Final Report Tokyo Development Learning Center Phase 1 ...
Final Report Tokyo Development Learning Center Phase 1 ...
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<strong>Final</strong> <strong>Report</strong><br />
<strong>Tokyo</strong> <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong><br />
<strong>Phase</strong> 1 Assessment<br />
June 2010<br />
This study was commissioned by the World Bank and independently conducted by Mathieu<br />
Vanbuel and Kunitoshi Saito.<br />
1
CONTENTS<br />
Abbreviations ........................................................................................................................................................ 4<br />
Part I: Assessment <strong>Report</strong> .................................................................................................................................... 5<br />
Background ........................................................................................................................................................... 5<br />
Foundation ...................................................................................................................................................... 5<br />
Mid-term Review ............................................................................................................................................. 6<br />
Towards <strong>Phase</strong> 2 .............................................................................................................................................. 7<br />
Vision ........................................................................................................................................................... 8<br />
Objective ............................................................................................................................................................... 9<br />
Methodology ........................................................................................................................................................ 9<br />
Instruments of the assessment ....................................................................................................................... 9<br />
Desk research .............................................................................................................................................. 9<br />
The design and conduct of surveys ............................................................................................................. 9<br />
Interviews with representative stakeholders and partners ....................................................................... 10<br />
Detailed studies of selected cases ............................................................................................................. 10<br />
Strategic Relevance ............................................................................................................................................. 11<br />
Strategic goals of TDLC Project ...................................................................................................................... 11<br />
Pillar 1. Program initiatives delivered on a public good model ................................................................. 12<br />
Pillar 2. Knowledge sharing platform as cutting-edge distance learning .................................................. 13<br />
Pillar 3. Technology services and regional network development ............................................................ 14<br />
Alignment of strategic goals with the objectives of Japanese development cooperation ............................ 15<br />
Business model and strategic focus ........................................................................................................... 15<br />
Operational Performance ................................................................................................................................... 19<br />
Current objectives ......................................................................................................................................... 19<br />
Programs .................................................................................................................................................... 20<br />
Partnerships ............................................................................................................................................... 21<br />
Communications, Marketing, and Sponsorships ....................................................................................... 21<br />
Technology Leadership and Network <strong>Development</strong> .................................................................................. 22<br />
Cost‐effectiveness in provision of knowledge sharing activities and training on development ............. 24<br />
Impact and Institutional Sustainability ............................................................................................................... 26<br />
Conclusions ......................................................................................................................................................... 28<br />
Part II: Case Studies ............................................................................................................................................ 29<br />
Introduction ........................................................................................................................................................ 29<br />
Objective of a case study ............................................................................................................................... 29<br />
Selection of programs .................................................................................................................................... 29<br />
2
Executive Summary of Case Study ...................................................................................................................... 31<br />
Case Study 1: Microfinance Training of Trainers (MFTOT).................................................................................. 35<br />
Case Study 2: Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program ................................. 45<br />
Case Study 3: Mother and Child Health Care Specialists Vocational Training in Mongolia ................................ 53<br />
Case Study 4: Rapid Design of e-<strong>Learning</strong> Programs .......................................................................................... 70<br />
Case Study 5: Oil Price Volatility, Economic Impacts, and Risk Management in Asia......................................... 78<br />
Case Study 6: FASID ODA Task Force Seminar Series .......................................................................................... 89<br />
Case Study 7: APO: GDLN-based Distance <strong>Learning</strong> Course Series .................................................................... 96<br />
Case Study 8: Issues in Asia and the International Labour Organization ......................................................... 111<br />
Case Study 9: Strengthening Disaster Risk Management in East Asia and the Pacific (DRM).......................... 117<br />
Case Study 10: An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza (AHI)................ 126<br />
Case Study 11: Shanghai DLC Distance <strong>Learning</strong> Seminar Series ..................................................................... 132<br />
PART III: Annexes .............................................................................................................................................. 136<br />
Annex 1: TDLC - TOR for Assessment ................................................................................................................ 136<br />
Annex 2: Evaluation Matrix ............................................................................................................................... 143<br />
Annex 3: TDLC Partnership (March 2010) ........................................................................................................ 148<br />
Annex 4: Draft table for monitoring and assessment framework .................................................................... 150<br />
Annex 5 (Case Study): Reference Financial Data of TDLC ................................................................................. 157<br />
Annex 6 (CASE STUDY): List of achievement and impact corresponding to the assessment matrix ................ 158<br />
3
ABBREVIATIONS<br />
AADLC<br />
ADBI<br />
AfDB<br />
AHI<br />
APEC<br />
APO<br />
ASEAN<br />
ASEAN+3<br />
ASEC<br />
AVU<br />
CDRI<br />
CSR<br />
DLC<br />
DRM<br />
EAP<br />
FASID<br />
GDLN<br />
GOJ<br />
IFC<br />
ISG<br />
JBIC<br />
JFY<br />
JICA<br />
MCU<br />
MFToT<br />
MoF<br />
ODA<br />
OECD<br />
OUJ<br />
SAR<br />
SME<br />
TDLC<br />
TICAD<br />
ToR<br />
ToT<br />
UNCDF<br />
UNU<br />
VC<br />
WB<br />
WB EAP<br />
PREM<br />
WBI<br />
Association of African Distance <strong>Learning</strong> Centres<br />
Asian <strong>Development</strong> Bank Institute<br />
African <strong>Development</strong> Bank<br />
Avian and Human Influenza<br />
Asia-Pacific Economic Cooperation<br />
Asian Productivity Organization<br />
Association of Southeast Asian Nations<br />
Association of Southeast Asian Nations (ASEAN) with China, Japan, and South Korea<br />
The ASEAN Secretariat<br />
African Virtual University<br />
Capacity Building for Climate & Disaster Resilience<br />
Corporate Social Responsibility<br />
<strong>Development</strong> <strong>Learning</strong> <strong>Center</strong><br />
Disaster Risk Management<br />
East Asia and Pacific<br />
Foundation for Advanced Studies on International <strong>Development</strong><br />
Global <strong>Development</strong> <strong>Learning</strong> Network<br />
Government of Japan<br />
International Finance Corporation<br />
Information Solutions Group<br />
Japan Bank for International Cooperation<br />
Japanese Fiscal Year<br />
Japan International Cooperation Agency<br />
Multipoint Control Unit<br />
Microfinance Training of Trainers<br />
Japanese Ministry of Finance<br />
Official <strong>Development</strong> Aid<br />
Organisation for Economic Co-operation and <strong>Development</strong><br />
Open University of Japan<br />
South Asia Region<br />
Small to Medium Sized Enterprise<br />
<strong>Tokyo</strong> <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong><br />
<strong>Tokyo</strong> International Conference on African <strong>Development</strong><br />
Terms of Reference<br />
Training of Trainers<br />
United Nations Capital <strong>Development</strong> Fund<br />
United Nations University<br />
Videoconferencing<br />
World Bank<br />
Poverty Reduction and Economic Management Team, East Asia and Pacific Region, World<br />
Bank<br />
Word Bank Institute<br />
4
Part I: Assessment <strong>Report</strong><br />
BACKGROUND<br />
Foundation<br />
In October 2003 The Government of Japan (GOJ) and the World Bank (the Bank) formally agreed to launch<br />
what is now known as the ‘<strong>Tokyo</strong> <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong> (TDLC) Project’, on a partnership basis with<br />
the GOJ committing an indicative trust fund contribution of 25 million USD for five years. The TDLC facility<br />
was inaugurated on June 1, 2004. The mission of the Project, as agreed to by the Bank and GOJ, was to assist<br />
the East Asia and Pacific (EAP) region’s Global Distance <strong>Learning</strong> Network (GDLN) to become a sustainable,<br />
highly effective development tool by working closely with <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong>s (DLCs) to access<br />
Japanese and regional content and to provide capacity building support to DLCs. Since then the Project has<br />
been co-located with the Bank’s <strong>Tokyo</strong> office and been managed by the World Bank. The Project’s activities<br />
consisted of five components 1 :<br />
1. Content Conversion and Delivery:<br />
A key role of the <strong>Tokyo</strong> GDLN <strong>Center</strong> was to provide technical and financial support to enable<br />
development and delivery of distance learning activities responsive to demand and relevant to<br />
the conditions of the region, both for Japanese institutions and institutions (including DLCs) in<br />
developing countries in the region, in accordance with the guidelines adopted by the EAP DLC<br />
Association.<br />
2. DLCs’ Capacity Building:<br />
a. Marketing;<br />
b. Business plan development;<br />
c. Financial management;<br />
d. Administration;<br />
e. Donor partnership building.<br />
3. Partnerships and Marketing:<br />
a. Launch the new <strong>Tokyo</strong> <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong>;<br />
b. Develop linkages within the Japanese knowledge exchange for development community;<br />
c. Outreach and liaise with the DLCs and partners in the region and beyond;<br />
d. Liaise and network with Bank Headquarters and the Paris Office DLC operation; and<br />
e. Involve the regional DLCs in developing and guiding the efforts to launch, position and<br />
market the services of the <strong>Tokyo</strong> GDLN <strong>Center</strong>.<br />
4. Procurement, Capital Works and Maintenance;<br />
Designing, building and operating a world-class development learning center.<br />
5. Management.<br />
In the 1st Year Business Plan the Project Vision was formulated as follows 2 :<br />
“By the conclusion of TDLC project the EAP GDLN will be a dynamic, sustainable network:<br />
1 <strong>Final</strong> Draft JAPAN/WORLD BANK DISTANCE LEARNING PARTNERSHIP PROJECT October, 2003<br />
2 <strong>Tokyo</strong> <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong> Business Plan and Work Program FY 2004/05 April 1, 2004<br />
5
delivering a service that is widely acknowledged as increasing development impact by<br />
integrating knowledge sharing into the full range of development activities in the region,<br />
characterized by strong productive partnerships with local, regional and international<br />
organizations that have a commitment to the distance learning paradigm and the skills<br />
and capacity to support it, generating a steady stream of high value GDLN content,<br />
DLCs recognized in their host countries as important national resources, with substantial<br />
skills and capacity in the distance learning paradigm, providing a channel for interaction<br />
with global sources of expertise, and<br />
a well-established, sustainable, regional co-ordination structure with efficient processes<br />
for content development, quality assurance, evaluation and management, recognized as a<br />
leader in distance learning.”<br />
This vision was translated into the following lines of activity for implementation:<br />
Content and Partnerships:<br />
Developing an adequate supply of high-value content together with relevant partners;<br />
EAP DLC Support:<br />
Ensuring that DLCs in the EAP Region are active and financially stable by building distance learning<br />
capacity, management capacity and designing business processes;<br />
Program production and delivery:<br />
Providing high quality services aimed at producing and delivering knowledge exchange programs;<br />
New product development:<br />
Developing, testing and implementing new products and services as well as business models and<br />
management processes;<br />
Management:<br />
Implementation and management of the <strong>Tokyo</strong> DLC and the associated facilities and operations, and<br />
coordination of the EAP GDLN operations.<br />
At the time of the foundation of the TDLC Project, a high priority was given to Project sustainability, based on<br />
strategies that were specific for each project component mentioned above, as well as on a global strategy for<br />
increased the use of GDLN within donor programs.<br />
Mid-term Review<br />
At the mid-term review in 2006, a panel of external experts concluded that the TDLC had largely met its<br />
objectives and had accomplished the following:<br />
Enhanced access by developing countries to the knowledge resources and development expertise of<br />
Japanese institutions;<br />
Enhanced opportunity for Japanese institutions to undertake outreach and forge partnerships with<br />
countries and institutions of other regions; and<br />
Successful adoption of a network-oriented, regional approach to knowledge sharing and capacity<br />
building.<br />
The Review found that the TDLC had achieved a great deal in a short time. The result is a potentially powerful<br />
platform whereby:<br />
Specifically, the TDLC had achieved rapid growth in business volumes based on innovative programs, with a<br />
high utilization rate, partnership with 42 organizations, well established management and technical capacity,<br />
institutional credibility and motivation within the region’s DLCs leading towards good prospects for the<br />
growth and sustainability of the GDLN network.<br />
Furthermore, TDLC played an instrumental role in the creation of the GDLN Asia Pacific Association and<br />
developed methods, systems and tools for general use in the network. TDLC created a strong and favorable<br />
reputation and recognition for the GDLN. It expanded the reputation of Japan as a valuable development<br />
partner for Asian and African countries, as an outcome of the TDLC’s programs, which share high quality<br />
knowledge from Japanese universities and government institutions with developing countries in areas where<br />
Japan has expertise.<br />
TDLC has become a “gateway” for international contact between Japanese and external institutions,<br />
consistently supporting the strategic aims of both major stakeholders – the Bank and the Government of<br />
Japan.<br />
6
In order to valorize these achievements in the knowledge exchange for development context, the following<br />
objectives were set for the second half of the project lifecycle:<br />
Strengthen ‘GDLN Asia Pacific’, a regional community of GDLN, so that a stable, sustainable ‘network’<br />
business would grow;<br />
Design and deliver value added services related to knowledge exchange, blended learning and<br />
dialogues;<br />
Build on interest within the World Bank by developing innovative services;<br />
Secure more paying clients by responding to demand;<br />
Launch new and innovative content initiatives that include bringing together partners from Japan<br />
and the region; and<br />
Adopt effective performance indicators addressing ‘communicating impacts’ as well as the operation<br />
of facility and project management.<br />
The report stated further that the initial objectives of the Project were still valid and achievable:<br />
“By the conclusion of the TDLC project the EAP GDLN will be a dynamic, sustainable<br />
network characterized by:<br />
Services that are widely acknowledged as increasing development impact by integrating<br />
knowledge sharing into the full range of development activities in the region;<br />
Strong productive partnerships with local, regional and international organizations that<br />
have the appropriate skills, capacity and institutional focus, resulting in a steady stream of<br />
high value content;<br />
DLCs recognized in their host countries as important national resources, with substantial<br />
skills and capacity in the delivery of knowledge network services, providing a channel for<br />
interaction with global sources of expertise; and<br />
A well-established, sustainable, regional management structure with efficient processes<br />
for content development, quality assurance, evaluation and management, recognized as a<br />
leader in knowledge creation and sharing”<br />
Towards <strong>Phase</strong> 2<br />
From the summer of 2008 onwards and until July 2009 the World Bank and the Japanese government<br />
discussed TDLC’s achievements and agreed to extend the project completion date to June 30, 2010.<br />
During this time, TDLC has been acknowledged as a leader within GDLN Asia Pacific in the provision and<br />
facilitation of knowledge sharing and learning activities reaching a broad range of audiences and<br />
stakeholders. TDLC’s ability to effectively design and deliver relevant and high quality programs ( for example<br />
Microfinance Training of Trainers (ToT), Nursing Education programs, A/H1N1 flu crisis event or disaster risk<br />
management) is considered unique and has demonstrated the value of the investment in technology and<br />
human resources during <strong>Phase</strong> 1 of the project.<br />
Other achievements that are acknowledged included the high quality of the learning programs and sizable<br />
outreach, the extensive partnership with public and private organizations in Japan and the region, easy<br />
access to professional expertise in strategic subject groups, and closer collaboration with other units of the<br />
World Bank group.<br />
Importantly in terms of sustainability at program level, ‘full cost recovery’ remains very challenging, but<br />
there is a continuous upwards trend in cost recovery.<br />
At this stage the focus on the ‘public good model’ type programs continues to be considered the right<br />
direction for the project to evolve while the effort in increasing cost recovery by fee-based programs is<br />
considered adequate.<br />
The initial long-term business plan for the period through JFY2014 that was developed by the World Bank<br />
and submitted in July 2008 to the Japanese Ministry of Finance (MoF) was revised on the basis of the<br />
comments received from the MoF, and it was concluded that ‘(external) Project funding’ would continue to<br />
be required throughout <strong>Phase</strong> 2 of the Project. TDLC started to operate as much as possible towards the<br />
redefined goals set out in the initial business plan for the remainder of <strong>Phase</strong> 1 of the TDLC Project (through<br />
June 2010). In the meantime, the MoF continued discussion regarding the future of the TDLC Project, the<br />
‘TDLC Project <strong>Phase</strong> 2’.<br />
7
Vision<br />
TDLC’s present vision is to become:<br />
“The pre-eminent platform for the exchange of ideas, know-how and expertise,<br />
contributing strongly to sustainable development in the Asia and Pacific region and across<br />
the world, especially in Africa, South Asia and Latin America, with the lessons of the Asian<br />
experience;<br />
… characterized by skilful integration of technology with innovative content design and the<br />
expertise derived from strategic partnerships, including Japanese, International and<br />
National organizations from within and beyond the Asian region;<br />
Leading the way as a centre of excellence at the heart of a strong and dynamic GDLN Asia<br />
Pacific and at the forefront of the GDLN activities worldwide.” 3<br />
Consequently, its goals are now:<br />
To facilitate a full range of dialog between OECD, middle-income and developing nations, including<br />
north-south, south-south and south-north exchanges as the basis of peer-learning, knowledge<br />
creation and knowledge exchange.<br />
To achieve, thereby, substantial development impact in line with the overall goals of the World Bank,<br />
the Government of Japan and other stakeholders.<br />
3 Based on ‘TDLC Business Plan JFY2010-14’, July 2008<br />
8
OBJECTIVE<br />
The assessment of the <strong>Tokyo</strong> <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong> Project in March and April 2010 was aimed at<br />
documenting the major achievements, outcomes and impact of the TDLC Project as it approaches the end of<br />
the current phase, <strong>Phase</strong> 1, in order to ensure the accountability of the project to its stakeholders and to<br />
provide a baseline for assessment of <strong>Phase</strong> 2. This assessment was not intended as a comprehensive<br />
evaluation of all dimensions of the project over the past six years. Instead, the approach that was taken<br />
focuses on key features and functions of TDLC in order to be able to answer a core set of questions 4 related<br />
to the degree to which the TDLC Project has achieved its current goals, operated effectively and efficiently,<br />
and the impact it has had to date and that which is it likely to have in the future. These core questions form<br />
the basis for this assessment and are used in the assessment outcomes as a way to make sense of the<br />
findings of the assessment.<br />
METHODOLOGY<br />
Instruments of the assessment<br />
The assessment was carried out by two independent consultants, one international consultant Mr. Mathy<br />
Vanbuel from Belgium and one Japanese local consultant, Mr. Kunitoshi Saito, each of whom were selected<br />
on the basis of their expertise in the relevant domain.<br />
The assessment methodology design was partially based on the Re.ViCa Project 5 methodology using Critical<br />
Success Factors for assessing Virtual Campuses and large e<strong>Learning</strong> initiatives. The use of critical success<br />
indicators 6 allows investigators discover the strengths and weaknesses of a service, explore the opportunities<br />
it faces, and maximize its strengths. An evaluation of the success indicators contributes to the overall<br />
assessment of the quality and to the perception of effectiveness of a service such as TDLC, in order to<br />
provide a complete picture of the assessment. These indicators have been amalgamated with the key<br />
questions put in the Terms of Reference (ToR) of the assessment. The following instruments were selected<br />
and used in this assessment:<br />
Desk research<br />
This part of the work involved collecting and organizing all documentation describing the business<br />
plan, the outcomes and the records of work carried out since the foundation of the TDLC, as well as<br />
plans and strategic documents available within the TDLC. Furthermore, operational and financial<br />
data and records of accomplishment on programs and services, including feedback from participants<br />
in courses/activities were examined.<br />
Furthermore, the assessment team collected and utilized relevant examples and data on other<br />
organizations or endeavors within the domain of knowledge exchange for development such as The<br />
Open University of Japan, United Nations University, Japan International Cooperation Agency (JICA)<br />
and the African Virtual University, which are public or obtained purposely, to make comparison or as<br />
reference.<br />
The design and conduct of surveys<br />
A number of electronic surveys were organized with relevant stakeholders and users in Japan, the<br />
region, and beyond, to gather facts, elicit observations, or verify assumptions.<br />
In total 492 individuals were invited to participate in an online survey that provided the independent<br />
assessment team with quantitative information for their evaluation.<br />
7 customized questionnaires were created that differed in the way the questions addressed the<br />
nature of TDLC’s relationship with the specific organization or individual:<br />
• Organizations with which TDLC is actively collaborating in knowledge exchange activities,<br />
both from within Japan or from abroad (2 questionnaires),<br />
• Organizations with which TDLC has communicated about possible partnerships both from<br />
Japan and from abroad (2 questionnaires),<br />
4 Annex 1: TDLC- TOR for Assessment.pdf<br />
5 Reviewing Traces of European Virtual Campuses (http://www.virtualcampuses.eu) is a European Commission Project<br />
that uses large-scale critical success factors with evidence from the benchmarking and quality arenas.<br />
6 See Annex 2: Evaluation Matrix_11mvx.pdf<br />
9
• <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong>s from the Asian Pacific Region as well as from the South Asia<br />
Region and from Africa (2 questionnaires),<br />
• Resource persons and tutors that are collaborating in the knowledge exchange programs (1<br />
questionnaire).<br />
In total, 28% of those invited to participate completed the surveys, which meant that 137 forms were<br />
processed. There was a significant difference in response frequency between active partners (40%<br />
response rate) and those organizations that have not been involved in any form of active partnership<br />
(15% response rate).<br />
Type of Respondent n Responses n Total Response Rate (%)<br />
DLCs 12 18 67%<br />
DLCs Asia Pacific Region 14 51 27%<br />
Tutors 31 83 37%<br />
National organisations 30 77 39%<br />
Non-Japanese organisations 16 31 52%<br />
TOTAL 103 260 40%<br />
Table 1: Active partners and associates surveyed<br />
Type of Respondent n Responses n Total Response Rate (%)<br />
National organizations 29 201 14%<br />
Non-Japanese organizations 5 31 16%<br />
TOTAL 34 232 15%<br />
Table 2: Non-active partners surveyed<br />
Interviews with representative stakeholders and partners<br />
Interviews were conducted with 45 representative stakeholders and partners, as well as with clients<br />
and related institutions and organizations: amongst them the Ministry of Finance, the representative<br />
of the WB <strong>Tokyo</strong> Office, the World bank Institute and the Global <strong>Development</strong> <strong>Learning</strong> Network,<br />
Japanese and overseas knowledge exchange partners such as JICA, Asian Productivity Organization<br />
(APO), Foundation for Advanced Studies on International <strong>Development</strong> (FASID), Asian <strong>Development</strong><br />
Bank Institute (ADBI), Association of African Distance <strong>Learning</strong> <strong>Center</strong>s (AADLC) etc., with project<br />
officers within TDLC and within partner organizations, with tutors, teachers and resource persons.<br />
Detailed studies of selected cases<br />
A selection of knowledge exchange activities and events organised by or in collaboration with the<br />
TDLC were studied in depth and case study reports were drawn up. These cases studies are used to<br />
document and make concrete the information collected via other means.<br />
All these sources of information and inputs were processed during an intensive 6-week period, which<br />
concluded in the drafting of a final report. This final report synthesizes all data, observations, interpretations,<br />
and views that are obtained through the afore-mentioned processes and completes the assessment.<br />
10
Assessment results<br />
The results of this assessment are organised under three separate headings: Strategic Relevance, Operational<br />
Performance and Impact, and Institutional Sustainability.<br />
STRATEGIC RELEVANCE<br />
Strategic goals of TDLC Project<br />
At the end of 2003, 19 DLCs were established in a number of countries in the AP Region, but there was little<br />
or no coordination between them and their potential as a network was unexploited. It was clear that there<br />
was a need to consolidate this network to address challenges of growth, coordinate programs and<br />
exchanges, and to ensure sustainability of the network. For that reason, the Government of Japan and the<br />
World Bank founded the <strong>Tokyo</strong> <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong>.<br />
The initial mission of the TDLC Project, as agreed in 2003 by the World Bank and the Government of Japan,<br />
was to assist the East Asia and Pacific region’s GDLN to become a sustainable, highly effective tool for<br />
knowledge exchange in development, by working closely with DLCs to access Japanese and regional content<br />
and to provide capacity building support to DLCs.<br />
At this initial phase, the focus was mainly on:<br />
Producing and distributing GDLN programs;<br />
Building partnerships with institutions within Japan and the East Asia Pacific Region;<br />
Developing and delivering courses in partnership;<br />
Recovering costs by means of cost sharing arrangements;<br />
Deploying the TDLC <strong>Center</strong> and maximising its utilization;<br />
DLC capacity building.<br />
As early as in 2006 TDLC had largely reached its initial objectives and goals: the TDLC had established its<br />
flagship <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong> in 2004 and immediately started to play its role as an active<br />
contributor within the East Asia Pacific GDLN. By means of its state-of-the-art technical infrastructure TDLC<br />
supported the knowledge sharing activities that were organised in collaboration with a growing number of<br />
development partners from Japan as well as from overseas, providing access to Japanese knowledge and<br />
expertise in development to Asia and internationally. TDLC actively marketed its services, securing an<br />
increasing number of clients and partnerships within the knowledge exchange for development community<br />
as well as in developing countries. <strong>Development</strong> and delivery of content in partnership with organizations<br />
like ADBI, WB, Japan Bank for International Cooperation (JBIC), JICA, Association of Southeast Asian Nations<br />
(ASEAN), FASID and APO had taken off and the number of programs and activities had been growing steadily.<br />
Furthermore TDLC had started to play a key role within the EAP GDLN not only as one of the most active and<br />
productive learning centers in producing and providing content but also as the key partner for all DLCs in the<br />
AP Region with regard to development of basic skills in DLC management, business development,<br />
preparation and delivery of (innovative) programs and providing opportunities to strengthen human resource<br />
capacity. Furthermore, TDLC contributed from its foundation to the coordination of the EAP DLCs through the<br />
activities of the regional association. In this way since 2004, TDLC provided a platform for <strong>Tokyo</strong> to play a<br />
leadership role in the development of the EAP GDLN.<br />
At the mid-term review, when it was clear that TDLC was well on track to achieve its mission, the following<br />
revised goals were further emphasized:<br />
Establish TDLC as an important part of EAP GDLN;<br />
Provide access to Japanese knowledge and expertise in development, to Asia and internationally;<br />
Provide a platform for <strong>Tokyo</strong> to play a leadership role in the development of the EAP GDLN.<br />
In 2009 with a view towards continuation after Project <strong>Phase</strong> 1, the achievements of the TDLC over the last<br />
years were discussed with the MoF:<br />
11
The strong position of TDLC as a leader within GDLN Asia Pacific based on its provision and<br />
facilitation of knowledge sharing or learning opportunities that reach a broad range of audiences and<br />
stakeholders, which traditional methods cannot reach as exemplified by the number of remote<br />
nurses reached in the Mongolian Nurses program.<br />
TDLC’s ability to construct and deliver high quality distance learning programs with a sizable<br />
outreach, and thus good ‘value for money’ in knowledge exchange for development, the number of<br />
participants in the Microfinance Training of Trainers and the APO Programs provide strong evidence<br />
of this value.<br />
High quality partnerships with many public and private organizations in Japan and the region like the<br />
Foundation for Advanced Studies on International <strong>Development</strong>, the United Nations Capital<br />
<strong>Development</strong> Fund, and also relevant groups within the World Bank. Thanks to these partnerships,<br />
TDLC has good access to professional expertise in strategic subject groups and a good awareness of<br />
the needs and requirements of the target learners and communities.<br />
There was consensus that thanks to these achievements during <strong>Phase</strong> 1 TDLC Project has the potential to act<br />
even more effectively as a ‘Knowledge Broker’ in the future and start exploiting the efforts invested up to<br />
now in a more effective manner.<br />
In terms of sustainability at program level, while the feasibility for ‘full cost recovery’ continued to remain<br />
very challenging, a slow but continuous trend in upward cost recovery ratio is considered to be encouraging<br />
for donors or potential sponsors.<br />
In conclusion, the focus on ‘public good model’ type programs was acknowledged as being the right one<br />
while at the same time maintaining the effort to increase cost recovery by fee-based programs or<br />
sponsorships. At the same time, however, the implications and lessons learned from endeavors in JFY08<br />
programs suggested that ‘(external) Project funding’ continued to be required throughout the <strong>Phase</strong> 2<br />
Project.<br />
Consequently, a new mission statement was formulated, for TDLC to become:<br />
“The pre-eminent platform for the exchange of ideas, know-how and expertise, contributing strongly<br />
to sustainable development across the world and especially in Africa, South Asia and Latin America,<br />
with the lessons of the Asian experience;<br />
Characterized by skilful integration of technology with innovative content design and the expertise<br />
derived from strategic partnerships, including Japanese, International and National organizations<br />
from within and beyond the Asian region;<br />
Leading the way as a centre of excellence at the heart of a strong and dynamic GDLN Asia Pacific,<br />
and at the forefront of the GDLN activities worldwide.”<br />
This mission was in turn translated into the following strategic goals:<br />
To facilitate the full range dialog between OECD, middle-income and developing nations, including<br />
north-south, south-south and south-north exchanges as the basis of peer-learning, knowledge<br />
creation and knowledge exchange.<br />
To achieve, thereby, substantial development impact in line with the overall goals of the Bank, the<br />
Government of Japan and other stakeholders.<br />
The emphasis shifted towards the following main current pillars of activity, which now guide TDLC’s work:<br />
Pillar 1. Program initiatives delivered on a public good model<br />
TDLC will take the initiative to invest in identifying, developing, and delivering a number of program<br />
initiatives, designed to exploit current strengths and strategic opportunities in the areas where the<br />
international development community, including Japan, places a high priority. They will be typically<br />
structured courses that are developed in collaboration with program partners including the World Bank or<br />
other knowledge sharing services such as universities or training institutions. Examples of these are the<br />
following programs that are described in the Case Studies: Microfinance Training of Trainers (MFTOT),<br />
Capacity Building for Climate & Disaster Resilience (CDRI), Mother and Child Health Care Specialists in<br />
Mongolia, and Rapid Design of e-learning Program.<br />
Target beneficiaries for the programs on a public good model range from policy makers, practitioners, or<br />
citizens in developing countries to stakeholders in developed nations or those who are concerned with<br />
supporting economic or social development or poverty alleviation in developing countries.<br />
12
Financial resources are the project funding to TDLC as core funds (or seed funds). Fees/charges from<br />
beneficiaries are collected in accordance with payment capacity. Sponsorships or membership fees from<br />
public or private sectors are mobilized depending on the appeal of topics or community formation. In some<br />
types of programs, program funding from donors can be expected as well.<br />
Focal subject areas for programs on a public good model will be strategically determined in consideration to<br />
the development impact achievable through distance learning methods, the advantage of expertise networks<br />
available to TDLC, the priorities in international development community including the Bank, the policy<br />
priorities in the Japanese Official <strong>Development</strong> Aid (ODA) operations, or the strengths as leading GDLN in the<br />
Asia and Pacific region. The overall principle here is to prioritize programs where supply of contents and<br />
demand for knowledge and experiences are most effectively and efficiently met by the coordination and<br />
technical capacities of TDLC, allowing TDLC to move away from the retail model towards the brokerage or<br />
wholesale model of knowledge exchange. This new strategy calls in part for a shift toward increasing delivery<br />
through Regional partners and <strong>Center</strong>s of Excellence. Examples of how TDLC has been aligning its focal<br />
subject areas to policy drivers and current developments can be found in the interest and take-up of the<br />
Climate & Disaster Resilience Initiative for Asian Cities and the Financial Crisis seminar series as well as the<br />
way in which courses like the Mongolian Nurses’ Program exploits Japan’s internationally recognized<br />
knowledge and experience in the field of mother and child health care.<br />
Geographic Focus continues to include the entire Asia and Pacific region, and beyond, including Africa. In<br />
<strong>Phase</strong> 2, two sub-regions should be given increased attention. The ASEAN Secretariat (ASEC) has announced<br />
its intention to become an active partner with GDLN, with plans to establish necessary facilities at ASEC to<br />
participate in GDLN programs and to integrate use of GDLN into programs involving both member states and<br />
ASEAN+3 partners. For several of the planned <strong>Phase</strong> 2 programs (e.g. disaster risk management), ASEC will be<br />
expected to be a key partner, and delivery will be focused on ASEAN countries. TDLC has already been<br />
making its mark beyond the Asia Pacific region as demonstrated by the interest expressed by the<br />
Government of India in the Capacity Building for Climate & Disaster Resilience program.<br />
The second sub-region for increased attention is the Pacific Islands, where TDLC will support network<br />
expansion, as well as delivery of programs, which contribute to peace-building and capacity building for<br />
fragile states. In addition, the <strong>Phase</strong> 2 program will place increased emphasis on programs that reach beyond<br />
the Asia and Pacific region, particularly to Africa (including support for <strong>Tokyo</strong> International Conference on<br />
African <strong>Development</strong> (TICAD) -related programs), as well as on support for South-South cooperation<br />
activities along the lines of the successful communities of practice developing in the context of both the APO<br />
and MFToT programs.<br />
Pillar 2. Knowledge sharing platform as cutting-edge distance learning<br />
In addition to the TDLC initiated programs, TDLC aims to continue to support clients and partners in the<br />
development community with its own high quality and reliable knowledge sharing platform and related<br />
services. TDLC has clearly shown itself to be a strong supplier of these services and in several programs has<br />
created replicable and transferrable blended learning models such as the MFToT program, which has been<br />
transferred to the World Bank Institute Beijing office, who have delivered the Chinese version of the course<br />
in 2008 and 2009 to hundreds of participants. This effort will add to the effectiveness and efficiency in<br />
extending knowledge sharing activities for those partners as well as to their sustainability by increasing cost<br />
effectiveness. Forms of the activities can be varied, such as seminars, workshops, conferences, dialogues, or<br />
training. Examples of these can be found in the Part Case Studies: FASID Task Force Seminars, APO Training<br />
Courses, Issues in Asia and the International Labour Organization, Strengthening Disaster Risk Management<br />
in East Asia and the Pacific (DRM), and An Inter-Regional Knowledge Sharing Series on Avian and Human<br />
Influenza (AHI).<br />
13
Figure 1: A conceptual description of DLC services<br />
A conceptual description 7 of these services is given in the figure above: at the centre are core pedagogy<br />
related services, the Design and Planning Services. Surrounding this set of services are the so-called<br />
Management Services, which relate far more to organization services of the type often provided by GDLN<br />
affiliates. Surrounding these services are a set of ancillary services related to certain types of activities such<br />
as Technical, Training, Logistical, Production and Marketing and Promotion Services respectively.<br />
Furthermore, TDLC’s services can include mobilization of experts or additional partner organizations as well<br />
as joint actions with clients for fund-raising.<br />
Target clients or partners are public or private organizations, including civil society organizations, which are<br />
looking for opportunities and facilities that allow them to extend knowledge sharing with developing<br />
countries. Demand can be driven by TDLC and GDLN centers. Financial resources for TDLC’s support for such<br />
knowledge sharing activities led by clients or partners are mainly fees/charges from those clients or specific<br />
beneficiaries, whereas the project funding to TDLC contributes to cover some human resource and capital<br />
costs to enable effective services and advisory functions provided by TDLC staff.<br />
The distinction between Pillars 1 and 2 is based on the initiative, ownership and responsibility for the<br />
program or activity. While in Pillar 1 the activity is at least co-owned by TDLC, in Pillar 2 the responsibility<br />
remains with the partner or client, and TDLC’s role can be compared more to the role of a contractor.<br />
In Pillar 1 activities, many, if not all, TDLC’s services are normally applied. However, in Pillar 2 activities only a<br />
limited number of services are often employed. For example, in the APO Programs TDLC is only involved in<br />
the provision of the VC network and facilities and in the coordination of DLCs. In the FASID Programs, TDLC<br />
only provides access to the videoconferencing network and the studio at TDLC. For the Program Issues in Asia<br />
and the International Labour Organization TDLC again made its videoconferencing studio available as well as<br />
some promotional support.<br />
It is obvious that such provision of limited services (videoconferencing only, or site coordination only) is only<br />
of limited value for TDLC as a provider of knowledge for development as a public good, and that the<br />
provision of these services can draw heavily on its limited resources, in such a way that it affects the first<br />
Pillar activity. It is therefore recommended that careful monitoring takes place to assess the burden that this<br />
second Pillar of activities has on TDLC resources.<br />
Pillar 3. Technology services and regional network development<br />
The success of the Project <strong>Phase</strong> 2 depends critically on the following factors:<br />
Reliable, high-quality ICT platform and technical capacities to enable knowledge sharing services and<br />
programs across countries including places with relatively poor infrastructure;<br />
Pedagogical expertise and capacities in program design and management, supported by the most<br />
modern multi-media tools, to provide a range of products and services; and<br />
Adequate processes and management structures to coordinate ‘network business’ in the distance<br />
learning community of GDLN, in particular GDLN Asia Pacific.<br />
Each element should be continually evaluated against the state of the art and against the requirements of<br />
TDLC’s program and stakeholders. Each element should also be further developed so that the TDLC project<br />
retains its position as a center of excellence in support of knowledge exchange for development, especially to<br />
7 Service Categories, Sub-Categories and Evaluation Criteria, GDLN 2008<br />
14
support the GDLN-affiliated distance learning centers in East Asia and the Pacific but also for those further<br />
afield to further improve their pedagogical and technical capacities.<br />
During <strong>Phase</strong> 2 TDLC intends to continue acting as a Technical Regional Hub in the EAP Region, extending its<br />
services to the South Asia GDLN and it aims at covering almost all VC-bridging demand in the region. Already<br />
now, not much more than a year after the facility has been officially launched, According to a survey<br />
conducted with a representative sample 8 of DLCs in AP and SAR Regions, DLCs in those Regions rely for a<br />
large part of their multipoint videoconferencing services on the TDLC 9 . While this is a very encouraging<br />
result, it does not match the targets initially set for this service, which was to cover at least 80% of all<br />
videoconferencing transactions in the EAP (and SAR in the near future). Issues external to TDLC and to do<br />
with management and coordination (GDLN Secretariat), operations (WBI) and regulation (Information<br />
Solutions Group (ISG)) appear to be slowing down this development within TDLC.<br />
In <strong>Phase</strong> 2 TDLC furthermore aims at substantially increasing the provision of multi-media and post<br />
production services to GDLN centers in Asia/Pacific countries, including South Asia, by regional cooperation<br />
with technicians in other parts of Asia.<br />
<strong>Final</strong>ly, TDLC will continue to support the development of GDLN Asia Pacific in respect of governance, staff<br />
capacity and business processes as well as the implementation of regional programs (either in a leadership<br />
role or through support to other GDLN AP affiliates) and the expansion of the network, especially in the<br />
Pacific.<br />
Alignment of strategic goals with the objectives of Japanese development<br />
cooperation<br />
From the present mission statement for <strong>Phase</strong> 2 and the related strategic objectives, it is clear that TDLC’s<br />
goals remain closely aligned with the objectives of Japanese development cooperation, namely: to facilitate<br />
full range dialog between OECD, middle-income and developing nations, including North-South, South-South<br />
and South-North exchanges as the basis of peer-learning, knowledge creation and knowledge exchange and<br />
to achieve, thereby, substantial development impact.<br />
TDLC contributes in many ways to these objectives, but mainly by raising awareness and creating<br />
opportunities for Japan’s development knowledge (within Japan and in the rest of the world), by actively<br />
supporting regional development collaboration, by bringing innovation in respect to capacity building for<br />
knowledge sharing for development, by creating strategic alliances with partners in Japan and the rest of<br />
world and by providing high quality services for content design and delivery.<br />
Interviews with the stakeholders of the TDLC Project confirmed the validity and strategic importance of these<br />
goals and emphasized the following aspects of the TDLC Project in <strong>Phase</strong> 2:<br />
Awareness raising for Japan’s knowledge for development (within Japan and in the world);<br />
Creating opportunities for outreach of Japan’s knowledge and expertise for development (in<br />
developing countries);<br />
Dissemination of Japan’s knowledge for development;<br />
Supporting regional collaboration for development;<br />
Innovation in capacity building for knowledge sharing for development;<br />
Creating strategic alliances with partners in Japan and the world for knowledge sharing for<br />
development;<br />
Utilization of the services;<br />
Efficiency of the knowledge transfer;<br />
Cost effectiveness.<br />
Business model and strategic focus<br />
The advantage and strengths of TDLC as leader within GDLN Asia Pacific (GDLN community, formed as<br />
association, in the Asia and Pacific Region) are the provision and facilitation of knowledge sharing or learning<br />
opportunities that reach a broad range of audiences and stakeholders, which traditional methods cannot<br />
8 These are the results from 20 respondents from GDLN Affiliates in the AP and SA Region of a total group of 63 people<br />
contacted. The result was confirmed during interviews with the GDLN Regional Coordinators.<br />
9 TDLC_DLC_all_05mv-MCU_usage.xls<br />
15
ever achieve. TDLC’s ability to effectively design and deliver distance learning programs - ranging from a<br />
highly sophisticated ‘Trainers of Training (TOT)’ model on a global scale (as in the case of microfinance<br />
training program), to highly targeted skills transfer (as in the case of nursing education programs), to ‘just-intime;<br />
knowledge exchange (as in the case of a recent emergency meeting of ASEAN + 3 health officials on the<br />
A/H1N1 flu crisis) to the continuous process of ‘Community of Practice’ type discussions (as in the case of<br />
disaster risk management) - is unique and demonstrates the value of the investment that has been made in<br />
technology and human resources during the <strong>Phase</strong> 1 project.<br />
Constructing and delivering high quality learning programs, which is often sacrificed by a focus on ever larger<br />
outreach (e.g. a pure (PC-based) e-learning can address big population but the drop-out ratio is very high), is<br />
a particular strength of TDLC and GDLN. Coupled with its sizable outreach, the TDLC Project can offer<br />
