Administrative quality (enrollment, accounts)
ii. Teaching quality
iii. Materials
iv. Support
c. Impact
i. Certification
ii. On professional status, capacity, career
iii. On transfer within the professional community
From the PoV of the lecturing staff (including tutors, support staff at
remote sites) and course development team
a. Quality of the learners’ cohort (Were they the right learners? Was
the course marketed correctly, to the right audience? Do we care?).
b. Quality of the content (including resources).
c. Learning effectiveness. Part: Assessment of the learners, exam…
(need to be designed according to the learning objectives that were
determined beforehand) (Compare with 3.a.iii.)
d. Quality of learner participation, learner attendance.
e. Quality of service of the platform or delivery system.
f. Pedagogical quality of the platform or delivery system.
g. Effectiveness and efficiency of collaboration (administration,
student management issues, bookings).
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Overall program achievement
according to objectives
+ n MONTHS
MARKETING
Impact on learners
Impact on learners institutions
Impact on larger community, society
Success stories
Press and media coverage
After care
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ANNEX 5 (CASE STUDY): REFERENCE FINANCIAL DATA OF TDLC
VC services
Gross
Revenue
JFY2008
Expense
US$
Net
Revenue
Gross
Revenue
JFY2007
Expense
US$
Net
Revenue
Multilateral Dev. Agencies 85,882 3,362 30,010 63,780 660 52,927
WB (EAP, WBI, EXTTK, Carbon
Finance, etc.), IFC, IADB
Bilateral Dev. Agencies 0 0 0 1851 1851 0
JICA
UN Agencies & Regional Organizations 290,885 248,375 42,510 176,278 145,058 31,220
APO, ASEAN, ILO, UNITAR
Universities & Schools 11,146 6,121 5,025 7,604 4,504 3,100
Hitotsubashi U., Kyoto U., Seisa
U., GRIPS, Asia U., Shiroyama JH
School, ANU, Chula U.
Research & Training Institutions 36,021 14,671 21,350 44,579 26,609 17,970
BRI, FASID, RJ for Urban, Living
in Peace, OECC, PREX, CPIJP,
AOTS, Welingkar Institute,
Brasilian German CC
Foundations 2,392 1,172 1,220 1,755 875 880
Nissan LPIE
Civil Society 0 0 0 3,880 1,690 2,190
TICAD civil society forum
Private Firms 0 0 0 3430 1330 2100
NTTData, Dow Corning Tray
VC services total 426,326 273,701 100,115 303,157 182,577 110,387
TDLC ownership courses
MFTOT 14,650 29,480 -14,830 4,420 52,884 -48,464
CSR 18,050 15,403 2,647
Oil Price seminar 6,536 10,957 -4,420
Nursing Education - 18,500 -18,500
SME course 1,410 14,500 -13,090
TDLC courses total 40,646 -48,193 4,420 -48,464
Grand Total 466,972 51,922 307,577 61,923
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ANNEX 6 (CASE STUDY): LIST OF ACHIEVEMENT AND IMPACT
CORRESPONDING TO THE ASSESSMENT MATRIX
1. Operational indicators
1.a. Increase of activity, turn over, and etc.
Case Study-1: MFTOT Course
Building microfinance training capacity in a big scale: The total number of certified trainers as a result of this
program has grown to 509 in 48 countries from 2005 to date.
Localization of learning materials: For example, a 146 pages student workbook and a 7 hour multimedia
interactive computer-based-instruction have been translated into 8 languages.
Creation of Scaling-up mechanism of impacts: The MFTOT program is at the core of this effort and will ensure
that the impact of the program continues to grow according as the number of participants in the program
expands and the associated knowledge and skills related to microfinance is enhanced and augmented.
Scaling-up of outreach: The reach of this program has been successfully expanded since its launch in 2005.
The first course began with 20 effective participants from 7 countries while the 6th course run in 2009
attracted 326 effective participants from 44 countries.
Case Study-2: CDRI Course
The government of India learns from the process: The Indian government agency that is involved in this
program is participating in the larger initiative, and so will learn from the Chennai experience.