excellent ‘value for money’ in the business of knowledge sharing for development.<br />
These achievements are built on the basis of trustworthy partnerships with many public and private<br />
organizations in Japan and the region, easy access to professional expertise in strategic subject groups, and<br />
ever closer collaboration with other units of the World Bank group, these latter fruitful partnerships have<br />
been developed and exploited through continuous efforts in the ‘investment’ period for five years since the<br />
establishment of the TDLC Project in 2004 (<strong>Phase</strong> 1). In this sense, the expected role of the TDLC Project as<br />
being a ‘Knowledge Broker’ is a successful one. Such institutional ‘assets’ are to be further exploited and the<br />
potential of such partnerships will be further harvested in the future. Not to use this asset would be a<br />
substantial loss from both an economic and a social viewpoint.<br />
In terms of sustainability at program level, while the feasibility for ‘full cost recovery’ (a notion to cover all<br />
human resource and capital costs in TDLC by revenues 10 ) remains very challenging, a continuous trend in<br />
upward cost recovery ratio is encouraging for donors or potential sponsors. Either as ‘Project funding (to<br />
TDLC)’, ‘Program funding (to a specific program)’, or ‘Sponsorships (to TDLC or programs)’, the value for<br />
money to support TDLC programs is increasing.<br />
Hence, it can be stated that a focus on ‘public good model’ type programs is a right direction and the effort in<br />
increasing cost recovery by fee-based programs or sponsorships is adequate and ensuring the healthy<br />
operations of the TDLC Project. At the same time however, the implications and lessons learned from<br />
endeavors in JFY08 programs suggest that ‘(external) Project funding’ continues to be required throughout<br />
the <strong>Phase</strong> 2 Project.<br />
The current business model 11 focuses on three pillars:<br />
Pillar 1. Program initiatives delivered on a public good model;<br />
Pillar 2. Knowledge sharing platform as cutting-edge distance learning; and<br />
Pillar 3. Technology services and regional network development.<br />
TDLC’s current business model continues to build on the afore-mentioned vision and strategy of TDLC<br />
stakeholders, and is therefore considered appropriate, and well in line with what the development partner<br />
community is expecting from TDLC. Equally important for the future of the TDLC and its partnership<br />
community, is the fact that the underlying objective is now centered on developmental impact (as opposed<br />
to financial self-sustainability) with a distinct focus on program initiatives based on the ‘public good’ model.<br />
Cost recovery as a business model has become a secondary priority. This important shift is justified when<br />
taking into account TDLC’s experience during <strong>Phase</strong> 1, which has shown the following two facts: the<br />
leveraging effect of TDLC’s approach and the difficulty for a project like TDLC to achieve development impact<br />
while at the same time generating sufficient revenue for achieving complete financial sustainability.<br />
10 TDLC defines ‘net revenue’ as the amount remaining following the deduction of primary costs for operations, such as<br />
fees/charges payable to other DLCs, communication costs (e.g. ISDN), fees payable to ISG (bridging services), and other<br />
vendors costs (e.g. simultaneous translation) from ‘gross revenues’. In other words, ‘net revenues’ is a notion of ‘profits’<br />
before deducting internal human resource costs and any capital costs, which is a similar notion of ‘margins’ in corporate<br />
accounting. (TDLC Net Revenues in JFY07-08.doc)<br />
11 Draft: <strong>Tokyo</strong> <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong> (TDLC), <strong>Phase</strong> 2 Proposal (JFY 2010 – 2014), Version 3.4, July 2009<br />
16
TDLC’s approach has demonstrated itself to have a strong leveraging effect on its program partners. By<br />
demonstrating the value of its quality learning programs, it convinces partners to contribute to programs that<br />
are of the ‘Public Good’.<br />
Since 2007 over half of the costs for programs such as the MicroFinance Training of Trainers program, the Oil<br />
Price Volatility seminar, the SME course, the Sustainable Tourism programs, the Nurse Education programs<br />
were contributed financially ially or in kind by partners.<br />
When taking into account the contribution of the participants (fees) or other funds generated by the<br />
program by e.g. sponsors other than the program partners, the net cost for TDLC is put in even better<br />
perspective: in fact 18 % (11 % collected by TDLC, 7 % by partners) of the total budget for these programs is<br />
effectively met by fees or other funds. As a result, the contribution from TDLC to the program cost (or net<br />
TDLC cost) is just 30 %.<br />
7%<br />
52%<br />
30%<br />
11%<br />
Net TDLC cost<br />
Net Program Partners Cost<br />
Fees collected or funds mobilized by partners<br />
Fees collected or funds mobilized by TDLC<br />
Table 3: Cost Contribution and Fee Collection<br />
It has proven to be difficult for TDLC to achieve development impact while at the same time generating<br />
sufficient revenue for achieving complete financial sustainability, as it has been for any other initiative to<br />
achieve both these goals. Moreover, unrealistic expectations related to financial sustainability could well lead<br />
TDLC away from its primary mission (knowledge exchange specifically for the development community) by<br />
focusing too much on purely commercial activities. Therefore, it was important that the business model<br />
shifted towards program initiatives delivered on a Public Good model, while not neglecting opportunities to<br />
increase revenue generation.<br />
It remains unclear whether the prospect in the new business plan with regard to the revenue generation<br />
targets is realistic and here several questions emerge. Up to now, there has been no evidence that the type<br />
of activities planned in the current business plan have contributed in the past to the planned level of revenue<br />
generation 12 . The APO Program for example provides TDLC with its largest source of income from activities;<br />
however, it is still heavily subsidized by TDLC despite a proportional increase in the recovery of expenditure<br />
(from 0.49% of revenue from APO against total expenditure of TDLC in 2006 to 1.76% in 2009). The revenue<br />
generated by APO represented in fact about 26% of the total TDLC revenue in FY07, 34% in FY08 and 60% in<br />
FY09. With practically all other programs, the cost return ratio is even more disproportionate.<br />
Because of this imbalance, already in the last two years of <strong>Phase</strong> 1 TDLC started to focus more on ‘program<br />
funding’ where program partners or sponsors are contributing financially at the program level. For example<br />
in the MFTOT Program, the Asian <strong>Development</strong> Bank Institute (ADBI) and the African <strong>Development</strong> Bank<br />
(AfDB) provided a total of 224,935 USD in funding for implementing the 4 th , 5 th and 6 th course, and for<br />
localizing resource material. This evolution is set to continue in <strong>Phase</strong> 2.<br />
The assumption in the draft business plan that 2.2m USD out of a total budget of 17.7m USD over the next<br />
five years can be generated as revenue therefore seems overambitious unless substantial, new sponsorships<br />
for major programs are to be put in place. This aspect of the business plan requires a proactive and outward<br />
directed fund-raising strategy.<br />
There is a danger that this shift in strategy threatens TDLC’s ability to continue to deliver development<br />
impact, particularly in the context of the expected transition constraints of moving from <strong>Phase</strong> 1 to <strong>Phase</strong> 2<br />
because of reduced staffing and the changes foreseen in relation to the new or changing skills and capacity<br />
12 Over the last 4 fiscal years (2006 – 2009) TDLC collected on average an annual revenue of 107,000 USD<br />
(TDLC_revenue_data_01ks.xls).<br />
17
profiles expected of TDLC staff. Delivery of programs in collaboration with other GDLN <strong>Center</strong>s or external<br />
partners (for example, the e-learning<br />
management of the MFTOT6 course is being contracted out to Sri Lanka<br />
DLC to substantially reduce the workload of TDLC staff members) will also contribute to the achievement of<br />
ambitions.<br />
There is also a challenge in respect to TDLC’s present type of services and programs which are still for a large<br />
part based on videoconferencing, but which may no longer have the same appeal in an environment where<br />
self paced learning and e-learning is becoming the dominant model. During our survey 26 DLC managers<br />
from the Asia Pacific, South Asia and African Regions indicated their interest in adopting other technologies<br />
beside or in combination with videoconferencing.<br />
Table 4: Distance <strong>Learning</strong> Technologies<br />
TDLC faces further challenges given both its roles as a provider of services and as a knowledge exchange<br />
institution in a rapidly changing technological landscape increasingly facing competition on the provision of<br />
such services. This is particularly the case given the fact that TDLC is not of itself a knowledge institution but<br />
rather it needs to collaborate with other institutions and organizations ations such as universities, training and<br />
capacity building providers. However, the growing number of partners (almost doubling from 42 in December<br />
2006 to 78 partners 13 in March 2010) as well as the increasing number of program partners that contribute<br />
to the cost for development and deployment of programs is in this respect promising for <strong>Phase</strong> 2.<br />
TDLC has demonstrated its awareness of the potential limitations of using GDLN as its exclusive network<br />
because of the limitations on that network and the limited penetration of GDLN within the member<br />
countries. Therefore, TDLC and GDLN AP have already begun to look proactively for opportunities to act as a<br />
gateway with networks like INHERENT (Indonesia), LEARN (Sri Lanka) and PERN (Pakistan) that are well<br />
developed and offer opportunities to enter deeper into target constituencies, while they are also naturally<br />
linked to knowledge exchange institutions such as universities. There is an important potential advantage<br />
offered by TDLC through its ties to these emerging networks in its provision of a ‘One Stop Shop’ type of<br />
service: from inception of the event, including<br />
design and organization, to deployment, network<br />
coordination and support. This does however imply a heavy cost in terms of staff workload and use of<br />
resources within TDLC, as we have seen from <strong>Phase</strong> 1, as well as cost implications.<br />
Furthermore TDLC intends to place less emphasis on pure videoconferencing services and to start to function<br />
even more as a value added service provider, that supports partner organizations ations with additional services<br />
such as design of content, media services, learner support, building of communities of practice, coordination<br />
and monitoring and assessment as a supplement to its traditional videoconferencing services.<br />
13 See Annex 3: TDLC Partnership (054_PartnershipList_01mv.docx<br />
054_PartnershipList_01mv.docx)<br />
18
Also in <strong>Phase</strong> 2 TDLC aims at substantially increasing provision of multi-media media services and post production<br />
services to GDLN centers in Asia/Pacific countries, including South Asia. These operations will be realized<br />
through regional cooperation by appointing technicians in other part of Asia. Cost recovery by the revenues<br />
generated from these operations will substantially increase.<br />
The transition from <strong>Phase</strong> 1 to <strong>Phase</strong> 2 will consume valuable time and energy to adapt working procedures<br />
within TDLC to match the skills sets and capacity required for this new approach, while the existing partners<br />
will still be requesting the quality of service that was provided until the end of <strong>Phase</strong> 1. This may become an<br />
important challenge for TDLC staff that will necessarily be reduced in size during the transition.<br />
With regard to the main sectors of interest, the following were identified in the assessment as key domains<br />
of expertise where TDLC could be an important platform for knowledge exchange:<br />
Environment and Disaster Risk Management (including climate change);<br />
Healthcare and Labor;<br />
Education and Science/Technology;<br />
Private Sector, Finance, and Public Private Partnerships; and<br />
Agriculture and Food Security were also mentioned by the stakeholders.<br />
The relevance of these was broadly confirmed both in an interview with the Ministry of Finance and in our<br />
survey of the TDLC partnership community 14 , see the Table below:<br />
100<br />
90<br />
80<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
Africa Region<br />
South Asia Region<br />
Asia Pacific Region<br />
Table 5: Main Sectors of Interest<br />
OPERATIONAL PERFORMANCE<br />
Current objectives<br />
Current operational objectives for TDLC are organised according to the 3 pillars of the <strong>Phase</strong> 2 Proposal 15 :<br />
14 The survey was held with 69 representatives of GDLN Affiliates in the Asia Pacific, South Asia and African Regions. 26<br />
Responses have been received. The results and emerging trends were discussed during interviews with the GDLN<br />
Regional Coordinators.<br />
19
Initiatives delivered on a Public Good Model;<br />
<strong>Development</strong> and delivery of knowledge sharing platform as cutting-edge distance learning; and<br />
Services and technology leadership and network development.<br />
For each set of objectives, there is a clearly described set of actions and outputs highlighting the vision and<br />
planned development of TDLC. These objectives include targets that can, to a certain extent, be measured<br />
qualitatively. At the same time, TDLC is making an effort to address the comments made during the Mid-<br />
Term Review to adopt effective Performance Indicators to improve not only project management and the<br />
operation of the facility and resources, but also the communication of impact.<br />
The <strong>Phase</strong> 2 Proposal describes in detail the different components of TDLC’s project to achieve the<br />
objectives:<br />
Programs and Partnerships<br />
Program <strong>Development</strong><br />
Structured Programs<br />
Other Knowledge Sharing Programs<br />
Partnerships<br />
Communications, Marketing, and Sponsorships<br />
Technology Services<br />
Regional Network <strong>Development</strong><br />
Human Resource and Management<br />
Initial indicators provided in the <strong>Phase</strong> 2 Proposal are largely elaborated on a Project level and may require<br />
some additional work in order to become operational and useful. While some programs have already started<br />
recording results in a structured manner, TDLC is aware of the need for and working on the elaboration of<br />
indicators on the program level and the implementation of an internal monitoring and evaluation system.<br />
During this assessment period some effort has already been put into the further elaboration of an initial draft<br />
Monitoring and Evaluation Framework. It has also become clear that deployment of a useful Monitoring and<br />
Evaluation Framework should ideally be done in combination with a comprehensive Information<br />
Management System that allows for detailed recording of all elements and analysis of outcomes and results.<br />
The Xytech Systems workflow and media asset management software that is being deployed at present in<br />
TDLC is not only a system that will support the scheduling and operation of the technical facilities but that<br />
also allows for comprehensive workflow management, inclusive the capturing of inputs (identification,<br />
objectives, resources etc.) as well as outputs (invoicing, results, impact etc.) for each event or program. The<br />
system may require further customization to allow for this.<br />
Programs<br />
Program identification and development in <strong>Phase</strong> 2 takes into account TDLC’s specific strength in addressing<br />
specific subjects that can addressed most appropriately given its resources and capacity (e.g. networking<br />
with other DLCs and their partners; capacities to develop multi-media products; WB branding and its<br />
knowledge and expertise). The <strong>Phase</strong> 2 Plan also calls on the Word Bank Institute (WBI) to make its learning<br />
content and materials available to TDLC and its partners to be integrated with their own programs. In the<br />
context of this strategic direction, TDLC and WBI expect to substantially increase collaboration in program<br />
identification and development. For such collaboration to be effective, it needs to take into account the<br />
challenges that exist in materializing collaboration models between TDLC and WBI. This includes how best to<br />
match business incentives that may not be the same in WBI and TDLC bearing in mind the new managerial<br />
direction of WBI which is to emphasize ‘wholesale’ functions rather than ‘retail’ ones. Although this<br />
wholesale function has been announced by WBI as a leading notion, its impact on TDLC’s strategy is not yet<br />
fully clear. TDLC focuses more than ever on developmental impact particularly by exploiting the methodology<br />
of distance learning and by drawing appropriate expertise from partners and expert networks.<br />
Programs delivered on the Public Good model include a series of flagship programs such as the MFTOT and<br />
the Climate and Disaster Resilience Initiative (CDRI) programs, developing into a regular calendar of<br />
structured programs. <strong>Phase</strong> 2 will see a scaling up of the development and delivery of high-quality programs<br />
15 See Draft: <strong>Tokyo</strong> <strong>Development</strong> <strong>Learning</strong> <strong>Center</strong> (TDLC), <strong>Phase</strong> 2 Proposal (Jfy 2010 – 2014), Version 3.4, July 2009<br />
20
initiated by TDLC: about 12 structured courses will be developed and started, including those courses that<br />
were already developed or deployed in <strong>Phase</strong> 1.<br />
Other than structured programs developed and delivered under the leadership of TDLC, the following<br />
business lines are also part of the TDLC <strong>Phase</strong> 2 Project: proposals to use TDLC led by clients such as Asian<br />
Productivity Organization, Building Research Institute, or FASID, contributing significantly to capacity building<br />
or knowledge sharing in subject areas related to development. Such partnerships may result in the future in<br />
expanding the networks of experts or the production of programs in which TDLC can take a more active role.<br />
Furthermore, collaboration with WB <strong>Tokyo</strong> Office in outreach activities for Japan (public seminars,<br />
workshops, publication release, or updates on development issues, some in collaboration with the Public<br />
Information <strong>Center</strong>) will be further strengthened. <strong>Final</strong>ly periodical or ad-hoc seminars in collaboration with<br />
WB units or external partners for Japan and the region by videoconference on economic issues (for example<br />
‘Half yearly economic updates‘ by the WB EAP PREM team, ‘Doing Business’ of International Finance<br />
Corporation (IFC) and WBI PSD team or ‘Oil Price Volatility’ seminars of WBI) will continue to be instrumental<br />
for the development and business community in Japan and the region. TDLC services include a strong<br />
portfolio of courses, training and peer-learning opportunities in response to demand and a substantial<br />
expansion of fee-earning services to key clients such as the World Bank, APO and others, especially Japanese<br />
agencies.<br />
Partnerships<br />
Partnership development in <strong>Phase</strong> 1 has been very active and successful buy-in to TDLC and GDLN was<br />
achieved from a wide range of different organization types, including regional organizations, donor agencies,<br />
local governments, universities, training or research institutions, NGOs, and foundations. The number of<br />
partners has almost doubled since the mid-term review from 42 in December 2006 to 78 in March 2010. In<br />
<strong>Phase</strong> 2, TDLC will particularly focus on value creation on programs, expansion of outreach, maximization of<br />
impact through existing and new partnerships, and attracting funding at program level.<br />
The ‘Corporate Social Responsibility (CSR) and <strong>Development</strong>’ course was developed based on core content<br />
developed by WBI, complemented by TDLC with private company case studies from Japan and other<br />
countries in Asia. TDLC will prioritize partnerships with organizations that have strong marketing power and<br />
outreach effects in Japan and the region. Partnerships with formal organizations or authorities are key to<br />
strengthening institutional arrangements for learners, for example, the Nurse Education program was<br />
successful in attracting large numbers of participants thanks to the partnerships with formal nurse<br />
associations in Mongolia. In the case of MFTOT, partnerships with United Nations Capital <strong>Development</strong> Fund<br />
(UNCDF) and ADBI provided academic credibility to the program.<br />
The collaboration with JICA remains open for improvement. In Autumn 2004 the World Bank (EAP) and JICA,<br />
TDLC and JICA-NET agreed to collaborate by development of mutual use of networks, contents and programs,<br />
and by creating joint contents/programs. Although the level of understanding between TDLC and JICA is<br />
excellent and there have been examples of successful collaboration in the past (mainly mutual use of<br />
networks or sites, transmission of some JICA-NET distance learning seminars to GDLN centers in Asia, Africa,<br />
and Latin America) there is still room for improvement mainly in relation to collaboration on the side of<br />
program contents. There are differences between TDLC and JICA with regard to the content of programs and<br />
the type of target audiences as well as with regard to the business model, which challenges effective<br />
collaboration. In <strong>Phase</strong> 2, JICA plans to intensify the communication with TDLC with regard to exchanges and<br />
to review opportunities that exist for more intense collaboration. It is worth pointing out that TDLC has<br />
always actively pursued cooperation with JICA in as many ways as possible and so fully welcomes this<br />
renewed interest on the part of JICA.<br />
Communications, Marketing, and Sponsorships<br />
In order to achieve the ambitious goals of the <strong>Phase</strong> 2 Project Proposal, TDLC will adopt a more effective<br />
marketing, communications and sponsorship strategy. The attractive and well informed TDLC website<br />
(www.jointokyo.org) certainly plays an important role in the dissemination of information about TDLC to the<br />
public and to its stakeholders in Japan, Asia and beyond. The web statistics show a large and slowly, but<br />
continuously, growing interest.<br />
21
90,000<br />
6.00<br />
80,000<br />
70,000<br />
60,000<br />
50,000<br />
40,000<br />
30,000<br />
20,000<br />
10,000<br />
-<br />
5.00<br />
4.00<br />
3.00<br />
2.00<br />
1.00<br />
-<br />
Visits<br />
Pageviews<br />
Pageviews/Visit<br />
Poly. (Visits)<br />
Poly. (Pageviews)<br />
Poly. (Pageviews/Visit)<br />
Table 6: Web statistics jointokyo.org 2009 – 2010<br />
The addition of web video (streaming of videoconferencing sessions with public relevance) and the<br />
integration of the GDLN AP website certainly have enhanced the TDLC website.<br />
Figure 2: Streaming Video ASEAN Post Summit Briefing 2010<br />
However, TDLC should also continue looking into what marketing and communications activities have been<br />
most successful in the past: is it realistic to assume that partners, clients and users will be addressed<br />
effectively by the website only? The website visits should be analyzed in depth in order to get a better<br />
picture of who the visitors are, what they do when they visit and what they expect from the website. Other<br />
instruments besides the website that should also be deployed to push information towards the constituency,<br />
include, for example, a re-launch of the e-newsletter (the present issue on the site dates from May 2008) in<br />
email format. Are specific measures also required to address more effectively private companies in order to<br />
encourage them to support TDLC activities as a funding partner, a program partner or a provider of content?<br />
Technology Leadership and Network <strong>Development</strong><br />
The state-of-the art facility built in TDLC in 2004 has been serving the clients and partners of TDLC intensively<br />
over the six years of <strong>Phase</strong> 1 building a world class reputation in its own domain. Its track record is<br />
impressive, with on average almost 25 learning events per month and a utilization rate of over 60%.<br />
22
50<br />
45<br />
40<br />
35<br />
30<br />
25<br />
20<br />
15<br />
10<br />
5<br />
-<br />
160%<br />
140%<br />
120%<br />
100%<br />
80%<br />
60%<br />
40%<br />
20%<br />
0%<br />
Number of VConf Events<br />
Jun-04<br />
Nov-04<br />
Apr-05<br />
Sep-05<br />
Feb-06<br />
Jul-06<br />
Dec-06<br />
May-07<br />
Oct-07<br />
Mar-08<br />
Aug-08<br />
Jan-09<br />
Jun-09<br />
Nov-09<br />
Utilization Rate %<br />
Table 7: Utilization Rate and Number of Events<br />
However, although the number of events and utilization rate give some indication of TDLC’s effectiveness in<br />
providing knowledge exchange services, these parametres are no longer the sole or major indicator of<br />
technology leadership and network development. Moreover, it is worth noting in the last two years, that<br />
while there has been a shift towards TDLC initiating own programs, the level of activity has continued to<br />
increase.<br />
It is increasingly evident that the TDLC must, in addition to maintaining its excellent ICT facility for<br />
videoconference-based distance learning, adopt other and innovative ICT tools (multilingual services 16 ,<br />
mobile learning, podcasting, knowledge management systems etc.) and further explore the use of networks,<br />
in order to meet existing and new client demand as well as to expand its service offer, its reach into the<br />
development community and consequently its development impact. The connection to SINET (Science and<br />
Information Network in Japan) in that respect is important as it allows for easier access to the global<br />
academic and research networks and to provide a gateway into local DLCs. TDLC has already demonstrated<br />
its expertise in dealing with academic research networks by its offer of ICT support to connect GDLN<br />
Indonesia and GDLN AP to INHERENT, the Indonesian domestic ICT network of the Indonesian Ministry of<br />
Higher Education.<br />
TDLC ‘s growing autonomous role as a regional technical hub for the Asia Pacific region will involve the<br />
implementation of the Xytech workflow management system as an integrated regional Information<br />
Management System for event booking, scheduling and billing in GDLN AP (and possibly also elsewhere in<br />
the GDLN network, where TDLC’s evaluation of the system is followed with interest). To overcome the<br />
slimitations of its own technical capacity and to exploit to the maximum the expertise built up elsewhere in<br />
the GDLN AP network, TDLC will be outsourcing and/or contracting services for implementation, operation<br />
and maintenance of existing and new technologies. TDLC will ensure that training is provided to technical<br />
and operational staff with local contractors or to other DLCs in the region.<br />
TDLC’s operation of its multipoint control unit (MCU) facility, formally launched in March 2009, is already<br />
considered to be of world class quality in the GDLN AP as well as in the Global GDLN network, even though<br />
its exploitation has not yet reached the target utilization rate. Based on technical capacity and human<br />
recourses, this MCU facility was set up to provide 80% of all GDLN conferences in the EAP region, a target to<br />
be achieved progressively towards the end of the first year of operation. After almost one year of operation<br />
and based on available data from ISG, TDLC was connecting on average 19 conferences per month, which is<br />
around 30 % of connectivity for all conferences happening in the region. TDLC has taken actions to help<br />
achieve this goal and at the same time to further improve the service. This includes the putting in place of a<br />
16 Francophone African countries are especially interested in receiving bilingual programs from TDLC.<br />
23
local maintenance support contract for rapid intervention on the MCU side, the adoption of flexible<br />
operational hours and the installation of a Management Information System to schedule and coordinate<br />
bookings. In addition, in order to achieve the target, more work on coordination procedures with the<br />
Network Operations <strong>Center</strong> in WB Headquarters seems to be required.<br />
TDLC’s facility now also allows for archiving and repurposing of, in the first place, the video-based courses<br />
and to make these available for re-use. Other possible innovations that are under consideration are live web<br />
casting, pod casting and other multimedia applications. Although these technologies are promising, TDLC<br />
needs to bear in mind the fact that technology needs to be driven by a pedagogical framework in the first<br />
place. Internet technology developments such as community services or Web 2.0 are becoming increasingly<br />
important in adult and professional training. TDLC should allocate the necessary resources to research<br />
suitable directions for development in <strong>Phase</strong> 2 in order to invest wisely in technology and capacity. The<br />
blended learning methodologies adopted by TDLC have been at the core of TDLC’s effort to achieve maximal<br />
outreach for its knowledge exchange programs while new services such as the use of a <strong>Learning</strong><br />
Management System (Moodle) are being integrated for example in the MFTOT Program where it allowed<br />
1,100 participants from 30 countries around the world to register and complete the course.<br />
Satisfaction with technical (hub) services provided by TDLC<br />
Making use of multimedia and postproduction services from TDLC<br />
GDLN Partners (n=23, range=8)<br />
84.3% (SD=1.47)<br />
69.5% (SD=1.75)<br />
Table 8: Technology Services Provided by TDLC<br />
Technology Leadership and Network <strong>Development</strong> includes the further development of, and ongoing<br />
support to, a stable, high-quality and highly appreciated technology infrastructure in the region including the<br />
hub services, which are considered to be of an extremely high quality not only in our surveys but by all<br />
respondents during interviews. Web-based, post-production and multi-media services for program support<br />
are less well known within the GDLN network and require further promotion and development on the part of<br />
TDLC. Early experiences with for example Moodle in the Rapid Design of e-learning Programs while very<br />
promising also highlight the requirement for a new approach and new skills within the program team: for<br />
example for tutoring and for learner support. While TDLC has built excellent expertise in the development,<br />
design, delivery and support of blended courses on the basis of a videoconference component, there is a<br />
need to learn how to implement successfully new learning technologies such as Virtual <strong>Learning</strong><br />
Environments or mobile and Web 2.0 based learning.<br />
Since the GDLN Asia Pacific (GDLN AP) Association became active in 2008 it has managed to increasingly and<br />
successfully coordinate programs and services in the region. For example TDLC worked together with the<br />
World Bank EAP Vice Presidency, GDLN AP, and the Association of South East Nations (ASEAN) on the<br />
implementation of “Catalysts of Change: An Open Dialogue with the Legendary Leaders of Asia”. TDLC also<br />
has continued to support DLC capacity building through provision of training on business plan creation and<br />
blended learning, which resulted in an increase of regional programs led by smaller DLCs. Given the limited<br />
resources in <strong>Phase</strong> 2, this activity may logically be less important in the future also because the network has<br />
established itself as self-seeding and it will require less effort to maintain it rather than to grow it, which was<br />
the objective during <strong>Phase</strong> 1. To a large extent, maintenance will happen through frequent network and<br />
program activities, and somewhat less through targeted capacity development.<br />
Cost‐effectiveness in provision of knowledge sharing activities and training on development<br />
Cost effectiveness is a priority in TDLC in much the same way as it is elsewhere, particularly in relation to<br />
development, where resources are generally scarce and needs are high. However, the limited analytical<br />
system within TDLC to record and analyze all costs related to knowledge exchange activities including human<br />
resources make it impossible to accurately measure the entire cost-effectiveness and has led to a<br />
recommendation that just such a comprehensive system be put in place. However, it is clear that TDLC has<br />
put considerable effort into increasing cost effectiveness, which is borne out by the feedback received by the<br />
TDLC knowledge exchange partners as shown in Table 9.<br />
24
Importance of cost effectiveness in collaboration with TDLC<br />
Cost effectiveness of collaboration with TDLC<br />
Partners (n=44, range=8)<br />
84.7% (SD=1.44)<br />
84.0% (SD=1.45)<br />
Table9: Cost Effectiveness as Perceived by TDLC Partners<br />
An example of how TDLC has adopted a cost-effective approach by ensuring the effective utilization of<br />
distance learning mode, repeatability and scalability can be found in specific courses like the Microfinance<br />
Training of Trainers (MFTOT) or the Mother and Child Health Care Specialists in Mongolia. This has led to a<br />
decrease of the cost per learner. Further optimizing the balance between different modes of delivery has also<br />
helped cost-effectiveness as shown by the way in which the MFTOT program combines different<br />
methodologies as described earlier 17 .<br />
600<br />
500<br />
400<br />
No. of applicants<br />
No. of effective participants<br />
No. of accredited trainers<br />
No. of countries covered<br />
300<br />
200<br />
100<br />
0<br />
1 2 3 4 5 6<br />
Table 10: MFTOT Growth Rate<br />
TDLC has also contributed to increasing cost effectiveness in its partnerships by providing services that are<br />
economical, for example, APO has been able to reduce its training cost per participant to 1/10 by using a<br />
distance learning approach. Indeed, as a result of this APO has dramatically changed its business model in<br />
that 40% of their training courses are now distance learning programs.<br />
17 Miron, Gary, Impact Evaluation of the MicroFinance Training of Trainers Course, World Bank, 2008<br />
25
IMPACT AND INSTITUTIONAL SUSTAINABILITY<br />
TDLC has had an immense impact on the activities of the GDLN network, not only in the Asia Pacific Region<br />
but also in South Asia and Africa, according to a survey held with DLC managers (n=26) in these regions:<br />
South<br />
Asia and<br />
Asia<br />
Pacific<br />
Access to Japanese knowledge and expertise for development 83% 93%<br />
Supports and increase of South-South knowledge exchanges 88%<br />
Africa<br />
Supports business development for the DLC 83% 76%)<br />
Supports development of an appropriate business model for the DLC 72%<br />
Contribution to a higher degree of cost recovery 83% 66%<br />
Support to marketing DLC services 76% 83%<br />
Increase productivity in the DLC 80% 70%<br />
Increase the sustainability level of the DLC (SA 80%, Africa 56%) 80% 56%<br />
TDLC’s capacity building, support and hub service has had a positive impact on the<br />
knowledge exchange activities (SA 83%, Africa 83%)<br />
TDLC introduces innovative technologies and methodologies in GDLN. (SA 83%,<br />
Africa 70%)<br />
TDLC has a positive impact on collaboration within the Global GDLN network. (SA<br />
86%, Africa 90%)<br />
TDLC has a positive impact on your collaboration with the World Bank. (SA 80%,<br />
Africa 73%)<br />
TDLC has the pedagogical expertise and the capacity in program design and<br />
management, to support your DLC in the development and implementation of<br />
knowledge sharing activities. (SA 90%, Africa 80%)<br />
Table 11: Survey Responses DLC Managers<br />
83%<br />
83% 70%<br />
86% 90%<br />
80% 73%<br />
90% 80%<br />
Although it is difficult to calculate the exact economic value TDLC programs and services have generated as<br />
‘public good’ programs, it is clear that many of the programs and events have had a specific impact on<br />
individual citizens and the society at large.<br />
The program for Mother and Child Health Care Specialists in Mongolia became possible because the distance<br />
learning design introduced by TDLC allowed Kitasato University to upscale this face-to-face training program<br />
at a manageable cost to reach out to a very large part of the target population in places that were difficult to<br />
reach otherwise. A face-to-face learning program of a comparable scale and scope would have been<br />
prohibitively expensive and heavily demanding on human resources.<br />
The report Impact Evaluation of the MicroFinance Training of Trainers Course (Gary Miron, World Bank<br />
2008) gives an excellent overview of the impact and outreach of this program and documents a large number<br />
of short-, medium- and long-term outcomes that have had an impact on the participants and their<br />
communities. Such impacts have included the decree to which knowledge has been acquired and attitudes<br />
changed due to the MFTOT Course and the extent to which a network has been facilitated.<br />
The focus group approach in Mother and Child Health Care Specialists in Mongolia provides another good<br />
example for monitoring impact and shows the significant level of impact this program has had which includes<br />
practical indications of impact like the localization of lecture materials, posters and educational materials<br />
which were developed and which were then used for individual consultations. Other examples of impact<br />
indicated as a direct result of this program by participants and stakeholders include:<br />
26
A new facility for coaching mothers was established at the Maternal and Child Health Research<br />
<strong>Center</strong> in December 2009 and to date already 200 mothers have received initial health care training<br />
on pregnancy, delivery, and child rearing.<br />
Mental care for mothers was included as a new topic in the basic education curriculum in<br />
universities.<br />
The “Tokochan belt” (a pelvic belt), mentioned in Ms. Kamisawa’s lecture, is now in use in<br />
universities and hospitals.<br />
Care on how to facilitate lactation was started.<br />
Instructions on exercises to correct fetal presentation (breech positions) have been started.<br />
The nurses and midwives who were not motivated to take training, have now become aware of the<br />
need to update knowledge and they are now also more proactively contributing to the improvement<br />
of health care in hospitals.<br />
Course participants said that mothers started thanking the staff, which was unseen before the<br />
course.<br />
Not only do successful programs such as MFTOT reach a growing number of countries, programs also are<br />
increasingly ngly reaching those that are often left out of the learning and training because of their remoteness:<br />
the Mother and Child Health Care Specialists in Mongolia program was conducted three times and trained in<br />
total 2,243 participants, which is equivalent to 28% of the total target population of nurses in Mongolia 18 .<br />
Not only did the program reach those in the major cities but also those that are living further away: nurses<br />
travel on average more than 4 hours to reach the location where the course is organised.<br />
120<br />
100<br />
80<br />
60<br />
40<br />
20<br />
0<br />
8<br />
hours<br />
Table 6: Travel Time for Participants in the Mother and Child Health Care Program<br />
Services of the quality and comprehensiveness comparable to those offered by TDLC are not provided by the<br />
private sector. TDLC’s capacity to identify suitable DLCs and initiate contacts as well as to negotiate services<br />
and coordinate the invoicing is a unique and highly appreciated service. Moreover, support services for<br />
education and training like these are impossible to find on the private market or are prohibitively expensive,<br />
especially in the domain of knowledge exchange for development.<br />
Cost item<br />
Room Rental (normal business hours):<br />
Scheduling fee (per site)<br />
Communication costs (384 Kbps per site)<br />
MCU rental (384 Kbps per site)<br />
>250 USD/hr<br />
50 USD/site<br />
120 USD/hr<br />
110 USD/hr<br />
Table 13: Pricing Commercial Videoconferencing Services<br />
18 Total target population of nurses in Mongolia is approximately 8,000. Note that some participants attended more<br />
than 1 session.<br />
27
Free or nearly free or public services offered by organisations like United Nations University (UNU), African<br />
Virtual University (AVU), Open University in Japan (OUJ) do operate in the same context as TDLC, but they are<br />
not comparable in terms of either scope, technology, target audience or service provision.<br />
The relationship with the World Bank gives TDLC valuable branding as well as a label of neutrality, global<br />
reach, multilateral partnership and quality, and has actively contributed to the promotion of TDLC’s role as a<br />
global purveyor of knowledge. TDLC has made an effort to utilize resources from the World Bank in terms of<br />
capacity development, networks and content (for example with regard to Water and CSR programs) but still<br />
there are opportunities to improve this collaboration. TDLC can tap further into the expertise built up by the<br />
WB and GDLN in the area of knowledge exchange for development and exploit the potential of the WB as a<br />
broker or carrier network, increasingly facilitating South-South knowledge exchanges.<br />
TDLC is largely recognized to have been successful in the dissemination of Japanese knowledge and<br />
experiences for development purposes: the leveraging effect of TDLC’s contribution and support to programs<br />
such as Asian Productivity Organization (APO) and the Climate and Disaster Resilience Initiative (CDRI) for<br />
Asian Cities has allowed these programs to scale up or to expand by attracting additional funding or by<br />
allowing the expansion of the target audiences.<br />
CONCLUSIONS<br />
This assessment clearly demonstrated the achievements of the TDLC during <strong>Phase</strong> 1. A world class<br />
<strong>Development</strong> <strong>Learning</strong> <strong>Center</strong> was established, with an impact not only on regional knowledge exchange<br />
activities but also well beyond. This impact is achieved by ongoing production and delivery of high quality<br />
and effective knowledge exchange activities and events for development, by providing support to the<br />
associated partners and DLCs, which claim that over half of their activities are provided, coordinated or<br />
supported by TDLC. This has not only contributed to the reputation of TDLC but also importantly to the<br />
reputation of the GDLN AP as well as the GDLN Global. The important shift in the business model from cost<br />
recovery towards development impact as the main priority gives the TDLC a clear mandate to continue to<br />
develop in this direction. TDLC ensures an important and effective presence of the Japanese development<br />
community on a global scale and demonstrates growing impact, influence and interaction in a number of<br />
countries, regions and organizations.<br />
It can be concluded that TDLC has achieved the objectives set at the beginning of <strong>Phase</strong> 1 and has<br />
successfully adapted its products, services, and operations according to an evolving set of objectives. There<br />
remains however room for improvement with regard to the reporting, documentation, monitoring and<br />
assessment 19 of its activities. Improving these elements of the operation will not only contribute to an even<br />
higher quality of service provision but also (and more importantly) to greater awareness, acceptance and<br />
acclaim for the services delivered and the impact generated.<br />
19 Initial draft for a monitoring and assessment framework see Annex 4: Working table for evaluation<br />
framework_05mv1.docx<br />
28
Part II: Case Studies<br />
INTRODUCTION<br />
Objective of a case study<br />
An analysis and evaluation on a number of selected TDLC programs has been done in order to describe in<br />
their entirety the whole process of program development and implementation. These case studies will serve<br />
to identify evidence of achievements and impacts, as well as the lessons learned in each program.<br />
Selection of programs<br />
TDLC’s programs have been categorized into 2 broad types, namely (Category-A) programs organized by<br />
TDLC, and (Category-B) programs organized by GDLN-DLC. Programs organized by TDLC are further<br />
categorized into 2 different types, (Category-A-1) TDLC ownership programs: programs where TDLC has taken<br />
the initiative and ownership and spent TDLC’s fund, and (Category-A-2) partner’s content delivery programs:<br />
programs initiated, developed and delivered by TDLC’s partners and generate revenue by providing<br />
videoconferencing services.<br />
The following table gives a detailed description of this categorization framework.<br />
A<br />
TDLC<br />
organizing<br />
programs<br />
Program is organized by TDLC<br />
and delivered to GDLN-DLCs<br />
<br />
• Program is developed on the initiative of TDLC with<br />
partners.<br />
• TDLC uses its own fund and resources to support the<br />
program.<br />
• TDLC (and partners) has program ownership and is<br />
responsible for the evaluation<br />
<br />
• Program was developed by the partners without<br />
TDLC’s involvement.<br />
• Partner has program ownership and is responsible for<br />
the evaluation<br />
• Partner pays to TDLC for its services<br />
B<br />
GDLN-DLC organizing programs<br />
• Program is organized by GDLN-DLC and TDLC<br />
participates as one of the DLCs<br />
The ratio of number of programs in each category is approximately 90% for Category-A and 10% for<br />
Category-B. Taking this ratio into account, for the purposes of our evaluation, 5 programs from Category-A-1,<br />
and 5 programs from Category-A-2 and 1 program from Category-B has been selected. In order to ensure the<br />
selected programs were also truly representative of TDLC activities, the selection was carefully done in such a<br />
way so as to cover various course structures such as videoconferencing type and blended learning type, and<br />
various organizations of partnership. This means that studying a relatively limited number of cases will still<br />
provide us with a broad overview of TDLC activities.<br />
The selected programs are as follows:<br />
Category-A-1:<br />
• Case-1: Microfinance Training of Trainers (MFTOT)<br />
• Case-2: Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program<br />
• Case-3: Mother and Child Health Care Specialists Vocational Training in Mongolia (Nursing)<br />
29
• Case-4: Rapid Design of e-learning Programs (e-learning)<br />
• Case-5: Oil Price Volatility Seminar (Oil Price)<br />
Category-A-2:<br />
• Case-6: FASID ODA Task Force Seminars (FASID)<br />
• Case-7:APO: GDLN-based Distance <strong>Learning</strong> Course Series (APO)<br />
• Case-8: Issues in Asia and the International Labour Organization (ILO)<br />
• Case-9: Strengthening Disaster Risk Management in East Asia and the Pacific (DRM)<br />
• Case-10: An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza (AHI)<br />
Category-B:<br />
• Case11: Shanghai DLC Distance <strong>Learning</strong> Seminar Series (Shanghai DL)<br />
30
EXECUTIVE SUMMARY OF CASE STUDY<br />
Case 1: Microfinance Training of Trainers (MFTOT)<br />
The course has been delivered 6 times from 2005 to date, attracting 949 effective participants and<br />
has produced 509 UNCDF MFDL course trainers in 48 countries. The successful continuous<br />
implementation of this course has ensured that it has a good reputation and created more demand.<br />
It has a strong leveraging effect on its program partners by demonstrating the value of its quality<br />
learning programs it convinces partners to contribute to programs that are of the ‘Public Good’. This<br />
has led to a world-wide scaling-up of development impacts in which MFTOT plays a central role.<br />
Achievement and Impact<br />
1-1 Building microfinance training capacity in a big scale (MFTOT)<br />
1-2 Establishment of Community of Practice(MFTOT)<br />
1-3 Leveraging effects from project funding (MFTOT)<br />
1-4 Localization of learning materials(MFTOT)<br />
1-5 Creation of Scaling-up mechanism of impacts(MFTOT)<br />
1-6 Scaling-up of outreach(MFTOT)<br />
1-7 Creation of a replicable and transferable blended learning model(MFTOT)<br />
1-8 Capacity development of DLCs(MFTOT)<br />
Case 2: Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program<br />
This program has already gone beyond training and is already generating some impact in a costeffective<br />
manner in which monitoring the processes of implementing activities is built into the<br />
program. TDLC has played an important role in creating a new framework for this program by<br />
utilizing distance learning methodology in a blended learning concept.<br />
Achievement and Impact<br />
2-1 Cost-effective platform for project implementation (CDRI)<br />
2-2 The government of India learns from the process(CDRI)<br />
2-3 Ensured implementation of action plans(CDRI)<br />
2-4 PR effect(CDRI)<br />
2-5 Scaling-up of outreach(CDRI)<br />
2-6 Duplication of program modality to other subjects(CDRI)<br />
2-7 TDLC’s contribution to the program content(CDRI)<br />
Case 3: Mother and Child Health Care Specialists Vocational Training in Mongolia<br />
(Nursing)<br />
This program was certified as part of a credit requirement for the national nurse license renewal by<br />
the Mongolian Nursing Association. The total number of participants in three times of<br />
implementation was 2,243, which is equivalent to about 28% of the population of nurses in<br />
Mongolia. Connecting 3 remote cities in addition to the capital Ulaanbaatar has greatly contributed<br />
towards expanding outreach. A simulation indicates that the cost was reduced to 1/6 of a face-toface<br />
mode could save 60 days of staff and experts’ time.<br />
Achievement and Impact<br />
3-1 Dissemination of Japan’s knowledge(Nursing)<br />
3-2 Up-scaling of outreach within a country<br />
31
3-3 cost-effectiveness way of knowledge dissemination(Nursing)<br />
3-4 Course was accredited by Mongolian Nursing Association(Nursing)<br />
3-5 Utilization of obtained knowledge in workplaces(Nursing)<br />
3-6 <strong>Development</strong> of local learning materials(Nursing)<br />
3-7 Establishment of mother’s training room in a University(Nursing)<br />
3-8 Contribution towards achieving MDGs(Nursing)<br />
3-9 Exposure to the media(Nursing)<br />
3-10 <strong>Learning</strong> opportunity for Japanese experts(Nursing)<br />
3-11 Awareness of international cooperation to young generation(Nursing)<br />
3-12 <strong>Development</strong> of new programs in the same field(Nursing)<br />
Case 4: Rapid Design of e-learning Programs (e-learning)<br />
This program is a new online learning program model created by TDLC. This widened TDLC’s offer in<br />
terms of learning methodologies and gave an impact on the DLC’s business model by providing them<br />
with a new way of doing business by allowing them to establish a new revenue stream from services<br />
other than videoconferencing services.<br />
Achievement and Impact<br />
4-1 New program model of online learning(e-learning)<br />
4-2 Online facilitator at DLCs(e-learning)<br />
4-3 Impact on the DLC’s business model(e-learning)<br />
4-4<br />
Lessons learned for a new program development and marketing process in<br />
GDLN context(e-learning)<br />
Case 5: Oil Price Volatility Seminar (Oil Price)<br />
This program was developed using the same content as the content used in the face-to-face seminar<br />
already organized by the WBI. This model can contribute generally towards increasing the costeffectiveness<br />
of knowledge sharing and dissemination especially for urgent agendas.<br />
This program tried out a fee-based seminar business model for the Japanese market through this<br />
program. TDLC charged 30,000 J-Yen (about 300 USD) per participant. This pilot provided TDLC with<br />
useful lessons learned and data, which will be utilized for planning future events.<br />
Achievement and Impact<br />
5-1 Presence of Japan in the issue(Oil Price)<br />
5-2 Pilot of fee-based distance learning seminar business model(Oil Price)<br />
5-3 Spontaneous response to the demands(Oil Price)<br />
5-4 Cost-effectiveness by replicating the contents(Oil Price)<br />
Case 6: FASID ODA Task Force Seminars (FASID)<br />
This series of seminars was targeting Japanese ODA Task Force members in the developing countries.<br />
ODA Task Force was organized in line with “Japan’s Medium-Term Policy on Official <strong>Development</strong><br />
Assistance” The number of seminars implemented between 2005 and 2009 was 39. The total<br />
cumulative number of connected countries was 335. The average number of connected countries in<br />
a seminar was 16.3 in 2009. TDLC contributed towards establishment of a cost-effective platform of<br />
dialogue to support “Japan’s Medium-Term Policy on Official <strong>Development</strong> Assistance”<br />
32
Achievement and Impact<br />
6-1<br />
Establishment of a platform of dialogue to support “Japan’s Medium-Term<br />
Policy on Official <strong>Development</strong> Assistance”(FASID)<br />
6-2 Filling up the gap between developing regions and <strong>Tokyo</strong>(FASID)<br />
6-3 Awareness of Japan’s international cooperation activities(FASID)<br />
6-4<br />
Awareness of videoconferencing as tool for international development<br />
activities(FASID)<br />
6-5 Cost-effectiveness by multi-site connection(FASID)<br />
6-6 Improvement of implementation efficiency(FASID)<br />
Case 7: APO: GDLN-based Distance <strong>Learning</strong> Course Series (APO)<br />
TDLC had such an impact on APO’s business model that about 40% of their training courses are<br />
distance learning programs today. And APO has increased their annual number of participants by<br />
about 50% without increasing the budget allocated by improving 90% in cost-effectiveness (cost per<br />
participant dropped to 1/10) in terms of per head training cost. TDLC has brought a new approach to<br />
the international development community by changing APO’s training scheme.<br />
Achievement and Impact<br />
7-1 Improvement of the cost-effectiveness of APO training courses(APO)<br />
7-2 Drastic change in training scheme of APO(APO)<br />
7-3 Improve Sustainability of TDLC and DLCs in the regions(APO)<br />
7-4 Improvement of implementation efficiency(APO)<br />
Case 8: Issues in Asia and the International Labour Organization<br />
The ILO Public Seminar Series titled “Issues in Asia and the International Labour Organization” was<br />
organized to target the Japanese audience at TDLC. This program registered 73 participants from a<br />
wide range of target groups, and contributed towards awareness of ILO’s activities among Japanese<br />
students, awareness of ILO’s international development cooperation activities among the Japanese<br />
society, dialogue between the Japanese young generation and citizens, awareness of Japan’s labour<br />
issues among ILO non-Japanese experts.<br />
Achievement and Impact<br />
8-1 Awareness of ILO’s activities among Japanese students(ILO)<br />
8-2<br />
Awareness of ILO’s international development cooperation activities among<br />
the Japanese society(ILO)<br />
8-3 Platform of dialogue between Japanese young generation and citizens(ILO)<br />
8-4 Awareness of Japan’s labour issues to ILO non-Japanese experts(ILO)<br />
8-5 Improvement with Cost-effectiveness and frequency of events(ILO)<br />
8-6 Encouragement for ILO Japanese experts abroad(ILO)<br />
Case 9: Strengthening Disaster Risk Management in East Asia and the Pacific<br />
(DRM)<br />
This program was implemented in collaboration with the World Bank East Asia and the Pacific<br />
Disaster Risk Management (DRM) Team as one of the EAP Sector Management Unit Initiative<br />
Programs. The DRM team was satisfied with the result and appreciated TDLC’s high quality of<br />
coordination work. This program is an example of the contribution that is made by TDLC to the<br />
World Bank’s operation in disseminating the knowledge to the audiences in the Asia Pacific region in<br />
33
a cost-effective manner. Based on its reputation of successful achievement, TDLC has been built into<br />
the World Bank’s operation to provide a cost-effective platform for knowledge sharing<br />
Achievement and Impact<br />
9-1 Cost-effective platform to support World Bank’s operation(DRM)<br />
9-2 Reputation of TDLC among the World Bank DRM Team(DRM)<br />
9-3 Expansion of the reach(DRM)<br />
9-4 Establishment of Community of Practice(DRM)<br />
Case 10: An Inter-Regional Knowledge Sharing Series on Avian and Human<br />
Influenza (AHI)<br />
This program was the first program based on collaboration with the World Bank team. TDLC’s role<br />
was to act as main coordinator of the event providing a one stop window to the World Bank program<br />
coordinator TDLC provided efficient event management showing a high level of technical and<br />
coordination skill and contributing to the success of the program. This success resulted in the<br />
establishment of an official collaboration framework between GDLN and World Bank EAP sector<br />
teams.<br />
Achievement and Impact<br />
10-1 Unique platform provided by GDLN(AHI)<br />
10-2 Cost-effective platform to support World Bank’s operation(AHI)<br />
10-3 Reputation of GDLN among the World Bank Team(AHI)<br />
10-4 Technical capacity development of TDLC(AHI)<br />
Case 11: Shanghai DLC Distance <strong>Learning</strong> Seminar Series (Shanghai DL)<br />
This program was initiated and organized by the Shanghai DLC. TDLC was invited to join the program<br />
as well as being requested to provide a hub service to connect participating DLCs in the region.<br />
TDLC’s contribution was much appreciated by the organizer, Shanghai DLC. TDLC, as a member of<br />
GDLN, contributed to the success of the program and supported it by providing an effective input to<br />
the seminar and network hub service. TDLC functioned as a window in Japan to the world and<br />
enabled Japanese citizens to participate in the international discussion.<br />
Achievement and Impact<br />
11-1 Input from Japan to the agenda(Shanghai DL)<br />
11-2 Provided effective Hub Service to regional DLCs(Shanghai DL)<br />
Note:<br />
1. The figures referred in the case study such as number of participants, financial data are obtained from<br />
documentation of the programs. The staff time was estimated by interviewing the TDLC program<br />
coordinators.<br />
2. TDLC’s annual financial data of 2007 and 2008 is obtained from the internal document “Reference<br />
Financial Data of TDLC” in the Case Study Annex-A.<br />
3. Gross Revenue is total income from the service provided.<br />
4. Net Revenue is “Gross Revenue – Cash out portion”, which means portion that TDLC is earning.<br />
34
CASE STUDY 1: MICROFINANCE TRAINING OF TRAINERS (MFTOT)<br />
1. Case Study Summary<br />
The program started as a structured blended learning course in collaboration with the Asian <strong>Development</strong><br />
Bank Institute (ADBI) in 2005 utilizing the learning resource kit developed by the United Nations Capital<br />
<strong>Development</strong> Fund (UNCDF).<br />
The course is 4 months long and is made up of self-paced learning elements supported by CD-ROM,<br />
videoconferencing lecture sessions, online tutoring and e-discussion, the submission of assignments, and a<br />
final examination. By successfully completing all the assignments and the final examination, participants are<br />
certified as Trainers of the UNCDF interactive microfinance distance learning (MFDL). The program is made<br />
up of Module I: The World of Microfinance, Module II: Financial Analysis and Module III: Institutional<br />
Analysis.<br />
The course has been delivered 6 times to date, attracting 949 effective participants and has produced 509<br />
UNCDF MFDL course trainers in 48 countries. In addition to building microfinance training capacity for a large<br />
number of people, the program has also contributed to the establishment of a community of practice, the<br />
mobilization of funds, the localization of learning materials, the development of e-learning capacity, and a<br />
replicable and transferable blended learning model. This program, as a good model of blended learning, has<br />
contributed to the capacity development of participating DLCs by improving their training implementation<br />
methodology and the quality of the training they offer.<br />
The successful continuous implementation of this course has ensured that it has a good reputation and<br />
created more demand. A lot of events and activities have been derived from this program. This has led to a<br />
world-wide scaling-up of development impacts in which MFTOT plays a central role.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Microfinance Training of Trainers (MFTOT)<br />
X th Microfinance Training of Trainers (MFTOT-X)<br />
Structured Training Course<br />
Strengthening the institutional microfinance capacity by making high-quality<br />
microfinance training accessible to more decision-makers, professionals and<br />
practitioners in the field of microfinance as well as increasing the number and country<br />
coverage of accredited microfinance trainers around the world with a focus on the<br />
Asia Pacific region.<br />
• Certificate “Trainer of the UNCDF MFDL course”<br />
• Certificate of “Course Completion”<br />
• Number of participating countries<br />
At the end of Module I (The World of Microfinance), participants will be able to:<br />
• Describe fundamental concepts in microfinance<br />
• Design client-focused services<br />
• Apply effective microcredit methodologies<br />
• Describe the effects of the local environment on microfinance<br />
At the end of Module II (Financial Analysis), participants will be able to:<br />
• Read financial statements<br />
• Measure delinquency<br />
35
• Identify key financial factors<br />
• Identify effective interest rate practices<br />
• Measure financial viability<br />
At the end of Module III (Institutional Analysis), participants will be able to:<br />
• Gauge institutional viability<br />
• Strengthen relations between donors and microfinance institutions<br />
Module I : The World of Microfinance<br />
Subjects<br />
Program Organization<br />
Finance<br />
Program<br />
Initiator/Ownership<br />
Partner(s)<br />
Roles<br />
Achievement<br />
Cost Model<br />
Total Budget (6 th course)<br />
TDLC Budget/input/cost (6 th<br />
course)<br />
Source of Funding<br />
<strong>Learning</strong> Method<br />
Duration<br />
Structure<br />
Frequency<br />
Participation Fee<br />
Target Audience<br />
Module II : Financial Analysis<br />
Module III : Institutional Analysis<br />
TDLC, ADBI<br />
Asian <strong>Development</strong> Bank Institute (ADBI)<br />
African <strong>Development</strong> Bank (AfDB)<br />
United Nations Capital <strong>Development</strong> Fund (UNCDF)<br />
TDLC: organizing of course<br />
ADBI: Providing resource speakers<br />
AfDB: Provide funds and resource speakers<br />
UNCDF: Providing learning contents<br />
Partner sharing and participation fee recovery<br />
81,055 USD<br />
Staff Time: 117 days<br />
Expense: 27,112 USD<br />
TDLC, ADBI, AfDB provided the fund (AfDB participated in the 6 th course)<br />
Blended learning<br />
4 months (July-October 2010 for the 6 th course)<br />
<strong>Learning</strong> made up of (1) self-paced study using CD-ROM, (2) online tutoring and e-<br />
discussion, (3) four 3-hour VC sessions in selected countries, and (4 ) local sessions in<br />
selected countries.<br />
2005: 1st Course<br />
2006: 2nd, and 3rd course<br />
2007: 4th course<br />
2008: 5th course<br />
2009: 6th course<br />
Of the $300 full course fee per participant, trainees will be charged a nominal fee of<br />
$50 to show personal commitment to study and partially cover local cost while the<br />
remainder of $250 is to be financed by the organizers and the sponsors.<br />
<strong>Development</strong> practitioners, microfinance professionals, policy makers, donor staff,<br />
socially responsible investors, students, and others who want to improve their<br />
knowledge of best practices in microfinance<br />
36
Evaluation<br />
Number of Audience<br />
(Total of 6 courses)<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
(Total of 6 courses)<br />
Beneficiary<br />
Achievement of Program Output<br />
(Average of 6 courses)<br />
Participants Feedback<br />
(6 th course)<br />
Effective participants: 949<br />
Completed participants: 684<br />
Accredited trainers: 509<br />
DLCs, ADBI, AfDB, Tutors<br />
48 countries<br />
Primary: Participants, Microfinance institutions, for which participants are working for<br />
Secondary: Donors, Local communities, Local industries, etc..<br />
53.6% (accredited trainer certification rate)<br />
72.1% (course completion rate)<br />
Participant’s satisfaction in overall quality of the Course: 5 (73.7%) and 4 (26.3%), total<br />
100% (1 is the minimum and 5 is the maximum)<br />
3. Partnership<br />
UNCDF contributed by providing a training textbook and a CD-ROM, which are always evaluated positively by<br />
participants. ADBI contributed by providing resource speakers for the VC sessions, the rest of the work such<br />
as management of tutoring , administration, etc. was done by TDLC. The TDLC and ADBI have the ownership<br />
of the program. The collaboration was harmonized in order to ensure no significant problems arose. TDLC<br />
demonstrated excellent quality of service in their organization and administration of the course as well as in<br />
their provision of VC networking and an effective communication platform to support learning, according to<br />
the ADBI training coordinator.<br />
Some of ADBI's seminars and events on financial market issues are interlinked with MFTOT and ADBI<br />
appreciated the synergetic effect this has had. In addition, ADBI commented that resource contacts of the<br />
MFTOT were utilized in other activities of ADBI.<br />
AfDB recently joined as a sponsor and supported participants from African countries.<br />
4. Achievement and Impact<br />
After 6 implementation cycles, several impacts have been observed as listed below.<br />
Building microfinance training capacity on a big scale<br />
Microfinance training capacity built through the repeated delivery of the MFTOT program is a valuable asset<br />
for rural finance development and poverty reduction. The total number of certified trainers as a result of this<br />
program has grown to 509 in 48 countries.<br />
The Vietnam DLC appreciated that this program was now known as the basic standard course that everyone<br />
should take before getting engaged in micro finance activities. It is said that the first step to enter this world<br />
is to participate in this course. This is the way in which popularity is achieved in Vietnam.<br />
Establishment of Community of Practice<br />
A microfinance community of practice (CoP) has emerged amongst course participants and country groups.<br />
Many participants expressed a desire to stay in the network and continue to take another relevant course.<br />
Based on demand, the “International Community of Certified Trainers of MFTOT” was formed in early 2009.<br />
This CoP is managed by dedicated country tutors on a voluntary basis and conducts regular communications<br />
via the discussion forum in Moodle.<br />
37
Leveraging effects from project funding<br />
Through the deliveries of the 1st, 2nd and 3rd MFTOT courses, a leveraging effect was created in the sense<br />
that ADBI and AfDB funded 224,935 USD in total, while TDLC invested 136,826 USD for the deliveries of the<br />
4th, 5th and 6th courses and the localization of resources. The recovery rate 20 was greatly improved from 8.4<br />
% in the 4th course up to 50.7% in the 6th course. (Table 1-1)<br />
Table 1-1: Change over time of financial data<br />
4 th course 5 th course 6 th course<br />
Total<br />
(4 th -6 th )<br />
Localization of<br />
resources<br />
TOTAL<br />
A<br />
B<br />
C<br />
D<br />
E<br />
Staff Time<br />
(days)<br />
TDLC Cost<br />
(USD)<br />
TDLC Revenue<br />
(USD)<br />
TDLC<br />
Recovery<br />
Rate (C/B)<br />
Cost borne by<br />
partners<br />
(USD)<br />
150 days 115 days 117 days 382 days<br />
Included in the<br />
above days<br />
382 days<br />
$52,884 $29,480 $27,112 $109,476 $27,350 $136,826<br />
$4,420 $14,650 $13,750 $32,820 --<br />
8.4% 49.7% 50.7% 30.0% --<br />
ADBI:<br />
$16,500<br />
ADBI:<br />
$33,500<br />
ADBI: $25,500<br />
AfDB: $50,000<br />
$125,500 ADBI: $99,435 $224,935<br />
F Effective participants 211 287 326 634 --<br />
G Countries covered 38 37 44 119 --<br />
This means that net contribution from the program partners were bigger than TDLC's costs. This is one of the<br />
typical programs that TDLC mobilized financial and in-kind contributions from program partners to produce<br />
TDLC leading programs. This program is a good evidence of leveraging effects from project funding to scale<br />
up activities as 'public good' by mobilizing resources from partners.<br />
Localization of learning materials<br />
Ex-participants of the program promoted the localization of learning resources. The localization of learning<br />
packages has taken place. For example, a 146 pages student workbook and a 7 hour multimedia interactive<br />
computer-based-instruction have been translated into 8 languages. The languages are: Chinese, Khmer, Lao,<br />
Thai, Vietnamese, Mongolian, Bahasa Indonesia, and Japanese. A plan to translate into French has been<br />
made with AfDB.<br />
Figure 1-1: Textbooks in many languages<br />
20 Recovery Rate: The proportion of the revenue (mainly income generated from participating fee and TDLC’s<br />
videoconferencing service. Calculated by TDLC revenue/TDLC cost<br />
38
Creation of Scaling-up mechanism of impacts<br />
All the afore-mentioned impacts that have come about as a result of the MFTOT program are interlinked and<br />
complement one another. This means that as long as this program continues, more and more accredited<br />
trainers will be produced who will in turn continue to contribute to the impact of this program by not only<br />
continuing their work as certified trainers but also by their overall promotion of the knowledge they have<br />
gained, the contacts they have made and the community of practitioners supported by MFTOT to which they<br />
belong. The MFTOT program is at the core of this effort and will ensure that the impact of the program<br />
continues to grow according as the number of participants in the program expands and the associated<br />
knowledge and skills related to microfinance is enhanced and augmented.<br />
<br />
With the knowledge and skills gained from the course, ex-participants could train more people and even<br />
make new policy recommendations to authorities in their country. Some took on more responsibility at<br />
work and have been given more opportunities, such as receiving a scholarship for further study, taking a<br />
new consulting project, some were even promoted or given a new job. Almost all have seriously planned<br />
to do something in the microfinance field to help more poor people in their countries: incorporating MF<br />
knowledge into school curricula; establishing consulting businesses; creating a larger work force in the<br />
MF field; establishing MFI in their own village to help the poor. Some tutors including Nahabwe Naboth,<br />
the country tutor of Uganda, just wanted to get more participants from their countries onto next course<br />
and to continue to be a good tutor.<br />
Scaling-up of outreach<br />
The reach of this program has been successfully expanded since its launch in 2005. The first course began<br />
with 20 effective participants from 7 countries while the 6th course run in 2009 attracted 326 effective<br />
participants from 44 countries. The total number of effective participants that have taken part up to 2009 is<br />
949. A total of 509 accredited microfinance trainers have been produced by this program.(Table 1-2 & Figure<br />
1-2a&b) Participants from African countries took part in the 6th course in 2009. This achievement is the<br />
most significant among the programs delivered by TDLC. The increasing number of applicants to the courses<br />
(523 for the 6th course) shows that demand for this program is still high. Localization of the learning<br />
resources by the ex-participants also supports this achievement.<br />
1. Table 1-2: Change over time of reach<br />
1 st Course 2 nd 3 rd 4 th 5 th 6 th Total<br />
No. of applicants 100 150 160 415 392 523 1,740<br />
No. of effective participants 20 40 65 211 287 326 949<br />
No. of accredited trainers 10 36 45 133 111 174 509<br />
No. of countries covered 7 7 18 38 37 44 151<br />
* 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<br />
effective participants does not include this category of participants nor dropouts.<br />
* In the 5 th and 6 th courses, the number of participants does not include dropouts in the no. of effective participants<br />
600<br />
500<br />
400<br />
300<br />
200<br />
100<br />
0<br />
1 2 3 4 5 6<br />
No. of applicants<br />
No. of effective<br />
participants<br />
60<br />
40<br />
20<br />
No. of accredited<br />
trainers 0<br />
No. of countries covered<br />
1 2 3 4 5 6<br />
Figure 1-2a&b: Change over time of reach<br />
39
One of the local tutors described the course as providing a good platform and network to engage more and<br />
more people into a common understanding of the world of microfinance and to direct their attention to the<br />
low-end market and to disadvantaged people.<br />
The TDLC has expanded this course by continuing to improve the quality of its delivery and by introducing<br />
new learning methodologies. One significant breakthrough was the introduction of Moodle in the 4th<br />
course. The introduction of Moodle as well as Webcasting made it possible to deliver the course without<br />
sacrificing the quality of the learning to participants who were living in a country where a DLC was not<br />
available. Web streaming viewers can ask questions by e-mail so in that respect, they are the same as VC<br />
session audiences. The reputation of the program has contributed a lot towards attracting many people<br />
from all over the world.<br />
Creation of a replicable and transferable blended learning model<br />
The MFTOT program design and delivery has established an effective blended learning model for<br />
disseminating knowledge for development. The whole set of experiences is replicable and transferable. A<br />
number of documentation, which have been created and maintained during the implementation of these<br />
courses have became an effective output for use in other situations. Using the same design and<br />
administration mechanism, the World Bank Institute Beijing office has successfully delivered the Chinese<br />
version of the course in 2008 and 2009 to hundreds of participants.<br />
< Chinese version of MFTOT course><br />
Under the technical guidance of TDLC, the WBIBJ team delivered the e-learning TOT Course on<br />
Microfinance together with four local partners, the China <strong>Development</strong> Bank, the China Microfinance<br />
Promotion Network, the China Foundation of Finance Education and <strong>Development</strong>, and China Post Saving<br />
Bank during the period of Sept. 1, 2008 – January 3, 2009. The course was also strongly supported by<br />
colleagues in the Operations, IFC and CGAP, who gave presentations during the video conference<br />
sessions. With the help of four local partners, 335 participants were registered for the course from<br />
financial institutions, universities and research institutes all over China.<br />
260 participants completed the course which represented a completion rate of 77.6%. Among them, 13<br />
were rewarded with the Certificate of Excellence, 149 the Certificate of trainers, and 98 the Certificate of<br />
Completion. The evaluation results indicated that the majority of participants were highly satisfied, with<br />
an average satisfaction level of 4.08 (out of the scale of 1-5).<br />
Capacity development of DLCs<br />
This program utilized various methods and learning technologies as a blended learning course. It helps<br />
anticipating DLCs learn how to design a training course in a more effective manner. Vietnam DLC commented<br />
that some of the courses were created by duplicating the MFTOF format. As such, this program has<br />
contributed to DLC’s capacity development by demonstrating effectiveness.<br />
5. Quality of the program<br />
The average successful completion rate is 72.1%. The range of completion rates in each course is between<br />
66.8% and 90.0%.(Table 1-3 & Figure 1-3)<br />
40
Table 1-3: Change over time of completion rate<br />
1 st<br />
course<br />
2 nd 3 rd 4 th 5 th 6 th Total<br />
No. of effective<br />
participants<br />
20 40 65 211 287 326 949<br />
No. of completion 15 36 46 141 202 244 684<br />
Completion Rate 75.0 90.0 70.8 66.8 70.4 74.8 72.1<br />
Completion Rate<br />
110.0<br />
90.0<br />
70.0<br />
50.0<br />
1 2 3 4 5 6<br />
Figure 1-3: Change over time of completion rate<br />
Looking at the “End-of-Course Evaluation <strong>Report</strong> of MFTOT6”, the participant’s satisfaction rate is high as<br />
95.4% of the participants perceived that Overall Quality of the Course as 4 or 5 (1 is the minimum and 5 is<br />
the maximum).<br />
Among the many positive comments, there were some negative comments on the learning resources. There<br />
were some complaints about that the learning resources had not been updated since the program started<br />
and that some of the statistical data and examples have became out-of-date. Since the textbook is focused<br />
on the basics of microfinance, it is clear that frequent revision is not necessary, however the TDLC program<br />
coordinator pointed out that these complaints may have come about as one of the key success factors of the<br />
program is the good quality of the learning resources and that participants extend these expectations to the<br />
textbook although the existing textbook is judged to be quite adequate to meet the needs of participants.<br />
The ADBI program coordinator commented that the combination of e-learning by Moodle and<br />
videoconferencing session was effective given that each tool clearly supplements the other.<br />
Videoconferencing sessions were particularly effective in providing an opportunity for dynamic discussions<br />
and in motivating participants by connecting many countries.<br />
6. Quality Assurance of the Program<br />
After every iteration of the course, improvements were made. For example, categorization of participants<br />
was changed in such a way so as to ensure that all participants received a tutoring service. Furthermore an<br />
accreditation condition has been changed so as to ensure that participants can’t take the final exam without<br />
participating in the course.<br />
Feedback from participants was collected every time. In addition, after the 4th course, a questionnaire<br />
survey was carried out by using the “MFTOT 4 Course Team Forum” in Moodle and feedback from tutors was<br />
obtained to support further improvement. Evaluation reports were prepared and distributed to ADBI and<br />
AfDB. A special evaluation report, “Impact Evaluation of the MFTOT” was prepared in 2008 and mid-term<br />
impacts were analyzed. As such, various facts and data from the 1st course have been carefully kept and<br />
41
maintained as a MFTOT database. All the names of accredited MF trainers are listed country by country in<br />
the database so that it can be utilized in the future.<br />
Although case-by-case monitoring has taken place leading to specific improvements and enhancements to<br />
the program, there has not yet been a systematic evaluation of the overall program involving senior TDLC<br />
management staff or representatives from the partner organizations.<br />
7. Operational Efficiency<br />
Looking at cost and revenue per participant, the trend is that TDLC’s costs are decreasing from 251 USD<br />
down to 83 USD while the total cost per participant is decreasing from 329 USD to 312 USD. As the result,<br />
TDLC’s revenue per participants is increasing from 21 USD to 42 USD.(Table 1-4 & Figure 1-4) This is mainly<br />
because participants from the African continent joined the 6th course however their costs have been funded<br />
by AfDB. The participation fee of 50USD starting from the 4th course has also contributed towards<br />
decreasing TDLC’s burden. TDLC has managed well by expanding the course without increasing the financial<br />
burden to TDLC but by mobilizing other funds and charging reasonable participation fees. This is a typical<br />
example of the program, in which TDLC is successfully up-scaling the impacts in a cost-effective manner.<br />
Table 1-4: Change over time of cost and revenue per participant<br />
4th course 5th course 6th course<br />
Staff Time/participant 0.7 days 0.4 days 0.5 days<br />
TDLC Cost/participant $251 $103 $83<br />
Revenue/participant $21 $51 $42<br />
Total Cost/participant $329 $219 $312<br />
350<br />
300<br />
250<br />
200<br />
150<br />
100<br />
50<br />
0<br />
4th 5th 6th<br />
TDLC Cost/participant<br />
Total Cost/participant<br />
Revenue/participant<br />
Figure 1-: Change over time of cost and revenue per participant<br />
The work load for the program implementation was decreased from 0.7 day/participant in the 4th course<br />
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)<br />
42
0.8<br />
StaffTime/participant<br />
0.6<br />
0.4<br />
0.2<br />
4th 5th 6th<br />
Figure 1-5: Change over time of cost and staff time per participant<br />
A lot of effort has been put in by TDLC to improve the work load, however taking care of so many participants<br />
up to the completion of the course has required tremendous energy and a great deal of time on the part of<br />
the people involved. One of the effective measures taken to improve efficiency was the introduction of<br />
Moodle for course administration. Moodle has contributed a lot to increasing cost efficiency as well as the<br />
learning effectiveness. A major contribution of Moodle was the improvement of the following processes.<br />
(1) Participants registration<br />
(2) Quality control of tutors<br />
(3) Management of assignment reports<br />
(4) Summarization of evaluation questionnaires<br />
(5) Management of learning resources<br />
In addition, TDLC has improved the cost-efficiency by the following activities.<br />
(1) Outsourcing printing and sending textbooks to Sir Lanka and China DLC.<br />
(2) Outsourcing customer service by e-mail to Sri Lanka DLC<br />
(3) Delivering videoconferencing sessions only to the countries, where there were more than 15<br />
participants. The rest of the participants participated by Webcasting of the same session.<br />
(4) Simplifying the categories of participants by doing away with an earlier approach whereby distinctions<br />
were made between those participants who were aiming to receive a certificate and those that weren’t.<br />
(5) Stopping the intake of people who only take the final examination without taking part in the course.<br />
The electronic version of the textbook will be uploaded to the Moodle site instead of sending out hard<br />
copies. This will save a lot of cost, however it is not known if this change will have a negative effect on<br />
learning because downloading and printing is difficult in some countries.<br />
In the 6th course, TDLC did not bear the cost of DLC’s facility rental for the VC sessions. Then, some of the<br />
DLCs started to charge 100-150USD for local sessions (usually 4 sessions) in addition to the standard<br />
participation fee of 50USD. The issue is now how to balance revenue distribution between the TDLC and<br />
DLCs. TDLC takes care of all the learning process while DLCs take care of only the VC sessions, which is not<br />
such a heavy workload. Here, it is pointed out that a new DLC business model needs to be introduced.<br />
TDLC has learned that “Perseverance leads to success.” TDLC has also learned the balance between reach<br />
(no. of participants and countries) and workload by this program. Maintaining the quality of the program<br />
with broad reach calls for a great deal of staff time. This experience has enabled TDLC to refine its staff<br />
workload planning taking into account the particular reach target in future programs.<br />
43
Attachment 1-1: Flyer of the 6 th Microfinance Training of Trainers<br />
44
CASE STUDY 2: CLIMATE & DISASTER RESILIENCE INITIATIVE<br />
(CDRI) CAPACITY-BUILDING PROGRAM<br />
1. Case Study Summary<br />
The Climate & Disaster Resilience Initiative (CDRI) was started in 2008, led by Kyoto University in cooperation<br />
with CITYNET and UNISDR. . By use of methodology of city profile under CDRI, the CDRI Capacity-building<br />
program was designed with organizations above in cooperation with TDLC, SEEDS and RTF-URR to help local<br />
governments manage current and potential risks posed by climate change. This capacity-building program is<br />
a new framework of CDRI deployment to the 8 cities of Asia and provides a platform for them. The program<br />
also provides a way to follow up on implementation activity in each city as well as capacity development<br />
related to the CDRI. CDRI can be a powerful tool when it is implemented effectively in each city. The<br />
implementation process is built into as a part of the this program follow-up stage thus ensuring impact<br />
generation.<br />
This program is made up of three stages; Stage 1: Capacity-building of city government officials for CDRI<br />
(Blended learning, online- and video conference-based); Stage 2: Training and Action Workshop (Face-to-face<br />
workshop and information-sharing in Kuala Lumpur); and Stage 3: Implementation process (Face-to-face local<br />
meeting and online-based follow-up for creating “Policy Framework for Climate Action Plan” and “Climate<br />
Action Plan with specific timeframe”, and reporting, monitoring and evaluation framework).<br />
Although the program is still at Stage 3 as of April 2010, results from Stage 2 show it is going well. This<br />
program has already gone beyond training and is already generating some impact. TDLC has played an<br />
important role in creating a new framework for this program by utilizing distance learning methodology in a<br />
blended learning concept.<br />
The achievements and impacts of this program thus far can be described as follows:<br />
• 8 cities in Asian countries are now in the process of developing a “Climate Action Plan” respectively.<br />
These plans will be made effective by linking with local level plan and by being implemented in each city.<br />
The program is monitoring this process. When the plan is effective, potential risks posed by climate<br />
change will be greatly minimized.<br />
• TDLC has created a new form of distance learning program that ensures impact generation in a costeffective<br />
manner in which monitoring the processes of implementing activities is built into the program.<br />
This will be applied in many fields so as to enhance the impact of a project at a low cost.<br />
• TDLC is effectively coordinating 4 institutions and maximizing their potential to achieve their objective of<br />
reducing the impact of disaster in a cost-effective way.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program<br />
Climate & Disaster Resilience Initiative (CDRI) Capacity-building Program<br />
Structured Training Course<br />
The overall goals of this program are to motivate and enable city government officials<br />
to become aware of current and future potential risks of climate-related disasters, and<br />
to initiate the development and implementation of the CAP in their own context in<br />
order to build resilience of their urban systems and communities.<br />
The program also facilitates continued communications with resources as well as<br />
other participating cities (south-south) for raising the level of adaptation to climateinduced<br />
disaster<br />
Submission of Climate Action Plan<br />
Stage 1: •To learn the basic concept and methodology of CDRI (CDRI analysis),<br />
45
Subjects<br />
Program Organization<br />
Finance<br />
Program<br />
Initiator<br />
Partner(s)<br />
Roles<br />
Cost Model<br />
•to understand how to fill out the CDRI Questionnaire, and<br />
•to assign tasks in order to complete the CDRI Questionnaire by the end of<br />
Stage 1.<br />
Stage 2: •With the overall resilience mapping, to review urban resilience, including<br />
development of measuring tools, i.e. CDRI<br />
•to come up with measurable implementation measures, i.e. selfevaluation<br />
matrix, and<br />
•to discuss required actions within time frames through demonstration of<br />
a methodological approach for facilitating the creation of the CAP.<br />
Stage 3: •to examine policy formulation to be included in the CAP,<br />
•to make the CAP with decisive actions and specific time frame, and<br />
•to monitor the process and evaluate actions taken by cities.<br />
Stage 1: Concept and methodology of CDRI (core learning materials), Completion of<br />
CDRI Questionnaire<br />
Stage 2: Overall city resilience mapping, Guideline for making action plans, Selfevaluation<br />
matrix, Monitoring indicators, etc.<br />
Stage 3: Creation of “Policy Framework for Climate Disaster Resilience”, “Climate<br />
Action Plan with specific timeframe”, and “Monitoring Indicators” by each<br />
city<br />
TDLC, Kyoto University (Graduate School of Global Environmental Studies), CITYNET<br />
CITYNET – The Regional Network of Local Authorities for the Management of Human<br />
Settlements<br />
Kyoto University – Graduate School of Global Environment Studies<br />
Sustainable Environment & Ecological <strong>Development</strong> Society (SEEDS)<br />
UN International Strategy for Disaster Reduction (UNISDR )<br />
Asia Regional Task force on Urban Risk Reduction (RTF-URR)<br />
TDLC: <strong>Learning</strong> program designer, technical service provider, and implementer of<br />
blended learning programs<br />
CITYNET: Advisor, Coordinator among CITYNET member cities<br />
Kyoto Univ.: Adviser for overall program quality control and implementation<br />
SEEDS: E-learning materials (core learning resource) provider and program facilitator<br />
UNISDR: Facilitator of the CDRI Capacity-building Programme activities within UNISDR<br />
activities<br />
Partner sharing<br />
Total Budget *The program is still ongoing. Approximately $70,000<br />
TDLC Budget/input/cost<br />
Source of Funding<br />
<strong>Learning</strong> Method<br />
Duration<br />
Staff Time: 81 days up to stage 2 (including external consultant)<br />
Expense: *The program is still undergoing.<br />
TDLC, Kyoto University, CITYNET<br />
Blended <strong>Learning</strong><br />
3 months (February - April, 2010)<br />
*Some follow-up activities are carried out until July, and continuous follow-up will be<br />
46
planned by partners<br />
Stage 1: Capacity-building of city government officials, to complete a CDRI<br />
Questionnaire for the creation of overall resilience mapping by Blended<br />
learning methods using combination of online-based and<br />
Achievement<br />
Evaluation<br />
Structure<br />
Frequency<br />
Target Audience<br />
Number of Audience<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
Beneficiary<br />
Achievement of Program Output<br />
Participants Feedback<br />
Stage 2: Training and Action Workshop, to design self-evaluation matrix and to initiate<br />
Climate Action Planning (CAP) by local workshop conducted by use of Faceto-Face<br />
mode<br />
Stage 3: Initiating development of the CAP and implementation process by Face-to-<br />
Face meeting and online-based follow-up, reporting, M&E<br />
*This program is the 1 st implementation.<br />
City governments, urban ministries from CITYNET member cities and their respective<br />
countries.<br />
Stage 1: 55 registered participants<br />
Stage 2: 8 participants (one representative from each city)and 8 resource<br />
personsStage 3: 40 participants<br />
CITYNET, City government in participating cities<br />
8 cities/countries: (1) Chennai, India, (2) Colombo, Sri Lanka, (3) Kuala Lumpur,<br />
Malaysia, (4) Hue, Viet Nam, (5) Dhaka, Bangladesh, (6) Makati, Philippines, (7)<br />
Sukabumi, Indonesia, (8) Suwon, South Korea<br />
Primary: Participants, city governments<br />
Secondary: citizens, local communities, central government<br />
Creation of “CDRI Analysis”, “Self-evaluation Matrix”, “Policy Framework for Climate<br />
Disaster Resilience”, “Climate Action Plan with specific timeframe”<br />
Questionnaire survey of<br />
• Stage 1 shows that “Overall usefulness of Stage 1 “ is 3: 5.9%, 4: 52.9%, 5:<br />
41.2%. (1 is the lowest; 5 is the highest)<br />
• Stage 2 shows Overall Assessment: 3.75, Breakdown average ratings are<br />
“Expectations: 3.5”, “Relevancy “3.63”, “Networking: 3.5”, “Contribution:<br />
3.25”, “Contents: 3.88”, “Speakers/Facilitators”: 3.9, “Time allocation”: 3.5,<br />
“Logistics”: 3.8, “Adaptation: 3.3”, Follow-up”: 3.25<br />
• Stage 3 --- still on-going<br />
3. Partnership<br />
This program is co-organized by 5 institutions and 1 taskforce namely (1) CITYNET – The Regional Network of<br />
Local Authorities for the Management of Human Settlements, (2) Kyoto University – Graduate School of<br />
Global Environment Studies (GSGES), (3) SEEDS (Sustainable Environment & Ecological <strong>Development</strong> Society),<br />
(4) UNISDR (UN International Strategy for Disaster Reduction), (5) RTF-URR (Asia Regional Task Force on<br />
Urban Risk Reduction), and (6) TDLC. These organizers have collaborated very well and played their roles<br />
effectively in a harmonized manner. Each institution has played complementary role building on its own<br />
unique set of resources and skills, while sharing a common vision for the program. A strong commitment<br />
from each coordinator has brought about multiple positive effects and has contributed to the successful<br />
implementation of this program which was designed in such a way so as to be a win-win situation for all<br />
parties. TDLC played an important role when the project started by constructing a draft project concept, in<br />
which the roles of each partner organization were clearly defined.<br />
SEED commented that the program has been successful up to now because the quality of the partnership<br />
was very high. The role of each organization was very clear and focused on its core strengths. No single<br />
organization has been leading the group and all are equal partners.<br />
47
Kyoto University participated in this program within the framework of the project “Human Security<br />
Engineering <strong>Center</strong> for Asian Mega Cities” funded by the Global COE Program initiative by the Japanese<br />
Ministry of Education, Culture, Sports, Science and Technology (MEXT). Kyoto University commented that<br />
this kind of issue has been studied by the international development community, however they believed that<br />
engineering could respond by solving the problems. This program enabled engineering experts to go into the<br />
fields and contribute their engineering viewpoint. Kyoto University could utilize research achievements in<br />
the real world for the betterment of society, which is a core mission of all academics.<br />
CITYNET appreciated the fact that the program provided a platform for following up and continuing activities.<br />
UNISDR contributed by motivating cities to participate by making this program part of the UNISDR’s World<br />
Disaster Reduction Campaign 2010-2011 “Building Resilient Cities”.<br />
4. Achievement and Impact<br />
Cost-effective platform for project implementation<br />
CDRI training was started in 2008, led by Kyoto University in cooperation with CITYNET and UNISDR. CITYNET<br />
organized a 3-day seminar “Climate & Disaster Resilience in Coastal Asian Cities” at Danang, Vietnam in early<br />
2009. But follow up of the implementation of the action plan could not be done. On the other hand,<br />
CITYNET considers the distance learning program to be low cost when considered in relation to the cost of<br />
whole processes covering action plan implementation. This is because the program includes follow up<br />
monitoring to complete the action plan and its implementation. CITYNET is satisfied with the result so far<br />
because the quality of the action plans completed by the participants was excellent.<br />
The introduction of MOODLE by TDLC was seen as being one of the greatest contributions towards increasing<br />
the cost-effectiveness of the program. CITYNET commented that this program could not be implemented<br />
without TDLC. TDLC’s contribution is not only to provide the Moodle-based learning platform and VC but also<br />
to create a monitoring and evaluation framework of the action plan implementation.<br />
The budget for delivering training on CDRI allows for the organization of a one -off seminar without any<br />
follow-up activities. However, this scheme has made it possible for participants to prepare well for the<br />
seminar and to provide follow-up activities to support participants to complete better action plans. This has<br />
meant that the effectiveness of the seminar has been enhanced and participants have produced better<br />
action plans.<br />
One of the important missions of universities is to utilize the result of research for the betterment of society.<br />
In this sense, this program is an effective platform. This program has also helped Kyoto University to<br />
materialize its course in a cost-effective manner. (Kyoto, Univ.)<br />
The government of India learns from the process<br />
India has implemented similar activities in the past to promote CDRI targeting 12 cities, but the process took<br />
many months and did not come up with sufficient output. This program has shown itself to be more efficient<br />
as the participating Chennai city has already achieved excellent output in a relatively short period of time.<br />
The Indian government agency that is involved in this work is participating in the larger initiative, and so will<br />
learn from the Chennai experience. The CDRI process will soon be shared at a government of India event,<br />
and will hopefully motivate other cities, according to the SEED.<br />
Ensured implementation of action plans<br />
This program includes and follows the making of action plans and implementation processes as well as the<br />
acquisition of CDRI theory. Each participating city will complete and submit its Climate Action Plan by the end<br />
of Stage-3. These plans will be authorized by local city governments after certain procedures. The impact is<br />
that each city is now preparing an action plan for enhancing resilience based on the learning and resource<br />
group consultation arising from this program.<br />
The most significant aspect of this program is that the Mayors of participating cities can be engaged in<br />
authorizing the development of Climate Action Plans and implementations. This is because CITYNET is the<br />
network of city governments and authorities. This provides the partnership with real power to implement<br />
the outcomes of the program. This means that action plans that are developed in Stage-3 of the program<br />
48
will be adopted by the city governor and implemented. The monitoring and authorization evaluation process<br />
built into Stage-3 will also serve to ensure this happens. Further follow-up processes after Stage-3 are now<br />
under consideration. Though the program is still mid-way through Stage-3 as of April 2010, the impact of this<br />
program seems to be assured.<br />
PR effect<br />
All the partners involved have publicized this program on many occasions which has meant that it is well<br />
known in many areas. This has contributed to the reputation of Japan’s cooperation in the wider global<br />
context. In addition, publication of program content as well as the experience emerging from this program is<br />
under planning.<br />
It is expected that the funding for this program will be raised in its next iteration. Awareness as to the<br />
contribution of Japan’s knowledge to the Asian cities will be increased through the fund raising activity.<br />
Scaling-up of outreach<br />
It has been confirmed that Moodle was an effective tool to follow up and maintain communication among<br />
many participants. CITYNET expects to invite about 200 cities by fully utilizing Moodle as a platform for<br />
further activities.<br />
Duplication of program modality to other subjects<br />
The know-how and experience realized during the program can be applied in some other subject areas<br />
covered by CITYNET and TDLC. For example, “Non Revenue Water” is a good candidate area for such an<br />
application. The development of a program on this topic targeted at Indonesia is under consideration.<br />
TDLC’s contribution to the program content<br />
CITYNET coordinator commented that TDLC contributed not only by providing the VC network to the<br />
program but also by making the program into a more meaningful and comprehensive package. This is an<br />
evidence that capability of TDLC’s program coordination has been growing up.<br />
5. Quality of the program<br />
Different participants took part at each stage. Anybody who was interested in CDRI could participate in<br />
Stage-1 by registering in Moodle and studying. One representative from each of the participating cities was<br />
selected to take part in Stage-2. Representatives and local government staff participate in Stage-3. The<br />
evaluation by these participants was 4.3 on average (5 is maximum) for overall usefulness of Stage 1 and 3.5<br />
on average (4 is maximum) for meeting the expectations of Stage 2.<br />
SEEDS commented that compared with other similar programs in the past, this was the best one. The<br />
blending of various learning modalities such as e-learning by Moodle, VC sessions and face-to-face session<br />
contributed a lot towards increasing the effectiveness of learning because it meant that the program<br />
appealed to various different learning styles.(Figure 2-1)<br />
49
Figure 2-1: Structure of the program<br />
Due to a lack of adequate time and necessary skills, Moodle was not fully utilized. The TDLC coordinator is<br />
aware that there is a need to acquire more knowledge of Moodle, though it looks professional work and 58.8<br />
% of respondents of Stage 1 questionnaire gave 4 and 11.8% gave 5 (1 is the lowest; 5 is the highest) for<br />
“Level of Moodle usability (for self-learning part)”.(Figure 2-2)<br />
Figure 2-2: Screen shot of Moodle<br />
6. Operational Efficiency<br />
By the end of stage 2, TDLC staff had spent 71 days on the program in addition to 10 days of external<br />
consultantancy. This was because this work involved the development of a new program model which<br />
required there to be a lot of time spent on communication with the 4 partners, partnership development as<br />
well as content development. Such in-depth involvement in content development by TDLC requires<br />
considerable commitment on the part of TDLC staff resources. It is worth repeating here that TDLC's<br />
commitment and contribution to content development in this program was highly appreciated by the<br />
partners.<br />
Moodle was utilized as the platform for providing learning resources and supporting communication among<br />
participants and resource people. (Figure 2-2) TDLC staff constructed the Moodle platform so as to minimize<br />
cost.<br />
50
7. Expectation to TDLC<br />
CITYNET expects that TDLC can mobilize Japanese local governments such as <strong>Tokyo</strong> and involve them in the<br />
program as a resource group. Japanese people are interested in contributing to Japan’s assistance to<br />
developing countries however many just don’t know how to get involved in this. TDLC’s role is to provide an<br />
opportunity to those people and to encourage them.<br />
CITYNET is having problems communicating with cities away from capital cities because of weak<br />
communication infrastructures. CITYNET expects that TDLC can connect cities other than capital cities.<br />
Some of the events organized by CITYNET were recorded by TDLC and uploaded on the Website. CITYNET is<br />
interested in how many viewers visited the site. Such information should be given to the client.<br />
51
Attachment 2-1: Flyer of the Climate & Disaster Resilience Initiative for Asian Cities<br />
52
CASE STUDY 3: MOTHER AND CHILD HEALTH CARE SPECIALISTS<br />
VOCATIONAL TRAINING IN MONGOLIA<br />
1. Case Study Summary<br />
This program was organized by a partnership made up of Kitasato University - <strong>Center</strong> for Nursing Career<br />