Scaling-up of outreach: It has been confirmed that Moodle was an effective tool to follow up and maintain
communication among many participants and can invite about 200 cities by fully utilizing Moodle as a
platform for further activities.
Case Study-3: Nursing Course
Up-scaling of outreach within a country: Establishing 3 learning sites in remote areas enabled hospitals in
these areas dispatch more nurses to participate in the program.
Development of local learning materials: The Mongolia Nursing Association and ex-participants of the course
collaborated to create new manuals, leaflets, and a training video compatible with local conditions based on
the course materials.
Establishment of mother’s training room in a University: The ex-participants established a training room in
the Health Science University of Mongolia by obtaining funding from the NGO “Samaritan’s Purse”. This room
is well equipped and about 300 mothers are learning now
Case Study-7: APO
Drastic change in training scheme of APO: TDLC has had a significant impact on APO’s business model in that
40% of their training courses are distance learning programs today.
Expansion of the reach: The disaster agenda covers issues that cross sectors and so it was very useful that the
program could involve participants from several different sectors. This program enabled a variety of experts to
share their experiences of many different countries in a cost-effective manner by allowing them to get together
1.b.
using a videoconferencing network.
Recovery percentage, cost share, etc.
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Case Study-1: MFTOT
Leveraging effects from project funding: Through the deliveries of the 1st, 2nd and 3rd MFTOT courses, a
leveraging effect was created in the sense that ADBI and AfDB funded 224,935 USD in total, while TDLC
invested 136,826 USD for the deliveries of the 4th, 5th and 6th courses and the localization of resources. The
recovery rate was greatly improved from 8.4 % in the 4th course up to 50.7% in the 6th course.
Case Study-5: Oil Price
Pilot of fee-based distance learning seminar business model: The results showed that it was feasible to
organize the seminar with a 300 USD participation fee in the premises of good quality and relevant marketing
because 36% of the Japanese participants answered that 30,000 yen for the program was reasonable in the
questionnaire.
Case Study-7: APO
Improve Sustainability of TDLC and DLCs in the regions: The 77.7 % of the gross revenue from APO in 2009
went to the DLCs and other videoconferencing facilities in target countries. This contributed a lot towards
improving the sustainability of DLCs generally.
1.c. The "Public Good"
Case Study-3: Nursing Course
Course was accredited by Mongolian Nursing Association: As this program was acknowledged by the
Mongolian Nursing Association as being an effective activity for nurses’ training, the program was certified as
part of the credit requirement for the national renewal process of nurse’s licenses.
Contribution towards achieving MDGs: This program also greatly contributed towards achieving MDGs prime
target to “Reduce Child Morality by two-thirds, between 1990 and 2015”. The target is measured by three
indicators, such as 4.1 Under-five mortality rate, 4.2 Infant mortality rate, 4.3 Proportion of 1 year-old children
immunised against measles.
Learning opportunity for Japanese experts: This program has allowed to deliberately prepare the sessions in
such a way so as to ensure that Japanese resource experts could also learn much from Mongolia.
Case Study-8 :ILO
8-3 Platform of dialogue between Japanese young generation and citizens: As an unexpected impact on
ILO, it was found that students appreciated the opportunity given to them to listen to the views and opinions
of other adults, experts and non students in the audience, on the development issues in the seminar.
1.c.i. Outreach, dissemination of Japan's knowledge to the world (quality and variety of outreach)
Case Study-3: Nursing Course
Dissemination of Japan’s knowledge: The program brought by making available Japan’s internationally
recognized knowledge and experience in the field of mother and child health care, directly to the majority of
working nurses and related staff in Mongolia
Utilization of obtained knowledge in workplaces: Participants were localizing and adopting the knowledge and
skills they had obtained from the course to their country.
Case Study-5: Oil Price
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Presence of Japan in the issue: The presentation from Japan contributed an effective input to the resource
group in Washington D.C. by providing a different perspective, and contributed towards the enrichment of the
seminar.
1.c.ii. Awareness of Japan's development activities in Japan
Case Study-3: Nursing Course
Exposure to the media: The achievements of the program were reported on the Asahi Shimbun Newspaper in
Japan.