<strong>Development</strong> and Research, the Mongolian Nursing Association, and the World Health Organization (WHO)<br />
and was conducted 3 times. The 1st and 2nd courses included 2 days of videoconferencing sessions and the<br />
3rd course included 1 day of a videoconferencing session connecting 6 sites in 4 cities in Mongolia. These<br />
events were also webcasted.<br />
The objectives of the program are 1) to ensure a broader and more in depth understanding of current<br />
maternal and child health nursing issues, 2) to strengthen observation and risk assessment skills and<br />
management, 3) to introduce health education methods and tools for risk prevention and self care.<br />
This program was certified as part of a credit requirement for the national nurse license renewal by the<br />
Mongolian Nursing Association and attracted many participants. The total number of participants was 2,243,<br />
which is equivalent to about 28% of the population of nurses in Mongolia. Connecting 3 remote cities in<br />
addition to the capital Ulaanbaatar has greatly contributed towards expanding outreach because local<br />
transportation is difficult in Mongolia given its size.<br />
The take-up in the workplace of the knowledge created and shared during this program is significant in<br />
Mongolia. The direct impacts observed include the development of local learning materials, the<br />
establishment of a mother’s training room in a university, the raising of awareness of international<br />
cooperation amongst the younger generation, and so forth. The resource group is confident that this<br />
program would contribute toward improving several indicators such as the fatal infant distress, maternal<br />
mortality, injury at the time of delivery, etc., as well as achieving the MDGs prime target to “Reduce Child<br />
Morality by two-thirds”.<br />
A simulation of the costs associated with organizing this program in face to face mode clearly shows that the<br />
distance learning mode adopted costs 1/6 of what it would cost to deliver the same program in a face-to-face<br />
mode and can save a total of 33,300USD. Furthermore, it can save 60 days of experts’ time. This shows that<br />
delivering this program in distance learning mode is far more cost-effective particularly as it can save that<br />
most precious knowledge resource, expert’s time as well as direct costs.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Subjects<br />
Mother and Child Health Care Specialists Vocational Training in Mongolia<br />
Mother and Child Health Care Specialists Vocational Training in Mongolia<br />
Seminar<br />
1. To increase teaching capacity building opportunities for the potential mentors and<br />
trainers and young Mongolian nurse leaders through a participatory e-learning<br />
program in the area of maternal and child health care.<br />
2. To empower and nurture nursing competency by providing accurate knowledge and<br />
skills to promote health of mother and newborns, and prevent risks.<br />
Certificate of Participation (Credit for the national nurse license renewal)<br />
1. To enhance broader and more in depth understanding of current maternal and child<br />
health nursing issues.<br />
2. To strengthen observation and risk assessment skills and management.<br />
3. To introduce health education methods and tool for risk prevention and self care.<br />
Subjects are varied depending on the course<br />
53
• Midwifery Diagnosis in Pregnancy<br />
• Maternal, Newborn and Child Health Global Trends and Role of Nurses<br />
Program Organization<br />
Initiator<br />
Partner(s)<br />
Roles<br />
Finance<br />
Cost Model<br />
Total Budget<br />
(Total of 3 courses)<br />
TDLC Budget/input/cost<br />
(Total of 3 courses)<br />
Source of Funding<br />
Program<br />
<strong>Learning</strong> Method<br />
Duration<br />
Structure<br />
Frequency<br />
Achievement<br />
Target Audience<br />
Size of Audience<br />
TDLC<br />
Kitasato University - <strong>Center</strong> for Nursing Career <strong>Development</strong> and Research<br />
Mongolian Nursing Association<br />
World Health Organization (WHO)<br />
TDLC: Design program, provide technical service, and implement program<br />
Kitasato University: Overall quality control and provide resource speakers<br />
Mongolian Nursing Association: Recruit participants and certify the course as part of a<br />
credit requirement for the national nurse license renewal<br />
WHO: Provide resource speakers<br />
Partner sharing and participation fee recovery<br />
* Fee was applied from 2 nd course onwards<br />
30,200 USD<br />
Staff Time: 50 days<br />
Expense: 8,800 USD<br />
TDLC, Kitasato University, WB Youth Innovation (YI) Fund<br />
Videoconferencing lecture<br />
1 st course: 2 days<br />
2 nd course: 2 days<br />
3 rd course: 1 day<br />
Videoconferencing lecture and Q&A<br />
2008: 1 st course (April 30 & May 22, 2008)<br />
2009: 2 nd course(March 5 & 6, 2009)<br />
2010: 3 rd course (April 15, 2010)<br />
Primary target: Junior level health professionals<br />
-Faculty of Nursing from National College on Health Science,<br />
-Faculty of Nursing from National Dolnogobi Medical College,<br />
-Mongolian Nurse Association<br />
-Graduate nursing students<br />
-Other vocational groups<br />
Secondary target:<br />
-Instructors/mentors at selected National Collages on nursing, and hospitals<br />
1 st course: 880, 2 nd course: 820, 3 rd course: 543<br />
Total: 2,243<br />
54
Evaluation<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
Beneficiary<br />
Achievement of Program Output<br />
Participants Feedback<br />
Mongolia Nursing Association, Hospitals in Mongolia, etc<br />
Mongolia (Ulaanbaatar, Govi-Altai, Darkhan-Uul, Dornogobi)<br />
Primary: Participants, Hospitals and organizations for which participants are working<br />
for, etc.<br />
Secondary: Mongolia Nursing Association, Pregnant women, Parents of new born<br />
babies, Babies, etc.<br />
This program has trained 2,243 people in total.<br />
Questionnaire survey of the 3 rd course in 2010 indicated as follows:<br />
1.The distance learning course as a whole was: 3.9<br />
2.Relevance of the activity to your future work: 4.1<br />
3.Relevance of the activity to your (organization)'s needs: 4.0<br />
4.Relevance of the activity to your country's needs: 4.1<br />
(1 – Poor, 2 – Fair, 3 – Good, 4 - Very good, 5 – Excellent)<br />
3. Partnership<br />
The program was organized by a partnership of four institutions, namely TDLC, Kitasato University - <strong>Center</strong><br />
for Nursing Career <strong>Development</strong> and Research, Mongolian Nursing Association, and the World Health<br />
Organization (WHO). This partnership was set up in a very efficient way so as to ensure that each<br />
organization was able to contribute its particular expertise, with each having very well defined roles. Kitasato<br />
University contributed to the course content and provided resource speakers. The Mongolian Nursing<br />
Association contributed by supporting the arrangements in Mongolia, which included the creation of an<br />
effective environment which contributed a great deal towards maximizing the effectiveness of this course.<br />
One of the biggest contributions by the association was that it certified the course as part of a credit<br />
requirement for the national nurse license renewal. This was possible because the association is the<br />
accrediting training body with responsibility for license renewal. This arrangement made the course more<br />
attractive for nurses to participate. The World Health Organization (WHO) contributed by providing resource<br />
speakers for the 3rd course. All the names of partners were printed on the certificate(Figure 3-1).<br />
Creating a textbook based on the course materials was built into the program. The Mongolian Nursing<br />
Association is playing an important role of following up and encouraging the participants to be involved in<br />
the activities of creating a textbook.<br />
Figure 3-1: Certificate<br />
55
Ms. Yoshino, resource person from Kitasato University evaluated TDLC’s role very positively, particularly in<br />
relation to project management. Collaborating with TDLC provided her with an excellent platform for project<br />
cycle management, including planning, course preparation, course delivery, and follow up. She was totally<br />
satisfied with the current performance of TDLC. She particularly appreciated TDLC’s unambiguous<br />
communication style. The resource group appreciated the fact that TDLC provided manuals and tutorial video<br />
resources in the beginning. It was useful for them because it was first time they were involved in a distance<br />
learning program. The Mongolian interpreter commented that the coordination and administration of TDLC<br />
was excellent allowing her to contribute her translation expertise without any hindrance. TDLC coordinated<br />
the process of collaboration of all institutions in a harmonious manner and steered the program towards its<br />
successful completion. .<br />
One thing TDLC could improve was the establishment of a clear agreement or collaboration framework at the<br />
outset. Ms. Yoshino pointed out that TDLC was not able to provide full budgetary details for the program at<br />
the beginning stage.<br />
4. Achievement and Impact<br />
Dissemination of Japan’s knowledge<br />
Ms. Yoshino, one of the resource people engaged in the program emphasized the value the program brought<br />
by making available Japan’s internationally recognized knowledge and experience in the field of mother and<br />
child health care, directly to the majority of working nurses and related staff in Mongolia. The total number<br />
of participants in this program is 2,243, which is equivalent to about 28% of the population of nurses in<br />
Mongolia.(Table 3-1) In this way, TDLC successfully matched Japan’s knowledge and experience to a<br />
particular situation in a developing country where it was needed. Since the program encouraged participants<br />
to teach at least 10 colleagues in their workplaces, the total number of beneficiaries of this program is<br />
extremely high.<br />
1st course<br />
(2-day seminar)<br />
Table 3-1: Number of participants<br />
2nd course<br />
(2-day)<br />
3rd course<br />
(1-day)<br />
Total<br />
880* 820* 543 2,243<br />
* The number of participants is accumulative number of 1 st day and 2 nd day since participants were not same in each day.<br />
Participant feedback questionnaire conducted after the 3rd course indicated that 41.6 % of the respondents<br />
that objective of participation was to learn about nursing and midwifery practice in Japan.(Attachment 3-<br />
1:Question 5)<br />
Up-scaling of outreach within a country<br />
Kitasato university had been providing training courses on Mother and Child Health Care to Mongolia from<br />
2006 onwards before the collaboration with TDLC began. During this period, the experts from Kitasato<br />
University visited Mongolia and conducted a 3-day seminar in the capital Ulaanbaatar in face-to-face training<br />
mode. The maximum number of participants able to attend was 300 at any one time, and there were always<br />
about 600 applicants for these places. In addition, there were applicants living in the countryside, for whom<br />
this training opportunity could not be provided. The nurses can’t afford to leave their working places for a<br />
few days to attend a seminar at Ulaanbaatar due to their heavy workload and the responsibility they have as<br />
well as the financial burden of travel costs. However, using the GDLN distance learning mode meant that this<br />
training could be provided to the nurses in 4 major cities including Ulaanbaatar, where a videoconferencing<br />
facility was available. This meant that a higher number of participants in various areas could be<br />
accommodated.<br />
One of the most significant contributions of the GDLN approach was the design of the program to connect 6<br />
sites within Mongolia. People in remote areas are isolated and if they had been required to have traveled to<br />
Ulaanbaatar it would have taken a lot of time and financial burden. In addition, hospitals in remote areas<br />
can’t simply dispatch nurses for a 1-3 day training course simply because they are needed in the hospital.<br />
56
However, establishing 3 learning sites in remote areas enabled hospitals in these areas dispatch more nurses<br />
to participate in the program. The ratio of participants was 13% for Dornogobi city, 20% for Darkhan-Uul city,<br />
and 12% for Govi-Altai city in the 3rd course. (Table 3-2 & Figure 3-2) This meant that 45% of the participants<br />
were from remote cities. This greatly contributed towards expanding the number of participants at one time<br />
and increased the impact of the program by reaching out to the remote areas.<br />
Table 3-2: No. of participants in each venue in the 3rd course<br />
City<br />
Venue<br />
No. of<br />
participants<br />
No. of participants by<br />
city (Ratio)<br />
A. Ulaanbaatar Mongolia WB GDLN center 35<br />
A. Ulaanbaatar Mongolia-Japan center 220<br />
A. Ulaanbaatar<br />
Health Science University of<br />
Mongolia<br />
43<br />
298 (55%)<br />
B. Dornogobi Dornogobi Medical Collage 70 70 (13%)<br />
C. Darkhan-Uul Darkhan-Uul Medical College 110 110 (20%)<br />
D. Govi-Altai Govi-Altai Medical College 65 65 (12%)<br />
TOTAL 543<br />
Ulaanbaatar<br />
Govi-Altai<br />
Darkhan-Uul<br />
Dornogobi<br />
Figure 3-2: Ratio of participants by city<br />
57
Darkhan-Uul<br />
GDLN DLC, Ulaanbaatar<br />
Mongolia Japan <strong>Center</strong>,<br />
Ulaanbaatar<br />
Health Science Univ. of<br />
Mongolia, Ulaanbaatar<br />
Figure 3-3: Screenshots of classrooms in Mongolia<br />
Figure 3-4: Map of Mongolia<br />
Despite this effort, there were still comments in the feedback received form participants to try to increase<br />
the number of participants in remote cities. It should be noted that domestic transportation in Mongolia is<br />
extremely difficult. According to the result of participant feedback questionnaire for the 3 rd course, 32.7% of<br />
the respondents in Ulaanbaatar took 2 to 4 hours to come to the venue and 44.2% took 4 to 8<br />
hours.(Attachment 3-1: Question 6) The average commuting hours of Ulaanbaatar participants was 4.7<br />
hours. And 55.8% of the respondents answered that they paid cost for attendance by<br />
themselves.(Attachment 3-1: Question 7) It is obvious that the program was so attractive for the participants.<br />
58
Cost-effectiveness way of knowledge dissemination<br />
According to the simulation described in “5. Contribution of TDLC towards increasing cost-effectiveness” of<br />
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<br />
distance learning seminar. This means that the cost for distance learning mode is about 1/6 of the cost of<br />
face-to-face per participant, and it can save 33,300USD in total. (Table 3-3) Furthermore, it can save 14 days<br />
(30 days-16 days) of staff time and 60 days (66 days-6 days) of experts’ time. This shows that delivering this<br />
program in distance learning mode is far more cost-effective particularly as it can save that most precious<br />
knowledge resource, expert’s time as well as direct costs.<br />
In order to accelerate the efficiency of knowledge dissemination, a ‘training of trainers’ concept was<br />
introduced. In the 3rd course, a video clip to explain how to train nurses was produced based on the<br />
Japanese experience and used as a learning resource during the session. This contributed towards an<br />
improvement in cost-effectiveness.<br />
Course was accredited by Mongolian Nursing Association<br />
As this program was acknowledged by the Mongolian Nursing Association as being an effective activity for<br />
nurses’ training, the program was certified as part of the credit requirement for the national renewal process<br />
of nurse’s licenses. This also contributed towards attracting many participants to the program. 22.1% of the<br />
respondents in the feedback questionnaire of the 3rd course answered that objective of participation was to<br />
obtain continuing education credits for renewal of my license. (Attachment 3-1: Question 5) Participant<br />
feedback questionnaire for the 3 rd course indicates that 94 participants had concrete effect on their personal<br />
professional development or career after the participation in the previous course.(Attachment 3-1: Question<br />
9)<br />
Utilization of obtained knowledge in workplaces<br />
The course encourages participants to teach what they learnt to at least 10 of their colleagues in the<br />
workplace. According to the result of participant feedback questionnaire for the 3 rd course, 45 participants<br />
taught to about 5 people, 41 participants taught to about 10, and 49 participants taught to more than 10<br />
people. (Attachment 3-1: Question 7) Participant feedback questionnaire for the 3 rd course also indicates<br />
that 83 participants already applied in their works what they had learned. (Attachment 3-1: Question 8) Ms.<br />
Yoshino visited Mongolia in order to identify needs and to carry out an impact survey for the program. She<br />
found that nurses were localizing and adopting the knowledge and skills they had obtained from the course<br />
to their country. She also identified the following impacts:<br />
• Many of the nurses who attended the course were teaching to their colleagues at hospitals with<br />
resource materials used in the course,<br />
• Some of the hospitals have introduced a training framework for newly recruited nurses using the<br />
same course content,<br />
• The Tokochan Belt (Japanese Maternity Belt), which was used in the course has been used in many<br />
hospitals,<br />
• Many of the nurses told her that they had found learning to be an enjoyable experience, and<br />
recognized that life-long learning was important.<br />
• Many of nurses said that they could take pride in their jobs by learning and obtaining professional<br />
skills.<br />
Participants in the 3rd course gave the following comments in their questionnaires.<br />
• Reduce the number of patients for a nurse to 10-12.<br />
• Improve the working shift.<br />
• I am thankful because the knowledge obtained in the seminar was useful in my workplace.<br />
• I have shared the knowledge obtained from the seminar with my 8 colleagues.<br />
41.6% of the respondents in the feedback questionnaire of the 3rd course answered that their bosses or<br />
work places told them to participate. This means that reputation of the program was well spread in every<br />
working places in Mongolia.(Attachment 3-1: Question 4)<br />
59
<strong>Development</strong> of local learning materials<br />
The Mongolia Nursing Association and ex-participants of the course collaborated to create new manuals,<br />
leaflets, and a training video compatible with local conditions based on the course materials. In this project,<br />
they worked in an enthusiastic way and obtain sponsorship from the private sector. The materials have been<br />
completed and appreciated by parents of new born babies.(Figure 3-3)<br />
Figure 3-3: Photos of the learning materials developed in Mongolia<br />
Establishment of mother’s training room in a University<br />
The ex-participants established a training room in the Skill’s Labo of the Health Science University of<br />
Mongolia in Ulaanbaatar to educate mothers with new born babies. In this project, they were successful in<br />
obtaining funding from the NGO “Samaritan’s Purse”. This room is well equipped and about 300 mothers are<br />
learning now.(Figure 3-4)<br />
Figure 3-4: Photo of the training room established in a Ulaanbaatar hospital<br />
Ms. Yoshino felt sure that thanks to this activity, health care for mothers and children in Mongolia would be<br />
improved and several indicators fatal infant distress, maternal mortality, injury at the time of delivery, etc.<br />
would be improved. Ms. Yoshino further added that 70-80% of the accidents related to childbirth can be<br />
avoided merely with proper knowledge, without any special equipment or facilities.<br />
Contribution towards achieving MDGs<br />
This program also greatly contributed towards achieving MDGs prime target to “Reduce Child Morality by<br />
two-thirds, between 1990 and 2015”. The target is measured by three indicators, such as 4.1 Under-five<br />
mortality rate, 4.2 Infant mortality rate, 4.3 Proportion of 1 year-old children immunised against measles.<br />
Exposure to the media<br />
The achievements of the program were reported on the Asahi Shimbun Newspaper in Japan. In Mongolia,<br />
they were reported on TV news such as MNTV (Nationwide network) and Eagle TV as well as in newspapers<br />
60
such as Zoonie Newspaper and Mainichi Shimbun Newspaper. The Japanese Nursing Association (JNA) also<br />
appreciated the success of this program because nursing education in Mongolia was originally initiated by<br />
JNA. (Figure 3-5)<br />
Figure 3-5: Articles in newspapers<br />
<strong>Learning</strong> opportunity for Japanese experts<br />
When this program started in 2008, Ms. Yoshino expected that the training course to be a one way<br />
information transfer from Japan to Mongolia. However it has turned out to have provided a mutually<br />
beneficial, two-way communication platform. This has allowed her to deliberately prepare the sessions in<br />
such a way so as to ensure that experts and students from Kitasato University could also learn much from<br />
Mongolia. This has meant that experts from Kitasato have also gained new knowledge from the course.<br />
Awareness of international cooperation to young generation<br />
Young Japanese students from Kitasato University were always invited to the sessions at TDLC. Students<br />
were impressed with this activity to help a developing country which has meant that this program has also<br />
significantly contributed towards increasing awareness of the Japanese aid effort amongst young Japanese<br />
students. Ms. Yoshino commented that some of these students would surely go on to work in developing<br />
countries and to help them after several years of experience in Japan.<br />
<strong>Development</strong> of new programs in the same field<br />
The success of this program has contributed to the development of new courses such as the “Disaster<br />
Nursing Training Course” targeting nurses in Indonesia and Timor Leste implemented in February 17-18,<br />
2009. This course was organized by combining two networks - GDLN and INHERENT (Indonesia Higher<br />
Education Network), Indonesia’s inter-university educational network. This course attracted more than 700<br />
participants from all over Indonesia and Timor Leste. This course used the same approach of utilizing the<br />
course as part of the credit requirement for the national renewal scheme for nursing licenses.<br />
5. Contribution of TDLC towards increasing cost-effectiveness<br />
This section aims to include a cost simulation in order to compare conventional face-to-face seminars and<br />
distance learning seminars supported by videoconferencing. We have tried to simulate the cost of organizing<br />
face-to-face seminars in the same conditions as the 3rd “Mother and Child Health Care Specialists Vocational<br />
Training in Mongolia” course with the following conditions:<br />
• Resource team consists of 2 experts from Japan, 1 expert from USA, and 1 coordinator from Japan.<br />
• The team delivers a 1 day seminar in 4 cities namely, Ulaanbaatar, Dornogobi, Darkhan-Uul, and<br />
Govi-Altai.<br />
• The team delivers a seminar at 3 venues in Ulaanbaatar and 1 venue in other 3 cities.<br />
61
• The total number of participants is 550<br />
However, it appeared that organizing such a face-to-face seminar according to these conditions raised a<br />
number of difficulties and was not feasible for the following reasons:<br />
• Domestic transportation in Mongolia usually takes a lot of time because the airline network is not<br />
well established. This means that visiting 4 cities and conducting 6 seminars seems to require more<br />
than 2 weeks. For example, the normal mode of transportation from Ulaanbaatar to Dornogobi is a<br />
train and from Ulaanbaatar to Darkhan-Uul (there is no airport) is a car. There is a direct flight from<br />
Ulaanbaatar to Govi-Altai once a week.<br />
• The organization of 2 experts and a staff member from Japan and an expert from USA for such a<br />
lengthy overseas trip is usually difficult due to their lack of availability. This may lead to compromises<br />
in relation to the selection of experts, which can decrease the quality of the seminars.<br />
This led to an adjustment of the proposed simulation in order to base it on two face-to-face realizations of<br />
the program, with the first to include 2 seminars in Ulaanbaatar and 1 seminar in Govi-Altai, and the second<br />
to include a seminar in Ulaanbaatar, Dornogobi and Darkhan-Uul. This simulation does not include<br />
miscellaneous costs such as administration, communication, printing of material, refreshments for<br />
participants, etc. This simulation shows that the per head cost is 73 USD for a face-to-face seminar while the<br />
cost per head is 12 USD for a distance learning seminar. This means that the cost for distance learning mode<br />
is about 1/6 of the cost of face-to-face per participant, and it can save 33,300USD in total. (Table 3-3)<br />
Furthermore, it can save 14 days (30 days-16 days) of staff time and 60 days (66 days-6 days) of experts’ time.<br />
This shows that delivering this program in distance learning mode is far more cost-effective particularly as it<br />
can save that most precious knowledge resource, expert’s time as well as direct costs.<br />
Table 3-3: Cost simulation<br />
Cost Item Face-to-Face Videoconferencing<br />
2 experts and a staff coordinator from<br />
Japan and an expert from USA visit 2<br />
cities in Mongolia and deliver the 1 day<br />
seminar at each city. This will repeat 2<br />
times and cover 6 sites in 4 cities.<br />
(Ulaanbaatar, Dornogobi, Darkhan-Uul,<br />
Govi-Altai)<br />
Experts organizes 1 day seminar at each<br />
city.<br />
Total no. of participants is 550<br />
Same conditions as the 3 rd course:<br />
2 experts from Japan and an expert from USA<br />
delivers 1 day VC seminar to 6 sites in 4 cities.<br />
(Ulaanbaatar, Dornogobi, Darkhan-Uul, Govi-<br />
Altai)<br />
Total no. of participants is 550<br />
Cost Item Subtotal Details Subtotal Details<br />
International air travel $19,000<br />
(2,000x3 persons(Japan))+<br />
3,500(USA)) x 2 times<br />
Domestic air travel $3,200 400x4 persons x 2 times $0<br />
Per diem allowance $9,600<br />
120x10 days x4 persons x 2<br />
times<br />
Interpreter(Japan) $0 $1,000 1,000x1day<br />
Interpreter(Mongolia) $3,600 600x3 days x 2 times $600 600 x 1day<br />
Material development and<br />
translation<br />
$3,500 $3,500 (From actual data of TDLC)<br />
organizer staff time 30 days Preparation and attend 16 days (From actual data of TDLC)<br />
Resource persons' time<br />
66days<br />
Venue rental cost (VC) $1,000<br />
(Preparation 1day & trip<br />
10 days) x 2 times x 3<br />
persons<br />
500 x 2 sites *4 sites are<br />
free<br />
$0<br />
$0<br />
6 days<br />
TOTAL $39,900 $6,600<br />
(preparation 1days & delivery<br />
1day) x 3 persons<br />
$1,500 750 x 2 sites *4 sites are free<br />
62
No. of participants 550 550<br />
Per head cost $73 $12<br />
Advantage • Q&A can be efficient<br />
• Dynamic discussion can be possible<br />
• Resource persons can observe<br />
situation of Mongolia<br />
Lost Opportunity • Resource persons can be limited<br />
due to their availability<br />
• Chance of information exchange<br />
among Mongolian cities is lost<br />
• Chance to make this event for<br />
awareness of Japan’s ODA<br />
activities is lost<br />
• Arrangement of resource persons is<br />
more flexible for 1 day<br />
• There is less CO2 emission from<br />
international travel of resource persons.<br />
• Stake holders in <strong>Tokyo</strong> can be invited to<br />
observe the session.<br />
• Resource persons can’t understand<br />
actual situation of Mongolia well<br />
However, it is not realistic to plan two 10 days trips from Japan and USA for 6 seminar events. Who would be<br />
eager to participate as a resource person? In addition, information exchange amongst nurses in different<br />
cities is not possible in the face-to-face mode, while the distance learning program included presentations<br />
from nurses from each city.<br />
6. Quality of the Program<br />
Based on participant’s feedback in the 3 rd course in 2010, overall satisfaction on the seminar by the<br />
participants was 3.9 point in the average. The feedback on the question “Relevance of the activity to your<br />
future work” was 4.1 point, “Relevance of the activity to your (institution/organization/enterprise)'s needs”<br />
was 4.0 point, and “Relevance of the activity to your country's needs” was 4.0 point. (Attachment 3-1:<br />
Question 10-13)<br />
Many participants appreciated that this program was effective and useful. Participants in remote area<br />
appreciated the program as an opportunity to learn because there were plenty of opportunities to access<br />
new information. On the other hand, many participants pointed out that the time for Q&A was not enough,<br />
the quality of the videoconference was not good enough, the fact that they found a 1 day seminar to be too<br />
long, there were not enough breaks and so forth. Lots of aspects that can be improved in future programs.<br />
7. Quality Assurance of the Program<br />
The quality of the program is assured in two different ways. One is a needs and impact survey in Mongolia<br />
by a resource person and the other is through an analysis of participants’ feedback right after the course.<br />
During the planning stage, the TDLC program coordinator visited Mongolia and conducted focus group<br />
interviews. Several topics were discussed, one of which was “What do you want to learn from Japan”. This<br />
question provided the means for identifying and confirming the knowledge that needed to be delivered from<br />
Japan.<br />
The resource person, Ms. Yoshino, visited Mongolia once a year and carried out a needs survey every time.<br />
In addition, she collected feedback on the previous course from the people involved. The results of these<br />
activities were reflected in the program content.<br />
Participant’s feedback was gathered in a 1-2 page questionnaire. This questionnaire asked about the<br />
relevancy of the program, its design and delivery, comments, etc. After the 2nd course the questionnaire also<br />
asked about the impact of the program on those who had attended the course before.<br />
8. TDLC Operational Cost Efficiency<br />
TDLC was privileged to receive funding from the WB Youth Innovation (YI) Fund for the 1st course, and<br />
Kitasato University also bore the cost of 4,000USD mainly for material translation. The direct cost of<br />
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.<br />
As the 1st course was successful, TDLC decided to invest itself in the program as a public good for the 2nd<br />
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<br />
USD and 16 days of staff time in the 3rd course. Kitasato University also bore the cost of USD 6,500 in the<br />
2nd course. A participation fee of 400 USD for the 2nd course and 500 USD for the 3rd course contributed<br />
towards supporting the costs. The average per participant cost for the 3 iterations of the program is 13 USD.<br />
Table 3-4: Change over time of financial Data<br />
1st course<br />
(2-day seminar)<br />
2nd course<br />
(2-day)<br />
3rd course<br />
(1-day)<br />
Total<br />
A No. of participants 880 820 543 2,243<br />
B TDLC staff time 24 days 10 days 16 days 50 days<br />
C TDLC $0 $1,500 $7,300 $8,800<br />
D Kitasato Univ. $4,000 $6,500 $0 $10,500<br />
E WBHQ EAP YI Fund $10,000 $0 $0 $10,000<br />
F Participation fee $0 $400 $500 $900<br />
G Total $14,000 $8,400 $7,800 $30,200<br />
H Per head cost (G/A) $16 $10 $14 $13<br />
9. TDLC Service Quality<br />
Ms. Yoshino, as program partner to TDLC, evaluated TDLC’s service to jointly deliver the programs very<br />
positively, particularly in relation to project management. Collaborating with TDLC provided her with an<br />
excellent platform for project cycle management, including planning, course preparation, course delivery,<br />
and follow up. She was totally satisfied with the current performance of TDLC. She particularly appreciated<br />
TDLC’s unambiguous communication style.<br />
The resource group appreciated the fact that TDLC provided manuals and tutorial video resources in the<br />
beginning. It was useful for them because it was first time they were involved in a distance learning program.<br />
The Mongolian interpreter commented that the coordination and administration of TDLC was excellent<br />
allowing her to contribute her translation expertise without any hindrance.<br />
One thing TDLC could improve was the establishment of a clear agreement or collaboration framework at the<br />
outset. Ms. Yoshino pointed out that TDLC was not able to provide full budgetary details for the program at<br />
the beginning stage.<br />
10. Expectations from TDLC<br />
Ms. Yoshino suggested that in order to maintain the motivation and momentum of this program, it should be<br />
conducted 1-2 times a year. In addition, certain selected participants should come to Japan for face-to-face<br />
training, which would enable them to observe the actual situation in Japan. Many ex-participants stated that<br />
they would like to see the actual situation in Japan after gathering basic knowledge through the program. It<br />
would be effective and important that such training is done in a practical environment because Nursing is a<br />
hands-on job. Ms. Yoshino suggested a combination of face-to-face training for a limited number of<br />
participants, and a distance learning program for the large target group who can’t come to Japan.<br />
64
Attachment 3-1: Summary data of participant feedback questionnaire for the 3 rd course<br />
(339 responses)<br />
No. of<br />
participants<br />
%<br />
a. Nurse 157 46.3%<br />
b. Midwife 83 24.5%<br />
Question1:<br />
Job categories<br />
c. Feldsher 15 4.4%<br />
d. Medical doctor 3 0.9%<br />
e. Faculty member 16 4.7%<br />
f. students 46 13.6%<br />
g. Other 19 5.6%<br />
a. Nurse<br />
b. Midwife<br />
c. Feldsher<br />
d. Medical<br />
doctor<br />
Question 2:<br />
Years of clinical experiences<br />
Average: 17.3<br />
No. of<br />
participants<br />
%<br />
Question 3:<br />
Participation experience<br />
first time 204 60.2%<br />
attended this course before 112 33.0%<br />
No answer 23 6.8%<br />
first time<br />
attended this<br />
course before<br />
No answer<br />
65
No. of<br />
participants<br />
%<br />
a. Mongolia Nursing Association 58 17.1%<br />
b. friend or colleague 33 9.7%<br />
Question 4:<br />
Information source<br />
c. Nursing school 38 11.2%<br />
d. Work place 141 41.6%<br />
e. News paper 13 3.8%<br />
f. Others 61 18.0%<br />
No answer 56 16.5%<br />
a. Mongolia<br />
Nursing<br />
Association<br />
b. friend or<br />
colleague<br />
c. Nursing<br />
school<br />
No. of<br />
participants<br />
%<br />
a. To obtain continuing education credits for renewal of my<br />
license.<br />
75 22.1%<br />
Question 5:<br />
Reason of participation<br />
b. To broaden my knowledge of nursing/midwifery practice. 172 50.7%<br />
c. To learn about nursing and midwifery practice in Japan. 141 41.6%<br />
d. To learn about global standard care on Maternal and Child<br />
Health<br />
144 42.5%<br />
e. To develop training programs and/or materials. 69 20.4%<br />
e. To develop training programs<br />
and/or materials.<br />
d. global standard care<br />
c.practice in Japan.<br />
b. knowledge<br />
a. credits for renewal of my license.<br />
0% 10% 20% 30% 40% 50% 60%<br />
66
No. of<br />
participants<br />
%<br />
a. 1 hour or less. 13 3.8%<br />
b. 1 and 2 hours. 20 5.9%<br />
Question 6:<br />
Hours of travelling<br />
c. 2 and 4 hours. 111 32.7%<br />
d. 4 and 8 hours. 150 44.2%<br />
e. 8 hours or more. 34 10.0%<br />
No answer 11 3.2%<br />
a. 1 hour or<br />
less.<br />
b. 1 and 2<br />
hours.<br />
c. 2 and 4<br />
hours.<br />
d. 4 and 8<br />
hours.<br />
No. of<br />
participants<br />
%<br />
a. Paid by myself 189 55.8%<br />
b. Paid by employer only travel 7 2.1%<br />
Question 7:<br />
Cost for attendance<br />
c. Paid by employer travel & accommodation 5 1.5%<br />
d. Paid by employer both cost and accommodation, and also<br />
allowances<br />
6 1.8%<br />
e. Other 51 15.0%<br />
No answer 81 23.9%<br />
a. Paid by<br />
myself<br />
b. Paid by<br />
employer only<br />
travel<br />
67
*This question was asked only to the participants who had attended the course before<br />
No. of<br />
respondents<br />
Question 7:<br />
How many colleagues have you shared your<br />
knowledge that you have learned in previous<br />
course?<br />
0 4<br />
About 5 45<br />
About 10 41<br />
More than 10 49<br />
*This question was asked only to the participants who had attended the course before<br />
No. of<br />
respondents<br />
Question 8:<br />
Have you already applied what you have<br />
learned so far in your work?<br />
Yes 83<br />
No 47<br />
*This question was asked only to the participants who had attended the course before<br />
No. of<br />
respondents<br />
Question 9:<br />
Did this course already have concrete effect(s)<br />
on your personal professional development or<br />
career?<br />
Yes 94<br />
No 23<br />
Scale<br />
Question<br />
1:Poor<br />
No. of participants<br />
Average<br />
5: Excellent<br />
Question 10:<br />
The distance learning course as a whole<br />
was<br />
Question 11:<br />
Relevance of the activity to your future<br />
work<br />
Question 12:<br />
Relevance of the activity to your<br />
(institution/organization/enterprise)'s<br />
1 1<br />
2 7<br />
3 102<br />
4 94<br />
5 87<br />
No answer 12<br />
1 2<br />
2 14<br />
3 60<br />
4 99<br />
5 111<br />
No answer 21<br />
1 1<br />
2 11<br />
3 65<br />
3.9<br />
4.1<br />
4.0<br />
68
needs 4 95<br />
5 101<br />
No answer 17<br />
1 1<br />
Question 13:<br />
Relevance of the activity to your country's<br />
needs<br />
2 12<br />
3 62<br />
4 75<br />
5 115<br />
No answer 15<br />
4.1<br />
69
CASE STUDY 4: RAPID DESIGN OF E-LEARNING PROGRAMS<br />
1. Case Study Summary<br />
This program presented a new challenge to TDLC to develop a different course model, one which is almost<br />
completely online and which does not involve any videoconferencing sessions other than an orientation VC<br />
session.<br />
After course development was completed, TDLC marketed it to the DLCs and planned to start in June, 2009.<br />
However, the number of participants did not reach the minimum number required and the level of<br />
prerequisite knowledge and experience did not match the level required for the course. This meant that the<br />
course had to be canceled. The reasons for this were that 1) the fee was too high (420 USD), 2) the duration<br />
was too long (10 weeks), 3) the DLCs did not seem to clearly understand what the course was about, and so<br />
forth. Some of DLCs were reluctant to participate in this course which was fully online and which did not<br />
have any videoconferencing sessions.<br />
After restructuring the course design following intensive communication with the DLCs to understand their<br />
demands and further marketing effort, the course eventually began in March 2010 with 132 registered<br />
participants from 9 countries.<br />
This challenge was of benefit to TDLC in several different ways:<br />
• A new online learning program model was created and widened TDLC’s offer in terms of learning<br />
methodologies.<br />
• Online facilitators were trained in the DLCs during their implementation of the program which helped<br />
them acquire new facilitation capacity.<br />
• Participation in this program has had an impact on the DLC’s business model by providing them with<br />
a new way of doing business by allowing them to establish a new revenue stream from services other<br />
than videoconferencing services.<br />
• Provision of valuable lessons learned in terms of new program development and the marketing<br />
process in the GDLN context<br />
The program is still running as of the end of April 2010, though it was planned to end on April 19, 2010. This<br />
extension is in order to facilitate further discussion amongst participants.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Rapid Design of e-<strong>Learning</strong> Programs<br />
Rapid Design of e-<strong>Learning</strong> Programs<br />
Structured Training Course<br />
To enable educators and trainers in the East Asia Pacific and South Asia region who<br />
want to integrate e-learning in their program and instructional design for increased<br />
learning effectiveness in development training to update their knowledge of and<br />
enhance their skills in designing e-learning programs in a short time frame.<br />
• Lesson learned and know-how of efficient management of the course<br />
• Course completion certificate<br />
(Completion of the full course, including submission of course assignments)<br />
• Number of sites<br />
• Affiliates profile<br />
1. Be aware of development status and trends of e-<strong>Learning</strong> in the world and to<br />
make connection to own context;<br />
2. Explain major learning theories and principles and their applications in adult<br />
learning;<br />
70
Subjects<br />
Program Organization<br />
Finance<br />
Program<br />
Initiator<br />
Partner(s)<br />
Roles<br />
Achievement<br />
Evaluation<br />
Cost Model<br />
Total Budget<br />
TDLC Budget/input/cost<br />
(Only for development process)<br />
Source of Funding<br />
<strong>Learning</strong> Method<br />
Duration<br />
Structure<br />
Frequency<br />
Target Audience<br />
3. Improve skills of learning design in real world project, including target audience<br />
analysis, writing learning objectives/outcomes, and selecting learning methods<br />
and delivery mode;<br />
4. Understand and experience blended learning with various delivery modes,<br />
especially videoconferencing, online learning and<br />
1. Course Preparation and Introduction<br />
2. Introduction of e-<strong>Learning</strong> and <strong>Learning</strong> Design<br />
3. <strong>Learning</strong> Theories and Instructional Design Principles<br />
4. <strong>Learning</strong> design process and rapid design of your project<br />
TDLC<br />
University of Southern Queensland (USQ)<br />
TDLC: Design program, provide technical service and implement.<br />
USQ: Develop program content, and provide tutors<br />
TDLC cost recovery (Fee based)<br />
*The program is still undergoing.<br />
Staff Time: 130 days (including external consultant)<br />
Cost: 25,000 USD<br />
TDLC<br />
Number of Audience 132<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
Beneficiary<br />
Achievement of Program Output<br />
Online <strong>Learning</strong> (with one-day workshop via videoconference and local face-to-face<br />
activities)<br />
5 weeks (17 March- 19 April, 2010)<br />
*approximately 10 hours of self-study per week<br />
The course consists of a one-day workshop via videoconference and local face-toface<br />
activities, followed by four weeks online learning by using the Moodle.<br />
*This is the first implementation<br />
Educators and trainers in the East Asia Pacific and South Asia region who want to<br />
include e-<strong>Learning</strong> in their program and instruction design.<br />
•Faculty members of universities<br />
•Educators/trainers for adult learners who are interested in e-<strong>Learning</strong><br />
TDLC, DLCs<br />
9 countries (Bangladesh, India, Indonesia, Japan, Mongolia, Philippines, Sri Lanka,<br />
Thailand, Vietnam)<br />
Primary: Participants, Institutions for which participants are working<br />
Secondary: Potential participants<br />
• Certified participants<br />
• Number of sites: 9 sites (countries)<br />
• Affiliates profile: Faculty members of universities, Educators/trainers of adult<br />
learners, <strong>Development</strong> learning centers (DLCs), Education Ministry staff,<br />
71
private education institutes<br />
(The program is still ongoing.)<br />
Participants Feedback<br />
*The program is still undergoing.<br />
3. Partnership<br />
The University of Southern Queensland (USQ) and the GDLN-AP signed a partnership agreement through the<br />
TDLC in 2007 to undertake a range of collaborative programs. This program was initiated by TDLC and<br />
developed by collaborating with the USQ under the framework of a partnership agreement. The course was<br />
developed based on learning content provided by USQ. USQ developed learning content on Moodle22,<br />
which is a widely used Open Source Course Management System (CMS). In the implementation stage, a<br />
professor from USQ was assigned as lead tutor and the first pilot delivery started on March 17th 2010.<br />
4. Achievement and Impact<br />
New program model of online learning<br />
This is the first trial by TDLC to develop and implement an online learning program utilizing Moodle, which<br />
does not rely on videoconference sessions other than an orientation VC session. The experience of using<br />
Moodle in the MFTOT program contributed towards making this happen. This program provides evidence as<br />
to how TDLC has been progressing as a learning program provider building on past experience while<br />
embracing new opportunities, technologies and approaches.<br />
Taking this new program model into account, TDLC now has a wider variety of learning methodology options.<br />
TDLC is able to play a leading role in distance learning program development and delivery.<br />
Figure 4-1: Moodle top page (left), Moodle discussion forum (right)<br />
Online facilitator at DLCs<br />
A Local Facilitator for this program was appointed in each participating DLC. They were mostly selected from<br />
amongst those DLC training coordinators who registered in the course as participants. Local facilitators<br />
received “Training of Trainer” component materials from USQ and were given the opportunity to join as<br />
moderators of online discussions and could in this way receive an online facilitation certificate if they met all<br />
requirements. This shows how this program has contributed towards capacity development in the DLCs by<br />
training online facilitators. The TDLC course team has already identified that several good online facilitators<br />
have been trained in this program. This will help DLCs to implement online programs efficiently in the future<br />
and strengthens their implementation framework by helping DLCs to acquire new facilitation capacity.<br />
22 http://moodle.org/<br />
72
Impact on the DLC’s business model<br />
This program has also had an impact on DLC’s business model. DLC has been relying on videoconferencing<br />
events for generating revenue. However, this program provided DLCs with a new way of doing business that<br />
allows them to obtain revenue from participants registered in their country and by organizing activities<br />
online and face-to-face to support them. It has been challenging for DLCs to change their business model.<br />
One of the participating DLCs demonstrated a difficulty in accepting the concept of online learning by<br />
expressing the worry that online activity was not enough for effective learning and that more<br />
videoconferencing sessions should be conducted. However in general terms, TDLC’s contribution to<br />
providing new viewpoints for the DLCs is appreciated.<br />
Lessons learned for a new program development and marketing process in GDLN context<br />
Marketing this program has provided valuable lessons for TDLC related to how to make such a course more<br />
marketable, how to communicate with DLCs, how to determine an acceptable cost sharing model, etc. This<br />
experience will help TDLC develop and implement new courses in the future.<br />
5. Program <strong>Development</strong> and Marketing Process --Lesson learned<br />
This program is an interesting case in terms of marketing and the creation of an acceptable cost sharing<br />
model for a new course which provides TDLC with lessons on how to develop a new program and market.<br />
After completion of the course development of “Designing and Delivering Blended <strong>Learning</strong> Programs”, TDLC<br />
marketed the course to the DLCs in GDLN-AP and the South Asia region with the aim of starting in June 2009.<br />
Marketing appeared to have failed because the number of registered participants was not enough and the<br />
required level of participants’ knowledge and experience was not relevant for the course. This led to the<br />
course being canceled.<br />
The reasons for this failure as analyzed by the course team are listed below:<br />
• The level of course fee is too high for potential participants in developing countries;<br />
• The length of study (10 weeks) is long and the study workload (about 15 hours per week) is heavy for<br />
full-time working adults;<br />
• Many people are not familiar with the term “blended learning”;<br />
• The DLCs in GDLN AP are unclear about the benefits they will have through their participation in such<br />
an e-<strong>Learning</strong> course. As a result they are not motivated;<br />
* Source: Program Concept and Design/TDLC<br />
Initially, the course was designed in such a way that every learning activity was carried out 100% online<br />
without any face-to-face or videoconferencing activities. But this aspect was not clearly understood by some<br />
DLCs. In addition, DLCs did not understand how they could get benefit in terms of revenue because DLC<br />
generates revenue by organizing videoconferencing sessions, but the course did not include any<br />
videoconferencing session.<br />
TDLC postponed the launch of the course and communicated intensively with DLCs to understand their<br />
demands in relation to the course and to make the program more attractive. The course was restructured<br />
into a new format as follows:<br />
• Title was changed from “Designing and Delivering Blended <strong>Learning</strong> Programs” to “Rapid Design of e-<br />
<strong>Learning</strong> Programs”<br />
• Shortened the duration from 10 weeks to 5 weeks.<br />
• Course objectives were revised accordingly<br />
• Broadened the target participants from DLC related faculty members and staff to general educators<br />
• Included a one-day workshop via videoconferencing and local face-to-face activities.<br />
• Lowered participation fee from 420 USD to 100 USD<br />
• Introduced cost sharing model to provide incentive to DLCs. (50% goes to DLC, in return the TDLC<br />
does not bear any of the DLCs costs)<br />
73
With this new structure, TDLC prepared a one page “Business Model Sheet” to make it clear. TDLC revised<br />
the course flyer and started marketing to DLCs again by conducting the following activities:<br />
• Distributed general information about the course at the GDLN Regional Meeting in Mongolia (June<br />
2009)<br />
• Follow up with individuals who were interested in the course<br />
• 2 information sessions via VC targeting two different time zones (January 2010)<br />
• Use of a webpage for publicizing the course<br />
• Registration (February - March 2010)<br />
• Briefing session to focus group (5 DLCs) at GDLN-AP Regional Meeting in Manila and unofficial<br />
discussion with several DLCs on an individual basis.(March 2010)<br />
TDLC spent energy to make it clear to the DLCs what the course was about and what the benefit was for the<br />
DLC in the marketing process. As a result, more than 100 participants were registered and the course started<br />
in March 2010.<br />
The course is still running as of the end of April 2010, though it was planned to end on April 19, 2010, this is<br />
because of the need to support more discussions among participants. This means that the evaluation of this<br />
course is not yet complete, however feedback from the participants up to now has been good in general, and<br />
participating DLCs have been positive about the course though some problems occurred and were resolved<br />
during the early stage of the implementation because this was a pilot.<br />
In addition to the high quality of the course content, other elements, which need to be considered in the<br />
GDLN context are as follows:<br />
1. Design the course in a marketable format in terms of course period, fee, target, etc.<br />
2. Design cost sharing model by considering the benefit for the DLCs (DLCs are oriented towards<br />
videoconferencing business models)<br />
3. Communicate with the DLCs in a clear manner in the marketing process<br />
6. Program implementation Process - Lessons learned<br />
The program began with a one-day videoconferencing orientation session on March 17th 2010. Participants<br />
were requested to engage in some pre-course exercises and assignments prior to the session such as posting<br />
self-introduction to the discussion board, etc.<br />
The first 1-2 weeks was very busy and it was necessary to cope with logistical problems which occurred. For<br />
example, how to post messages to a discussion board in Moodle was not clear to some of the participants,<br />
the role of the onsite facilitator at each participating country was changed in order to cope with the large<br />
numbers in the course, some participants dropped-out, there were requests from participants at one<br />
location to change the learning subject, and so forth. But all these issues provided important lessons for the<br />
course management team such as the following:<br />
• Orientation on how to use Moodle should be done in detail at the beginning during the orientation<br />
VC<br />
• There is a need to make participants clearly understand that they have to be proactive to learn in an<br />
online course. Some people need more time than others to adapt to the online learning<br />
environment.<br />
• Drop out does not mean the course quality is poor. Participants need longer periods to learn when<br />
they are working and it is natural that their situation may change. Conventional learning indicators<br />
do not always work to evaluate the quality of program.<br />
• It is important to manage participants’ expectations for the course by matching the level of<br />
prerequisite knowledge and experience. A too low level of participants may struggle with contents<br />
and completing assignments, while a too high level may cause some participants to find the course<br />
contents lacking.<br />
74
7. TDLC Operational Cost Efficiency<br />
130 days23 of staff time and 25,000 USD24 was paid in outsourcing during the development period of more<br />
than a year which led to the development and marketing of the program.<br />
The first pilot delivery of the program generated 5,900 USD (50 USD X 118 participants) 25 of TDLC gross<br />
revenue. The same amount went to the participating DLCs. These DLCs collected 100 USD per participant<br />
and paid 50 USD to TDLC and the remaining 50 USD was spent on recovering the DLC’s program costs. The<br />
level of staff time required and the total cost for delivery at TDLC is not yet known as the program is still in<br />
process, however it is clear that taking care of participants by online tutoring is a enormous workload<br />
requiring many working days for external tutors based on the experience of MFTOT.<br />
The program accommodated 118 paid participants in the pilot delivery, however this exceeds the capacity of<br />
the program as it was originally designed. It is necessary to increase the number of tutors to accommodate<br />
the higher number of participants in the delivery of such a program. Further financial analysis is required to<br />
identify how to make such a program sustainable.<br />
8. Future direction<br />
This course can be marketed in Japan, however it is not clear whether TDLC can reach the relevant target<br />
group if the course is provided only in English. There are some similar courses available in Japan. Such a<br />
decision requires a carefully determination of the target group, pricing, as well as the necessary high level of<br />
quality control.<br />
The “eLP Basic e-<strong>Learning</strong> Course” organized by the e-<strong>Learning</strong> Consortium Japan is a useful example of an e-<br />
learning course in Japan. The e-<strong>Learning</strong> Consortium Japan has established a certificate framework of e-<br />
learning skills called the “e-<strong>Learning</strong> Professional (eLP)”. There are four levels of certificates namely eLP<br />
Meister, eLP Senior, and 7 areas of expertise, and eLP Basic.(Figure 4-2) Each level of certificate can be<br />
obtained by participating in the seminar programs and by passing the examination. Only the basic level of<br />
certificate “eLP Basic” can be obtained by an online e-learning course.<br />
Figure 4-2: “eLP” Framework<br />
The eLP Basic e-learning course started in 2008 and has been implemented 5 times. 5th course was<br />
implemented from January 13th 2010. The participation fee is 55,000 J-Yen for a non-member. The course is<br />
made up of videotaped lecture and lecture notes. At the end of the course, an examination is given online.<br />
(Table 4-1) The number of participants is not known.<br />
23 130 days includes about 20 days of external consultant’s working days.<br />
24 Total cost does not include external consultant working days<br />
25 Courses fees were waived for country participants who acted as local facilitators<br />
75
Table4-1: eLP Basic e-learning information<br />
<strong>Learning</strong> Goals • To enable participants to explain what knowledge and skills are<br />
necessary for planning, development and delivery of e-learning<br />
Application January 6 th – January 26 th 2010<br />
• To enable participants to explain difference of benefit and<br />
effect between e-learning and conventional learning<br />
• To enable participants to explain why it is necessary to know<br />
latest technological trend and information morality in order to<br />
materialize high quality e-learning.<br />
Period<br />
2 months at maximum<br />
(Starting anytime between January 13 th and March 26 th 2010)<br />
Fee<br />
55,000 J-Yen for a non member of e-<strong>Learning</strong> Consortium Japan<br />
40,000 J-Yen for a member<br />
Format<br />
<strong>Learning</strong> hours<br />
Examination<br />
Main content of the course is videotaped face-to-face seminar “eLP Basic Intensive<br />
Seminar” conducted Nov., 16 th 2007<br />
About 13 hours<br />
End of the course online examination<br />
(10 questions from 7 areas / 90 minutes)<br />
*Participants are allowed to take many times until pass during the course period<br />
Certificate<br />
Certificate of “eLP Basic” is awarded for those who obtained 80% of examination.<br />
*After application procedures with 5,000 J-Yen<br />
<strong>Learning</strong> Resources<br />
Lecture not of videotaped lectures (PDF)<br />
* Source: http://www.elc.or.jp/tabid/228/Default.aspx (e-<strong>Learning</strong> Consortium Japan, “eLP Basic e-learning Course”<br />
5 th Course Information (translated by assessment team)<br />
If the program is linked to a recognized certification framework, it will provide an opportunity to enter the<br />
Japanese market. However, if the language is English, the target group will be limited.<br />
76
Attachment 4-1: Flyer of the Rapid Design of e-<strong>Learning</strong> Programs<br />
77
CASE STUDY 5: OIL PRICE VOLATILITY, ECONOMIC IMPACTS, AND<br />
RISK MANAGEMENT IN ASIA<br />
1. Case Study Summary<br />
This program was organized by replicating a face-to-face seminar on oil price volatility (fee based), held by<br />
WBI three months prior to this program to utilize the content and try out the model of organizing fee based<br />
distance learning seminars. The program was organized through a partnership with WBI, the George<br />
Washington University (GWU), and the Institute of Energy Economics Japan (IEEJ). TDLC identified the<br />
partner in Japan and played the main coordinator role.<br />
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<br />
delivery. The program involved 6 hours of videoconferencing lectures, panel discussions, and question and<br />
answer sessions on the topic of Oil Price Volatility by inviting three eminent resource speakers. Participants in<br />
Japan, Thailand, Philippines took part. The participation fee in Japan was 30,000 Japanese yen and 22 paid<br />
participants were registered. The pilot was worthwhile even though it ended up with an income deficit<br />
because of the lessons learnt and the amount of simulation data it generated.<br />
Program achievements were:<br />
• Showed presence of Japan in the issue<br />
• Examined fee based distance learning event business model and provided a simulation model for<br />
future use<br />
• Responded spontaneously to an urgent demand<br />
• Created a cost-effective content replication model<br />
The pilot made it clear that a high level of content with the latest information as well as eminent speakers,<br />
materials translated into Japanese, and interpretation is necessary in order to create a proposition that is<br />
marketable in Japan and likely to attract an adequate number of paying participants in Japan. When this is<br />
the case, the program can be an efficient income generator.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Subjects<br />
Oil Price Volatility, Economic Impacts, and Risk Management in Asia<br />
Oil Price Volatility, Economic Impacts, and Risk Management in Asia<br />
Seminar<br />
Provide effective platform to discuss issues of Oil Price Volatility, Economic Impacts,<br />
and Risk Management for sharing experiences, analysis and forecast of the impacts on<br />
the Asia and Japanese economies among experts in Asia<br />
• To increase the awareness of policy options to mitigate the risks.<br />
• To obtain lesson learned and feasibility of fee based seminar program.<br />
• To bring in Japanese experts to share their knowledge and research outcomes<br />
with participants<br />
• To provide knowledge sharing seminars to research institutions and corporate<br />
sector in Japan and Asia<br />
1. To better understand the driving forces of oil-price volatility, their impact on the<br />
global economy, and price outlook in the next 15-20 years;<br />
2. To raise awareness on policy options to mitigate the risks using financial market<br />
instruments.<br />
1. Implications of high and volatile oil prices for capital flows and the global economy<br />
2. Oil Price Dynamics: past, present and future: Are High and Volatile Oil Prices Here to<br />
78
Program Organization<br />
Finance<br />
Program<br />
Initiator<br />
Partner(s)<br />
Roles<br />
Achievement<br />
Evaluation<br />
Cost Model<br />
Total Budget<br />
TDLC Budget/input/cost<br />
Source of Funding<br />
<strong>Learning</strong> Method<br />
Duration<br />
Structure<br />
Frequency<br />
Target Audience<br />
Stay?<br />
3. Policy Options for Coping with Price Volatility<br />
TDLC, World Bank Institute (WBI)<br />
World Bank Institute (WBI)<br />
George Washington University (GWU)<br />
Energy Economics, Japan (IEEJ)<br />
TDLC: Design program, provide technical service, and implement<br />
WBI: Provide content and resource speakers<br />
GWU: Provide resource speakers<br />
IEEJ: Provide resource speakers<br />
TDLC cost recovery (Fee based)<br />
10,957 USD<br />
Staff Time: 36 days<br />
Expense: 10,957 USD<br />
TDLC<br />
Videoconferencing Seminar<br />
1 day<br />
Number of Audience 185<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
Beneficiary<br />
Achievement of Program Output<br />
Participants Feedback<br />
Videoconferencing lecture and pre-taped interview followed by questions and<br />
answers.<br />
Implemented one time<br />
• Government officials from Emerging Market economies in East Asia<br />
• Executives from energy-intensive sectors and financial institutions in East Asia<br />
• Sector analysts, researchers, and practitioners from the development<br />
community and private sector<br />
TDLC, IEEJ, DLCs<br />
3 countries (Japan, Philippines, and Thailand)<br />
Primary: Participants<br />
Secondary: energy related institutions and industries, etc.<br />
A good example of collaboration with WBI by use of their materials (especially hot<br />
topics)<br />
Affiliates profile: Private sector, Research institute, JBIC, DBJ, JETRO<br />
Participant’s satisfaction on “Overall usefulness” was 3.9 (1 is the minimum and 5 is<br />
the maximum)<br />
(Feedback from Japan, Thailand and Philippines only.)<br />
79
3. Partnership<br />
A face-to-face seminar on oil price volatility (fee based), held by WBI three months prior to this program, was<br />
successful. This seminar was initiated by TDLC and World Bank Institute (WBI) to utilize the contents of this<br />
seminar and to convert the seminar into a GDLN distance learning seminar in collaboration with the WBI,<br />
George Washington University (GWU), and the Institute of Energy Economics Japan (IEEJ). The oil price was<br />
at its peak then and the topic was a hot issue and in demand in East Asia at the time of delivery. TDLC staff<br />
members were involved as Co-Director and Program Assistant and they played an important role in<br />
coordinating all participating DLCs and administering participants’ registration, fee collection, technical<br />
assurance of the videoconferencing connection as well as finding relevant partners in Japan. The WBI<br />
contributed as Course Director and provided content and a resource speaker. GWU and IEEJ contributed by<br />
providing resource speakers.<br />
The role played by TDLC was effective and the commitment from the management staff of GDLN and TDLC<br />
was appreciated by the WBI coordinator.<br />
4. Achievement and Impact<br />
Presence of Japan in the issue<br />
The total number of registered participants was 185, made up of 47 from Japan, 99 from the Philippines, and<br />
39 from Thailand.<br />
The WBI coordinator commented that Japan’s participation enriched the quality of discussion. TDLC<br />
identified the Institute of Energy Economics (IEEJ) as the local partner. The resource speaker from IEEJ was<br />
highly appreciated as well as the other speakers from participating countries. The presentation from Japan<br />
contributed an effective input to the resource group in Washington D.C. by providing a different perspective,<br />
and contributed towards the enrichment of the seminar. Since Japan was the leader of East Asia’s miracle,<br />
this program could not be conducted without Japan, according to the WBI coordinator. If TDLC had not been<br />
in Japan, there would not have been such an opportunity to provide input from Japan into this agenda.<br />
The speakers invited were as follows:<br />
• Dr. Ken Koyama, Director and Board Member, Strategy and Industry Research Unit, The Institute of<br />
Energy Economics, Japan (IEEJ)<br />
• Prof. Robert Weiner, Professor, George Washington University, USA<br />
• Wolfgang Fengler, Senior Economist, World Bank Jakarta Office, Indonesia<br />
Pilot of fee-based distance learning seminar business model<br />
TDLC intended to try out a fee-based seminar business model for the Japanese market through this program.<br />
TDLC charged 30,000 J-Yen (about 300 USD) per participant. In the end, 22 persons registered though the<br />
TDLC registration system as paid participants, 10 participants were invited from the Japan Bank for<br />
International Cooperation (JBIC) and the <strong>Development</strong> Bank of Japan (DBJ), and another 10 from IEEJ, which<br />
gave a total of 42 participants. 21 of the 22 paid participants came from the private sector. Thus gave a total<br />
revenue of 660,000 J-Yen (about 6,600USD). DLCs in Thailand and Philippines applied their own pricing<br />
policy. There were 99 participants in the Philippines and fees were charged however the amount received is<br />
unknown. There were 39 in Thailand and no fee was charged to the participants.<br />
The results showed that it was feasible to organize the seminar with a 300 USD participation fee in the<br />
premises of good quality and relevant marketing because 36% of the Japanese participants answered that<br />
30,000 yen for the program was reasonable in the questionnaire.(Table 5-1) This program was run at a<br />
financial loss, however the simulation showed that having 37 paying participants would be the breakeven<br />
point.(Refer to the 4. TDLC Operational Cost Efficiency)<br />
80
Table 5-1: Feedback on the participation fee<br />
a: 30,000 yen for today's program is reasonable 36%<br />
b: 30,000 yen for today's program is too expensive 30%<br />
c: The relevance and contents of program is more important<br />
than fee for my decision<br />
9%<br />
d: If it is cheaper, more people will participate 24%<br />
It was worthwhile to test this new business model. It allowed TDLC to ask questions of participants regarding<br />
what constituted the most convenient length of such a program as well as the most convenient timing in the<br />
day for such a program. This information can and will be used to establish the most appropriate model for<br />
future seminars of this type. This pilot provided TDLC with useful lessons learned and data, which will be<br />
utilized for planning future events.<br />
Spontaneous response to the demands<br />
The face-to-face seminar in Washington D.C. which took place March 10-11, 2008 when oil prices in the<br />
market had been increasing was successful. The achievements and contents of this seminar were utilized to<br />
create another opportunity targeting the Asia and Pacific region. Timing was important here, as if the<br />
seminar did not take place while the issue was still relevant, there would not obviously be any need to<br />
organize further seminars. The oil price was at its peak in July 2008.( Table5-2 & Figure 5-1) If the timing of<br />
this program was delayed by more than a month, it would have been difficult to attract participants and was<br />
in danger of being cancelled. The relatively short time needed to organize distance learning seminars is quite<br />
useful for these kinds of urgent issues. Compared with face-to-face events, distance learning events require<br />
less lead-in time because travel arrangements are not necessary. This program provides concrete evidence<br />
that a distance learning mode is suitable for the dissemination of information related to urgent agendas in an<br />
efficient manner.<br />
TDLC’s program “An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza” can be<br />
considered in a similar manner to this program.<br />
Table5-2: History of oil price in 2008<br />
Oil Price<br />
Date<br />
(USD)<br />
2008/1/1 92.95<br />
2008/2/1 95.35<br />
2008/3/1 105.56<br />
2008/4/1 112.57<br />
2008/5/1 125.39<br />
2008/6/1 133.93<br />
2008/7/1 133.44<br />
2008/8/1 116.61<br />
2008/9/1 103.9<br />
2008/10/1 76.65<br />
2008/11/1 57.44<br />
2008/12/1 41.02<br />
Source: Dow Jones & Company<br />
Release: Wall Street Journal<br />
150<br />
100<br />
50<br />
0<br />
Spot Oil Price:<br />
West Texas Intermediate<br />
Figure 5-1: History of oil price in 2008<br />
81
Cost-effectiveness by replicating the contents<br />
As already mentioned, this program was developed using the same content as the content used in the faceto-face<br />
seminar already organized by the WBI. This business model of converting a face-to-face program into<br />
a distance learning program saved development costs. Furthermore, the achievements and results of a<br />
discussion can be shared among larger target groups at a lower cost. This means that this model can<br />
contribute generally towards increasing the cost-effectiveness of knowledge sharing and dissemination.<br />
5. Quality of the Program<br />
The result of the feedback questionnaires received from the participants on a country by country basis shows<br />
that evaluation from the Japanese participants was somewhat more negative than the other two countries in<br />
all questions. This is particularly true in relation to Q3 “Usefulness for you of the information that you have<br />
obtained” and Q7 “I would like to take the technical workshop” show a large gap.(Table 5-2 & Figure 5-2 &<br />
Figure 5-3) The WBI coordinator accounted for this gap by saying that Japanese participants were already<br />
knowledgeable about these issues and information provided in the seminar might not be new to them.<br />
Table 53: Comparison of evaluation feedback<br />
Japan Philippines Thailand<br />
Q1 The relevance of the program to your current work or functions 4.1 4.2 4.1<br />
Q2 Extent to which you have acquired information that is new to you 3.5 3.6 3.8<br />
Q3 Usefulness for you of the information that you have obtained 3.3 4.1 3.8<br />
Q4 Focus of this activity on what you specifically needed to learn 3.6 3.8 3.9<br />
Q5<br />
Extent to which the content of this activity matched the announced<br />
objectives<br />
3.8 4.1 4.1<br />
Q6 Overall usefulness of this activity 3.5 4.1 4.0<br />
Q7 I would like to take the technical workshop (% of Yes) 36% 77% 77%<br />
* Progressive scale of 1 to 5, where 1 is the minimum and 5 is the maximum.<br />
4.4<br />
4.2<br />
4.0<br />
3.8<br />
3.6<br />
3.4<br />
3.2<br />
3.0<br />
Q1 Q2 Q3 Q4 Q5 Q6<br />
Japan<br />
Philippines<br />
Thailand<br />
100<br />
50<br />
0<br />
I would like to take the technical<br />
workshop<br />
Japan Philippines Thailand<br />
Figure5-2: Comparison of evaluation feedback<br />
Figure5-3: Comparison of evaluation feedback<br />
There is also an assumption that Japanese participants were more severe in their feedback because of the<br />
participation fee. 30% of Japanese participants expressed their opinion that the fee was too expensive.<br />
(Table 5-4)<br />
82
Table 5-4: Feedback from the participants on participation fee<br />
Feedback from the participants %<br />
a: 30,000 yen for today's program is reasonable 36%<br />
b: 30,000 yen for today's program is too expensive 30%<br />
c: The relevance and contents of program is more<br />
important than fee for my decision<br />
9%<br />
d: If it is cheaper, more people will participate 24%<br />
The conclusion reached is that making sure to have the latest high level of content as well as eminent<br />
speakers, materials translated into Japanese, and interpretation are necessary if the seminar is to attract a<br />
sufficient number of paying participants in the Japanese market. If the content was designed for developing<br />
countries, it should be revised to suit the Japanese audience.<br />
6. TDLC Operational Cost Efficiency<br />
TDLC developed an online registration and fee collection system utilizing Moodle. This helped to reduce the<br />
work load of TDLC’s administration staff, however it required some additional processes for payment by cash<br />
and bank transfer. Moodle was efficient for credit card payment but those who were sent from organizations<br />
paid by bank transfer.<br />
As the result, the total balance (revenue-expenses) showed a deficit of 4,421 USD. (Table 5-5) The expenses<br />
in the Philippines were recovered by the participation fee collected by the Philippine DLC but the actual<br />
amount is unknown. This meant that TDLC did not cover the costs of running the seminar in the Philippines,<br />
while TDLC bore all the costs of running the seminar in Thailand because Thailand did not collect a fee.<br />
However, even if TDLC did not have to cover the costs of Thailand, it would still have faced a deficit of 2,960<br />
USD. (6,536-9,497)<br />
Table 5-5: Financial Data<br />
Expenses in Japan $9,497<br />
Expenses Thailand $1,460<br />
Expenses Philippines $0<br />
Revenue<br />
(Fee from Japanese participants)<br />
$6,536<br />
Total Balance -$4,421<br />
Looking at the list of expenses, translation (46.5%) and interpretation (31.6%) were the highest category of<br />
costs.(Table 5-6) This is typical of the dilemma faced when targeting Japanese people with English course<br />
content, translation is necessary otherwise it will have a negative impact on the number of participants that<br />
can be recruited in Japan.<br />
83
Expenses in Japan<br />
Table 5-6: Details of expenses<br />
Unit<br />
Unit Price<br />
(J-Yen<br />
Total<br />
(J-Yen)<br />
Cost<br />
share<br />
Coffee/Tea 6 2,100 12,600 1.3%<br />
Sandwiches 52 63,160 6.7%<br />
Water and other drinks 9,000 0.9%<br />
Photocopies (B&W) 57 pages x 50 sets 4 11,400 1.2%<br />
Photocopies (Colour) 60 pages x 50 sets 30 90,000 9.5%<br />
DHL 3 22,000 2.3%<br />
Translation 441,525 46.5%<br />
Simultaneous<br />
Interpretation<br />
3 100,000 300,000 31.6%<br />
USD<br />
Sub total<br />
$9,497<br />
Expenses in Thailand $1,460<br />
Expenses in Philippines $0<br />
Total $10,957<br />
The breakeven point is calculated as “10,957 USD/300 USD < 37”. It shows that 37 participants is the<br />
minimum number of participants needed to fully recover the cost in the same cost structure.<br />
36 days of staff time were spent on this program. In comparison with other net revenue generating types of<br />
program, staff time per 1,000 USD of gross revenue is highest. (Table 5-6 & Figure 5-4) This will be improved<br />
by increasing the number of paying participants.<br />
Table 5-6: Comparison of staff time efficiency<br />
Oil Price APO(2009) FASID(2009)<br />
Staff Time 36 days 116 days 19 days<br />
No. of VC sessions 1 45 9<br />
TDLC Gross revenue $6,536 $290,393 $11,273<br />
Staff time/Session 36.0 days 2.6 days 2.1 days<br />
Staff time/Gross revenue<br />
(hours/1,000USD)<br />
44.1 hours 3.2 hours 13.5 hours<br />
84
50.0<br />
40.0<br />
30.0<br />
20.0<br />
10.0<br />
0.0<br />
Staff time/Session<br />
Staff time/Gross<br />
revenue<br />
(hours/1,000USD)<br />
Oil Price<br />
APO(2009)<br />
FASID(2009)<br />
Figure 5-4: Comparison of staff time efficiency<br />
The following simulation shows how many paid participants would be required to generate net revenue in<br />
the same order as for the APO courses. In order to generate the same level of annual net revenue as APO<br />
courses, 5 repetitions of the same size of seminar each with 80 paid participants is necessary. (Table 5-7<br />
64,880/13,043 nearly=5)<br />
Table 5-7: Simulation of net revenue-1<br />
No. of Participants 80 84 100<br />
Expenses $10,957<br />
Gross Revenue $24,000 $25,200 $30,000<br />
Net Revenue $13,043 $14,243 $19,043<br />
Net revenue of APO courses<br />
(2009)<br />
$64,880<br />
7. TDLC Service Quality<br />
The WBI coordinator described TDLC’s service quality as excellent. TDLC contributed in finding a good<br />
partner in Japan. Since Japan is the leading country in East Asia, this seminar could not be successful without<br />
Japan’s participation. TDLC successfully converted original contents into distance learning events. The<br />
administration related to recruiting participants and collecting fees operated efficiently. Communication<br />
amongst all the parties involved was effective and smooth. In terms of technical service, TDLC managed the<br />
session well and there were no technical problems at all which contributed a lot to the smooth operation of<br />
the seminar.<br />
85
Attachment 5-1: Running Order of the Oil Price Volatility, Economic Impacts,<br />
and Risk Management in Asia Session<br />
Running Order of VC<br />
Oil Price Volatility, Economic Impacts, and Risk Management in Asia<br />
Sites: Japan (<strong>Tokyo</strong>), Philippines (Manila), Thailand (Bangkok), Indonesia (Jakarta) GDLN <strong>Center</strong>s, Indonesia<br />
(Jakarta) the World Bank office and Washington (MCC2-123, Studio 2).<br />
Date:<br />
June 04, 2008, Wednesday (Asia time)<br />
Time*:<br />
Locations<br />
Time<br />
Washington DC 21:00 – 24:00, June 03<br />
Indonesia/Thailand 8:00 – 15:00<br />
Philippines 9:00 – 16:00<br />
Japan 10:00 – 17:00<br />
* Technician will conduct pre-connection half hour before the session.<br />
Moderators:<br />
Ryu Fukui, TDLC Manager<br />
Yan Wang, Senior Economist, WBI<br />
Opening Remarks:<br />
Ryu Fukui<br />
Arvind Gupta, Program Leader, WBI<br />
Speakers:<br />
Dr. Ken Koyama, Director and Board Member, Strategy and Industry Research Unit, The<br />
Institute of Energy Economics, Japan (IEEJ)<br />
Prof. Robert Weiner, Professor, George Washington University, USA<br />
Wolfgang Fengler, Senior Economist, World Bank Jakarta Office, Indonesia<br />
Discussants:<br />
Yan Wang and Arvind Gupta<br />
Agenda:<br />
Topics<br />
1 Opening and Introduction of the program 25<br />
2 Session 1: Implications of high and volatile oil prices for capital<br />
flows and the global economy<br />
3 Lunch break 60<br />
4 Session 2: Oil Prices Dynamics: past, present and future: Are High<br />
and Volatile Oil Prices Here to Stay?<br />
5 Session 3: Policy Options for Coping with Price Volatility 70<br />
Time (minutes)<br />
155 including 15 for break<br />
95 including 15 for break<br />
86
6 Conclusion 10<br />
7 Evaluation 5<br />
Language:<br />
Program will be conducted in English. Simultaneous translation to Japanese will be provided<br />
in TDLC.<br />
Running Order:<br />
Time<br />
(<strong>Tokyo</strong>)<br />
Length Speaker Action/Event/Topics Visual Aids and Notes<br />
9:30 30 min. Test of connection<br />
VC Session Begins at 10:00 (<strong>Tokyo</strong> Time)<br />
10:00 9 min. Wang @<strong>Tokyo</strong> Welcome and program<br />
objectives; introduce<br />
participating sites, and go around<br />
all four remote sits<br />
10:09 8 min. Fukui@<strong>Tokyo</strong> Opening remarks from TDLC<br />
10:17 8 min. Gupta@DC Opening remarks from WBI<br />
10:25 30 min. Koyama@<strong>Tokyo</strong> Session 1 presentation: Slides<br />
10:55 30 min. Weiner@DC Session 1 presentation: Slides<br />
<strong>Tokyo</strong>, Bangkok (Thitisak<br />
Boonpramote, Ph.D.,<br />
Department of Mining and<br />
Petroleum Engineering,<br />
Faculty of Engineering,<br />
Chulalongkorn University),<br />
Manila (Robbie Macalde,<br />
GDLN Program Manager,<br />
Asian Institute of<br />
Management and the World<br />
Bank <strong>Development</strong> Resource<br />
<strong>Center</strong>), Jakarta<br />
Ryu introduces Dr. Koyama<br />
Arvind introduces Prof.<br />
Weiner<br />
11:25 35 min. Q&A, discussion Give questions first to<br />
Weiner as he may leave<br />
earlier<br />
Break of 15 Minutes (please prepare questions)<br />
12:15 45 min. Koyama, Wang,<br />
Gupta<br />
Q&A, discussion (continue)<br />
Lunch break at 13:00 for 60 minutes (<strong>Tokyo</strong> Time), DC will be disconnected<br />
Yan may make short<br />
presentation if time allows<br />
87
14:00 80 min. Wang@<strong>Tokyo</strong> Session 2<br />
Break of 15 Minutes (please prepare questions)<br />
1. Guy Caruso, head of the US<br />
Energy Information<br />
Administration (EIA),<br />
2. Jim Burkhard, Managing<br />
Director, Cambridge Energy<br />
Research Associates, and<br />
3. Yasser Mufti, Head of the<br />
Energy Outlook Group, Saudi<br />
Aramco and<br />
4. Dr. Atchana W. Waiquamdee,<br />
Deputy Governor, Bank of<br />
Thailand.<br />
Q&A, discussion<br />
15:35 30 min. Fengler@Jakarta Session 3 presentation: Slides<br />
16:05 40 min. Fengler@Jakarta Q&A, discussion<br />
16:45 10 min. Wang@<strong>Tokyo</strong> Conclusion and closing<br />
16:55 5 min. Evaluation and Survey<br />
VC Session Will be Closed at 17 : 00 (<strong>Tokyo</strong> Time)<br />
Pre-taped interviews<br />
1) Contact at TDLC: Ms. Naomi Koike (oilpricevolatility@jointokyo.org), Tel: +81 3 3597 1333<br />
2) Washington NOC number: +1 202 473 7000<br />
88
CASE STUDY 6: FASID ODA TASK FORCE SEMINAR SERIES<br />
1. Case Study Summary<br />
Foundation for Advanced Studies on International <strong>Development</strong> (FASID) Task Force Seminar aimed at<br />
strengthening and building the capacity of the country-based ODA task force members in developing regions<br />
through practical, higher-level interactive training. Ministry of Foreign Affairs of Japan (MOFA) organized a<br />
series of seminars in line with “Japan’s Medium-Term Policy on Official <strong>Development</strong> Assistance”. FASID<br />
implemented these under the instructions from MOFA. The seminars were implemented 8-9 times in a year.<br />
Each seminar was a two to three-hour long session, accommodated different agendas and target countries,<br />
to match the various task force objectives.<br />
TDLC contributed to providing a cost-effective platform for the dialogue among ODA task force members in<br />
the developing regions and Japan. This was not possible by the conventional seminar method, where<br />
lecturers and participants physically travel abroad, but was possible only by the simultaneous multi-site<br />
videoconferencing connection.<br />
The average number of participating countries in a seminar was 16.3 in 2009. 39 seminars and a total of 335<br />
countries were connected from 2005 to 2009. The observed impacts are the establishment of a platform for<br />
the dialogue to support “Japan’s Medium-Term Policy on Official <strong>Development</strong> Assistance”, the gap between<br />
developing regions and <strong>Tokyo</strong> filling up, promoting awareness of Japan’s international cooperation activities<br />
to the private sector, and promoting awareness of videoconferencing as tool for international development<br />
activities among FASID.<br />
TDLC’s service effectively supported Japan’s ODA activities in a cost-effective manner.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Subjects<br />
Program Organization<br />
Initiator/Ownership<br />
FASID ODA Task Force Seminar Series<br />
FASID ODA Task Force Seminar<br />
Partner’s content delivery type<br />
Support FASID on its implementation of ODA Task Force Seminars to strengthen and<br />
build the capacity of country-based ODA task force members in developing regions<br />
through practical, higher-level interactive training by providing cost-effective<br />
videoconferencing network and technical services. This program contributes towards<br />
supporting “Japan’s Medium-Term Policy on Official <strong>Development</strong> Assistance” as well.<br />
Provide FASID with cost-effective platform and VC technical assistance to organize<br />
ODA Task Force Seminars with overseas task force members in as many as possible<br />
overseas countries.<br />
To meet needs for agenda preparation which match the various task force objectives,<br />
these seminars have covered a wide array of themes.<br />
Water, health, and industrial development are also covered, as well as development<br />
assistance operations such as project formation and new demand survey systems.<br />
Topic is varied depending on the seminar. They range from aid harmonization,<br />
assistance coordination, emerging donors in international development assistance,<br />
donor assistance and support for emerging countries, multi- and bilateral donor<br />
coordination and other areas of policy to key themes of development assistance in<br />
climate change, human security, governance, gender and Millennium <strong>Development</strong><br />
Goals (MDGs).<br />
FASID<br />
89
Finance<br />
Program<br />
Partner(s)<br />
Roles<br />
Achievement<br />
Evaluation<br />
Cost Model<br />
Total Budget<br />
TDLC Budget/input/cost<br />
(2005-2009 total)<br />
Source of Funding<br />
<strong>Learning</strong> Method<br />
Duration<br />
Structure<br />
Frequency<br />
Target Audience<br />
Number of Audience<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
(2005-2009 total)<br />
Beneficiary<br />
Achievement of Program Output<br />
Participants Feedback<br />
FASID<br />
TDLC: Provide technical service and sites coordination<br />
FASID: Organize seminars (Contents and target countries are decided by MOFA)<br />
Partner paid<br />
(N/A)<br />
Staff Time: 93.5 days<br />
FASID<br />
Videoconferencing Lecture<br />
Most of the seminars are 2 hours session<br />
Videoconference meeting<br />
Year No. of seminar<br />
2005 5<br />
2006 8<br />
2007 9<br />
2008 8<br />
2009 9<br />
Overseas: Japanese Embassy, JICA, JBIC, International organization<br />
Japan: MOF, FASID, JICA, JBIC,<br />
It is varied from about 10 to more than 50 depending on the seminar<br />
MOFA, JICA, Japanese Embassies<br />
58 countries<br />
Primary: FASID, MOFA<br />
Secondary: Japanese ODA Task Force Members<br />
FASID, MOFA are satisfied with the TDLC’s contribution.<br />
Implementation of continuous seminar series since 2005<br />
80-90% satisfaction in general<br />
3. Partnership<br />
Partnership was established for implementing FASID task force seminars, targeting Japanese ODA staff in<br />
developing countries in 2005. Since then FASID has been using TDLC’s service. TDLC supported FASID as onestop<br />
shopping service window to implement seminars. FASID is fully satisfied with the service quality of<br />
TDLC.<br />
90
4. Achievement and Impact<br />
Establishment of a platform of dialogue to support “Japan’s Medium-Term Policy on Official <strong>Development</strong><br />
Assistance”<br />
The ODA Task Force Seminar series effectively contributed to strengthening the functions of the field<br />
missions (primarily the overseas diplomatic missions and offices of implementing agencies), which is stated<br />
in “Japan's Official <strong>Development</strong> Assistance Charter”. This activities follows “Japan’s Medium-Term Policy on<br />
Official <strong>Development</strong> Assistance”, which suggested “Promoting the sharing of information and knowledge<br />
including through the use of information technology”.<br />
The number of seminars implemented between 2005 and 2009 was 39. The total cumulative number of<br />
connected countries is 335. In 2009, seminar was implemented nine times and the average number of<br />
connected countries was 16.3.(Table 6-1) FASID commented that this series of seminars cannot be<br />
implemented without TDLC’s videoconferencing network.<br />
Filling up the gap between developing regions and <strong>Tokyo</strong><br />
FASID evaluated the power of the real time videoconferencing event as an effective communication tool. The<br />
unexpected impact on FASID was that participants in <strong>Tokyo</strong> such as people from JICA HQs, MOFA could<br />
understand the reality of targeting countries. This seminar was planned to deliver the knowledge to the ODA<br />
Task Force members in developing countries. However it turned out to be a good opportunity for <strong>Tokyo</strong> to<br />
learn about each of the country’s situation.<br />
Through the implementation of seminars, the MOFA officer gave commented on FASID ODA Task Force<br />
Seminar Series as follows:<br />
• The seminars contributed to filling up the gap in recognizing issues between <strong>Tokyo</strong> and the target<br />
countries.<br />
• It became clear that the policy made in Japan does not sometimes match with the real situation in<br />
the countries.<br />
• It became clear that the viewpoints and perceptions on the same issue were different, depending on<br />
the region.<br />
Awareness of Japan’s international cooperation activities<br />
The private sector was invited in the seminar to discuses alliances between the government and the private<br />
sector. Participants from the private sector were impressed with the Japan’s activities for assisting<br />
developing countries. This is a good example of this seminar’s contribution to the increase of awareness<br />
regarding Japan’s international cooperation.<br />
Awareness of videoconferencing as tool for international development activities<br />
Among FASID staff, videoconferencing is recognized as a convenient and effective tool to increase the costeffectiveness<br />
of events such as seminar programs.<br />
Cost-effectiveness by multi-site connection<br />
FASID stated that there wasn’t a particular formula to calculate how the cost-effectiveness has increased<br />
because there was no comparison set. But the discussion among the participants at scores of venues abroad<br />
was previously impossible. TDLC made it possible.<br />
In the beginning, average number of connecting countries in a seminar was 1.4. This increased to 16.3 in<br />
2009. (Table 6-1 & Figure 6-1) This is because the quality of the seminar was guaranteed, even if number of<br />
connecting countries increased. The more number of countries participating, the more the cost-effective it is.<br />
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Table 6-1: Change over time in the number of seminars and connected countries<br />
2005 2006 2007 2008 2009<br />
Number of seminars 5 8 9 8 9<br />
Average number of<br />
connected countries<br />
1.4 3.8 5 14.3 16.3<br />
20<br />
15<br />
10<br />
5<br />
0<br />
2005 2006 2007 2008 2009<br />
Seminars<br />
Connected<br />
countries<br />
Figure 6-1: Change over time in the number of seminars and connected countries<br />
FASID conducted a feedback survey among the participants every time. The results showed 80-90%<br />
satisfaction in general, according to FASID. The agenda for the meeting was usually completed. Participants<br />
pointed out in the feedback survey that when number of countries connected and the number participants<br />
was more than a certain number, the efficiency of discussion became worse. However, FASID recognizes<br />
more value derived from the opportunity of discussing the issue, with so many different countries, in a<br />
synchronized manner, even though communication levels are lesser than compared to a face-to–face<br />
discussion. FASID noted that on comparing cost and effect with conventional seminars where lecturers were<br />
physically sent abroad, this was a highly efficient system, looking at the significant cut in transportation,<br />
lodging and other costs gained through a simultaneous multi-site connection.<br />
Improvement of implementation efficiency<br />
The workload for this series of sessions is becoming lesser as it falls into a routine operation. The staff time<br />
required has been stable 2.3 days in 2007, 2.4 days in 2008, and 2.1 days in 2009, despite the increasing<br />
number of connecting sites (refer to the4. TDLC Operational Cost Efficiency). This means that program<br />
implementation efficiency was improved by the TDLC’s effort.<br />
5. TDLC Operational Cost Efficiency<br />
TDLC’s role is to provide a venue in <strong>Tokyo</strong> and monitor the smooth operation of the sessions. When<br />
necessary to connect countries, that did not have JICA-Net site, TDLC arranged for GDLN centers. However, in<br />
comparing with the earlier years, the number of GDLN sites had drastically reduced from 28.6% down to<br />
2.7% in 2009 due to the availability of JICA-Net sites. (Table 6-2 & Figure 6-2)<br />
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Table 6-2: Change over time in the ratio of JICA-Net and GDLN sites<br />
2005 2006 2007 2008 2009<br />
No. of JICA-Net site 5 21 37 113 143<br />
No. of GDLN site 2 9 8 1 4<br />
Total no. of site 7 30 45 114 147<br />
Ratio of GDLN 28.6% 30.0% 17.8% 0.9% 2.7%<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
2005 2006 2007 2008 2009<br />
GDLN<br />
JICA-Net<br />
Table 6-2: Change over time in the ratio of JICA-Net and GDLN sites<br />
Compared to the earlier years, the workload for this series of sessions is becoming lesser as it falls into a<br />
routine operation. The staff time required has been stable 2.3 days in 2007, 2.4 days in 2008, and 2.1 days in<br />
2009, despite the increasing number of connecting sites, which were mostly JICA-Net sites. (Table 6-3 &<br />
Figure 6-3)<br />
Table 6-3: Change over time of staff time put in<br />
2005 2006 2007 2008 2009<br />
Staff time (days) 11.5 23 21 19 19<br />
Number of sessions 5 8 9 8 9<br />
Average number of<br />
connected sites<br />
1.4 3.8 5 14.3 16.3<br />
Staff time/session (days) 2.3 days 2.9 days 2.3 days 2.4 days 2.1 days<br />
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20<br />
15<br />
10<br />
5<br />
0<br />
2005 2006 2007 2008 2009<br />
Seminars<br />
Connected sites<br />
Staff<br />
time/seminar<br />
Table 6-3: Change over time in the staff time put in<br />
After four years of collaboration, both FASID and TDLC have learnt from experience. The roles are well<br />
defined and the operation is becoming very smooth and efficient. Both the FASID and TDLC coordinators<br />
enjoy smooth and efficient operations.<br />
Since the GDLN-DLCs were not used much, the ratio of the net revenue against gross revenues was as high as<br />
72.1% in 2009. (Table 6-4 & Figure 6-4) Thus, the FASID Task Force Seminar contributed to the efficient<br />
revenue generation sustainability of TDLC in the financial aspect.<br />
TDLC’s revenue is generated from two categories namely (1) TDLC ownership program operation, and (2)<br />
videoconferencing service operation (or partner’s content delivery programs). The programs categorized into<br />
(1) are such as Microfinance Training of Trainers (MFTOT), Climate & Disaster Resilience Initiative (CDRI)<br />
Capacity-building Program, etc. Programs such as FASID ODA Task Force Seminars, APO: GDLN-based<br />
Distance <strong>Learning</strong> Course Series, etc are categorized into (2). To identify the proportion of FASID contribution<br />
to the TDLC revenue, calculated the proportion of the net revenue generated from FASID ODA Task Force<br />
Seminar Series to total annual net revenue generated from VC service operation of TDLC. Financial data also<br />
shows that TDLC’s net revenue from FASID made up for 5.2% of total annual net revenue generated from VC<br />
service operation of TDLC in 2008.(Table 6-4)<br />
Table 6-4: Change over time of financial data<br />
2006 2007 2008 2009<br />
A Gross revenue from FASID (USD) $6,048 $12,275 $8,720 $11,273<br />
B Net revenue from FASID (USD) $3,780 $5,640 $5,240 $8,125<br />
C Ratio of TDLC’s revenue (B/A) 62.5% 45.9% 60.1% 72.1%<br />
D<br />
E<br />
Net revenue from FASID/Annual net<br />
revenue from VC (B/E)<br />
TDLC total annual net revenue from<br />
VC service(USD)<br />
--- 5.1% 5.2% ---<br />
--- 110,387 100,115 ---<br />
94
$14,000<br />
$12,000<br />
$10,000<br />
$8,000<br />
$6,000<br />
$4,000<br />
$2,000<br />
$0<br />
2006 2007 2008 2009<br />
Cash out<br />
Net revenue<br />
from FASID<br />
Figure 6-4: Change over time of revenue from FASID<br />
6. TDLC Service Quality<br />
TDLC arranged for DLCs or supported FASID in identifying the facilities. TDLC assured booking of all sites by<br />
communicating with JICA-Net Core <strong>Center</strong> and GDLN-DLCs. This assurance was very helpful when number of<br />
connecting sites became bigger and was appreciated by FASID.<br />
In the early years of collaboration, since JICA-Net did not cover many countries, more DLCs were involved this<br />
reduced in the recent years. TDLC’s role has shifted to renting the facility of the TDLC studio, communicating<br />
with the JICA-Net core center, and administration work such as billing. All these services are excellent and<br />
FASID appreciated the flexible and efficient working modality of TDLC.<br />
As the main coordinating site of the event, TDLC always allocated staff to monitor the session and take<br />
necessary action immediately, in case of deficient connections, by communicating with moderator of FASID.<br />
FASID appreciated this effective support. FASID did not take advantage of TDLC's learning design expertise<br />
for the improvement of the pedagogical effectiveness of the VC sessions such as the facilitation and the<br />
running order or scenario.<br />
The location of TDLC in Kasumigaseki area, where many of governmental organizations are located is very<br />
well appreciated by FASID, because it is at walking distance from Ministry of Foreign Affairs.<br />
7. Expectations from TDLC<br />
FASID recently has started using the JICA-Net studio in <strong>Tokyo</strong>. The operational support was not better than<br />
TDLC, however FASID may use JICA-Net more frequently because JICA-Net is free of charge. MOFA would like<br />
to increase the number of seminars in a limited budget by reducing the cost of each seminar.<br />
The international symposium organized by FASID usually invites more than 150 in <strong>Tokyo</strong>. Thus FASID can’t<br />
use TDLC as a venue due to the limitation in capacity. Rather FASID expects that it will be helpful, if TDLC can<br />
support FASID in connecting several cities within Japan by videoconferencing. This will increase the Japanese<br />
audience in the FASID seminar programs.<br />
FASID has been collaborating with the WB in some respect for many years. However, FASID just considers<br />
TDLC to be a videoconferencing network provider, not exploiting TDLC’s connection to the WB in such a<br />
collaboration.<br />
95
CASE STUDY 7: APO: GDLN-BASED DISTANCE LEARNING COURSE<br />
SERIES<br />
1. Case Study Summary<br />
Collaboration with the Asian Productivity Organization (APO) began in 2004 right after the launch of TDLC.<br />
APO had the ownership of program contents and implementation and TDLC supported APO by providing<br />
pedagogical support and the entire physical videoconferencing network in <strong>Tokyo</strong> and participating countries.<br />
TDLC supported APO in their introduction of distance learning to their training programs during the pilot<br />
period, from 2004 to 2005.<br />
As a result, TDLC had such an impact on APO’s business model that about 40% of their training courses are<br />
distance learning programs today. And APO has increased their annual number of participants by about 50%<br />
without increasing the budget allocated. This is because APO were able to identify a 90% improvement in<br />
cost-effectiveness (cost per participant dropped to 1/10) in terms of per head training cost while still<br />
maintaining the same level of training quality through the effective combination of distance learning and<br />
conventional face-to-face training.<br />
TDLC recognize that APO’s learning and training materials have very high value and it is worth disseminating<br />
to people and countries in need that directly contribute to socio-economic development in developing<br />
countries. This is one of the reasons why TDLC has been willing to work with APO and able to share the same<br />
institutional goals and objectives with strong partnership.<br />
Most APO courses are made up of 3 days of videoconferencing sessions and a 1 day local session taking place<br />
over 4 consecutive days. Subject areas include Total Quality Management, Green Productivity and<br />
Environmental Management System, Food Safety Management System and Exporting Agrifood Products to<br />
Emerging Global Market. (The subjects are reviewed and changed every year.)<br />
TDLC has brought a new approach to the international development community by changing APO’s training<br />
scheme. This impact is one of the typical achievements of TDLC.<br />
The partnership with APO has contributed to the increase in cost recovery of TDLC as well as other DLCs,<br />
58.8% of the annual net revenue generated from VC service operation of TDLC in 2009.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
APO: GDLN-based Distance <strong>Learning</strong> Course Series<br />
• Total Quality Management<br />
• Multi-country Study on Media and Productivity<br />
• Seminar on Participatory Mirocredit Community <strong>Development</strong><br />
• Enhancing NPO’s core competence<br />
• Strengthening IT Capabilities of NPOs<br />
• Workshop on IT for Productivity Specialist<br />
• Green Productivity and Environment Management System (ISO14001)<br />
• Toyota Production System<br />
• Multimedia & Productivity & IT for Productivity Specialist<br />
• One Village One Product<br />
• Green Productivity & Integration of Management System<br />
• Food Safety Management System (ISO22000)<br />
• Energy Efficiency<br />
96
• Social Accountability Management System (SA8000)<br />
• Exporting Agri-products in Major Global Market<br />
• Six Sigma Green Belt<br />
• Energy Auditing<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Subjects<br />
Program Organization<br />
Initiator/Ownership<br />
Partner(s)<br />
Roles<br />
Finance<br />
Cost Model<br />
Total Budget/Gross Revenue<br />
(2006-2009)<br />
TDLC Budget/input/cost<br />
(2004-2009)<br />
Source of Funding<br />
Program<br />
Program Type<br />
Duration<br />
Structure<br />
Frequency<br />
Partner’s content delivery type<br />
• Support APO with providing videoconferencing network and increasing costeffectiveness<br />
of APO training programs.<br />
• Create highly value at APO’s seminar and training contents for developing<br />
countries.<br />
• Create a sizeable number of VC sessions to GDLN AP that enhance the<br />
quality of services in the network<br />
• Provide APO with cost-effective platform and administration service to<br />
organize APO’s training programs.<br />
• Contribution to a basic 4 days GDLN-based seminar series modality<br />
(Depends on the course)<br />
(Depends on the course)<br />
Asian Productivity Organization (APO)<br />
APO<br />
TDLC: Provide technical service and site coordination<br />
APO: Organizing the course<br />
Partner paid<br />
290,393 USD<br />
Staff Time:563 days<br />
2 years of Pilot Period<br />
APO<br />
Structured Training Course<br />
Most of the courses take place over 4 consecutive days.<br />
Most APO courses are made up of 3 days of videoconferencing sessions and a 1 day<br />
local session taking place over 4 consecutive days.<br />
Year<br />
2004(Pilot)<br />
2005(Pilot)<br />
No. of courses<br />
3 x 1 repeat<br />
4 x 1 repeat<br />
2006 1 x 2 repeats, 1 x 3 repeats, 2 x 1 repeat<br />
2007 3 x 3 repeats<br />
2008 5 x 3 repeats<br />
2009 5 x 3 repeats<br />
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Achievement<br />
Evaluation<br />
Target Audience<br />
Number of Audience<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
Beneficiary<br />
Achievement of Program Output<br />
Participants Feedback<br />
(Depends on the course)<br />
(Depends on the course)<br />
National Productivity Organization (NPO) in member countries<br />
APO member countries namely, Bangladesh, Cambodia, Republic of China, Fiji, Hong<br />
Kong, India, Indonesia, Islamic Republic of Iran, Japan, Republic of Korea, Lao PDR,<br />
Malaysia, Mongolia, Nepal, Pakistan, Philippines, Singapore, Sri Lanka, Thailand, and<br />
Vietnam. Target participants are depending on the course.<br />
Primary: APO, NPOs<br />
Secondary: Course participants, Private sectors, industry associations<br />
APO was fully satisfied with TDLC’s contribution and quality of services.<br />