Awareness of international cooperation to young generation: Students were impressed with this activity to
help a developing country which has meant that this program has also significantly contributed towards
increasing awareness of the Japanese aid effort amongst young Japanese students.
Case Study-6: FASID
Awareness of Japan’s international cooperation activities: Participants from the private sector were impressed
with the Japan’s activities for assisting developing countries. This is a good example of this seminar’s
contribution to the increase of awareness regarding Japan’s international cooperation.
Case Study-8 : ILO
Awareness of ILO’s activities among Japanese students: Two of the participants from university expressed, that
they would like to be involved in ILO’s activities in future. There were many other positive comments, one of
which was that the intellectual horizon was being broadened by learning about ILO’s activities all over the
world, etc.
Awareness of ILO’s international development cooperation activities among the Japanese society: ILO Tokyo
could enhance the awareness of Japanese citizens with ILO’s activities in the area of supporting developing
countries.
1.c.iii. Awareness of Japan's development activities in the world
Case Study-3: Nursing
Exposure to the media: In Mongolia, they were reported on TV news such as MNTV (Nationwide network) and
Eagle TV as well as in newspapers such as Zoonie Newspaper and Mainichi Shimbun Newspaper.
1.c.iv. Contribution to increasing the cost-effectiveness in provision of knowledge sharing activities and training for
development
Case Study-2: CDRI
Cost-effective platform for project implementation: The introduction of MOODLE by TDLC was seen as being
one of the greatest contributions towards increasing the cost-effectiveness of the program. The Moodle-based
learning platform and VC could support monitoring and evaluation framework of the action plan
implementation in a cost-effective manner.
Case Study-3: Nursing
Cost-effectiveness way of knowledge dissemination: The per head cost is 73 USD for a face-to-face seminar
while the cost per head is 12 USD for a distance learning seminar. This means that the cost for distance
learning mode is about 1/6 of the cost of face-to-face per participant, and it can save 33,300USD in total.
Furthermore, it can save 14 days (30 days-16 days) of staff time and 60 days (66 days-6 days) of experts’ time.
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Case Study-6: FASID
Cost-effectiveness by multi-site connection: The discussion among the participants at scores of venues abroad
was previously impossible. TDLC made it possible. The average number of connecting countries in a seminar
was 16.3 in 2009.
Case Study-7: APO
Improvement of the cost-effectiveness of APO training courses: In the conventional face-to-face program, the
cost per participant was on average about 2,000 USD, however using distance education, this has decreased to
about 200 USD per participant. As a result, APO has increased their annual number of participants by about
50% without increasing the budget allocated.
Case Study-8: ILO
Improvement with Cost-effectiveness and frequency of events: It was far more cost-effective and the frequency
of the seminars could be increased to use the distance learning modality. TDLC helped ILO Tokyo in organizing
more activities within the same budget, by introducing a cost-effective way of organizing events.
Case Study-9: DRM
Cost-effective platform to support World Bank’s operation: It was cost-effective to use the TDLC service to
deliver the course in distance learning mode because the logistics work is particularly time-intensive in
distance learning mode.
Case Study-10: AHI
Cost-effective platform to support World Bank’s operation: This program was cost-effective when compared
with face-to-face programs especially as travel costs were minimized
1.d. Cost effectiveness
1.d.i. Operational costs
Case Study-1: MFTOT
Leveraging effects from project funding: Through the deliveries of the 1st, 2nd and 3rd MFTOT courses, a
leveraging effect was created in the sense that ADBI and AfDB funded 224,935 USD in total, while TDLC
invested 136,826 USD for the deliveries of the 4th, 5th and 6th courses and the localization of resources. The
recovery rate was greatly improved from 8.4 % in the 4th course up to 50.7% in the 6th course.
1.d.ii. Efficiency in program development
Case Study-1: MFTOT
Creation of a replicable and transferable blended learning Model: The MFTOT program design and delivery has
established an effective blended learning model for disseminating knowledge for development. The whole set
of experiences is replicable and transferable. Using the same design and administration mechanism, the World
Bank Institute Beijing office has successfully delivered the Chinese version of the course in 2008 and 2009 to
hundreds of participants.