About 98 % of the participants evaluated as “more than expected” or “as expected”<br />
3. Partnership<br />
In 2003, APO implemented a training course in distance learning mode using JICA-Net videoconferencing as a<br />
first pilot trial. However JICA did not have an incentive to collaborate with APO because JICA-Net is not<br />
involved in providing training programs for other institutions. APO then approached TDLC and collaboration<br />
began with a Pilot <strong>Phase</strong> to investigate the feasibility of collaborating with APO in a sustainable manner in<br />
2004. This pilot phase ended in 2005.<br />
TDLC shouldered all the costs during the pilot phase and provided extra support to APO. For the first trial to<br />
implement a “Total Quality Management” course, a short term consultant as well as TDLC’s instructional<br />
designer were assigned to assist APO to convert this course into distance learning mode and to conduct the<br />
videoconferencing sessions. A series of workshops were also provided to APO’s Programme Officer. The<br />
biggest contribution made by TDLC was that a standard pedagogical model was provided to APO at the initial<br />
stage, which blended face-to-face local sessions including field visits and videoconferencing learning<br />
sessions. This mode remains the basic format of APO distance learning courses to this day which is clear<br />
evidence of the effective support given to APO by TDLC.<br />
The results of the pilot course were judged to be satisfactory by APO. This triggered APO into shifting some<br />
of their training programs to a distance learning mode. After two years of the pilot phase, APO began to use<br />
TDLC services and increased the number of courses year on year. In 2009, APO implemented 5 separate<br />
courses 3 times making a total of 15 courses.<br />
TDLC continues to manage and support APO’s courses in a most diligent manner and both APO and TDLC<br />
describe themselves as being quite satisfied with the way in which their partnership is operating.<br />
4. Achievement and Impact<br />
Improvement of the cost-effectiveness of APO training courses<br />
TDLC has enabled APO to greatly increase their cost-effectiveness. In order to share knowledge and best<br />
practice in a cost-effective manner, the number of participants per course is a critical indicator for APO. The<br />
use of a distance learning approach has greatly improved this indicator. 20 participants per course was an<br />
average ratio in APO’s conventional face-to-face programs. Using distance education has meant that this ratio<br />
can be increased to about 100 per course. In the conventional face-to-face program, the cost per participant<br />
was on average about 2,000 USD, however using distance education, this has decreased to about 200 USD<br />
per participant, APO Program Officer commented. In general terms, this means that APO’s cost per<br />
participant is now about one tenth of what it was by using distance learning mode. As a result, APO has<br />
increased their number of participants by 50% (from 2,000 to 3,000) without increasing the budget allocated.<br />
98
They clearly distinguish the role of distance learning from that of face-to-face training. Distance learning is<br />
used for the acquisition of basic information and for sharing, while the face-to-face program is for the<br />
acquisition of advanced skills and knowledge. Having said this, both modes are considered to be equally<br />
satisfactory for APO. This has been proven by evaluation results which show that 98% of participants were<br />
satisfied in both distance learning and face-to-face mode. APO is now able to provide good quality courses at<br />
about 1/10 of the cost per head.<br />
Drastic change in training scheme of APO<br />
TDLC has had a significant impact on APO’s business model in that about 40% of their training courses are<br />
distance learning programs today. All the distance learning courses have links with face-to-face programs.<br />
Participants who have performed excellently in their examination in a distance learning course are sent to<br />
the advanced face-to-face program on the same subject. This helps to motivate participants. APO has<br />
introduced a new format where the distance learning programs provide basic training and screen<br />
participants followed by an advanced level of face-to-face training, which has also contributed to improving<br />
the quality of the face-to-face training courses by making sure the level of participants in these face-to-face<br />
training courses are equivalent and of a high level.<br />
APO Program Officers have also concluded that distance learning enables them to respond quickly to<br />
subjects that are in high demand. For example, programs to be implemented in 2011 and 2012 have been<br />
confirmed in the general meeting in 2009. The schedule of face-to-face training programs is usually<br />
confirmed 2 years in advance because of the level of complexity associated with arranging flights,<br />
accommodation, passports, VISAs, medical checks, etc., while distance learning does not require such<br />
arrangements.<br />
Improvement of Sustainability of TDLC and DLCs in the regions<br />
To identify the proportion of APO contribution to the TDLC revenue, we calculated the proportion of the net<br />
revenue generated from APO courses to total annual net revenue generated from VC service operation of<br />
TDLC. Financial data also shows that APO provides the largest source of revenue for TDLC representing 42.5%<br />
of total annual net revenue generate by TDLC’s VC services in 2008, and 58.8% in 2009. (Table 7-1) This<br />
contribution improves the increase in cost recovery sustainability of TDLC.<br />
However, despite being the largest single source of revenue for TDLC, APO contributed only 0.49% of TDLC’s<br />
recovery rate against its total expenditure in 2006, 0.75% in 2007, 1.26% in 2008, and 1.76% in 2010. (Table<br />
7-1)<br />
It is worth pointing out that a large portion of this revenue goes to DLCs as facility rental expenses. This<br />
represents a good income to each of the DLCs and provides a significant percentage of the annual income of<br />
the DLCs. TDLC itself received 22.3% of the gross income from APO in 2009. The remaining 77.7 % went to<br />
the DLCs and other videoconferencing facilities in target countries.(Table 7-1 & Figure 7-1) This contributed a<br />
lot towards improving the sustainability of DLCs generally. Since the program coordination at each site was<br />
carried out by APO and NPO, the role of the DLC was logistical arrangement to support successful<br />
implementation.<br />
99
Table 7-1: Financial Data<br />
2006 2007 2008 2009<br />
A Gross revenue from APO (USD) $68,925 $173,653 $290,065 $290,393<br />
B Net revenue from APO (USD) $16,940 $29,400 $42,510 $64,880<br />
C Ratio of TDLC’s revenue (B/A) 24.6% 16.9% 14.7% 22.3%<br />
D APO net revenue/Annual revenue from VC (B/F) --- --- 42.5% 58.8%<br />
E APO net revenue/Annual expenditures (B/G) 0.49% 0.75% 1.26% 1.76%<br />
F<br />
TDLC total Annual Revenue from VC services<br />
(USD)<br />
--- --- $100,115 $110,387<br />
G TDLC total expenditures (incl. Staff cost) (USD) $3,442,000 $3,932,000 $3,366,000 $3,693,000<br />
* Financial data is referred to the attached “Reference Financial Data of TDLC”.<br />
$350,000<br />
$300,000<br />
$250,000<br />
$200,000<br />
$150,000<br />
$100,000<br />
$50,000<br />
Cash out<br />
Net Revenue from<br />
APO (USD)<br />
$0<br />
2006 2007 2008 2009<br />
Figure 7-1: Change over time of revenue from APO<br />
In addition to its contribution towards the financial stability of the DLCs, the APO course has also had an<br />
impact on DLCs by enhancing their visibility in the wider community. One of the DLCs mentioned how they<br />
appreciated the fact that through their cooperation with NPO in the implementation of the APO courses,<br />
they enhanced their visibility which would lead towards an expansion of the DLC's marketing impacts.<br />
Improvement of implementation efficiency<br />
The parameter of “Accumulated total session hours”, which is calculated by multiplying the number of<br />
session hours by the number of target sites can be considered an appropriate indicator of the operational<br />
amount of work. The indicator, amount of staff time per session delivery hour, clearly shows that this is on<br />
the trend of decrease (refer to the 7. TDLC Operational Cost Efficiency). This means that program<br />
implementation efficiency was improved by the TDLC’s effort.<br />
5. Scaling-up of Outreach<br />
The number of APO courses has increased from 4 courses in 2006 to 5 in 2009. The number of repetitions of<br />
APO courses in any one year has increased 214% from 7 courses in 2006 to 15 in 2009. The number of<br />
participants has increased 431 % from 336 participants in 2006 to 1,447 in 2009. The number of countries<br />
100
covered has increased 167% from 12 countries in 2006 to 20 in 2009 currently covering all APO member<br />
countries. (Table 7-2 & Figure 7-2a&b)<br />
Year<br />
2004<br />
(Pilot)<br />
2005<br />
(Pilot)<br />
2006<br />
No. of courses<br />
Table 7-2: Change over time of outreach<br />
Total no. of session<br />
hours<br />
Total no. of<br />
participants<br />
No. of countries<br />
3 courses x 1 repeats 171 113 6<br />
4 courses x 1 repeats 93 112 6<br />
1 course x 2 repeats<br />
1 course x 3 repeats<br />
2 courses x 1 repeats<br />
478 336 12<br />
2007 3 courses x 3 repeats 1,069 900 15<br />
2008 5 courses x 3 repeats 1,500 1,416 19<br />
2009 5 courses x 3 repeats 1,600 1,447 20<br />
TOTAL (2004-2009) 4,911 4,324<br />
20<br />
15<br />
10<br />
5<br />
0<br />
Batches<br />
2000<br />
1500<br />
1000<br />
500<br />
0<br />
70<br />
60<br />
50<br />
40<br />
30<br />
20<br />
10<br />
0<br />
2004 2005 2006 2007 2008 2009<br />
Figure 7-2a&b: Change over time of outreach<br />
101
The courses that have been implemented are listed in the following table. (Table 7-3)<br />
Table 7-3: List of APO courses delivered<br />
No. of<br />
repeats<br />
No. of<br />
country<br />
No. of<br />
Partici<br />
-pants<br />
Total Quality Management 1 5 81<br />
2004<br />
(Pilot)<br />
Multi-country Study Mission on Media and Productivity 1 2 18<br />
Seminar on Participatory Mirocredit for Integrated Community <strong>Development</strong> 1 3 14<br />
Total Quality Management 1 4 63<br />
113<br />
2005<br />
(Pilot)<br />
Enhancing NPO’s core competence 1 5 13<br />
Strengthening IT Capabilities of NPOs 1 5 21<br />
Workshop on IT for Productivity Specialist 1 6 15<br />
Green Productivity and Environment Management System (ISO14001) 2 8 150<br />
Toyota Production System 3 10 147<br />
112<br />
2006<br />
Multimedia & Productivity & IT for Productivity Speicalist 1 4 21<br />
One Village One Product 1 6 18<br />
336<br />
Green Productivity and Integrated Management System (ISO9001, ISO14001,<br />
OHSAS18001)<br />
3 14 350<br />
2007<br />
Toyota Production System 3 12 270<br />
ISO22000: Food Safety Management System 3 12 280<br />
Green Productivity and Energy Efficiency 3 15 331<br />
Toyota Production System 3 16 312<br />
900<br />
2008<br />
ISO22000: Food Safety Management System 3 15 278<br />
Social Accountability Management System: SA8000 3 15 212<br />
Exporting Agri-food products in Major Global Markets 3 14 283<br />
Six Sigma Green Belt 3 18 348<br />
1,416<br />
2009<br />
Green Productivity and Environmental Management System 3 17 225<br />
ISO22000: Food Safety Management System 3 17 285<br />
Energy Auditing 3 17 335<br />
102
Exporting Agrifood Products to Emerging Global Market 3 16 254<br />
1,447<br />
TOTAL 4,324<br />
Outreach in terms of the number of participants is one of the most important indicators for APO because<br />
APO’s mission is to share knowledge and best practices among member countries and actively promote the<br />
multiplication of the effect of their training. The more people that participate, the greater the level of<br />
sharing. Thus, increasing the number of participants per program is a very important issue for APO. Using a<br />
distance learning mode, which makes it possible to accommodate about 100 participants in a program<br />
contributes a lot to this.<br />
Up to now 4,324 participants have participated in these programs. The annual number of participants in<br />
2009 was 1,447, which represent more than a half of the total annual number of participants trained by<br />
APO’s training programs. And it is expected to occupy about 3/4 in 2010.<br />
APO would like to increase private sector participants as the ratio of private sector participants has been<br />
about 20-30% in conventional face-to-face programs. However, the ratio of private sector participants in the<br />
distance learning programs has been higher, about 50-60%. APO is happy with this aspect which results from<br />
the fact that distance learning programs are more efficient in making them attractive to the private sector.<br />
6. Quality of the Course<br />
According to the evaluation conducted in 2009, about 98 % of the participants evaluated the APO’s GDLNbased<br />
distance learning courses series as being “more than expected” or “as expected”, which is equivalent<br />
to the results from APO’s face-to-face training programs. Face-to-face programs carry with them incentives<br />
such as traveling to other country which can have a positive influence on evaluation. APO commented that it<br />
is particularly encouraging that the distance learning courses are evaluated so positively as they lack these<br />
additional incentives. APO Program Officers pointed out that country presentation at the end of the program<br />
was excellent and sometimes better than that of the face-to-face training because a competitive element<br />
was introduced in the distance learning programs. This proves that distance learning is not less effective<br />
than face-to-face learning once it is well managed.<br />
APO issued certificates only for participants who attended more than 70% of sessions and who passed the<br />
final examination. This contributes to maintaining the quality of the course and the motivation of<br />
participants.<br />
7. Quality Assurance of the Service to APO<br />
During the session, daily feedback from on site facilitators in every country is shared with TDLC and where<br />
necessary, TDLC takes remedial action. APO Program Officers have to provide an evaluation report by<br />
summarizing feedback from participants for every program. When officers identify significant issues or<br />
problems, they communicate with TDLC in order to solve these problems on a case by case basis. The<br />
evaluation report was not shared with TDLC, nor were there any periodical review meetings between APO<br />
and TDLC. Such periodical meetings would contribute to the improvement of the collaboration process, APO<br />
commented.<br />
8. TDLC Operational Cost Efficiency<br />
The operational burden on TDLC staff for these courses is heavy. After the pilot phase, the staff time spent<br />
on APO courses was 59 days in 2006, 130 in 2007, 121 in 2008, and 116 in 2009.(Table 7-4) This means that<br />
the APO operation as a whole occupied about 0.5 man/year of TDLC personnel in recent years.<br />
However, operational efficiency appears to have been improved. The staff time per course delivery<br />
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<br />
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<br />
increasing in complexity because the number of courses and target countries is increasing. Therefore the<br />
parameter of “Accumulated total session hours”, which is calculated by multiplying the number of session<br />
103
hours by the number of target sites, can be considered an appropriate indicator of the operational amount of<br />
work. Looking at the amount of staff time per session delivery hour, this was 0.99 hour in 2006, 0.97 in 2007,<br />
0.65 in 2008 and 0.58 in 2009.(Table 7-4 & Figure 7-3) This clearly shows that this indicator is on the<br />
decrease. At the same time, both staff time per 1,000USD gross revenue and staff time per 1,000USD net<br />
revenue has been decreasing every year.(Table 7-4 & Figure 7-3, 7-4)<br />
Table 7-4: Change over time of financial data<br />
Year 2006 2007 2008 2009<br />
A Staff time (days) 59 days 130 days 121 days 116 days<br />
B No. of repeats of courses (repeats) 7 repeats 9 repeats 15 repeats 15 repeats<br />
C No. of VC sessions (sessions) 22 sessions 27 sessions 45 sessions 45 sessions<br />
D Accumulated total session hours* (hours) 478 hours 1,069 hours 1,500 hours 1,600 hours<br />
E Gross revenue from APO (USD) $68,925 $173,653 $290,065 $290,393<br />
F Net revenue from APO (USD) $16,940 $29,400 $42,510 $64,880<br />
G Staff time/Repeat (A/B) (days) 8.4 days 14.4 days 8.1 days 7.7 days<br />
H Staff time/Session (A/C) (days) 2.7 days 4.8 days 2.7 days 2.6 days<br />
I Staff time/Session hour (A/D) (hours) 0.99 hours 0.97 hours 0.65 hours 0.58 hours<br />
J Staff Time/Gross revenue (A/E) (hours/1,000USD) 6.85 hours 5.99 hours 3.34 hours 3.20 hours<br />
K Staff Time/Net revenue (A/F) (hours/1,000USD) 27.86 hours 35.37 hours 22.77 hours 14.30 hours<br />
* Accumulated total session hours* : total session hours x target sites<br />
16.0<br />
14.0<br />
12.0<br />
10.0<br />
8.0<br />
6.0<br />
4.0<br />
2.0<br />
0.0<br />
2006 2007 2008 2009<br />
3.00<br />
2.50<br />
2.00<br />
1.50<br />
1.00<br />
0.50<br />
0.00<br />
Staff time/Session<br />
hour (A/D) (hours)<br />
Staff time/Repeats<br />
(A/B) (days)<br />
Staff time/Session<br />
(A/C) (days)<br />
Figure 7-3: Change over time of staff time (1)<br />
104
40.00<br />
35.00<br />
30.00<br />
25.00<br />
20.00<br />
15.00<br />
10.00<br />
5.00<br />
0.00<br />
2006 2007 2008 2009<br />
Staff Time/Gross<br />
revenue (A/E)<br />
(hours/1,000USD)<br />
Staff Time/Net<br />
revenue (A/F)<br />
(hours/1,000USD)<br />
Figure 7-4: Change over time of staff time (2)<br />
The most demanding aspect of the work for the APO courses was acting as a “One-Stop Shopping” by 1)<br />
booking and coordinating the DLCs, 2) arranging of VC facilities in countries where DLCs are not available, 3)<br />
connectivity assurance with external sites, 4) flexibly accommodate requests from APO in a wider range of<br />
course implementation, 5) coordinating of invoicing from all DLCs.etc. The logistical management of the DLCs<br />
and monitoring the network connection during courses is no longer a burden because TDLC’s accumulated<br />
experience has made it easy.<br />
TDLC has been extending effort to reduce the workload. The following activities have contributed to this<br />
reduction.<br />
(1) Introduction of a standard form for billing from DLCs to TDLC.<br />
(2) Introduction of a standard discount rate for facility rental of TDLC and DLCs. (in the past, TDLC<br />
negotiated separately with each DLC for their discount rate.)<br />
(3) Improvement in the practices used for assigning staff<br />
(4) Introduction of a collective annual DLC booking schedule. (in the past, bookings were made on a<br />
course by course basis). –This has also contributed towards decreasing the workloads of the<br />
DLCs.<br />
This series of actions has had a positive impact and resulted in a reduction of staff time per revenue.<br />
However, despite this great effort, the coordination work is becoming increasingly complex and time<br />
consuming because the total number of courses/repeats has been increasing and there will be 24 separate<br />
deliveries of APO courses in 2010. Even if the work flow is designed in the most efficient way, there is still an<br />
issue related to how best to manage changes and other sudden occurrences. For example, when the APO<br />
changed the scheduling of a course after it had been booked as part of the overall annual booking, this<br />
caused a lot of additional coordination work. When the number of courses is increased, it makes the whole<br />
process more complicated and time consuming.<br />
9. TDLC Service Quality<br />
TDLC’s effort is focused on the provision of a ‘one stop service’ to APO. All the communication between the<br />
DLCs and APO go through TDLC. This effort is much appreciated by APO. The APO Program Officer<br />
commented that TDLC’s one-stop shopping service was excellent and very much appreciated. In this way,<br />
APO is able to save a lot of time by using TDLC instead of communicating with every country.<br />
Here are some of the comments made by APO Program Officers :<br />
• All TDLC staff were friendly and the TDLC atmosphere was comfortable for all APO Program Officers .<br />
• Administration work such as facility booking, invoicing, etc., was excellent. It was judged to be 100%<br />
satisfactory for APO.<br />
• This kind of service could not be provided by the private sector. TDLC’s spirit and vision as a<br />
development organization encouraged APO to work together.<br />
105
Given the effective coordination of TDLC, APO had not realized up to this interview that the DLCs with which<br />
it is dealing belong to two different regions, Asia Pacific and South Asia.<br />
APO is under serious pressure to reduce its budget generally. This means that even though APO is 100%<br />
satisfied with the service provided by TDLC, it still expects TDLC to reduce its costs.<br />
10. APO’s expectation to TDLC<br />
APO’s need is to identify several videoconferencing facilities within a country so that it can enhance outreach<br />
within a country. TDLC needs to utilize network other than GDLN-DLCs and APO would like TDLC to expand<br />
its network beyond the GDLN.<br />
Since APO’s mission is to share knowledge and best practices, follow up activities linked with its alumni are<br />
greatly appreciated. APO provided the assessment team with an example whereby one of the graduates<br />
from distance learning has established a yahoo group for an Energy Management Forum and this was<br />
expanding by attracting many people from outside the APO community. APO expects TDLC to support them<br />
by providing an effective platform for this area of activity<br />
TDLC has provided effective support to establish the basic format for distance learning, however APO has<br />
made a great effort to focus on a continued improvement in respect to TDLC’s commitment since then. APO<br />
would like TDLC to share more effective pedagogical advice and support by professional experts so that TDLC<br />
can be a platform for clients like APO to enhance the effectiveness of their distance learning activities.<br />
106
Attachment 7-1: Example of Project Notification of APO e-<strong>Learning</strong> Course<br />
PROJECT NOTIFICATION<br />
30 January 2009<br />
1. Project Code: 09-IN-58-GE-TRC-B<br />
2. Project Title: e-<strong>Learning</strong> Course on Energy Auditing<br />
(based on the Global <strong>Development</strong> <strong>Learning</strong> Network of the World Bank platform)<br />
3. Duration: <strong>Phase</strong> 1: 25–28 May 2009<br />
<strong>Phase</strong> 2: 15–18 June 2009<br />
<strong>Phase</strong> 3: 7–10 July 2009<br />
4. Venues: <strong>Phase</strong> 1: Bangladesh, Lao PDR, Thailand, Vietnam, and Mongolia<br />
<strong>Phase</strong> 2:<br />
<strong>Phase</strong> 3:<br />
India, IR Iran, Nepal, Sri Lanka, and Pakistan<br />
Cambodia, Fiji, Malaysia, Philippines, and Indonesia<br />
5. Implementing<br />
Organizations:<br />
APO Secretariat and the following NPOs:<br />
<strong>Phase</strong> 1<br />
1) Bangladesh: National Productivity Organization of Bangladesh, Dhaka<br />
2) Lao PDR: Small and Medium Enterprise Promotion and <strong>Development</strong> Office,<br />
Vientiane Municipality<br />
3) Thailand: Thailand Productivity Institute, Bangkok<br />
4) Vietnam: Vietnam Productivity Centre, Hanoi<br />
5) Mongolia National Productivity and <strong>Development</strong> <strong>Center</strong>, Ulaanbaatar<br />
<strong>Phase</strong> 2<br />
6) India: National Productivity Council, New Delhi<br />
7) IR Iran: National Iranian Productivity <strong>Center</strong>, Tehran<br />
8) Nepal: National Productivity and Economic <strong>Development</strong> Centre, Kathmandu<br />
107
9) Sri Lanka: National Productivity Secretariat, Colombo<br />
10) Pakistan: National Productivity Organization, Islamabad<br />
<strong>Phase</strong> 3<br />
11) Cambodia: National Productivity <strong>Center</strong> of Cambodia, Phnom Penh<br />
12) Fiji: Training & Productivity Authority of Fiji, Suva<br />
13) Malaysia: Malaysian Productivity Corporation, Petaling Jaya, Selangor<br />
14) Philippines: Productivity and <strong>Development</strong> <strong>Center</strong>,<br />
<strong>Development</strong> Academy of the Philippines, Metro Manila<br />
15) Indonesia: Directorate of Productivity <strong>Development</strong>, Directorate General of Training<br />
and Productivity <strong>Development</strong>, Ministry of Manpower and Transmigration<br />
R.I.,<br />
Jakarta Selatan<br />
6. Number of<br />
Participants:<br />
Up to 20 from each participating country (a total of up to 300 participants)<br />
7. Closing Date for <strong>Phase</strong> 1: 15 May 2009<br />
Nominations: <strong>Phase</strong> 2: 1 June 2009<br />
<strong>Phase</strong> 3: 26 June 2009<br />
8. Objective:<br />
To train the participants in the concept, principles, and fundamental elements of energy auditing including how to carry out energy<br />
audits in industries and buildings. This course will enable participants to develop energy auditing skills with inputs on energy<br />
management and will prepare them for receiving in-depth advanced training on energy auditing.<br />
9. Background:<br />
Energy is a major cost component for organizations in all sectors of the economy. Organizations like manufacturing plants,<br />
commercial establishments, large building complexes, and public utilities can accrue substantial savings in energy bills by adopting<br />
energy efficiency techniques, systems, and technologies in their plants, processes, and facilities. Moreover, due to rapid<br />
industrialization and urbanization, the energy supply-and-demand gap is widening in member countries, leading to increased costs of<br />
production and imports of energy. The major sources of energy are still fossil fuels, mainly coal and oil, which cause emissions of<br />
greenhouse gases and result in long-term environmental problems like global warming and climate change, which are against the<br />
principles of sustainable development. In view of this, adopting energy efficiency practices and procedures is essential for improving<br />
energy management in enterprises.<br />
An important component in achieving energy efficiency is its measurement. It has been said that if you cannot measure it, you<br />
cannot improve it. Energy audits solve the measurement problem. Energy audits attempt to balance total energy inputs with their<br />
use, identify all energy streams in a facility, and quantify energy usage according to discreet functions. Thus it can serve as an<br />
effective tool to define a comprehensive energy management program within a business. For this purpose, energy audits must be<br />
conducted at regular intervals in all industries and buildings. However, one of the main bottlenecks in conducting such studies is the<br />
lack of technical information. Given the fact that all industries including SMEs and commercial buildings in the Asia-Pacific region<br />
require audit studies at least once a year for continuous improvement on the energy management front, thousands of trained<br />
energy auditors are required. Apparently there is a major gap between the demand for and supply of professionally trained auditors.<br />
Recognizing the need for energy management and energy auditing, the APO has been organizing energy management-related<br />
projects including training courses for past few years. A working manual on energy auditing has been developed as a result of this<br />
engagement. The present e-learning course on energy auditing will target emerging energy professionals from industries and<br />
governmental agencies and engineers who desire to become energy auditors. This four-day course will introduce the fundamentals<br />
of energy auditing and its methodology including preaudit planning, how to carry out audits, and postaudit follow-up activities. All<br />
108
participants will be provided with a free copy of the APO manual on energy auditing.<br />
Encouraged by positive feedback received in the past, this videoconferencing based e-learning course is offered using the World<br />
Bank’s Global <strong>Development</strong> <strong>Learning</strong> Network (GDLN) platform in three phases with the objective of training about 300 participants<br />
from 15 member countries. Participants who perform well will be given priority for further training in face-to-face overseas training<br />
courses including practical training in energy auditing.<br />
10. Modality of Implementation:<br />
The project will be implemented at GDLN/videoconference centers in the participating countries. The main faculty comprising<br />
two/three resource speakers will deliver presentations from India and Japan. In each phase of the course, there will be four or five<br />
country groups of 20 participants each. Each of the country groups will be moderated by a country project coordinator in each<br />
GDLN/videoconference center. The presentations of resource speakers will be interactive, involving exercises and case studies while<br />
allowing participants to raise questions. Each group of participants will make presentations to share their experience in energy<br />
auditing. An examination will be held at the end of course to assess performance of participants.<br />
11. Scope and Methodology:<br />
Scope<br />
a) What is an energy audit and why is it needed?<br />
b) Energy audits and management<br />
c) Energy audit reporting<br />
d) Instruments used in energy audits<br />
e) Preparation of audit worksheets for various types of industrial equipment<br />
f) Energy audit case studies<br />
g) Examination<br />
Methodology<br />
Online lectures, online discussions, online presentations of case studies, group discussions, site visit, question and answer sessions,<br />
local case studies, etc.<br />
12. Participants:<br />
a) Age: Preferably between 30 and 45 years.<br />
b) Education: University degree or equivalent qualification from a recognized institution.<br />
c) Present Position: Energy professional, industry manager especially from SMEs, building engineer/architect, energy<br />
manager/consultant, energy auditor.<br />
d) Experience: At least five years of experience in a related field.<br />
e) Language<br />
Proficiency:<br />
Proficiency in written and spoken English is essential.<br />
Note:<br />
Participants who perform well will be given preference for attendance at subsequent multicountry energy managementrelated<br />
APO projects.<br />
13. Financial Arrangements:<br />
a) To be borne by the APO<br />
i) All deputation costs for resource speakers to prepare presentation materials and deliver presentations from India and Japan.<br />
ii) Rental and other charges of the GDLN centers in <strong>Tokyo</strong> and other participating countries.<br />
iii) Honorarium for a local project coordinator in each of the participating countries, and transportation costs for field visits, if<br />
necessary.<br />
109
) To be borne by participating countries<br />
i) All other local implementation costs.<br />
14. Actions by participating member countries:<br />
Each participating country is requested to nominate up to 20 participants and submit their biodata (the first page of the APO biodata<br />
form only). Please ensure that candidates nominated meet the qualifications specified above.<br />
Participating countries will each identify a project coordinator from within the NPO or any other relevant organization with basic<br />
knowledge of energy management and energy auditing to coordinate and facilitate course activities at the local level. The<br />
coordinators will arrange field visits and moderate group discussions among the participants during the training course in<br />
consultation with the NPO and chief resource persons identified by the APO. The group discussions will include experience sharing,<br />
methodology of energy auditing, and review of e-learning sessions. Field visits will be arranged to enterprises where there is scope<br />
for conducting preliminary energy audits by the participants. Local project coordinators will also make all necessary arrangements<br />
with the local GDLN center.<br />
(signed)<br />
Shigeo Takenaka<br />
Secretary-General<br />
110
CASE STUDY 8: ISSUES IN ASIA AND THE INTERNATIONAL<br />
LABOUR ORGANIZATION<br />
1. Case Study Summary<br />
The ILO Public Seminar Series titled “Issues in Asia and the International Labour Organization” was organized<br />
to target the Japanese audience at TDLC. It was conducted using six lecture sessions, each of two hours<br />
duration, in collaboration with ILO <strong>Tokyo</strong> and Aoyama Gakuin University. The topics were different during<br />
every session. The session comprised of an introduction of the agenda by ILO <strong>Tokyo</strong> and a lecture from an ILO<br />
overseas expert, followed by a question and answer session via videoconferencing. GDLN was utilized to<br />
invite overseas resource speakers to participate in the event.<br />
This program registered 73 participants from a wide range of target groups such as Japanese universities,<br />
private companies, government institutions, research institutions, international organizations, and so forth.<br />
The TDLC channels contributed to enhancing the target group.<br />
The observed impacts were: awareness of ILO’s activities among Japanese students, awareness of ILO’s<br />
international development cooperation activities among the Japanese society, dialogue between the<br />
Japanese young generation and citizens, awareness of Japan’s labour issues among ILO non-Japanese<br />
experts, cost-effectiveness of the event and frequency, and encouragement for ILO Japanese experts<br />
overseas. There were some students who expressed their wish to be involved in ILO’s future activities. Thus<br />
this program effectively contributed to ILO’s PR activity.<br />
ILO <strong>Tokyo</strong> was satisfied with the result and continued to collaborate with TDLC to organize seminars in the<br />
same line.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Subjects<br />
ILO Public Seminar Series<br />
Issues in Asia and the International Labour Organization<br />
Partner’s content delivery type<br />
• Support ILO <strong>Tokyo</strong> on its activities and maximize the efficiency<br />
• Provide discussion opportunity on development agendas and hot topics to<br />
Japanese participants by use of a GDLN platform<br />
Provide ILO <strong>Tokyo</strong> with cost-effective platform to invite ILO experts in overseas and<br />
Japanese participants in <strong>Tokyo</strong><br />
Enable participants to explain the world trend on the selected agendas<br />
Enable participants to ILO’s role in the issues of selected agenda<br />
• International Labour Standards and their Supervisory Machinery<br />
• ILO’s Challenges in Asia<br />
• Child Labour<br />
• ILO’s Technical Cooperation Activity focused on Occupational Safety and<br />
Health<br />
• Gender Equality<br />
• ILO’s Crisis Response and Restoration / Reconstruction Activity including<br />
Experiences in Aceh, etc.<br />
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Program Organization<br />
Finance<br />
Program<br />
Initiator/Ownership<br />
Partner(s)<br />
Roles<br />
Achievement<br />
Evaluation<br />
Cost Model<br />
Total Budget<br />
TDLC Budget/input/cost<br />
<strong>Learning</strong> Method<br />
Duration<br />
Structure<br />
Frequency<br />
Target Audience<br />
Number of Audience<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
Beneficiary<br />
Achievement of Program Output<br />
Participants Feedback<br />
ILO <strong>Tokyo</strong><br />
ILO <strong>Tokyo</strong>, Aoyama Gakuin University<br />
TDLC: Provide technical service, TDLC studio as main venue, and recruited participants<br />
other than Aoyamagakuin University students.<br />
ILO <strong>Tokyo</strong>: Organize the course and provide resource speakers<br />
Aoyama Gakuin University: Send students<br />
Partner paid<br />
(N/A)<br />
Staff Time: 8 days<br />
Videoconferencing Lecture<br />
Each seminar is 2 hours long<br />
Each seminar comprised of (1) introduction of the agenda by ILO <strong>Tokyo</strong>, (2)Lecture<br />
from ILO Experts, and (3) Q&A.<br />
Session 1: October 29, 2009<br />
Session 2: November 5, 2009<br />
Session 3: November 12, 2009<br />
Session 4: November 19, 2009<br />
Session 5: December 3, 2009<br />
Session 6: January 7, 2010<br />
Aoyama Gakuin University students<br />
Japanese citizens<br />
73 (Registered no.)<br />
ILO <strong>Tokyo</strong>, Aoyama Gakuin University, TDLC<br />
Japan (main site) and ILO HQs at Geneva and Thailand<br />
Primary: ILO <strong>Tokyo</strong><br />
Secondary: Participants, Aoyama Gakuin University, ILO experts (Japanese and non-<br />
Japanese), etc.<br />
ILO <strong>Tokyo</strong> was satisfied with the result.<br />
No quantitative feedback data was collected<br />
3. Partnership<br />
The ILO Japan Office has been conducting some lectures at Aoyama Gakuin University, targeting students for<br />
promoting awareness among Japanese students about ILO’s activities. In order to extend this activity, TDLC<br />
was involved as a co-organizer to help increase the effectiveness by providing the venue and the<br />
videoconferencing network to connect <strong>Tokyo</strong> and ILO overseas experts. Mr. Hasegawa, a representative of<br />
ILO <strong>Tokyo</strong> commented that there were only two cases of a collaboration seminar series targeting university<br />
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students in ILO. The other one is ILO and Cornell University, USA. Thus this seminar series is a very<br />
important event for ILO.<br />
TDLC approached the ILO Office in <strong>Tokyo</strong> to collaborate on similar lines and organized several events with and<br />
without the videoconferencing connection, as a Public Seminar Series namely “Green Jobs and Global<br />
Economic Crisis”, “The Social Economy and the Decent Work Agenda for Africa”, “New Challenges and<br />
Responses in Global Labor Safety and Health“ and so forth. As such, TDLC contributed to awareness of<br />
activities of ILO among Japanese citizens.<br />
4. Achievement and Impact<br />
Awareness of ILO’s activities among Japanese students<br />
This program consisted of six sessions from October 2009 to January 2010 and introduced the various<br />
activities done by ILO. ILO has a rich stock of information of labour issues collected from all over the world. It<br />
is an important role for ILO <strong>Tokyo</strong> to give feedback regarding the result of its activities to the Japanese<br />
society. The agendas of the seminars are listed as follows:<br />
• 1 st session: International Labour Standards and their Supervisory Machinery<br />
• 2 nd session: ILO’s Challenges in Asia<br />
• 3 rd session: Child Labour<br />
• 4 th session: ILO’s Technical Cooperation Activity focused on Occupational Safety and Health<br />
• 5 th session: Gender Equality<br />
• 6 th session: ILO’s Crisis Response and Restoration/Reconstruction Activity including experiences in<br />
Aceh, etc.<br />
The videoconferencing seminar helped to expand the ILO <strong>Tokyo</strong> selection of resource speakers even abroad.<br />
This contributed immensely to raising to quality of the seminar because the best speakers could be arranged.<br />
A feedback questionnaire was administered among the participants from Aoyama Gakuin University and<br />
feedback was obtained from 22 students. Two of these students expressed, that they would like to be<br />
involved in ILO’s activities in future. There were many other positive comments, one of which was that the<br />
intellectual horizon was being broadened by learning about ILO’s activities all over the world, etc. This is a<br />
clear evidence of the impact upon the students. Thus TDLC provided an effective platform.<br />
Awareness of ILO’s international development cooperation activities among the Japanese society<br />
Japanese citizens are not interested in world labour issues but only in the domestic issues. ILO HQs have<br />
been putting pressure on ILO <strong>Tokyo</strong> to enhance the awareness of Japanese citizens with ILO’s activities in the<br />
area of supporting developing countries. This program was organized in line with that policy too and<br />
contributed.<br />
Platform of dialogue between Japanese young generation and citizens<br />
As an unexpected impact on ILO, it was found that students appreciated the opportunity given to them to<br />
listen to the views and opinions of other adults, experts and non students in the audience, on the<br />
development issues in the seminar. Almost all the students who responded to the questionnaire pointed out<br />
that it was useful to listen to other participants from outside. Mr. Hasegawa analyzed that the students were<br />
stimulated and learnt from the question and answer session between the ILO experts and Japanese<br />
participants, who had been involved in the international development cooperation activities and knew the<br />
issue well.<br />
Awareness of Japan’s labour issues to ILO non-Japanese experts<br />
ILO <strong>Tokyo</strong> has been making effort to make ILO non-Japanese experts take interests in Japan. This program<br />
was also utilized by those experts, to increase their awareness about Japan’s situation, by direct<br />
communication with Japanese citizens. One of the non-Japanese experts, who was invited as a speaker,<br />
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commented that it was a precious opportunity to speak to the Japanese audience because Japan is one of<br />
the important countries when it comes to labour issues.<br />
Improvement with Cost-effectiveness and frequency of events<br />
Before ILO <strong>Tokyo</strong> worked with the TDLC, they physically invited ILO experts from abroad and organized<br />
seminars. Mr. Hasegawa commented, it was far more cost-effective and the frequency of the seminars could<br />
be increased to use the distance learning modality. TDLC helped ILO <strong>Tokyo</strong> in organizing more activities<br />
within the same budget, by introducing a cost-effective way of organizing events.<br />
Encouragement for ILO Japanese experts abroad<br />
ILO <strong>Tokyo</strong> intentionally selected Japanese experts as resource speakers in the area where good Japanese<br />
experts were available. Three Japanese experts were invited as speakers in the program. (Table 8-1) This is to<br />
encourage and motivate Japanese experts, by letting them introduce their activities to Japanese citizens and<br />
getting feedback. One of the experts who made a presentation, appreciated the opportunity to speak to the<br />
Japanese audience.<br />
Table8-1: List Japanese speakers<br />
Session Name Title Presentation from<br />
1 st Session Mr. Shingo Miyake<br />
3rd Session Ms. Yoshie Noguchi<br />
4th Session Mr. Tsuyoshi Kawakami<br />
Legal Officer on International Labour Standards,<br />
NORMES<br />
Senior Legal Officer, IPEC: International<br />
Programme on the Elimination of Child Labour<br />
Specialist on Occupational Safety and Health, ILO<br />
Regional Office for Asia and the Pacific<br />
Geneva, Switzerland<br />
Geneva, Switzerland<br />
Bangkok, Thailand<br />
5. Reaching out to Japanese Citizens<br />
The main contribution of this program was publicizing the activities of ILO among Japanese citizens as well as<br />
students of Aoyama Gakuin Univ. The number of participants registered in Japan was 73 including 22<br />
students from Aoyama Gakuin Univ. They were from various groups such as Japanese university, private<br />
companies, governmental offices, international organizations, research institutions, etc.<br />
The actual number of attendees fluctuated between 20 and 50 depending on the session. Since Aoyama<br />
Gakuin Univ. did not certify this program a credit, students seemed not to be motivated to attend every<br />
session.<br />
Another program of the Public Seminar Series titled “Green Job” in February 2010 had 73 Japanese<br />
audiences, and “Social Economy in Africa” in November 2009 had 66 Japanese audiences. Mr. Hasegawa<br />
appreciated that they could invite audiences from new groups through TDLC’s channel that ILO could not<br />
communicate to before. This happened especially in finance related seminars. This contributed in enhancing<br />
ILO’s outreach within Japan.<br />
On the other hands, many of the students expressed in the feedback questionnaire that they faced the<br />
difficulty of a lecture in English without interpretation. In other seminars of ILO, one of the lecturer<br />
commented that he was not sure if the Japanese audience understood his presentation because no<br />
questions were raised. TDLC provids interpretation service when users so request. However, TDLC still can<br />
provide recommendation to users to consider interpretation service if they target Japanese audience.<br />
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6. TDLC Operational Cost Efficiency<br />
TDLC did not charge any videoconference service fees for the first four sessions as a pilot delivery. TDLC was<br />
not planning to use an interpreter for the English presentations, however many of students faced difficulty in<br />
understanding English presentations especially the questions and answers. Thus TDLC arranged an<br />
interpreter from the third session onwards when necessary and bore the cost.<br />
The total staff time spent on the program (session 1 to 6) was 8 days. Since there was very little coordination<br />
work with overseas sites, staff time required was less compared to other events in the partner’s content<br />
delivery type of program. The comparison simulation shows that this program required 1.3 days per session<br />
as compared to 2.6 days for the APO courses and 2.1 days for the FASID seminar. (Table 8-2 & Figure 8-1))<br />
Table 8-2: Comparison of staff time per session<br />
Issues in Asia<br />
and the ILO<br />
APO courses<br />
(2009)<br />
FASID Task Force<br />
Seminar<br />
(2009)<br />
Staff Time (days) 8 days 116 days 19 days<br />
No. of Sessions 6 45 9<br />
Staff Time/Session # 1.3 2.6 2.1<br />
3.0<br />
Staff Time/Session no.<br />
2.0<br />
1.0<br />
0.0<br />
ILO APO FASID<br />
Figure 8-1: Comparison of staff time per session<br />
7. TDLC Service Quality<br />
Mr. Hasegawa appreciated TDLC’s technical operational level saying that seminar was very smooth and with<br />
very few technical problems during the session. ILO had some experience in using other videoconferencing<br />
facilities in the past which were disturbed by technical failures. Further he commented that the<br />
communication with TDLC was efficient and there was no problem at all.<br />
ILO <strong>Tokyo</strong> has videoconferencing system too. However its room is small and used for only internal meetings.<br />
TDLC’s room was big enough and provided a good atmosphere to organize an open seminar, accommodating<br />
many people. This is one of the advantages in using TDLC for ILO <strong>Tokyo</strong>.<br />
8. Expectation to TDLC<br />
ILO <strong>Tokyo</strong> is going to continue the partnership with TDLC and will implement more seminars in the same line.<br />
In order to increase the cost-effectiveness further, they would like to expand the number of participating<br />
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sites such as universities within Japan. They expected TDLC to connect more domestic sites in the case of<br />
future events.<br />
ILO <strong>Tokyo</strong> also expected that TDLC could coordinate ILO and WB to collaborate in some cases like, arranging<br />
for speakers, etc. in order to enrich the future seminar content<br />
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CASE STUDY 9: STRENGTHENING DISASTER RISK MANAGEMENT<br />
IN EAST ASIA AND THE PACIFIC (DRM)<br />
1. Case Study Summary<br />
This program was implemented in collaboration with EAP Urban <strong>Development</strong> Sector Unit, EAP Disaster Risk<br />
management (DRM) Team, The World Bank, as one of the EAP Sector Management Unit Initiative Programs.<br />
The program aimed to support learning and knowledge sharing and it targeted participants in countries in<br />
the Asia and Pacific region, as well as staff working in country offices of the World Bank in the following three<br />
areas:<br />
• Post-disaster recovery planning and lessons learned<br />
• Risk financing and the World Bank’s new financial products<br />
• Local approaches to disaster risk management<br />
The program was made up of five videoconferencing sessions, each lasting three hours and accommodating<br />
five different agendas in the three areas mentioned in the above. A total of 407 participants from 11<br />
countries have successfully completed the program. TDLC effectively supported the DRM team by<br />
coordinating with all World Bank country offices and DLCs in the target countries, identifying resource<br />
speakers in Japan, technical assurance of the videoconferencing network connection, preparation and<br />
maintenance of the “Session post production package”, and so forth.<br />
The DRM team was satisfied with the result and appreciated TDLC’s high quality of coordination work. This<br />
program is an example of the contribution that is made by TDLC to the World Bank’s operation in<br />
disseminating the knowledge accumulated by the DRM team and its counterparts to target audiences in the<br />
Asia Pacific region in a cost-effective manner. Based on its reputation of successful achievement, TDLC has<br />
been built into the World Bank’s operation to provide a cost-effective platform for knowledge sharing and<br />
TDLC will take care of 3 EAP Sector Management Unit Initiative Programs in 2010.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Strengthening Disaster Risk Management in East Asia and the Pacific (DRM)<br />
Strengthening Disaster Risk Management in East Asia and the Pacific (DRM)<br />
Structured Training Course<br />
• Support DRM Team to disseminate the knowledge of disaster risk management<br />
related issues.<br />
• Enhance integration of GDLN into Bank’s operation<br />
• Exposing/dissemination of Japanese experiences and expertise<br />
• Provide DRM Team with cost-effective platform for knowledge sharing and<br />
support maximize the impact of the program.<br />
• Utilize of DLC network for contributing to formulation of seminar<br />
contents/participants<br />
To understand (1) Post-disaster recovery planning and lessons learned, (2) Risk<br />
financing and the World Bank’s new financial products, and (3) Local approaches to<br />
disaster risk management.<br />
Session 1: To understand post-disaster recovery planning, aiming to share country<br />
experiences of past recovery programs from severe natural disasters and draw lessons<br />
to improve future recovery planning.<br />
Session 2: To understand an overview of Disaster Risk financing, aiming to promote<br />
117
new product lines in risk mitigation and risk finance and transfer and share the<br />
experiences of the WB financed risk reduction and risk finance project<br />
Session 3: To understand the Climate Resilient Cities Primer.<br />
Session 4: To understand the most critical decisions in post-disaster housing and<br />
community reconstruction and emerging best practices and related policy and<br />
institutional reforms.<br />
Session 5: Have a general understanding of CBDRM concepts, be aware of new<br />
initiatives on CBDRM by East Asian Governments and NGOs, and draw lessons of how<br />
to advocate for and apply principles of CBDRM across different contexts and levels of<br />
society.<br />
Session 1: Lessons learned and knowledge sharing seminar on Post-disaster Recovery<br />
Planning<br />
Session 2: Introduction to Catastrophe Risk Financing Frameworks<br />
Subjects<br />
Program Organization<br />
Initiator<br />
Partner(s)<br />
Roles<br />
Finance<br />
Cost Model<br />
Total Budget<br />
TDLC Budget/input/cost<br />
Source of Funding<br />
Program<br />
<strong>Learning</strong> Method<br />
Duration<br />
Structure<br />
Frequency<br />
Achievement<br />
Target Audience<br />
Session 3: Local Government Approaches to Disaster Risk Management: Climate<br />
Resilient Cities<br />
Session 4: Housing and Community Reconstruction after Natural Disasters<br />
Session 5: Community-based Disaster Risk Management<br />
WB the East Asia and Pacific Disaster Risk Management (DRM) Team<br />
EAP Urban <strong>Development</strong> Sector Unit, EAP Disaster Risk management Team, The World<br />
Bank<br />
TDLC: Design program, provide technical service and site coordination,<br />
DRM Team:<br />
Partner paid<br />
26,079 USD<br />
Staff Time: 60 days<br />
Cost:<br />
WB<br />
Videoconferencing Lecture (With session post production package)<br />
7 months (December 2008 – June 2009)<br />
Each session was 3 hours long.<br />
Presentation, Q&A and discussion<br />
*This program was implemented once.<br />