Case Study-2: CDRI
Duplication of program modality to other subjects: The know-how and experience realized during the
program can be applied in some other subject areas. For example, “Non Revenue Water” is a good candidate
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area for such an application. The development of a program on this topic targeted at Indonesia is under
consideration.
Case Study-3: Nursing
Development of new programs in the same field: The success of this program has contributed to the
development of new courses such as the “Disaster Nursing Training Course” targeting nurses in Indonesia
implemented in February 17-18, 2009. This course attracted more than 700 participants from all over
Indonesia.
Case Study-5: Oil Price
Cost-effectiveness by replicating the contents: This program was developed using the same content as the
content used in the face-to-face seminar already organized by the WBI. This business model of converting a
face-to-face program into a distance learning program saved development costs. Furthermore, the
achievements and results of a discussion can be shared among larger target groups at a lower cost.
1.d.iii. Efficiency in program implementation
Case Study-1: MFTOT
Creation of Scaling-up mechanism of impacts: As long as this program continues, more and more accredited
trainers will be produced who will in turn continue to contribute to the impact of this program by not only
continuing their work as certified trainers but also by their overall promotion of the knowledge they have
gained, the contacts they have made and the community of practitioners supported by MFTOT to which they
belong.
Case Study-6: FASID
Improvement of implementation efficiency: The staff time required has been stable 2.3 days in 2007, 2.4 days
in 2008, and 2.1 days in 2009, despite the increasing number of connecting sites. This means that program
implementation efficiency was improved by the TDLC’s effort.
Case Study-7: APO
Improvement of implementation efficiency: The indicator, amount of staff time per session delivery hour,
clearly shows that this is on the trend of decrease. This means that program implementation efficiency was
improved by the TDLC’s effort.
2. Acquiring new clients and/or partners - the future, sustainability: generation of more or new
"business", more or new activities.
2.c. Quality of partnership increase
TDLC’s contribution to the program content: TDLC contributed not only by providing the VC network to the
program but also by making the program into a more meaningful and comprehensive package. This is the
evidence that capability of TDLC’s program coordination has been grown up.
3. Quality - how good is product and service? Is TDLC aware of and assuring its own quality? Does
TDLC reach the quality objectives it sets itself? Impact of services, target programmes and courses.
3.g. Partner institutions, How do they evaluate TDLC's services
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3.g.i. Achievement of course objective (Level-2)
Case Study-6: FASID
Filling up the gap between developing regions and Tokyo: This seminar was planned to deliver the knowledge
to the ODA Task Force members in developing countries. However it turned out to be a good opportunity for
Tokyo to learn about each of the country’s situation.
Case Study-8: ILO
Awareness of Japan’s labour issues to ILO non-Japanese experts: This program was also utilized by those
experts, to increase their awareness about Japan’s situation, by direct communication with Japanese citizens.
One of the non-Japanese experts, who was invited as a speaker, commented that it was a precious opportunity
to speak to the Japanese audience because Japan is one of the important countries when it comes to labour
issues.
Encouragement for ILO Japanese experts abroad: This is to encourage and motivate Japanese experts, by
letting them introduce their activities to Japanese citizens and getting feedback. One of the experts who made
a presentation, appreciated the opportunity to speak to the Japanese audience.
Case Study-11: Shanghai DL
Input from Japan to the agenda: TDLC facilitated the participation of Japan as a member of the global
community in this international discussion.
3.g.ii. Business model
Case Study-5: Oil Price
Spontaneous response to the demands: This program provides concrete evidence that a distance learning
mode is suitable for the dissemination of information related to urgent agendas in an efficient manner.
Case Study-6: FASID
Establishment of a platform of dialogue to support “Japan’s Medium-Term Policy on Official Development
Assistance”: This seminars follows “Japan’s Medium-Term Policy on Official Development Assistance”, which
suggested “Promoting the sharing of information and knowledge including through the use of information
technology”.
Case Study9: DRM
Reputation of TDLC among the World Bank DRM Team: TDLC has as a result encouraged the World Bank team
to shift some of their programs to a more cost-effective distance learning mode.
Case Study10: AHI
Reputation of GDLN among the World Bank Team: The success of this program contributed to the promotion
of GDLN in the Bank. Such a good reputation was established amongst the team members and TDLC that it
contributed toward establishing a collaboration framework between GDLN and WB EAP sector groups later.
3.g.iii. Hub services
Case Study10: AHI
Unique platform provided by GDLN: Serious problems like AHI are unpredictable and often occur without
warning. GDLN is in a particularly good position to cope with such serious global issues not only because of
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the effective service it offers – but also because it is in a constant state of readiness, available and willing to
provide a global platform for the exchange of know-how and skill.
Case Study-11: Shanghai DL
Provided effective Hub Service to regional DLCs: It was efficient to use a network hub in the same time zone as
the organizer because it made communication more efficient. TDLC could provide a high quality of service by
responding in detail to the client’s demands.
3.j. Development support to the DLCs and the GDLN AP.
3.j.i. Training and education opportunities and programmes
Case Study-1: MFTOT
Capacity development of DLCs: This program helps anticipating DLCs learn how to design a training course in
a more effective manner. Some of the courses were created by duplicating the MFTOF format.
Case Study-4: e-Learning
Online facilitator at DLCs:
Case Study-7: APO
Drastic change in training scheme of APO: TDLC has had a significant impact on APO’s business model in that
about 40% of their training courses are distance learning programs today. All the distance learning courses
have links with face-to-face programs. Participants who have performed excellently in their examination in a
distance learning course are sent to the advanced face-to-face program on the same subject.
3.j.ii. Business model
Case Study-4: e-Learning
Impact on the DLC’s business model: This program has also had an impact on DLC’s business model. DLC has
been relying on videoconferencing events for generating revenue. However, this program provided DLCs with a
new way of doing business that allows them to obtain revenue from participants registered in their country
and by organizing activities online and face-to-face to support them.
3.j.iv. Partnerships
Case Study-7: APO
Improve Sustainability of TDLC and DLCs in the regions: The APO course has also had an impact on DLCs by
enhancing their visibility in the wider community. Their cooperation with NPO in the implementation of the
APO courses, they enhanced their visibility which would lead towards an expansion of the DLC's marketing
impacts.
4. Product or service development: this looks inward to the development of new services within TDLC
4.c. Development of new services and products
Case Study-2: CDRI
Ensured implementation of action plans: This program includes the making of action plans and
implementation processes as well as the acquisition of CDRI theory. Each participating city will complete and
submit its Climate Action Plan in Stage-3. These plans will be authorized by local city governments after
certain procedures.
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Case Study-4: e-Learning
New program model of online learning: This is the first trial by TDLC to develop and implement an online
learning program utilizing Moodle, which does not rely on videoconference sessions. Taking this new program
model into account, TDLC now has a wider variety of learning methodology options.
Lessons learned for a new program development and marketing process in GDLN context: Marketing this
program has provided valuable lessons for TDLC related to how to make such a course more marketable, how
to communicate with DLCs, how to determine an acceptable cost sharing model, etc. This experience will help
TDLC develop and implement new courses in the future.
Case Study-5: Oil Price
Pilot of fee-based distance learning seminar business model: The results showed that it was feasible to
organize the seminar with a 300 USD participation fee in the premises of good quality and relevant marketing
because 36% of the Japanese participants answered that 30,000 yen for the program was reasonable in the
questionnaire.
5. Intellectual capital - increasing what TDLC knows that is successful.
5.a. Capacity and capacity development within TDLC
Case Study10: AHI
Technical capacity development of TDLC: TDLC coped with any technical problems in an efficient way and
learned how to manage the event effectively, which included making a running order, scheduling the event,
moderating the session, monitoring the network connection, and so forth. The technical coordinator evaluated
TDLC staff as being open to suggestions, able to learn very quickly, and eventually managed the session quite
well.
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