Central Government officials and professionals from various ministries & agencies<br />
National / sub-national and community level officials and planning agencies<br />
University faculty and students<br />
Private sector practitioners<br />
Civil society groups<br />
Donors and NGOs<br />
World Bank Staff in country offices<br />
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Evaluation<br />
Number of Audience<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
Beneficiary<br />
Achievement of Program Output<br />
Participants Feedback<br />
407 (accumulative no. of all sessions)<br />
WB country offices, DLCs<br />
11 countries (Australia, China, Indonesia, Japan, Lao, Philippines, Thailand, Vietnam,<br />
India, Switzerland and Turkey)<br />
Primary: Participants, WB DRM Team, DRM forcal points in each WB Country Offices,<br />
Partner organizations<br />
Secondary: Participants, local communities, local government, etc.<br />
WB DRM Team was satisfied with the result.<br />
Contribution of Japanese resources i.e. Hyogo Prefecture, Kobe city, UN and regional<br />
based organizations in Japan<br />
Number of resource institutions to be used throughout the seminar series: 16<br />
About 80% of participants answered that;<br />
-this seminar series was relevant to organization and/or country’s need<br />
-overall usefulness of this activity is very positive.<br />
3. Partnership<br />
Since 2007, the World Bank has been collaborating with GDLN-AP in several learning programs in a<br />
systematic manner under the title of “EAP Sector Management Unit Initiative Programs”. The way this works<br />
is that the World Bank EAP group makes a list of selected programs to be implemented by collaborating with<br />
GDLN once a year by collecting proposals from sector units. After the selection at EAP, this list is then given<br />
to the GDLN-AP Governing Committee via GDLN AP secretariat. The secretariat coordinates DLCs in the<br />
region in order to decide these programs to appropriate DLCs as a leading DLC for each listed program<br />
through a selection process and then preparation begins by communicating between the sector<br />
management unit and the leading DLC. The DRM program was implemented in 2008 as one of these EAP<br />
Sector Management Unit Initiative Programs.<br />
TDLC took care of 3 such EAP Sector Management Unit Initiative programs in 2007, 1 program in 2008, 1<br />
program in 2009 and all were successfully completed. Based on this experience and the reputation of TDLC,<br />
TDLC will implement 3 programs collaborating with EAP sector management units in 2010. This means that<br />
TDLC has now been built into the World Bank’s operation in order to support the provision of a cost-effective<br />
platform for knowledge sharing.<br />
4. Achievement and Impact<br />
Cost-effective platform to support World Bank’s operation<br />
The task team leader of the program in the DRM team commented that it was cost-effective to use the TDLC<br />
service to deliver the course in distance learning mode because the logistics work is particularly timeintensive<br />
in distance learning mode. In order to maximize the power of a small number of experts and staff<br />
in the team to contribute to society, it was necessary to make the most of the expertise of the team. If the<br />
team had to do everything, it would be a time consuming and have a negative impact on the team’s other<br />
activities.<br />
Reputation of TDLC among the World Bank DRM Team<br />
The team appreciated the contribution from TDLC to the success of the program. The task team leader of<br />
the program in the team commented that they were satisfied with the evaluation feedback from participants<br />
and what had been achieved in the program. TDLC supported the team by providing a one-stop shopping<br />
service to coordinate all the participating DLCs in the region and they dealt with various requests from the<br />
119
team in an efficient manner. Since the World bank DRM team used GDLN for the first time to deliver the<br />
distance learning program and did not know about GDLN, TDLC made its role clear so that the team could<br />
concentrate on what they had to do as organizers. TDLC made a significant effort to really understand what<br />
the team wanted to achieve and make sure to do everything they could help realize the team’s objectives.<br />
In the end, the program was successfully completed and the team was happy with the result. The team has<br />
decided to collaborate with TDLC for the same line of programs again in 2010. TDLC has as a result<br />
encouraged the World Bank team to shift some of their programs to a more cost-effective distance learning<br />
mode.<br />
Expansion of the reach<br />
A total of 407 participants from 11 countries took part in this program.(Table 9-1) they were located in 8<br />
countries in the EAP region, 1 country in the SAR region, and 2 countries in ECA regions. The specific<br />
countries covered were:<br />
• EAP region: Australia, China (Beijing, Ningbo, Sichuan), Indonesia, Japan (TKY, Hyogo), Lao,<br />
Philippines, Thailand and Vietnam (Hanoi, HCMC) ,<br />
• SAR region: India,<br />
• ECA region: Switzerland and Turkey<br />
The disaster agenda covers issues that cross sectors and so it was very useful that the program could involve<br />
participants from several different sectors. The task team leader of the program in the team commented<br />
that the session was effective because it enabled a variety of experts to share their experiences of many<br />
different countries in a cost-effective manner by allowing them to get together using a videoconferencing<br />
network. In this way, it extended the community of practice to include participants form a variety of<br />
different sectors including urban, finance, rural, environment, social development, etc.<br />
Table 9-1: Number of participants<br />
No. of<br />
Participants<br />
Site<br />
1st Session 88 9 sites in 6 countries<br />
2 nd Session 76 7 sites in 6 countries<br />
3 rd Session 101 6 sites in 6 countries<br />
4 th Session 75 9 sites in 7 countries<br />
5 th Session 67 5 sites in 5 countries<br />
TOTAL 407<br />
Presentation materials as well as a video recording of the sessions, and a session summary were uploaded on<br />
the TDLC website as a “Session post production package” thus extending the reach of the program that can<br />
contribute to lasting the impacts of such knowledge sharing type of session.<br />
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Figure 9-1: Session post production package<br />
Establishment of Community of Practice<br />
The task team leader of the program in the team provided some additional evidence as to the impact of the<br />
program by describing how some of the participants and a governmental agency involved continued their<br />
dialogue after completion of the program in the Philippines. The Indonesian coordinator also confirmed that<br />
a community of practice has emerged in Indonesia led by program participants and involving participants in a<br />
variety of different sectors like the urban, rural, environment, development sectors, and macroeconomic. He<br />
further commented that the advantage of having such worldwide/regional exchange via GDLN was that the<br />
network of practice could use the events to invite new participants and benchmark the level of their<br />
practices vis-a-vis other countries.<br />
5. TDLC Operational Cost Efficiency<br />
TDLC received 7,748 USD through the implementation of this program from a total of 26,079 USD which was<br />
the gross revenue generated by this program. This program also contributed 2,607 USD to GDLN-AP. (Table<br />
9-2)<br />
Table 9-2: Revenue from the program<br />
TOTAL<br />
Gross revenue (USD) $26,079<br />
Expenses in overseas sites (USD) and<br />
other service providers<br />
$ 15,724<br />
Commission to GDLN-AP (USD) $2,607<br />
TDLC net revenue (USD) $ 7,748<br />
The ratio of the net revenue against gross revenues was as high as 29.7% 26 . This program contributed 7.7%<br />
of the annual net revenue from VC service, while APO contributed 42.5% and FASID contributed 5.2% in<br />
2008. (Table 9-3)<br />
26 Net revenues which leading DLCs generate in a typical program to serve to EAP Sector Management Units are<br />
estimated to be 15-20% of the gross revenues. In the discussed DRM program of TDLC, TDLC supplied additional<br />
services, such as MCU hub services and webstreaming, which increased the value of a package product, hence the net<br />
revenues were increased.<br />
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Table 9-3: Comparison of Revenues<br />
DRM<br />
APO FASID<br />
(2008) (2008)<br />
A Gross revenue (USD) $26,079 $290,065 $8,720<br />
B Net revenue (USD) $7,748 $42,510 $5,240<br />
C Ratio of TDLC’s revenue (B/A) 29.7% 14.7% 60.1%<br />
D<br />
E<br />
Ration against annual net revenue from VC<br />
service (B/E)<br />
TDLC Total annual net revenue from VC<br />
service in 2008 (USD)<br />
7.7% 42.5% 5.2%<br />
$100,115<br />
Ratio against annual net revenue (2008)<br />
7.7%<br />
5.2%<br />
44.6%<br />
42.5%<br />
DRM<br />
FASID<br />
APO<br />
Others<br />
Figure 9-2: Programs’s contribution to the annual gross and net revenue<br />
A comparison of staff time efficiencies with the other two cases of APO and FASID shows that staff time per<br />
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.<br />
Looking at staff time per gross revenue, it required 18.4 hours input to generate 1,000USD of gross revenue<br />
for DRM, while it only required 3.2 hours for APO and 13.5 hours for FASID in 2009. Applying the same<br />
calculation to staff time per net revenue, 62.0 hours of staff time input was required to generate 1,000 USD<br />
net revenue for DRM, while 14.3 hours was required for APO and 18.7 hours for FASID. From this analysis of<br />
staff time efficiency, it is obvious that the DRM program required much more staff time to generate a specific<br />
income compared with the APO and FASID courses.<br />
122
Table 9-4: Comparison of staff time efficiency<br />
DRM(2008) APO(2009) FASID(2009)<br />
A Staff Time 60 days 116 days 19 days<br />
B No. of VC sessions 5 45 9<br />
C TDLC Gross revenue (USD) $26,079 $290,393 $11,273<br />
D TDLC Net revenue (USD) $7,748 $64,880 $8,125<br />
E<br />
Staff time/Session (A/B)<br />
12.0 days<br />
/session<br />
2.6 days<br />
/session<br />
2.1 days<br />
/session<br />
F<br />
Staff time/Gross revenue<br />
(Ax8/Cx1,000)<br />
18.4 hours<br />
/$1,000<br />
3.2 hours<br />
/$1,000<br />
13.5 hours<br />
/$1,000<br />
G<br />
Staff time/Net revenue<br />
(hours/1,000USD)<br />
62.0 hours<br />
/$1,000<br />
14.3 hours<br />
/$1,000<br />
18.7 hours<br />
/$1,000<br />
* E: Staff time (days) required for conducting a session<br />
* F: Staff time (hours) required to receive 1,000USD gross revenue<br />
* G: Staff time (hours) required to receive 1,000USD net revenue<br />
70.0<br />
60.0<br />
50.0<br />
40.0<br />
30.0<br />
20.0<br />
10.0<br />
0.0<br />
18.4<br />
12.0<br />
13.5<br />
2.6 2.1 3.2<br />
62.0<br />
18.7<br />
14.3<br />
DRM<br />
APO(2009)<br />
FASID(2009)<br />
Figure 9-3: Comparison of staff time efficiency<br />
6. TDLC Service Quality<br />
The task team leader of the program in DRM team was fully satisfied with the quality of service provided by<br />
TDLC which has led to a further booking of two more DRM programs to be given in collaboration with TDLC in<br />
2010.<br />
Tasks carried out by TDLC include the following:<br />
• All the coordination work with participating DLCs through a point of contact in each of the<br />
participating countries on the necessary preparation work such as booking the facility, preparation of<br />
the materials to be distributed, recruiting participants and identification of resource speakers,<br />
preparation of venues, etc.<br />
• Pedagogical advice including the basic instructional design of the program, course structure design,<br />
preparation of the session running order, etc.,<br />
123
• Documentation such as preparation of course flyer, etc.,<br />
• Identification and arrangement of resource speakers in Japan,<br />
• Provision of technical support in preparing appropriate room environment, making effective<br />
presentation materials, conducting effective on-site facilitation to Indonesia site (WB Country Office)<br />
• Technical assurance of videoconferencing network including monitoring of connection during the<br />
session<br />
• Support of non English speaking participants by using “Dual Language Videoconferencing Unit 27 ”<br />
videoconferencing system,<br />
• Preparation and maintenance of the “Session post production package” including resource materials,<br />
session summary, reference links, and video recording of the session,<br />
• Preparation of the evaluation report collating the feedback questionnaires received from the<br />
participants after the program.<br />
• Payment arrangement (invoicing and financial transactions) with far sties.<br />
The DRM team appreciated that all the communications with TDLC were clear and that TDLC staff were very<br />
responsible. Documentation work such as the flyer made by TDLC was also appreciated. TDLC functioned as<br />
a one- stop shopping service window so that the DRM team didn’t need to communicate with each DLC.<br />
Since the number of DRM team members is small, this was really of help to them. For example, a video<br />
recording of each session was uploaded on the Web after the session. The DRM Team found that this video<br />
was too long and so were worried that not many people would watch it. So they asked TDLC to prepare a<br />
summary note of each session of the program on the Web to quickly show the outline of the session, TDLC<br />
responded immediately to this request. The DRM Team was fully satisfied with TDLC’s contribution to this<br />
program.<br />
The technical support given to Indonesia WB country office was particularly appreciated by them. The<br />
comments received from the program coordinator in Indonesia included:<br />
• TDLC supported the WB Country Office by conducting a test connection during the preparation<br />
process. TDLC even spent time on a rehearsal for the Indonesia site and improved the layout,<br />
lighting, sound quality, etc. so that potential problems were minimized.<br />
• The running order created by TDLC was clear and useful in its identification of the roles and timing<br />
for the WB Country Office.<br />
• TDLC supported local speakers from Indonesia by providing a participants list and resource materials<br />
well in advance. This was appreciated by speakers because it was useful in helping them to fine tune<br />
their presentations.<br />
• The quality of TDLC’s work as the main coordinator of the event was excellent. TDLC played an<br />
important role in managing the session in an effective way.<br />
TDLC identified and arranged Japanese recourse persons to present the recovery procedures in the aftermath<br />
of the Kobe earthquake and the Asian tsunami in the 1st session and contributed to the quality of session.<br />
The Officer of the country Office appreciated this contribution by TDLC because the identification of speakers<br />
was always a difficult task for the team. The officer in Indonesia also commented that the resource speakers<br />
from Japan were good, appropriate for the topic and that they contributed to the enrichment of the event.<br />
7. Expectation to TDLC<br />
Most participants were recruited by the country office using existing WB channels and the DLC did not<br />
contribute to enhancing the variety of participants. The DRM team was not fully satisfied in this aspect .<br />
The DRM Team expected a more active role on the part of TDLC to mobilize Japan’s knowledge and<br />
experience to enrich the program and enhance the human network within Japan in this field.<br />
The officer in Indonesia commented that the level of discussion might have been deeper if more background<br />
information about the participants and the resource speakers had been provided.<br />
27 Dual Language Videoconferencing Unit: A function to accommodate two languages to run simultaneously in one<br />
conference.<br />
124
Attachment 9-1: Flayer of the Strengthening Disaster Risk Management in East Asia and the Pacific (DRM) 5 th<br />
Session<br />
125
CASE STUDY 10: AN INTER-REGIONAL KNOWLEDGE SHARING<br />
SERIES ON AVIAN AND HUMAN INFLUENZA (AHI)<br />
1. Case Study Summary<br />
This program was the first program based on collaboration with the World Bank team. TDLC’s role was to act<br />
as main coordinator of the event providing as one stop window to the World Bank program coordinator by<br />
taking responsibility for coordinating all participating sites in the preparation process, identifying resource<br />
speakers in Japan and taking care of the network connection. TDLC provided efficient event management<br />
showing a high level of technical and coordination skill and contributing to the success of the program. This<br />
success resulted in the establishment of an official collaboration framework between GDLN and World Bank<br />
EAP sector management units.<br />
The program was made up of five videoconferencing sessions that took place from July 2006 to March 2008,<br />
each lasting three hours and accommodating different agendas to address AHI issues. About 500 participants<br />
from 19 countries joined the program and shared knowledge on the topic of AHI. GDLN provided a platform<br />
for continuous dialogue in a difficult situation and proved that GDLN could provide a solution to cope with<br />
such difficult global issues.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Subjects<br />
Program Organization<br />
Initiator<br />
Partner(s)<br />
Roles<br />
An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza (AHI)<br />
An Inter-Regional Knowledge Sharing Series on Avian and Human Influenza xth session<br />
Partner’s content delivery type<br />
• Support WB Sector Team to disseminate the knowledge of Avian and Human<br />
Influenza related issues.<br />
• Enhance integration of GDLN into Bank’s operation<br />
• Take up hot topics/just-in-time topic to share experiences and good practices<br />
and lessons that have been learned among concerned parties about<br />
emergency responses, prevention measures, etc. to deal with the epidemic.<br />
Provide WB Sector Team with cost-effective platform for knowledge sharing and<br />
support maximize the impact of the program.<br />
The seminars will provide for an exchange of knowledge, a review of progress in<br />
specific countries, and the sharing of experiences and good practices and lessons that<br />
have been learned.<br />
Session 1: The importance of Integrated Country Programs in the Fight Against Avian<br />
and Human Influenza<br />
Session 2: Communications Planning<br />
Session 3: Compensation Policies: Issues and Good Practice<br />
Session 4: Vaccination of Poultry Policies: Issues and Good Practice<br />
Session 5: Vaccination Against Avian Influenza: Issues and Strategies Within the<br />
Context of an Overall Control Program<br />
WB EAP sector group<br />
WB EAP sector group<br />
TDLC: Design program, provide technical service and site coordination<br />
126
EAP:<br />
Finance<br />
Program<br />
Achievement<br />
Evaluation<br />
Cost Model<br />
Total Budget<br />
TDLC Budget/input/cost<br />
Source of Funding<br />
<strong>Learning</strong> Method<br />
Duration<br />
Structure<br />
Frequency<br />
Target Audience<br />
Number of Audience<br />
Intermediaries<br />
Number of Participation<br />
Coverage<br />
Beneficiary<br />
Achievement of Program Output<br />
Participants Feedback<br />
Partner paid<br />
Not known<br />
Staff Time: 67 days<br />
WB<br />
Videoconferencing Lecture<br />
9 months (July 2006 – March 2008)<br />
Each session was 3 hours long.<br />
Presentation, Q&A, and discussion<br />
*This program was implemented once.<br />
Government officials, development officials form assistance organizations, donors,<br />
NGOs and research institutions, etc.<br />
About 500 (accumulative no. of all sessions)<br />
WB country offices, DLCs<br />
19 Countries (Bangladesh, Cambodia, China, Egypt, Ethiopia, France, Indonesia, Italy,<br />
Japan, Kenya, Lao PDR, Nigeria, Nigeria, Romania, Switzerland, Thailand, Turkey, USA,<br />
and Vietnam<br />
Primary: WB Sector Team<br />
Secondary: Participants, etc.<br />
WB Sector Team was satisfied with the result.<br />
Participants appreciated its timely and important agendas<br />
3. Partnership<br />
This Program was the first program where TDLC and the World Bank EAP sector group worked together in<br />
2006 and it opened up a new partnership. As TDLC’s contribution proved to be satisfactory to the client, it<br />
led to an increase in subsequent collaboration and since then, TDLC has been collaborating with the EAP<br />
sector groups in the framework of “EAP Sector Management Unit Initiative Programs”.<br />
4. Achievement and Impact<br />
Unique platform provided by GDLN<br />
GDLN provided an effective learning and discussion platform which allowed institutions, governments,<br />
donors, NGOs, and others to hold regular discussions on high priority topics related to AHI preparedness.<br />
This series of sessions involved a total of about 500 participants and contributed towards the way in which<br />
society coped with a difficult global issues facing humankind.(Table 10-1)<br />
127
Table 10-1: List of sessions<br />
Date<br />
1st Session<br />
(Jul. 12, 2006)<br />
2 nd<br />
(Sep. 26, 2006)<br />
3 rd<br />
(Feb. 13, 2007)<br />
4 th<br />
(Oct. 17, 2007)<br />
5 th<br />
(Mar. 19, 2008)<br />
Topic<br />
The importance of Integrated Country Programs in the Fight<br />
Against Avian and Human Influenza<br />
No. of<br />
Participants<br />
No. of participating<br />
countries<br />
(observing countries)<br />
81 6 (+1)<br />
Communications Planning 250 11 (+8)<br />
Compensation Policies: Issues and Good Practice unknown 9 (+4)<br />
Vaccination of Poultry Policies: Issues and Good Practice 30 6 (+1)<br />
Vaccination Against Avian Influenza: Issues and Strategies Within<br />
the Context of an Overall Control Program<br />
TOTAL 469<br />
108 8 (+1)<br />
GDLN was in a unique position with its global videoconferencing network to support this important work. In<br />
such an environment where international travel was difficult due to avian flu, this program contributed in<br />
several ways (1) it was able to provide support to an urgent agenda in fast and efficient manner, (2) it allowed<br />
experts from different parts of the world to meet without traveling, (3) it facilitated continuous discussion<br />
over a period of almost two years.<br />
This program involved great many experts from concerned organizations as the resource group.(Table 10-2)<br />
In addition, many AHI specialists and senior officials from participating countries joined the discussion. They<br />
shared knowledge through the discussion contributed to addressing problems in participating countries.<br />
128
Table 10-2: List of resource groups<br />
International Organizations:<br />
United Nations<br />
World Health Organization<br />
UNICEF<br />
ASEAN Secretariat<br />
World Fund for Animal Health and Welfare<br />
International Food Policy Research Institute<br />
Food and Agriculture Organization<br />
World organisation for animal health<br />
World Bank<br />
USA:<br />
China:<br />
Indonesia:<br />
Lao PDR:<br />
Thailand:<br />
Vietnam:<br />
Turkey:<br />
<strong>Center</strong>s for Disease Control and Prevention<br />
<strong>Center</strong> for Disease Control and Prevention<br />
Komnas FBPI<br />
Ministry of Health<br />
<strong>Center</strong> for Information and Education on Health<br />
Ministry of Public Health<br />
Ministry of Agriculture and Rural <strong>Development</strong><br />
Ministry of Health<br />
Ministry of Agriculture and Rural Affairs<br />
Ministry of Health<br />
Etc.<br />
Serious problems like AHI are unpredictable and often occur without warning. GDLN is in a particularly good<br />
position to cope with such serious global issues not only because of the effective service it offers – but also<br />
because it is in a constant state of readiness, available and willing to provide a global platform for the<br />
exchange of know-how and skills. Japan should keep this effective tool by maintaining TDLC as a node in this<br />
global dialogue network.<br />
Cost-effective platform to support World Bank’s operation<br />
It is obvious that this program saved enormous costs for traveling and accommodation for many experts from<br />
various different countries. The WB program coordinator also commented that these distance learning<br />
sessions were cost-effective when compared with face-to-face programs especially as travel costs were<br />
minimized. Even if such a program is carried out in face-to-face, certain disadvantages are worth noting:<br />
• It can take longer to prepare and arrange trips and accommodation which makes it difficult to cope<br />
with urgent issues.<br />
• The selection of the best resource speakers can be challenging due to the difficulties often faced<br />
when trying to find a common time for such international trips amongst busy experts.<br />
• It can be difficult to share real time information.<br />
• It can take time to transfer information to the countries where participants come from.<br />
• Such face-to-face events are often once-off events allowing little opportunity for follow-up.<br />
This means that using GDLN is not only cost-effective but it also has certain advantages when compared to<br />
face-to-face mode for the afore-mentioned reasons.<br />
Reputation of GDLN among the World Bank Team<br />
129
As this was the first trial in collaboration with the World Bank, TDLC worked particularly hard to function as a<br />
One Stop Service <strong>Center</strong> for the client. The WB program coordinator appreciated the fact that the event was<br />
successful with many experts from various countries communicating and sharing the rich experience of Asian<br />
countries with African and Latin American counties. It was also judged to be timely. Logistical coordination<br />
by TDLC was considered to have been perfect and very professional and all support was provided in a timely<br />
and efficient manner, according to the coordinator<br />
The WB program coordinator further added that the success of this program contributed to the promotion of<br />
GDLN in the Bank. Such a good reputation was established amongst the team members and TDLC that it<br />
contributed toward establishing a collaboration framework between GDLN and WB EAP sector groups later.<br />
Technical capacity development of TDLC<br />
Since this program was the first program with the World Bank, TDLC requested that a technical coordinator<br />
from the World Bank be assigned to assist TDLC. Initially, event design such as creating the running order,<br />
the creation of materials on how to make an effective presentation via videoconferencing, etc., was the<br />
responsibility of TDLC. TDLC coped with any technical problems in an efficient way and learned how to<br />
manage the event effectively, which included making a running order, scheduling the event, moderating the<br />
session, monitoring the network connection, and so forth. The technical coordinator evaluated TDLC staff as<br />
being open to suggestions, able to learn very quickly, and eventually managed the session quite well.<br />
5. TDLC Service Quality<br />
TDLC intended to learn from this pilot program, however from the beginning, TDLC showed its high level of<br />
technical and coordination capability. The World Bank technical coordinator evaluated TDLC’s technical<br />
capability as being superb. It was further added that the program was successful due to TDLC’s work and<br />
everyone was happy with TDLC’s quality of service.<br />
6. Expectations to TDLC<br />
The WB program coordinator expressed a number of recommendations to TDLC based on the experience of<br />
working with TDLC for this program.<br />
• It was appreciated that TDLC identified good resource speakers. However TDLC could be further<br />
involved in content development and fine tuning by better understanding countries’ needs and<br />
demands.<br />
• GDLN was not yet fully utilized for the World Bank’s operation at that time. GDLN was advised to<br />
advertize its activities to World Bank people utilizing opportunities like the Brown Bag Lunch<br />
sessions, etc.<br />
• World Bank has its own videoconferencing network and can use it free of charge. GDLN is rather<br />
expensive in comparison. This means that high quality coordination work is expected of GDLN.<br />
130
Attachment 10-1: Flyer of the An Inter-Regional Knowledge Sharing Series<br />
on Avian and Human Influenza (AHI) 5 th Session<br />
131
CASE STUDY 11: SHANGHAI DLC DISTANCE LEARNING SEMINAR<br />
SERIES<br />
1. Case Study Summary<br />
This program is one of the cases where TDLC was invited to take part in a program, which was organized by<br />
GDLN DLC. About 90% of TDLC programs have been initiated by TDLC or one of TDLC’s partners where TDLC<br />
has recruited participating DLCs. In these cases, TDLC has been creating business for DLCs. At the same time,<br />
other DLCs have also been creating business for DLCs. About 10% of TDLC programs have been generated in<br />
this way.<br />
This program was initiated and organized by the Shanghai DLC (Shanghai National Accounting Institute<br />
(SNAI), Asia-Pacific Finance <strong>Development</strong> <strong>Center</strong>). Shanghai DLC is one of the DLCs, which collaborates a<br />
great deal with TDLC. TDLC was invited to join the program as well as being requested to provide a hub<br />
service to connect participating DLCs in the region by videoconferencing. The series of events were<br />
successfully completed and feedback from participants was generally good. TDLC’s contribution was much<br />
appreciated by the organizer, Shanghai DLC. TDLC, as a member of GDLN, contributed to the success of the<br />
program and supported it by providing an effective input to the seminar and network hub service. TDLC<br />
functioned as a window in Japan to the world and enabled Japanese citizens to participate in the<br />
international discussion. If there had not been a TDLC in Japan, such an opportunity to input a Japanese<br />
perspective would not have been possible.<br />
2. Basic Data Table<br />
Program Title<br />
Course/event Title<br />
Type<br />
Objectives<br />
<strong>Development</strong> Objective<br />
Program Output<br />
<strong>Learning</strong> Objective<br />
Subjects<br />
Shanghai DLC Distance <strong>Learning</strong> Seminar Series<br />
Shanghai DLC Distance <strong>Learning</strong> Seminar Series Seminar x<br />
Seminar<br />
• Provide Japanese participants with open seminar series to learn about other<br />
countries experiences and countermeasures and discuss about possible<br />
solutions to improve Asian economies regulatory capacity and contribute to<br />
strengthening financial systems in the region.<br />
• Demonstrate Japanese experiences<br />
• To come up with the possible solutions to improve Asian economies’<br />
regulatory capacity and contribute to strengthening financial systems in the<br />
region.<br />
• To bring Japanese expert in as one of the speakers<br />
• To assure vc technical assistance throughout the seminar series<br />
To seek possible solutions to improve Asian economies’ regulatory capacity and<br />
contribute to strengthening financial systems in the region.<br />
1. Seminar I Wall Street Financial Crisis: <strong>Development</strong> Trends and Countermeasures of<br />
the Asian Economies Unexpected impact<br />
2. Seminar II How to Survive the Economic Crisis: Challenges toward Proactive Fiscal<br />
Policy<br />
3. Seminar III Regulation and Deregulation of the Financial System: What Role to Play<br />
in the Crisis?<br />
4. Seminar IV Subnational Debt Management<br />
Workshop SMEs Financing in the Asia-Pacific Region: Crisis and Countermeasures”<br />
5. Workshop on “SMEs Financing in the Asia-Pacific Region: Crisis and<br />
Countermeasures”<br />
132
Program Organization<br />
Finance<br />
Program<br />
Target<br />
Evaluation<br />
Initiator<br />
Partner(s)<br />
Roles<br />
Cost Model<br />
Total Budget<br />
TDLC Budget/input/cost<br />
Source of Funding<br />
<strong>Learning</strong> Method<br />
Shanghai DLC<br />
Shanghai DLC<br />
TDLC: Recruiting participants, identifying resource speakers, and provide technical hub<br />
service<br />
Shanghai DLC: organize the program<br />
TDLC cost recovery<br />
N/A<br />
Staff Time: 15 days<br />
TDLC<br />
Videoconferencing Seminar<br />
Duration 8 months (November 2008 – June 200)<br />
Structure<br />
Frequency<br />
Target Audience<br />
Videoconferencing Seminar<br />
Number of Audience More than 100<br />
Intermediaries<br />
Coverage<br />
Beneficiary<br />
Achievement of Program Output<br />
Participants Feedback<br />
*This program was implemented once<br />
Officials, scholars and business executives<br />
DLCs<br />
5 countries (Australia, China, Indonesia, Japan, Thailand)<br />
Primary: Participants at TDLC<br />
Secondary: Participants at other sites, etc.<br />
Shanghai DLC was satisfied with the result.<br />
Number of seminars conducted with more than 100 outreach<br />
Japanese experts contribution to the Workshop<br />
Active feedback from a Japanese participant<br />
Most of the participants were satisfied with the program.<br />
3. Achievement and Impact<br />
Input from Japan to the agenda<br />
As a participating country, Japan provided significant input in the “Workshop on SMEs Financing in the Asia-<br />
Pacific Region: Crisis and Countermeasures”. The workshop was made up of 11 sessions in 2 days<br />
accommodating various case studies on the financing of SMEs in crisis in the Asia Pacific region from<br />
countries such as China, Australia, Thailand, Indonesia as well as Japan.(Table 11-1) A resource speaker from<br />
Japan provided a description of the situation in Japan with a presentation entitled “SMEs Financing amid the<br />
Financial Crisis: The case of Japan”. If there had not been a TDLC in Japan, such an opportunity to input a<br />
133
Japanese perspective in this agenda would not have been possible. In this way, TDLC facilitated the<br />
participation of Japan as a member of the global community in this international discussion.<br />
Table 11-1: List of topics and resources<br />
Session Topics Resource<br />
1<br />
SMEs Financing in the Asia-Pacific Region amid the Financial Crisis:<br />
Status, Challenges and Trends<br />
2 Panel Discussion: Challenges facing SMEs Financing amid the Crisis<br />
Pacific Economic Cooperation Council (PECC)<br />
PECC<br />
Asian <strong>Development</strong> Bank<br />
Hong Kong SME Forum etc.<br />
3 Government’s Role in SMEs Financing amid the Crisis Asian <strong>Development</strong> Bank<br />
4 Equity Financing for SMEs in Face of the Financial Crisis PECC<br />
5 Financial Products and Services Innovation in SMEs Financing National Australia Bank<br />
6 Trade Financing for SMEs in Face of the Financial Crisis (1) China Minsheng Bank<br />
7 Trade Financing for SMEs in Face of the Financial Crisis (2)<br />
8<br />
Latest Measures taken by Chinese Government to Promote SMEs<br />
Financing<br />
9 SMEs Financing amid the Financial Crisis<br />
10 SMEs Financing amid the Financial Crisis: The Case of China<br />
11<br />
Group Discussion and <strong>Report</strong>--How to Promote SMEs Financing in<br />
the Asia-Pacific Region amid the Financial Crisis<br />
HSBC Bank (China) Company Limited<br />
Hong Kong Export Credit Insurance<br />
Corporation<br />
China Banking Regulatory Commission<br />
Kasikorn Bank, Thailand<br />
Musashi University, Japan<br />
Shanghai Municipal Office of Finance Service<br />
China Zheshang Bank<br />
Provided effective Hub Service to regional DLCs<br />
Based on a request from Shanghai DLC, TDLC provided a hub service using the MCU at TDLC. It was more<br />
efficient to use a network hub in the same time zone as the organizer because it made communication more<br />
efficient. In addition, TDLC could provide a high quality service by responding in detail to the client’s<br />
demands. Shanghai DLC’s coordinator appreciated that TDLC not only helped with the test connection<br />
before the course started, but also tried to resolve technical problems in a timely manner. Since TDLC<br />
manages smaller number of events requiring an MCU compared with the Network Operation <strong>Center</strong> in<br />
Washington D.C., this high level of customer oriented service is possible.<br />
4. TDLC’s Service Quality<br />
The Shanghai DLC coordinator commented that as more than 100 people in 8 cities in 5 different countries<br />
participated in the course through the distance learning network, TDLC played a critical role in connecting<br />
the distance learning centers by serving as the regional hub. Without the TDLC’s technical service, the event<br />
could have been of lesser quality or even deficient by relying on the remote Network Operation <strong>Center</strong> in<br />
Washington, DC. The participating DLCs appreciated the professional service provided by TDLC.<br />
The coordinator further added that considering its advantages over other DLCs in the region, the service<br />
provided by TDLC would continue to be required by other DLCs and that they would continue to work with<br />
TDLC for similar events in the future.<br />
134
5. Quality of the Program<br />
The Shanghai DLC coordinator evaluated the course as being interesting and generally quite fruitful. It was<br />
interesting in that it focused on a topical issue and combined presentations and interactions among<br />
participants in different countries using the distance learning network. It was fruitful in that the course<br />
provided knowledge sharing opportunities to government officials and experts allowing them to discuss the<br />
latest topical issue and to exchange information about countermeasures being adopted in each country.<br />
Further coordinator added that participants’ feedback indicated that they were grateful for their<br />
participation in the course and for the opportunities it provided for sharing views with people from other<br />
countries.<br />
135
PART III: Annexes<br />
ANNEX 1: TDLC - TOR FOR ASSESSMENT<br />
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136
TermsofReference<br />
3/12/2010<br />
<br />
AssessmentofTDLCProgramsandServices<br />
BACKGROUND<br />
Japan/WorldBankPartnership. TheGovernmentofJapan(GoJ)andtheWorld<br />
Bank(theBank)areequalpartnersinthe‘<strong>Tokyo</strong><strong>Development</strong><strong>Learning</strong><strong>Center</strong>(TDLC)Project’,<br />
formallytitledas‘Japan/WorldBankDistance<strong>Learning</strong>PartnershipProject’.InOctober2003the<br />
twopartiesformallyagreedtolaunchTDLConapartnershipbasiswith,theGOJcommittingan<br />
indicativetrustfundcontributionofUS$25millionforfiveyearsfromGOJ,andtheTDLCfacility<br />
wasinauguratedinJune1,2004.Basedontheachievementssincethen,GoJandtheBankagreed<br />
in2008toextendtheprojectcompletiondatetoJune30,2010.<br />
MidtermReview. In 2006 the Bank conducted a midterm review of the TDLC<br />
Projectbyapanelofexternalexpertstomarkthecompletionofthefirsthalfoftheoriginalfive<br />
yearprojectscope.Initssummary,thereviewstatedthattheTDLCachievedagreatdealina<br />
short timeframe. Notable achievements highlighted in the midterm review included the<br />
following::(i)enhancedaccessbydevelopingcountriestotheresourcesandexpertiseofJapanese<br />
institutions;(ii)enhancedopportunityforJapaneseinstitutionstoundertakeoutreachandforge<br />
partnershipswithcountriesandinstitutionsofotherregions;and(iii)successfuladoptionofa<br />
networkoriented, regional approach to knowledge sharing and capacity building. While the<br />
review observed more specific, notable results in the TDLC project, it also provided<br />
recommendationsforthefutureoftheproject.Thoseareoutlinedasfollows:(i)strengthen‘GDLN<br />
AsiaPacific’,aregionalcommunityofGDLN,sothatastable,sustainable‘network’businesswould<br />
grow; (ii) design and deliver value added services related to knowledge exchange, blended<br />
learninganddialogues;(iii)buildoninterestwithintheWorldBankbydevelopinginnovative<br />
services;(iv)securemorepayingclientsbyrespondingtodemand;(v)launchnewandinnovative<br />
contentinitiativesthatincludebringingtogetherpartnersfromJapanandtheregion;and(vi)<br />
adopt effective performance indicators addressing ‘communication impacts’ as well as the<br />
operationoffacilityandprojectmanagement.<br />
LongTermPlan. In the global GDLN community, which now spans over 120<br />
countries,TDLChasbeenrecognizedasanimportantandsignificantprojectintermsofsize,<br />
cuttingedgefacility,andstrategicmandateintheregion.Asitachievedinitialprojectobjectives<br />
tobecomearobustlocalcenterinJapanaswellasvirtualregionalhubinashorttimeframe,it<br />
soonfacedaneedtorevisitthebusinessmodelandlongtermplanalthoughtheoriginalproject<br />
‘vision’remainedvalid.In2008,theTDLCrevisiteditsbusinessplan,withascopetopossibly<br />
extendtheprojectbeyondtheoriginalscope,byredefiningthegoalsandstrategies.Asthe<br />
originalprojectdocumentwassomewhatvagueabouttheoperationalstrategiesandfinancial<br />
models,therevisedlongtermplanfocusesonthreestrategicpillars,namely:(i)developmentand<br />
deliveryof‘publicgoodmodel’programs;(ii)focusonprogramsthataredesignedtoexpand<br />
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accesstospecificknowledgeandskills;and(iii)technologyleadershipandnetworkdevelopment<br />
intheregion.Notably,thecentralconcepttoachievetheultimategoalsofTDLCProjecthasbeen<br />
shiftedfromfinancialselfsufficiency(whichtheoriginalscopeimpliedthoughinanabstract<br />
manner)todevelopmentalimpactbyadistinctfocusonprograminitiativesbasedon‘publicgood’<br />
model.<br />
Toward<strong>Phase</strong>2Project. 2008wasmarkedasthefirstoperationalyeartoimplementthe<br />
revised longterm plan.Based on the encouraging achievements by theend ofMarch 2009<br />
(JFY2008),theBankfurtherconducteddialoguewithGoJtodiscussanextendedprojectscope<br />
beyondJune2010,whichisframedas‘<strong>Phase</strong>2’.Thisdialoguewasalsoaprocesstoconduct<br />
intensiveexercisesandprojectionsforthefuture,includingindepthfeasibilitychecks,substantial<br />
elaboration,andnecessaryrevisionsandrefinementsoftheabovementionedlongtermplan,<br />
whichwasyetsketchy.InJune2009,theBanksubmittedtoGoJa‘TDLC<strong>Phase</strong>2Project’proposal<br />
(Jul2010–Mar2015)’,whichincludesafundingproposalofUS$15millionfromJapanforfive<br />
yearsbeginningin2010(thetotalprojectsizeisUS$17.7million).Italsoshouldbenotedthatthe<br />
realignedbusinessplanandstrategieswhichweredevelopedin‘<strong>Phase</strong>2Plan’wereembracedby<br />
GoJandtheBankasimmediateguidetomanageTDLCProjectwithoutwaitingforthecompletion<br />
dateof‘<strong>Phase</strong>1’. <br />
OBJECTIVEOFASSESSMENT<br />
Thisassessmentisaimedatdocumentingthemajorachievements,outcomesandimpactofthe<br />
TDLCProjectasitapproachestheendofthecurrentphase,inordertoensuretheaccountability<br />
oftheProjecttoitsstakeholdersandtoprovideabaselineforassessmentof‘<strong>Phase</strong>2’.The<br />
assessment does not envisage a comprehensive evaluation of all dimensions of the project<br />
throughoutmorethansixyears.ItwillinsteadfocusonkeyfeaturesandfunctionsofTDLCto<br />
answercentralquestionsforassessingtowhatdegreeTDLCProjecthasachievedthecurrent<br />
goals,operatedeffectivelyandefficiently,andwhatimpacthasbeengeneratedandislikelytobe<br />
generatedinthefuture.Theresultsfromtheassessmentwillbemadepublicinatransparent<br />
mannerbyconsideringtheformatstobeappropriateforthepublic.Assessorswillbeexternal<br />
experts who are proficient in monitoring and evaluation and in capacity building, training,<br />
knowledgesharing,anduseofdistancelearningandICTfordevelopmentpurposes.Inorderto<br />
make the assessment results available to be shared in a timely manner with the TDLC’s<br />
stakeholders,whoalsowouldpossiblybethesupportersorpartnersforthefuturephase,the<br />
assessmentworkwillbecompletebytheendofApril2010,abouttwomonthsbeforetheendof<br />
thecurrentphaseoftheTDLCProject,andmadepublicpromptly.<br />
ASSESSMENTTEAM<br />
Theassessmentteamwillconsistofthetwoindependentconsultants(hereinaftercalled‘the<br />
Consultants’),namelyoneinternationalconsultantandoneJapaneselocalconsultant,whohave<br />
demonstratedcapacitiesandachievementsintheprofessionalfieldsthataredirectlyrelevantto<br />
thisassessmentwork.TheConsultantswillformatightteamforaboutsixweekstoperformthe<br />
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overallassessmentworkinclosecooperationwitheachother.Attheoutsetoftheassignment,<br />
theConsultantswillestablishamutualagreementonthespecificroleandresponsibilityofeach,<br />
basedonagoodunderstandingontheadvantagesineachother.Whileitisassumedthatthe<br />
aggregateworkloadaswellascomplexityineachindividualwouldbesimilar,thespecificmodality<br />
insharingordifferentiatingtherolesandresponsibilitieswillbesubjecttoamutualagreementin<br />
theConsultants.Uponthedemandorperceivednecessity,TDLCManagerwilladviseorintervene<br />
inthespecificationabouteachrole.FortheConsultantstomakeconclusiveremarksinthe<br />
assessmentreport,theyshouldsharethesameorsimilarviews.Asregardsthedeliverables,the<br />
Consultantswillclarifyinthedeliverableshowtheteamworkwasimplemented,includingthe<br />
informationaboutspecifictasksthatarecarriedoutbyeachconsultant,torespectandensurethe<br />
accountabilityineachindividual.<br />
METHODSFORASSESSMENT<br />
The Consultants will implement the assessment work in an intensive manner for about six<br />
consecutiveweeksincludingproductionofthereport.ItisassumedthattheConsultantsphysically<br />
workinTDLCOfficeforatleastthreeweeksasoverlappedperiodforthetwo,toensureefficient<br />
andharmonizedteamworkbetweenthemandmaketheiraccesstotheinformationfullfledged<br />
andcommon.<br />
Themainmethodsfortheassessmentwillincludethefollowing:<br />
(i)<br />
(ii)<br />
(iii)<br />
(iv)<br />
(v)<br />
analyzekeydocumentsofTDLCProjectfromitsbeginning;<br />
collectandorganizeoperationalandfinancialdataandtrackrecordsonprogramsand<br />
services,includingfeedbacksfromparticipantsincourses/activities;<br />
designandconductsurveysandinterviewstorelevantstakeholdersandusersin<br />
Japan,theregion,andbeyond,tofindfacts,obtainobservations,orverify<br />
assumptions;<br />
collectandutilizerelevantexamplesanddataonotherorganizationsorendeavors,<br />
whicharepublicorobtainedpurposely,tomakecomparisonorasreference;and<br />
synthesizefacts,observations,interpretations,andviewsthatareobtainedthrough<br />
theabovementionedprocessesandcompletetheassessment.<br />
TDLCProjectanditsmanagementwillensurethattheConsultantshaveafullaccesstothe<br />
documentsanddatathatareregardednecessarybythemtoconducttheassessmentwork.Atthe<br />
outsetoftheassessmentwork,allkeydocumentsofTDLCProjectaswellastrackrecordsof<br />
programsandserviceswillbeprovidedtotheConsultants,including(i)initialprojectdocumentin<br />
2003;(ii)midtermreviewin2006;(iii)longtermbusinessplanin2008;(iv)operationalreportsby<br />
JFY2008;(v)TDLC<strong>Phase</strong>2Proposal,andadditionaldatathatarerequiredfortheassessmentwill<br />
beproducedbythedemandoftheConsultants.Moreover,TDLCwillprovidetheConsultants,<br />
upontheneed,withlogisticalsupportandassistanceinpreparationandarrangementforsurveys<br />
andinterviews,includingcreationofinternetbasedonlinesurveyplatformandarrangementfor<br />
videoconferences.<br />
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SCOPEOFWORK<br />
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ToassessstrategicrelevanceoftheTDLCProject,theConsultantswillexamineprojectdocuments,<br />
businessplans,operationalreports,reviewsandprogramevaluations,andconductinterviewsor<br />
adhocsurveystothestakeholders.Astotheoperationalperformance,impact,andinstitutional<br />
sustainability, the Consultants are suggested to select a certain quantity of TDLC programs,<br />
services,andactivitiesthatweredeliveredtoclients,partners,orcollaboratorsasrepresentative<br />
casestodoassessmentonTDLCProject.ItisalsosuggestedthattheConsultantsfocusonthe<br />
viewsofandimpactonprogrampartnersoftheTDLCtomeasurehowtheTDLCoperations<br />
leveragethecontentsandinitiativesownedbythem.Selectionofsuchprograms,activities,and<br />
partnerswillbecarefullydonebyconsideringthenatureandimportanceofprogram/servicesin<br />
relationtothebusinessplan(ormodel)ononehandand,ontheotherhand,therelevancetothe<br />
centralquestionsthataresuggestedtoanswerfortheassessmentwork.Whiletherealselection<br />
willbesubjecttothechoiceoftheConsultantsinconsiderationtotherequiredworkloadfor<br />
surveysorinterviews,thefollowingarepossibleviewpointsforselectioncriteriaandindicative<br />
examples:<br />
toassessthemajorbusinesslineintheTDLCprograms,twoorthreestructuredcourses<br />
wouldbeselected;<br />
tocaptureavarietyofknowledgesharingactivitieswhichTDLChasundertaken,several<br />
‘events’orseriesofactivitieswouldbeselectedbyconsideringactivitieswithdifferent<br />
targetsegments,suchasJapaneseaudience,regionalparticipants,orAfricanparticipants;<br />
tomeasuretheimpactovertheclientswhocollaboratewithTDLCoruseTDLCservicesto<br />
undertaketheirowninitiatives,twoormoremajoruserswouldbeselectedforinterviews<br />
andanalysis;<br />
tomeasuretheimpactofTDLCsupportstootherDLCsintheregion,surveysand<br />
interviewstootherDLCswouldbeconductedasregardsthekeyrolesandfunctionsof<br />
TDLC,suchastechnology,pedagogicalinnovation,capacitydevelopment,business<br />
generation,andpartnershipdevelopment.<br />
<br />
Fromthestagetodesignthequestionnairesinsurveysandinterviewstothestagetoanalyzethe<br />
outcomesofTDLCprogramsandservices,theConsultantsshouldbeabletorespondtothe<br />
followingkeyquestions,andaretaskedtoprovideconclusivestatementsaswellastheirreasons<br />
andsupportingevidence.<br />
10KeyQuestions<br />
StrategicRelevance(3)<br />
WhatarethecurrentstrategicgoalsofTDLCProject?Howhavetheseevolvedoverthe<br />
sixyears?Bothexplicitandimplicitgoalsshouldbestated.<br />
<br />
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ArethecurrentstrategicgoalsalignedwiththeobjectivesofJapanesedevelopment<br />
cooperation?<br />
<br />
Isthecurrentbusinessmodeladequatetoachievethestrategicgoals?Isthecurrent<br />
strategicfocusonthemes/subjects 1 appropriate?<br />
<br />
OperationalPerformance(3)<br />
Whatarethecurrentoperationalobjectives?Bothquantitativeandqualitativetargets<br />
shouldbestated.<br />
<br />
TowhatdegreehavetheTDLCprogramsorservicesachievedthecurrentobjectives?If<br />
thereisoverorunderperformancewithrespecttothesetargets,whataretheunderlying<br />
reasons?<br />
<br />
HastheTDLCProjectcontributedtoincreasingthecosteffectivenessinprovisionof<br />
knowledgesharingactivitiesandtrainingondevelopment?<br />
<br />
ImpactandInstitutionalSustainability(4)<br />
IstheTDLCProjectlikelytoprovide‘valueformoney’asimplementerofknowledge<br />
sharingactivitiestoJapanesedevelopmentrelatedcapacitydevelopment,andisitlikely<br />
todosointhefuture?Inansweringtothisquestion,thevalueofTDLCprogramsand<br />
servicesas‘publicgood’istobeconsideredtomeasuretowhatextent‘valueformoney’<br />
isgenerated.Inthisregard,thefollowingpointsaresuggestedtobeincludedinthe<br />
assessment:<br />
o HaveTDLCprograms/servicesreachedoutoraretheylikelytoreachoutthe<br />
populationthatareunreachedintraditionalmethods?Ifpositive,assessthe<br />
benefitsinquantitativeand/orqualitativemanner.<br />
o Aresimilarprograms/servicesofTDLCprovidedorlikelytobeprovidedbythe<br />
privatesector?ComparetheTDLCprogramswithcomparableundertakingsin<br />
theprivatesector.<br />
o WhatvalueisgeneratedbyafactthatTDLCProjectisbeingexecutedbythe<br />
WorldBank,notabilateralagency,inparticularfromtheperspectiveofthe<br />
<br />
1 FromtheoutsetTDLChasdealtwithabroadrangeofthemesandsubjectsconcerningondevelopmentandpovertyalleviationinthe<br />
deliveryoflearningprogramsorknowledgesharingactivities,almostas‘sectorfree’.Inaccordancewithashiftonthevaluecreationas<br />
‘publicgoodmodel’programsbytakingadvantageofestablishedprogrampartners,networksofexperts,anddemonstrated<br />
achievements,anewlyproposedstrategysince2009istoincreaseconcentrationonselectedsubjectgroups(see‘<strong>Phase</strong>2Project<br />
proposal’.Currently,thefollowingfourthematicgroupsaredefined:(i)EnvironmentandDisasterRiskManagement(includingclimate<br />
change);(ii)HealthcareandLabor;(iii)EducationandScience/Technology;and(iv)PrivateSector,Finance,andPPP(seeTDLCwebsite)<br />
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GovernmentofJapan(aspartnertotheWorldBank)?<br />
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TowhatdegreehastheTDLCProjectleverageddisseminationofJapaneseknowledge<br />
andexperiencesfordevelopmentpurposes?<br />
<br />
HowhastheTDLCProjectimpactedthebusinessesandmanagementintheGlobal<br />
<strong>Development</strong><strong>Learning</strong>NetworkintheAsiaandPacificregion?<br />
<br />
WhatwouldbethelikelyconsequencesifTDLCwerenottoreceivethe‘<strong>Phase</strong>2’project<br />
grants?<br />
<br />
The Consultants are also requested to advise and assist TDLC develop the framework for<br />
monitoringandevaluationofoperationsanddefinekeyperformanceindicatorsinthecontextof<br />
realignedlongtermbusinessplantoward‘<strong>Phase</strong>2’stage.Thisprocesswillbecoordinatedand<br />
harmonizedwiththediscussionsandexerciseswithinTDLCProjectwhichwilltakeplaceinthe<br />
same period of this consultancy, thereby a synergy between the assessment work and the<br />
preparationfor<strong>Phase</strong>2wouldbeborninatimelyfashion.<br />
<strong>Final</strong>ly,theConsultantsareencouragedtoprovideadviceorrecommendationsforthefutureof<br />
TDLCProject,ifany,evenbeyondthespecificquestionsortasksthataredescribedintheabove.<br />
DURATION<br />
TheassessmentworkwillbeconductedfromMarch23toApril30,2010.<br />
DELIVERABLES<br />
Anassessmentreport,togetherwiththeresultsinsurveysandinterviews(includingrawdata<br />
collectedthroughsurveys)willbesubmittedattheendofassessmentwork.Assistancetothe<br />
developmentofmonitoringandevaluationframeworkandKPIswillbeprovidedbasicallyby<br />
‘handson’throughparticipationinmeetingsanddiscussionswithTDLCstafforsharesmallnotes,<br />
relevant materials, or analysis on a demand basis. Upon the demand in TDLC Project, the<br />
Consultantswillsharetheoutcomesfromsurveysandinterviewsortheiranalysisevenduringthe<br />
assessmentwork.<br />
MANAGEMENT<br />
TheConsultantswillreporttoTDLCManager(RyuFukui),withoversightprovidedbytheGDLN<br />
RegionalCoordinator(PhilKarp).ThemaximumdaysfortheConsultantstoclaimfor<br />
remunerationwillbe30daysforaninternationalconsultantand30daysforalocalconsultant.<br />
UponsatisfactoryreceiptofthedeliverablesbyTDLCManager,thepaymentwillbeprocessed.<br />
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ANNEX 2: EVALUATION MATRIX<br />
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Source<br />
Questions<br />
1. Operational indicators (also financial indicators) :<br />
1.a. Increase of activity, increase of turn over? TDLC: Statistical mid term evaluation (Update!)<br />
TDLC: Confim trends<br />
TDLC Case studies (Extract Trends!)<br />
Is the service growing in number of activities?<br />
In number of people reached?<br />
In number of partners reached?<br />
Is the capacity growing?<br />
1.b. Recovery percentage, cost share TDLC Case studies (Extract Trends!)<br />
TDLC Confirm trends<br />
1.c.<br />
The "Public Good"<br />
1.c.i. Outreach, dissemination of Japan's knowledge to the world (quality and variety of outreach) ?<br />
TDLC&Partners Case studies<br />
TDLC_Assessment_Project\Reference\2. Contents and Partners\TDLC Partnership <strong>Development</strong>_as<br />
of JFY2009_Japan_society_partners_01mv.docx<br />
1.c.ii. Awareness of Japan's development activities in Japan NGOs, IGOs, Japanese <strong>Development</strong> partner organisations: can this be drawn from<br />
TDLC_Assessment_Project\Reference\2. Contents and Partners\TDLC Partnership <strong>Development</strong>_as<br />
of JFY2009_Japan_society_partners_01mv.docx ?<br />
1.c.iii. Awareness of Japan's development activities in the world<br />
TDLC&Partners Case studies<br />
NGOs, IGOs, Japanese <strong>Development</strong> partner organisations: can this be drawn from<br />
TDLC_Assessment_Project\Reference\2. Contents and Partners\TDLC Partnership <strong>Development</strong>_as<br />
of JFY2009_Japan_society_partners_01mv.docx ?<br />
TDLC&Partners Case studies<br />
1.c.iv. Contribution to increasing the cost-effectiveness in provision of knowledge sharing activities and training TDLC management<br />
for development<br />
Partners<br />
TDLC&Partner Case studies<br />
1.d. Cost effectiveness (overall cost analysis) (based on total accounts)<br />
1.d.i. Operational costs (on a case by case basis and total revenues: evolution of return?) TDLC accounts<br />
TEDL management<br />
TDLC Case studies<br />
Is resource growing?<br />
Is the budget growing?<br />
Is the turn over growing?<br />
Is the return growing?<br />
Ratio of share?<br />
Return over budget?<br />
Availability of cases where recovery and cost are quantified? Representative sample?<br />
Trend: Is recovery rate increasing? Can it be quantified? What are the trends in different service<br />
categories?<br />
Is there evidence of opportunities generated by TDLC on behalf of Japanese society? For who?<br />
Is TDLC perceived as creating opportunities for knowledge dissemination on behalf of Japanese society?<br />
For who specifically, within Japan? In the world?<br />
What is the value perceived and generated by TDLC for Japan? Express this value in concrete terms for<br />
Japanese citizens, institutions?<br />
Express this value in concrete terms for citizens, institutions abroad?<br />
Is the TDLC Project likely to provide ‘value for money’ as implementer of knowledge sharing activities to<br />
Japanese development‐related capacity development, and is it likely to do so in the future? To what<br />
extent ‘value for money’ is generated by TDLC's programmes?<br />
Do developing countries have enhanced access to the resources and expertise of Japanese<br />
institutions?<br />
Do Japanese institutions have an enhanced opportunity to undertake outreach and forge partnerships<br />
with countries and institutions of other regions, thanks to TDLC?<br />
Have TDLC programs/services reached out or are they likely to reach out the population that are<br />
unreached in traditional methods?<br />
What are the benefits in a quantitative manner?<br />
What are the benefits in a qualitative manner?<br />
To what degree has the TDLC Project leveraged dissemination of Japanese knowledge and experiences<br />
Q1: Within Japanese civil society and public, is there a (growing) awareness of TDLC's role or<br />
contribution in Japan's development activities?<br />
What is the perception: reputation, diversity, reach, effectiveness?<br />
Do Japanese institutions have an enhanced opportunity to undertake outreach and forge partnerships<br />
with countries and institutions of other regions, thanks to TDLC?<br />
To what degree has the TDLC Project leveraged dissemination of Japanese knowledge and experiences<br />
for development purposes in Japan?<br />
Within global development community, is there a (growing) awareness of TDLC's role or contribution in<br />
Japan's development activities?<br />
What is the perception: reputation, diversity, reach, effectiveness?<br />
Do developing countries have enhanced access to the resources and expertise of Japanese<br />
institutions?<br />
To what degree has the TDLC Project leveraged dissemination of Japanese knowledge and experiences<br />
for development purposes in the world?<br />
How has the TDLC Project contributed to increasing the cost-effectiveness in provision of knowledge<br />
sharing activities and training for development?<br />
How is this perceived or measured?<br />
Is TDLC considered economical and/or cost effective by its partners and clients?<br />
Is there evidence of this?<br />
Is the return growing? Ratio of share? Per case: over time? In general: over time?<br />
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1.d.ii. Efficiency in program development TDLC&Partner Case studies<br />
TDLC Programme developers<br />
Can be benchmarked with open univ.<br />
1.d.iii. Efficiency in program implementation<br />
TDLC&Partner Case studies<br />
Can be benchmarked with SA and Afr DLCs.<br />
1.e. Cost of lost opportunities Funded<br />
GDLN AP, DLCs<br />
How is efficiency in programme development ensured?<br />
is there an evolution in maximising expertise and experience in order to work cost effectively in the<br />
development of progarmmes, courses, lessons, materials? (on a case by case basis)<br />
How is efficiency in programme implementation ensured?<br />
is there an evolution in maximising expertise and experience in order to implement courses and<br />
programmes more cost effectively? (on a case by case basis)<br />
Is value, efficiency and effectiveness of TDLC's services (contribution, involvement or other) evident?<br />
Are there comparison studies?<br />
What if TDLC had not been a partner in example x? Calculation of alternative approaches: cost/benefit?<br />
("What if..." scenarios) Example: Asian flu, APO: can value of service be demonstrated? Compare two<br />
different modes, e.g. APO?<br />
2. Acquiring new clients and/or partners - the future, sustainability: generation of more or new<br />
"business", more or new activities. (Refer to DLC strategic documents)<br />
2.a. Growth rate TDLC number of events? TDLC How has the TDLC grown in number of events organised (if possible per category)?<br />
2.b. Growth rate number of clients (organisations)? Tentative, per stream. TDLC Case studies How has the TDLC grown in number of partner organisations?<br />
2.c. Quality of partnership increase TDLC Case studies Has the quality of partnerships changed over time? How? What drives this?<br />
2.c. Expansion of services offered? Diversifying the offer? (Interview, expanding the offer: VC, blended, TDLC<br />
Has there been an evolution of services and products offered by TDLC?<br />
online, mobile...)<br />
Can be benchmarked with Madlid and Paris DLCs.<br />
2.d. Is TDLC analysing the "market" and looking for opportunities? How effectively? TDLC management<br />
consultants PR exercise, Other?<br />
Is TDLC analysing the "market" and looking for opportunities?<br />
How effectively is TDLC looking for new opportunities to collaborate or provide services?<br />
Can be benchmarked with Madrid and Paris DLCs.<br />
3. Quality - how good is product and service? Is TDLC aware of and assuring its own quality? Does<br />
TDLC reach the quality objectives it sets itself? Impact of services, target programmes and<br />
courses.<br />
3.a. Clients and partners's needs and expectations? TDLC mission and strategy documentation<br />
How does TDLC stay aware of what the clients need and expect?<br />
Partner organizations<br />
3.b. Internal quality assessment TDLC Is an internal quality assessment in place?<br />
Is it functioning well, what are the results in short term and in the longer term?<br />
Are there quality parameters set, in the past, now, for the future?<br />
In how far have they/are they being met?<br />
3.c. External quality assessment TDLC<br />
External evaluator? ->maybe commttee? Let's ask Fukui-san<br />
Is there an external quality assessment in place that continuously evaluates performance and quality?<br />
3.d. Quality assurance TDLC<br />
TDLC Case studies<br />
3.e. Competition and performance TDLC<br />
External: alternative service providers and suppliers (JICA/JICA-NET)<br />
Partner Organization ->Partner can provide good insights for this questions.<br />
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<br />
-> set evaluation outcomes<br />
level 2: teachers, tutors, course designers, technicians, site managers, GDLN AP…<br />
Partner: Case Study<br />
3.g. Partner institutions, How do they evaluate TDLC's services?<br />
3.g.i. Achievement of course objective (Level-2) all partners, content or course provider, course organizer, content developer, associated centre,<br />
institutional partners such as WBI, GDLN AP...<br />
TDLC&Partner Case Study<br />
Is there a quality assurance system in place?<br />
An ISO or equivalent standard QA system?<br />
Link with a national or international accreditation system?<br />
What is the "competition", if any?<br />
Are similar programs/services of TDLC provided or likely to be provided by the private sector?<br />
How does the TDLC as a whole compare?<br />
How do the products/services compare?<br />
How does the "competition" (or alternative service providers) perceive the (strengths and weaknesses of)<br />
TDLC? Is TDLC aware of the "strengths and weakness" of the competition if any? (For stream 2 mainly,<br />
compare with reference suppliers of similar services per functionality or service: for example VC with VC<br />
provider, benchmarking?) How do users evaluate the various services separately and/or TDLC as a<br />
whole: does TDLC provide the quality (in general as well as in the different components) the users expect<br />
and desire (Refer to TDLC strategy.)<br />
What value is generated by the fact that TDLC Project is being executed by the World Bank, not a<br />
bilateral agency, in particular from the perspective of the Government of Japan (as partner to the World<br />
Bank)?<br />
145
3.g.ii. Business model all partners, content or course provider, course organizer, content developer, associated centre,<br />
institutional partners such as WBI, GDLN AP...<br />
TDLC&Partner Case Study<br />
3.g.iii. Hub services<br />
all partners, content or course provider, course organizer, content developer, associated centre,<br />
institutional partners such as WBI, GDLN AP...<br />
TDLC&Partner Case Study<br />
Rationale of investment in MCU?<br />
Use of MCU as new service?<br />
Impact of use of MCU?<br />
3.g.iv. Pedagogical and methodological development<br />
all partners, content or course provider, course organizer, content developer, associated centre,<br />
institutional partners such as WBI, GDLN AP...<br />
TDLC&Partner Case Study<br />
3.h. Stakeholder evaluation by Japan MoF How does the Gov of Japan as the most important stakeholder evaluate TDLC's services?<br />
3.i. Stakeholder evaluation by global society Via partners, ADB, ASEAN, WB... How are TDLC's services perceived in developing countries and OECD countries?<br />
3.j. <strong>Development</strong> support to the DLCs and the GDLN AP.<br />
3.j.i. Training and education opportunities and programmes GDLN AP, DLCs<br />
Case studies (MFTOT, Nurses?)<br />
Has TDLC had an impact on capacity building and the provision of learning, training and capacity bulding<br />
in general?<br />
3.j.ii. Business model Ffunded<br />
GDLN AP, DLCs<br />
Has TDLC had an impact on the management and the generation of new business and new business<br />
models for TDLCs within the region?<br />
On a regional level as well as on a DLC level?<br />
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<br />
the AP in particular?<br />
3.j.iv. Partnerships GDLN AP, DLCs Has the TDLC had an impact on partnership building and extension of partnerships within the GDLN in<br />
general ? And within the AP in particular?<br />
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?<br />
Has the TDLC had an impact on the development of technology within the region?<br />
4. Product or service development: this looks inward to the development of new services within TDLC<br />
(no matter whether they are initiated by internal or external factors)<br />
4.a. operational objectives TDLC management<br />
TDLC documentation<br />
4.b. achievement of current objectives TDLC management<br />
TDLC documentation<br />
4.c. <strong>Development</strong> of new services and products TDLC management<br />
TDLC documentation<br />
4.d. Deployment of new services TDLC management<br />
TDLC documentation<br />
What are the initial operational objectives?<br />
How have they evolved?<br />
What are the current operational objectives?<br />
Quantitative and qualitative targets?<br />
To what degree have the TDLC programs or services achieved the current objectives? If<br />
there is over‐ or underperformance with respect to these targets, what are the underlying<br />
reasons?<br />
Is there a line of past, present and future products and/or services?<br />
Is there an evolution?<br />
Is this evolution in line with the state of the art?<br />
With expectations from stakeholders and clients?<br />
What is new that will increase activity/business with existing clients and attract new ones?<br />
Is cost efficiency a factor in development of services and products?<br />
Describe the process of deployment of new services.<br />
What are the drivers for the innovation?<br />
How does cost and revenue evolve with the products and services?<br />
5. Intellectual capital - increasing what TDLC knows that is successful. (Interviews)<br />
5.a. Capacity and capacity development within TDLC TDLC management<br />
TDLC documentation<br />
Are opportunities exploited?<br />
Where does TDLC invest now?<br />
5.b. <strong>Development</strong> of business opportunities TDLC management<br />
Is there a clear strategy for the development of opportunities?<br />
TDLC documentation<br />
5.c. Research basis for development and innovation TDLC management<br />
TDLC documentation<br />
Is TDLC doing research internally with regard to needs, opportunities, capacity, new services, products<br />
and methodologies?<br />
6. Strategic relationships. (interview with partners and management)<br />
6.a. Strategic alliances and partnerships TDLC management<br />
all partners, content or course provider, course organizer, content developer, associated centre,<br />
Are there new opportunities for strategic alliances?<br />
Are new potential partners and relationships identified? How are they approached?<br />
institutional partners such as WBI, GDLN AP…<br />
Potential organizations that have not used TDLC???<br />
JANIC<br />
6.b. Partnership assessment TDLC management If there are potential new partnerships and alliances, how are they assessed on an economic, technical,<br />
pedagogical, strategic level?<br />
What does it take to exploit the new opportunities?<br />
Is it responsible to pursue?<br />
Is it within the core business or within the line of development.<br />
6.c. Alternatives TDLC management Are there alternative approaches if partners no longer work with TDLC?<br />
146
7. Management (of Resources):<br />
7.a. Scalability TDLC management Is scalability taken into account? Can TDLC respond to rapid or drastic changes? For example by having<br />
the ability to extend its activities.<br />
7.b. Resources TDLC management What is present capacity? How is this assessed: sufficient? Adequate?<br />
Is there an assessment of the resource needs that takes into account the different possible developments<br />
within TDLC?<br />
Is there a coherent and relevant staff recruitment policy.<br />
7.c. Staff involvement TDLC management<br />
Is staff involved in this strategy? How does staff see its work, training, career building?<br />
TDLC staff<br />
8. Sustainability<br />
8.a. Strategic goals TDLC management<br />
TDLC documentation<br />
What were the initial strategic goals of TDLC?<br />
What are the current strategic goals of TDLC?<br />
Explicit goals?<br />
Implicit goals?<br />
How have the goals evolved over the six years?<br />
8.b. Objectives of Japanese development cooperation MoFA<br />
MoF<br />
JICA?<br />
8.c. Service/business model TDLC management<br />
JICA<br />
What are the drivers for the change?<br />
Are the current strategic goals aligned with the objectives of Japanese development cooperation?<br />
Is this being assessed within TDLC and if so, how?<br />
Is the current business model adequate to achieve the strategic goals?<br />
Is the current strategic focus on themes/subjects appropriate?<br />
From the outset TDLC has dealt with a broad range of themes and subjects concerning on development<br />
and poverty alleviation in the delivery of learning programs or knowledge sharing activities, almost as<br />
‘sector free’. In accordance with a shift on the value creation as ‘public good model’ programs by taking<br />
advantage of established program partners, networks of experts, and demonstrated achievements, a<br />
newly proposed strategy since 2009 is to increase concentration on selected subject groups (see ‘<strong>Phase</strong><br />
2 Project proposal’. Currently, the following four thematic groups are defined:<br />
Environment and Disaster Risk Management (including climate)<br />
Healthcare and Labor<br />
Education and Science/Technology<br />
Private Sector, Finance, and PPP<br />
(see TDLC website http://www.jointokyo.org/)<br />
8.d. Management vision and strategy TDLC management Is there a management vision on sustainability and development? Is this vision widely and strongly<br />
supported by all relevant stakeholders?<br />
What would be the likely consequences if TDLC were not to receive the ‘<strong>Phase</strong> 2’ project grants?<br />
147
ANNEX 3: TDLC PARTNERSHIP (MARCH 2010)<br />
Multilateral <strong>Development</strong> Agencies<br />
Bilateral <strong>Development</strong> Agencies and supporting<br />
agencies<br />
UN Agencies and Regional Organizations<br />
Regional Organizations<br />
National Government and Government<br />
Agencies<br />
Local Governments<br />
Universities<br />
African <strong>Development</strong> Bank (AfDB)<br />
Asian <strong>Development</strong> Bank (ADB)<br />
Asian <strong>Development</strong> Bank Institute (ADBI)<br />
International Finance Corporation (IFC)<br />
International Monetary Fund (IMF)<br />
World Bank (WB) / World Bank Institute (WBI)<br />
Japan External Trade Organization (JETRO)<br />
Japan International Cooperation Agency (JICA)<br />
Japan International Cooperation <strong>Center</strong> (JICE)<br />
International Recovery Platform (IRP)<br />
UN <strong>Center</strong> for Regional <strong>Development</strong> Disaster Management<br />
Planning, Hyogo Office<br />
UNICEF <strong>Tokyo</strong> (Office for Japan& the Republic of Korea)<br />
United Nations Capital <strong>Development</strong> Fund (UNCDF)<br />
United Nations Centre for Regional <strong>Development</strong> (UNCRD)<br />
United Nations Children’s Fund (UNICEF)<br />
United Nations Institute for Training and Research (UNITAR)<br />
United Nations International Labour Organization (ILO)<br />
United Nations International Strategy for Disaster Reduction<br />
(UNISDR)<br />
World Tourism Organization (WTO)<br />
Asian Productivity Organization (APO)<br />
Asia-Pacific Economic Cooperation (APEC)<br />
Association of Southeast Asian Nations (ASEAN)<br />
Cabinet Office<br />
Japan Ministry of Economy, Trade and Industry (METI)<br />
Japan Ministry of Education, Culture, Sports, Science and<br />
Technology (MEXT)<br />
Japan Ministry of Finance (MOF)<br />
Japan Ministry of Foreign Affairs (MOFA)<br />
Japan Ministry of Health, Labor and Welfare (MHLW)<br />
City of Yokohama<br />
Hyogo Prefecture<br />
Kitakyushu City<br />
Kobe City<br />
<strong>Tokyo</strong> Metropolitan Government<br />
Yokohama Waterworks Bureau<br />
Yokosuka City Office<br />
Aoyama Gakuin University<br />
Hiroshima University<br />
Hitotsubashi University<br />
148
Research & Training Institutions, NPOs, and<br />
Associations<br />
Foundations<br />
Civil Society<br />
Hosei University<br />
Kitasato University<br />
Kobe University<br />
Kyoto University, Graduate School of Global Environmental Studies<br />
(GSGES)<br />
Nagoya University<br />
National Graduate Institute For Policy Studies (GRIPS)<br />
Ritsumeikan Asia Pacific University<br />
Seisa University<br />
Tohoku University of Art & Design (TUAD)<br />
<strong>Tokyo</strong> University<br />
University of Southern Queensland (USQ)<br />
Advanced Education and IT Institute (JAEI)<br />
Asia Disaster Reduction <strong>Center</strong> (ADRC)<br />
Building Research Institute (BRI)<br />
Central Japan Industries Association (ChuSanRen)<br />
CITYNET<br />
Institute for Global Environmental Strategies (IGES)<br />
Institute for International Studies and Training (IIST)<br />
International Investment Group Vietnam (IIG Vietnam).<br />
Japan e-<strong>Learning</strong> Association (JeLA)<br />
Japan Water Forum (JWF)<br />
Japan Water Works Association (JWWA)<br />
J-EARN<br />
Living in Peace<br />
National Institute of Multimedia Education<br />
Overseas Environmental Cooperation <strong>Center</strong> (OECC)<br />
Pacific Resource Exchange <strong>Center</strong> (PREX)<br />
Planet Finance<br />
Research Institute for Urban and Environmental <strong>Development</strong>,<br />
Japan (UED)<br />
SEEDS ASIA<br />
SEEDS INDIA<br />
The Association for Overseas Technical Scholarship (AOTS)<br />
The Energy and Resources Institute (TERI)<br />
The Institute of Energy Economics, Japan (IEE Japan)<br />
The Society For Testing English Proficiency (STEP)<br />
Foundation for Advanced Studies on International <strong>Development</strong><br />
(FASID)<br />
Nissan Science Foundation<br />
The Asia Foundation<br />
Asian <strong>Development</strong> Youth Forum (ADYF)<br />
Association International des Etudiants en Sciences Economiques<br />
et Commerciales (AIESEC)<br />
149
ANNEX 4: DRAFT TABLE FOR MONITORING AND ASSESSMENT<br />
FRAMEWORK<br />
This page is intentionally left blank.<br />
150
M&E FRAMEWORK RECORDING TOOL – DRAFT 05<br />
<strong>Phase</strong> 1: Pre-Programme<br />
PROGRAM/EVENT TITLE<br />
TITLE<br />
Title<br />
Subject(s)<br />
PROGRAM, EVENT or ACTIVITY INTAKE<br />
INFO<br />
INTAKE<br />
Date<br />
Submitted by<br />
Managed by<br />
Unique Identifier (Case No/File No)<br />
Initiator<br />
Partner(s)<br />
Cost model<br />
service provision<br />
cost shared<br />
public good<br />
contracted<br />
other<br />
151
Source(s) of Funding<br />
fees from beneficiaries<br />
sponsorships from public or private sectors<br />
donor funding<br />
membership fees from public or private sectors<br />
partner input<br />
TDLC input<br />
other<br />
FORMAT<br />
TARGETS and OBJECTIVES<br />
Budget required (estimation)<br />
Budget available (estimation)<br />
TDLC<br />
budget/input/cost/contribution<br />
Time schedule<br />
Type<br />
Structure<br />
Start date<br />
Stop date<br />
Frequency<br />
Duration<br />
Subject(s) detail<br />
<strong>Development</strong> objectives (high level,<br />
society at large)<br />
Knowledge exchange objectives<br />
(learning objectives)<br />
Target audience<br />
Numbers of participants expected<br />
course<br />
event<br />
support activity<br />
publication<br />
other<br />
152
Numbers of participants (potential)<br />
Intermediaries<br />
Coverage (geographical, in time)<br />
Beneficiaries<br />
Stakeholders<br />
Expected impact<br />
ROLES<br />
MARKETING<br />
OUTPUTS<br />
TDLC<br />
Partner(s)<br />
Needs and requirements<br />
identification<br />
Marketing partners<br />
Marketing resources<br />
Marketing tools<br />
Marketing potential<br />
Program output<br />
Teaching, training and learning<br />
materials<br />
Repeatable? Scalable? Transferable?<br />
PROGRAM, EVENT or ACTIVITY DEVELOPMENT<br />
METHOD<br />
DEVELOPERS<br />
Selection of method / mix<br />
Activities description<br />
Developers<br />
153
INPUT<br />
QUALITY ASSURANCE<br />
Resources<br />
Resource institutions<br />
Resource persons<br />
Conditions for use<br />
Conditions for adaptation<br />
Usability, pilot, test<br />
<strong>Phase</strong> 2: Deployment<br />
PROGRAM, EVENT or ACTIVITY DEPLOYMENT<br />
COURSE MANAGEMENT<br />
DEPLOYMENT SCHEDULE<br />
TDLC<br />
Partner(s)<br />
Resource persons<br />
Activities<br />
Responsible manager<br />
Calendar<br />
Quality assurance (evaluation<br />
activities)<br />
<strong>Phase</strong> 3: Post-Programme<br />
POST PROGRAM<br />
STATS/EVALUATION<br />
Participation (numbers)<br />
<strong>Learning</strong> outcomes (assessment<br />
154
overall results)<br />
Acceptance (by learners,<br />
stakeholders, beneficiaries), includes<br />
participant feedback<br />
Total Cost (analytic)<br />
Total Revenue (analytic)<br />
Post Evaluation: Performance all<br />
parties involved<br />
From the PoV of the learner:<br />
a. Acceptance of the course in general:<br />
i. Content meets objectives.<br />
ii. Method accepted? Teaching and instruction, learning and<br />
knowledge sharing, follow up, learning community…<br />
iii. Technology/ies accepted (reliability, quality of transmission, media<br />
use)<br />
iv. Was the learning effective?<br />
v. Special issues (International aspect?)<br />
b. Quality aspects (elements such as responsiveness, clarity, efficiency)<br />
i. Administrative quality (enrollment, accounts)<br />
ii. Teaching quality<br />
iii. Materials<br />
iv. Support<br />
c. Impact<br />
i. Certification<br />
ii. On professional status, capacity, career<br />
iii. On transfer within the professional community<br />
From the PoV of the lecturing staff (including tutors, support staff at<br />
remote sites) and course development team<br />
a. Quality of the learners’ cohort (Were they the right learners? Was<br />
the course marketed correctly, to the right audience? Do we care?).<br />
b. Quality of the content (including resources).<br />
c. <strong>Learning</strong> effectiveness. Part: Assessment of the learners, exam…<br />
(need to be designed according to the learning objectives that were<br />
determined beforehand) (Compare with 3.a.iii.)<br />
d. Quality of learner participation, learner attendance.<br />
e. Quality of service of the platform or delivery system.<br />
f. Pedagogical quality of the platform or delivery system.<br />
g. Effectiveness and efficiency of collaboration (administration,<br />
student management issues, bookings).<br />
155
Overall program achievement<br />
according to objectives<br />
+ n MONTHS<br />
MARKETING<br />
Impact on learners<br />
Impact on learners institutions<br />
Impact on larger community, society<br />
Success stories<br />
Press and media coverage<br />
After care<br />
156
ANNEX 5 (CASE STUDY): REFERENCE FINANCIAL DATA OF TDLC<br />
VC services<br />
Gross<br />
Revenue<br />
JFY2008<br />
Expense<br />
US$<br />
Net<br />
Revenue<br />
Gross<br />
Revenue<br />
JFY2007<br />
Expense<br />
US$<br />
Net<br />
Revenue<br />
Multilateral Dev. Agencies 85,882 3,362 30,010 63,780 660 52,927<br />
WB (EAP, WBI, EXTTK, Carbon<br />
Finance, etc.), IFC, IADB<br />
Bilateral Dev. Agencies 0 0 0 1851 1851 0<br />
JICA<br />
UN Agencies & Regional Organizations 290,885 248,375 42,510 176,278 145,058 31,220<br />
APO, ASEAN, ILO, UNITAR<br />
Universities & Schools 11,146 6,121 5,025 7,604 4,504 3,100<br />
Hitotsubashi U., Kyoto U., Seisa<br />
U., GRIPS, Asia U., Shiroyama JH<br />
School, ANU, Chula U.<br />
Research & Training Institutions 36,021 14,671 21,350 44,579 26,609 17,970<br />
BRI, FASID, RJ for Urban, Living<br />
in Peace, OECC, PREX, CPIJP,<br />
AOTS, Welingkar Institute,<br />
Brasilian German CC<br />
Foundations 2,392 1,172 1,220 1,755 875 880<br />
Nissan LPIE<br />
Civil Society 0 0 0 3,880 1,690 2,190<br />
TICAD civil society forum<br />
Private Firms 0 0 0 3430 1330 2100<br />
NTTData, Dow Corning Tray<br />
VC services total 426,326 273,701 100,115 303,157 182,577 110,387<br />
TDLC ownership courses<br />
MFTOT 14,650 29,480 -14,830 4,420 52,884 -48,464<br />
CSR 18,050 15,403 2,647<br />
Oil Price seminar 6,536 10,957 -4,420<br />
Nursing Education - 18,500 -18,500<br />
SME course 1,410 14,500 -13,090<br />
TDLC courses total 40,646 -48,193 4,420 -48,464<br />
Grand Total 466,972 51,922 307,577 61,923<br />
157
ANNEX 6 (CASE STUDY): LIST OF ACHIEVEMENT AND IMPACT<br />
CORRESPONDING TO THE ASSESSMENT MATRIX<br />
1. Operational indicators<br />
1.a. Increase of activity, turn over, and etc.<br />
Case Study-1: MFTOT Course<br />
<br />
Building microfinance training capacity in a big scale: The total number of certified trainers as a result of this<br />
program has grown to 509 in 48 countries from 2005 to date.<br />
<br />
Localization of learning materials: For example, a 146 pages student workbook and a 7 hour multimedia<br />
interactive computer-based-instruction have been translated into 8 languages.<br />
<br />
Creation of Scaling-up mechanism of impacts: The MFTOT program is at the core of this effort and will ensure<br />
that the impact of the program continues to grow according as the number of participants in the program<br />
expands and the associated knowledge and skills related to microfinance is enhanced and augmented.<br />
Scaling-up of outreach: The reach of this program has been successfully expanded since its launch in 2005.<br />
The first course began with 20 effective participants from 7 countries while the 6th course run in 2009<br />
attracted 326 effective participants from 44 countries.<br />
Case Study-2: CDRI Course<br />
<br />
The government of India learns from the process: The Indian government agency that is involved in this<br />
program is participating in the larger initiative, and so will learn from the Chennai experience.<br />
<br />
Scaling-up of outreach: It has been confirmed that Moodle was an effective tool to follow up and maintain<br />
communication among many participants and can invite about 200 cities by fully utilizing Moodle as a<br />
platform for further activities.<br />
Case Study-3: Nursing Course<br />
<br />
Up-scaling of outreach within a country: Establishing 3 learning sites in remote areas enabled hospitals in<br />
these areas dispatch more nurses to participate in the program.<br />
<br />
<strong>Development</strong> of local learning materials: The Mongolia Nursing Association and ex-participants of the course<br />
collaborated to create new manuals, leaflets, and a training video compatible with local conditions based on<br />
the course materials.<br />
<br />
Establishment of mother’s training room in a University: The ex-participants established a training room in<br />
the Health Science University of Mongolia by obtaining funding from the NGO “Samaritan’s Purse”. This room<br />
is well equipped and about 300 mothers are learning now<br />
Case Study-7: APO<br />
<br />
Drastic change in training scheme of APO: TDLC has had a significant impact on APO’s business model in that<br />
40% of their training courses are distance learning programs today.<br />
<br />
Expansion of the reach: The disaster agenda covers issues that cross sectors and so it was very useful that the<br />
program could involve participants from several different sectors. This program enabled a variety of experts to<br />
share their experiences of many different countries in a cost-effective manner by allowing them to get together<br />
1.b.<br />
using a videoconferencing network.<br />
Recovery percentage, cost share, etc.<br />
158
Case Study-1: MFTOT<br />
<br />
Leveraging effects from project funding: Through the deliveries of the 1st, 2nd and 3rd MFTOT courses, a<br />
leveraging effect was created in the sense that ADBI and AfDB funded 224,935 USD in total, while TDLC<br />
invested 136,826 USD for the deliveries of the 4th, 5th and 6th courses and the localization of resources. The<br />
recovery rate was greatly improved from 8.4 % in the 4th course up to 50.7% in the 6th course.<br />
Case Study-5: Oil Price<br />
<br />
Pilot of fee-based distance learning seminar business model: The results showed that it was feasible to<br />
organize the seminar with a 300 USD participation fee in the premises of good quality and relevant marketing<br />
because 36% of the Japanese participants answered that 30,000 yen for the program was reasonable in the<br />
questionnaire.<br />
Case Study-7: APO<br />
Improve Sustainability of TDLC and DLCs in the regions: The 77.7 % of the gross revenue from APO in 2009<br />
went to the DLCs and other videoconferencing facilities in target countries. This contributed a lot towards<br />
improving the sustainability of DLCs generally.<br />
1.c. The "Public Good"<br />
Case Study-3: Nursing Course<br />
<br />
Course was accredited by Mongolian Nursing Association: As this program was acknowledged by the<br />
Mongolian Nursing Association as being an effective activity for nurses’ training, the program was certified as<br />
part of the credit requirement for the national renewal process of nurse’s licenses.<br />
<br />
Contribution towards achieving MDGs: This program also greatly contributed towards achieving MDGs prime<br />
target to “Reduce Child Morality by two-thirds, between 1990 and 2015”. The target is measured by three<br />
indicators, such as 4.1 Under-five mortality rate, 4.2 Infant mortality rate, 4.3 Proportion of 1 year-old children<br />
immunised against measles.<br />
<br />
<strong>Learning</strong> opportunity for Japanese experts: This program has allowed to deliberately prepare the sessions in<br />
such a way so as to ensure that Japanese resource experts could also learn much from Mongolia.<br />
Case Study-8 :ILO<br />
8-3 Platform of dialogue between Japanese young generation and citizens: As an unexpected impact on<br />
ILO, it was found that students appreciated the opportunity given to them to listen to the views and opinions<br />
of other adults, experts and non students in the audience, on the development issues in the seminar.<br />
1.c.i. Outreach, dissemination of Japan's knowledge to the world (quality and variety of outreach)<br />
Case Study-3: Nursing Course<br />
Dissemination of Japan’s knowledge: The program brought by making available Japan’s internationally<br />
recognized knowledge and experience in the field of mother and child health care, directly to the majority of<br />
<br />
working nurses and related staff in Mongolia<br />
Utilization of obtained knowledge in workplaces: Participants were localizing and adopting the knowledge and<br />
skills they had obtained from the course to their country.<br />
Case Study-5: Oil Price<br />
159
Presence of Japan in the issue: The presentation from Japan contributed an effective input to the resource<br />
group in Washington D.C. by providing a different perspective, and contributed towards the enrichment of the<br />
seminar.<br />
1.c.ii. Awareness of Japan's development activities in Japan<br />
Case Study-3: Nursing Course<br />
<br />
Exposure to the media: The achievements of the program were reported on the Asahi Shimbun Newspaper in<br />
Japan.<br />
<br />
Awareness of international cooperation to young generation: Students were impressed with this activity to<br />
help a developing country which has meant that this program has also significantly contributed towards<br />
increasing awareness of the Japanese aid effort amongst young Japanese students.<br />
Case Study-6: FASID<br />
<br />
Awareness of Japan’s international cooperation activities: Participants from the private sector were impressed<br />
with the Japan’s activities for assisting developing countries. This is a good example of this seminar’s<br />
contribution to the increase of awareness regarding Japan’s international cooperation.<br />
Case Study-8 : ILO<br />
Awareness of ILO’s activities among Japanese students: Two of the participants from university expressed, that<br />
they would like to be involved in ILO’s activities in future. There were many other positive comments, one of<br />
which was that the intellectual horizon was being broadened by learning about ILO’s activities all over the<br />
<br />
world, etc.<br />
Awareness of ILO’s international development cooperation activities among the Japanese society: ILO <strong>Tokyo</strong><br />
could enhance the awareness of Japanese citizens with ILO’s activities in the area of supporting developing<br />
countries.<br />
1.c.iii. Awareness of Japan's development activities in the world<br />
Case Study-3: Nursing<br />
<br />
Exposure to the media: In Mongolia, they were reported on TV news such as MNTV (Nationwide network) and<br />
Eagle TV as well as in newspapers such as Zoonie Newspaper and Mainichi Shimbun Newspaper.<br />
1.c.iv. Contribution to increasing the cost-effectiveness in provision of knowledge sharing activities and training for<br />
development<br />
Case Study-2: CDRI<br />
Cost-effective platform for project implementation: The introduction of MOODLE by TDLC was seen as being<br />
one of the greatest contributions towards increasing the cost-effectiveness of the program. The Moodle-based<br />
learning platform and VC could support monitoring and evaluation framework of the action plan<br />
implementation in a cost-effective manner.<br />
Case Study-3: Nursing<br />
Cost-effectiveness way of knowledge dissemination: The per head cost is 73 USD for a face-to-face seminar<br />
while the cost per head is 12 USD for a distance learning seminar. This means that the cost for distance<br />
learning mode is about 1/6 of the cost of face-to-face per participant, and it can save 33,300USD in total.<br />
Furthermore, it can save 14 days (30 days-16 days) of staff time and 60 days (66 days-6 days) of experts’ time.<br />
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Case Study-6: FASID<br />
Cost-effectiveness by multi-site connection: The discussion among the participants at scores of venues abroad<br />
was previously impossible. TDLC made it possible. The average number of connecting countries in a seminar<br />
was 16.3 in 2009.<br />
Case Study-7: APO<br />
Improvement of the cost-effectiveness of APO training courses: In the conventional face-to-face program, the<br />
cost per participant was on average about 2,000 USD, however using distance education, this has decreased to<br />
about 200 USD per participant. As a result, APO has increased their annual number of participants by about<br />
50% without increasing the budget allocated.<br />
Case Study-8: ILO<br />
Improvement with Cost-effectiveness and frequency of events: It was far more cost-effective and the frequency<br />
of the seminars could be increased to use the distance learning modality. TDLC helped ILO <strong>Tokyo</strong> in organizing<br />
more activities within the same budget, by introducing a cost-effective way of organizing events.<br />
Case Study-9: DRM<br />
Cost-effective platform to support World Bank’s operation: It was cost-effective to use the TDLC service to<br />
deliver the course in distance learning mode because the logistics work is particularly time-intensive in<br />
distance learning mode.<br />
Case Study-10: AHI<br />
Cost-effective platform to support World Bank’s operation: This program was cost-effective when compared<br />
with face-to-face programs especially as travel costs were minimized<br />
1.d. Cost effectiveness<br />
1.d.i. Operational costs<br />
Case Study-1: MFTOT<br />
Leveraging effects from project funding: Through the deliveries of the 1st, 2nd and 3rd MFTOT courses, a<br />
leveraging effect was created in the sense that ADBI and AfDB funded 224,935 USD in total, while TDLC<br />
invested 136,826 USD for the deliveries of the 4th, 5th and 6th courses and the localization of resources. The<br />
recovery rate was greatly improved from 8.4 % in the 4th course up to 50.7% in the 6th course.<br />
1.d.ii. Efficiency in program development<br />
Case Study-1: MFTOT<br />
Creation of a replicable and transferable blended learning Model: The MFTOT program design and delivery has<br />
established an effective blended learning model for disseminating knowledge for development. The whole set<br />
of experiences is replicable and transferable. Using the same design and administration mechanism, the World<br />
Bank Institute Beijing office has successfully delivered the Chinese version of the course in 2008 and 2009 to<br />
hundreds of participants.<br />
Case Study-2: CDRI<br />
Duplication of program modality to other subjects: The know-how and experience realized during the<br />
program can be applied in some other subject areas. For example, “Non Revenue Water” is a good candidate<br />
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area for such an application. The development of a program on this topic targeted at Indonesia is under<br />
consideration.<br />
Case Study-3: Nursing<br />
<strong>Development</strong> of new programs in the same field: The success of this program has contributed to the<br />
development of new courses such as the “Disaster Nursing Training Course” targeting nurses in Indonesia<br />
implemented in February 17-18, 2009. This course attracted more than 700 participants from all over<br />
Indonesia.<br />
Case Study-5: Oil Price<br />
<br />
Cost-effectiveness by replicating the contents: This program was developed using the same content as the<br />
content used in the face-to-face seminar already organized by the WBI. This business model of converting a<br />
face-to-face program into a distance learning program saved development costs. Furthermore, the<br />
achievements and results of a discussion can be shared among larger target groups at a lower cost.<br />
1.d.iii. Efficiency in program implementation<br />
Case Study-1: MFTOT<br />
Creation of Scaling-up mechanism of impacts: As long as this program continues, more and more accredited<br />
trainers will be produced who will in turn continue to contribute to the impact of this program by not only<br />
continuing their work as certified trainers but also by their overall promotion of the knowledge they have<br />
gained, the contacts they have made and the community of practitioners supported by MFTOT to which they<br />
belong.<br />
Case Study-6: FASID<br />
Improvement of implementation efficiency: The staff time required has been stable 2.3 days in 2007, 2.4 days<br />
in 2008, and 2.1 days in 2009, despite the increasing number of connecting sites. This means that program<br />
implementation efficiency was improved by the TDLC’s effort.<br />
Case Study-7: APO<br />
Improvement of implementation efficiency: The indicator, amount of staff time per session delivery hour,<br />
clearly shows that this is on the trend of decrease. This means that program implementation efficiency was<br />
improved by the TDLC’s effort.<br />
2. Acquiring new clients and/or partners - the future, sustainability: generation of more or new<br />
"business", more or new activities.<br />
2.c. Quality of partnership increase<br />
TDLC’s contribution to the program content: TDLC contributed not only by providing the VC network to the<br />
program but also by making the program into a more meaningful and comprehensive package. This is the<br />
evidence that capability of TDLC’s program coordination has been grown up.<br />
3. Quality - how good is product and service? Is TDLC aware of and assuring its own quality? Does<br />
TDLC reach the quality objectives it sets itself? Impact of services, target programmes and courses.<br />
3.g. Partner institutions, How do they evaluate TDLC's services<br />
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3.g.i. Achievement of course objective (Level-2)<br />
Case Study-6: FASID<br />
<br />
Filling up the gap between developing regions and <strong>Tokyo</strong>: This seminar was planned to deliver the knowledge<br />
to the ODA Task Force members in developing countries. However it turned out to be a good opportunity for<br />
<strong>Tokyo</strong> to learn about each of the country’s situation.<br />
Case Study-8: ILO<br />
<br />
Awareness of Japan’s labour issues to ILO non-Japanese experts: This program was also utilized by those<br />
experts, to increase their awareness about Japan’s situation, by direct communication with Japanese citizens.<br />
One of the non-Japanese experts, who was invited as a speaker, commented that it was a precious opportunity<br />
to speak to the Japanese audience because Japan is one of the important countries when it comes to labour<br />
issues.<br />
<br />
Encouragement for ILO Japanese experts abroad: This is to encourage and motivate Japanese experts, by<br />
letting them introduce their activities to Japanese citizens and getting feedback. One of the experts who made<br />
a presentation, appreciated the opportunity to speak to the Japanese audience.<br />
Case Study-11: Shanghai DL<br />
<br />
Input from Japan to the agenda: TDLC facilitated the participation of Japan as a member of the global<br />
community in this international discussion.<br />
3.g.ii. Business model<br />
Case Study-5: Oil Price<br />
<br />
Spontaneous response to the demands: This program provides concrete evidence that a distance learning<br />
mode is suitable for the dissemination of information related to urgent agendas in an efficient manner.<br />
Case Study-6: FASID<br />
<br />
Establishment of a platform of dialogue to support “Japan’s Medium-Term Policy on Official <strong>Development</strong><br />
Assistance”: This seminars follows “Japan’s Medium-Term Policy on Official <strong>Development</strong> Assistance”, which<br />
suggested “Promoting the sharing of information and knowledge including through the use of information<br />
technology”.<br />
Case Study9: DRM<br />
<br />
Reputation of TDLC among the World Bank DRM Team: TDLC has as a result encouraged the World Bank team<br />
to shift some of their programs to a more cost-effective distance learning mode.<br />
Case Study10: AHI<br />
<br />
Reputation of GDLN among the World Bank Team: The success of this program contributed to the promotion<br />
of GDLN in the Bank. Such a good reputation was established amongst the team members and TDLC that it<br />
contributed toward establishing a collaboration framework between GDLN and WB EAP sector groups later.<br />
3.g.iii. Hub services<br />
Case Study10: AHI<br />
<br />
Unique platform provided by GDLN: Serious problems like AHI are unpredictable and often occur without<br />
warning. GDLN is in a particularly good position to cope with such serious global issues not only because of<br />
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the effective service it offers – but also because it is in a constant state of readiness, available and willing to<br />
provide a global platform for the exchange of know-how and skill.<br />
Case Study-11: Shanghai DL<br />
<br />
Provided effective Hub Service to regional DLCs: It was efficient to use a network hub in the same time zone as<br />
the organizer because it made communication more efficient. TDLC could provide a high quality of service by<br />
responding in detail to the client’s demands.<br />
3.j. <strong>Development</strong> support to the DLCs and the GDLN AP.<br />
3.j.i. Training and education opportunities and programmes<br />
Case Study-1: MFTOT<br />
<br />
Capacity development of DLCs: This program helps anticipating DLCs learn how to design a training course in<br />
a more effective manner. Some of the courses were created by duplicating the MFTOF format.<br />
Case Study-4: e-<strong>Learning</strong><br />
<br />
Online facilitator at DLCs:<br />
Case Study-7: APO<br />
<br />
Drastic change in training scheme of APO: TDLC has had a significant impact on APO’s business model in that<br />
about 40% of their training courses are distance learning programs today. All the distance learning courses<br />
have links with face-to-face programs. Participants who have performed excellently in their examination in a<br />
distance learning course are sent to the advanced face-to-face program on the same subject.<br />
3.j.ii. Business model<br />
Case Study-4: e-<strong>Learning</strong><br />
<br />
Impact on the DLC’s business model: This program has also had an impact on DLC’s business model. DLC has<br />
been relying on videoconferencing events for generating revenue. However, this program provided DLCs with a<br />
new way of doing business that allows them to obtain revenue from participants registered in their country<br />
and by organizing activities online and face-to-face to support them.<br />
3.j.iv. Partnerships<br />
Case Study-7: APO<br />
<br />
Improve Sustainability of TDLC and DLCs in the regions: The APO course has also had an impact on DLCs by<br />
enhancing their visibility in the wider community. Their cooperation with NPO in the implementation of the<br />
APO courses, they enhanced their visibility which would lead towards an expansion of the DLC's marketing<br />
impacts.<br />
4. Product or service development: this looks inward to the development of new services within TDLC<br />
4.c. <strong>Development</strong> of new services and products<br />
Case Study-2: CDRI<br />
<br />
Ensured implementation of action plans: This program includes the making of action plans and<br />
implementation processes as well as the acquisition of CDRI theory. Each participating city will complete and<br />
submit its Climate Action Plan in Stage-3. These plans will be authorized by local city governments after<br />
certain procedures.<br />
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Case Study-4: e-<strong>Learning</strong><br />
<br />
New program model of online learning: This is the first trial by TDLC to develop and implement an online<br />
learning program utilizing Moodle, which does not rely on videoconference sessions. Taking this new program<br />
model into account, TDLC now has a wider variety of learning methodology options.<br />
<br />
Lessons learned for a new program development and marketing process in GDLN context: Marketing this<br />
program has provided valuable lessons for TDLC related to how to make such a course more marketable, how<br />
to communicate with DLCs, how to determine an acceptable cost sharing model, etc. This experience will help<br />
TDLC develop and implement new courses in the future.<br />
Case Study-5: Oil Price<br />
<br />
Pilot of fee-based distance learning seminar business model: The results showed that it was feasible to<br />
organize the seminar with a 300 USD participation fee in the premises of good quality and relevant marketing<br />
because 36% of the Japanese participants answered that 30,000 yen for the program was reasonable in the<br />
questionnaire.<br />
5. Intellectual capital - increasing what TDLC knows that is successful.<br />
5.a. Capacity and capacity development within TDLC<br />
Case Study10: AHI<br />
<br />
Technical capacity development of TDLC: TDLC coped with any technical problems in an efficient way and<br />
learned how to manage the event effectively, which included making a running order, scheduling the event,<br />
moderating the session, monitoring the network connection, and so forth. The technical coordinator evaluated<br />
TDLC staff as being open to suggestions, able to learn very quickly, and eventually managed the session quite<br />
well.<br />
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